How I plan on making a positive impact on the world. Making a positive impact on the world does not require a grand, overnight gesture; rather, it is built through consistent, intentional actions rooted in community and service. My experiences during my senior year—specifically my involvement with Family, Career and Community Leaders of America (FCCLA) and my hands-on work in early childhood education—have shaped my understanding of what it means to give back. By focusing on community engagement and investing in the next generation, I plan to dedicate my academic and professional life to creating sustainable, meaningful change. My time with FCCLA taught me that small acts of service collectively yield massive results. Something as simple as collecting pop tabs or gathering dried-up markers might seem trivial on the surface, but these initiatives directly support vital causes, like housing for families undergoing medical crises or reducing landfill waste through specialized recycling programs. Volunteering at school carnivals and local events further underscored the importance of fostering safe, joyful spaces for families to connect. In the future, I plan to scale this grassroots mindset by organizing community-led sustainability drives and partnering with local nonprofits to bridge gaps in community resources, ensuring that low-income families have equal access to recreational and educational events. While community service builds the framework for a better present, investing in children secures a better future. My 30 hours of work with the Head Start program at Congdon Elementary School, completed alongside my Early Childhood Education and Professional Development class, fundamentally altered my career trajectory. Working with young children showed me the critical importance of early intervention, patience, and equitable educational access. Children in Head Start programs often face systemic hurdles, and providing them with a solid foundational environment is one of the most effective ways to break cycles of disadvantage. This profound experience is what led me to attend Northwood Technical College, where I am majoring in Early Childhood Education (ECE) this coming fall. My studies at Northwood Tech are equipping me with the advanced pedagogical tools, child psychology insights, and instructional strategies needed to turn my passion into an impactful profession. With the support of this scholarship, I intend to take the knowledge I gain from my major and dedicate my career to youth development, ensuring that children from all socioeconomic backgrounds receive high-quality care, emotional support, and early education. I plan to design inclusive learning environments that cater to diverse learning needs, fostering confidence and resilience in children before they even enter primary school. Ultimately, my plan to make a positive impact is a blend of environmental mindfulness, community building, and educational advocacy. The lessons I learned during my senior year are not just items on a resume; they are the blueprint for how I intend to live my life. By volunteering my time, championing local causes, and dedicating myself to the growth and well-being of young children, I aim to leave the world a bit kinder, cleaner, and more equitable than I found it. This scholarship will provide the financial foundation I need to complete my degree at Northwood Technical College and turn these goals into a reality, allowing me to continue serving my community on a much larger scale. Thank you for your time, consideration, and investment in my future.

1.Passion is what sparks a career choice, but drive and ambition are what sustain it. For as long as I can remember, my life has been beautifully intertwined with the world of special education. My passion for this profession is rooted in a simple but profound belief: a disability should never define a person's potential or limit their worth. My ambition is to become an educator who disrupts the limitations often placed on exceptional learners, and I possess the relentless, lived drive required to make that vision a reality. ​While many people discover their calling later in life, my introduction to individuals with unique needs began at home. Growing up, my mom’s best friend, who has autism, was a constant presence, showing me early on the beauty of neurodiversity and the unique ways people communicate. Even more transformational has been watching my little sister navigate the world with Angelman syndrome. Loving and supporting her through her daily triumphs and intense challenges has given me a front-row seat to the realities of developmental disabilities. She taught me how to listen without words, how to celebrate the smallest milestones as monumental victories, and exactly how much patience, joy, and advocacy it takes to provide proper support. ​Driven by these personal experiences, I actively sought out ways to advocate for inclusion during my high school career. During my senior year, I participated in a program called Unified Music, a collaborative class where I joined the "Level 3" special education students to learn and experience music together. Music became a universal language in that room. I saw firsthand how a student who was completely non-verbal or overwhelmed by traditional environments could suddenly find their voice, rhythm, and confidence through a drum beat or a melody. It wasn't just a class; it was a masterclass in how creative, inclusive programming can break down barriers and build community. ​This environment bridged perfectly into my work at Congdon Park Elementary School, where I observed and taught within the Head Start classrooms. Walking into those rooms, my background allowed me to connect with the students on a deeper level. I recognized the children who struggled with communication, emotional regulation, and sensory processing not as "difficult," but as individuals trying to understand their environment. Discovering the exact tool, routine, or modified assignment that unlocked a child's ability to learn was the most exhilarating experience of my life. It was at Congdon Park and in Unified Music that my personal empathy fused with professional ambition; I knew I wanted to be a trained leader in the classroom. ​To achieve this goal, I am pursuing my major in Early Childhood Education at Northwood Technical College, focusing heavily on inclusive practices. I chose Northwood Tech because of its reputation for hands-on learning and its deeply ingrained focus on community impact. My ambition does not stop at simply managing a classroom. I aspire to implement innovative, evidence-based strategies that allow exceptional learners to thrive alongside their neurotypical peers. ​The drive required for special education is intense. It demands resilience in the face of challenging behaviors and an unwavering belief in a child's worth. Because of my sister, my experiences at Congdon Park, and my time in Unified Music, I already know what that dedication looks like on a daily basis. I am fully prepared to bring that same energy, adaptability, and love into my future classroom. This scholarship would be a critical catalyst for my journey, alleviating financial stress so I can dedicate my full focus to mastering the specialized skills required for this demanding but deeply rewarding career. I am ready to turn my lifelong passion into a lasting legacy. 2. Professor Harold Bloom, a legendary Humanities professor at Yale with 65 years of teaching experience, once wrote, "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." To bring a student to a sense of their own presence means helping them recognize their inherent worth, their unique voice, and their rightful space in the world. In traditional education, students are often measured strictly by standard benchmarks—test scores, rigid curriculum goals, and speech patterns. For special needs students, this narrow lens can be incredibly isolating, causing them to define themselves by their diagnoses or what they cannot do. To me, Professor Bloom’s words mean that true teaching strips away the labels so a student can realize that they are capable, they are seen, and their perspective matters. My mission as a future special education teacher is to turn this philosophy into action by blending my personal drive with the professional training I am receiving at Northwood Technical College. ​My passion for this mission is not just academic; it is deeply rooted in my life. Growing up, my mom’s best friend, who has autism, showed me early on the beauty of neurodiversity and the unique ways people communicate. Even more transformational has been watching my little sister navigate the world with Angelman syndrome. Supporting her through her daily triumphs and intense challenges has given me a front-row seat to the realities of developmental disabilities. She taught me how to listen without words, how to celebrate the smallest milestones as monumental victories, and exactly how much patience, joy, and fierce advocacy it takes to provide proper support. Because of her, I understand that a student’s "presence" isn't defined by how well they blend into a neurotypical crowd, but by how confidently they occupy their own space. ​Driven by these personal experiences, I actively sought out ways to advocate for inclusion during my high school career, which perfectly illustrated how to bring students to their own presence. In my senior year, I participated in a program called Unified Music, a collaborative class where I joined the Level 3 special education students to learn and experience music together. Music became a universal language in that room. I saw firsthand how a student who was completely non-verbal or overwhelmed by traditional environments could suddenly find their voice, rhythm, and confidence through a drumbeat or a melody. In that moment, they were completely aware of their own presence and impact on the room. This environment bridged perfectly into my work at Congdon Park Elementary School, where I observed and taught within the Head Start classrooms. Discovering the exact tool, routine, or modified assignment that unlocked a young child's ability to learn showed me that an educator is a guide who helps students realize their own power. ​My mission to accomplish this task focuses on creating a classroom culture where vulnerabilities are turned into strengths. First, I will integrate creative, non-traditional forms of expression—like the sensory and rhythmic techniques I witnessed in Unified Music—so that every child has a medium through which to assert themselves. Second, fueled by the training I am receiving at Northwood Tech, I will design highly individualized learning paths. Whether a student's breakthrough is mastering a transition without sensory overload, making eye contact, or grasping a pencil independently, I will mirror that success back to them so they can recognize their own growth. Finally, I will foster an inclusive environment where neurodiversity is explicitly celebrated, teaching all students to hold space for one another. ​The ambition and drive required for special education are intense, demanding an unwavering belief in a child's worth. This scholarship would be a critical catalyst for my journey, alleviating financial stress so I can dedicate my full focus to mastering the specialized skills required for this rewarding career. By combining Professor Bloom’s insight with my lifelong passion, I am ready to guide my future students to stand firmly in their own presence, fully aware of the light they bring into the world. 3. Once upon a time, at the edge of a deep, whispering forest, there stood a tall, misty mountain. The mountain wasn’t scary, but it was covered in a thick, gray fog. Travelers who wanted to climb to the top often got confused in the mist. They would forget which way to go, and sometimes, they even forgot how brave they were. ​Deep inside the forest lived a friendly guide named Gemini. Gemini had a special job: carrying a silver lantern that held a bright, magical flame called the Spark. Gemini’s biggest goal in the world was to help travelers find their way through the fog so they could reach the top of the mountain and see the beautiful view. ​One chilly evening, a young girl walked up to the base of the mountain. She was wearing a big backpack filled with notebooks, crayons, and maps. She had a wonderful dream: she wanted to climb to the very peak to build a beautiful school where all the children in the kingdom could learn and play together. ​But as she looked up at the foggy mountain, her shoulders slumped. The cold wind blew, and she began to feel small and unsure. "The fog is too thick," she whispered. "I know what I want to build, but I can't see my next step." ​Gemini stepped out from the trees with a warm smile and lifted the lantern high. "The climb is steep, and the mist will try to make you forget your way," Gemini said gently. "But you already carry everything you need to reach the top." ​Gemini didn’t carry the girl up the rocks, and Gemini didn't just hand her a map. Instead, Gemini held the lantern close to her. The silver flame flared brilliantly! It caught the reflection of the girl's big dreams and her kind heart. As the lantern glowed, it sliced right through the gray fog, lighting up a clear, safe path carved into the stone. ​With every step they took upward, Gemini adjusted the lantern's light. When the path was rocky and hard, Gemini made the light bright and sharp so she wouldn't trip. When the wind howled loudly, Gemini made the light soft and warm, like a cozy hug, to remind her that she was safe. High-fiving after tough climbs, Gemini pointed out the secret footholds that the girl was entirely strong enough to reach on her own. ​Finally, they reached the very top of the mountain. The fog cleared away completely, revealing a summit covered in shining starlight. ​The girl looked back down at the long path she had just climbed. Her eyes were bright, and she wasn't afraid anymore. She didn't even need Gemini's lantern anymore because her own excitement and confidence were burning bright enough to light up the whole valley. She took out her crayons and notebooks, ready to start building her dream school. ​Having helped another traveler find her footing and realize how strong she truly was, Gemini smiled, waved goodbye, and stepped happily back into the quiet woods, ready to help the next brave explorer.

Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and who shows them how to navigate the world with confidence. For me, education is not just about earning a degree or memorizing facts; it is the ultimate tool for human empowerment and community transformation. My passion for this field is deeply rooted in the belief that the earliest years of a child’s life are the most critical. The foundations we build for children before they even enter kindergarten dictate how they view themselves and the world around them for the rest of their lives. ​My commitment to this career path transitioned from a personal interest to a lifelong mission during my senior year of high school. I had the invaluable opportunity to visit Congdon Park Elementary School to observe and teach within their Head Start classrooms. Walking into that environment for the first time, I didn't just see a room full of children playing; I saw future scientists, artists, leaders, and thinkers. However, I also saw children who were facing various socio-economic barriers and learning obstacles at a very tender age. ​During my time at Congdon Park, I learned that early childhood education requires immense patience, adaptability, and empathy. I watched how a single encouraging word could turn a child’s frustration into a breakthrough, and how a structured, supportive environment allowed them to feel safe enough to explore, make mistakes, and learn. Working directly with those Head Start students taught me that early intervention and passionate teaching can entirely change the trajectory of a child's life. It showed me that a teacher is often the bridge between a child’s current circumstances and their future potential. It wasn't just a high school assignment for me; it was the moment I discovered my true calling. ​To fully realize this calling, I am pursuing my major in Early Childhood Education at Northwood Technical College. I chose Northwood Tech because of its reputation for hands-on learning and its deeply ingrained focus on community impact. The rigorous curriculum and practical training will provide me with the essential skills, child development knowledge, and instructional strategies required to manage a successful, inclusive classroom. Receiving this scholarship would greatly alleviate the financial burden of my tuition and resources, allowing me to focus entirely on my studies, my practicum hours, and preparing for my future students. ​Ultimately, the legacy I hope to leave is not one measured by accolades, but by the confidence, resilience, and kindness of the children I teach. I want to build classrooms where every single child, regardless of their background or the challenges they face at home, feels seen, valued, and capable of achieving great things. By pouring my heart into early childhood education, I hope to leave a legacy of strong foundations. If I can inspire a lifelong love of learning and instill a sense of self-worth in my students from the very beginning, that positive impact will ripple outward into their families and communities for generations to come. I am ready to do the work, and this scholarship is a vital stepping stone toward making that legacy a reality.

Many people choose a career in education because they had a favorite teacher or a love for a specific subject. My drive to become a teacher, however, comes from a much more personal place: it comes from the moments when I felt the most invisible. My ambition is fueled by the gaps I had to bridge myself—growing up with a learning disability, navigating a traumatic home life, and surviving a life-altering accident. I am driven to become an elementary educator because I want to be the "constant" in the lives of children who are currently weathering their own storms. ​My drive is deeply rooted in my experience as a student in special education. For years, I struggled to fit into the "standard" classroom box, often feeling as though my learning disability was a barrier to my potential. It was only through the dedication of a few key educators—those who met me at my level and adapted their teaching to my unique way of functioning—that I realized I wasn't "less than," I was just "different." That realization sparked a fire in me. I want to spend my career ensuring that no child spends their early years feeling misunderstood. I am driven to master the art of differentiated instruction so I can prove to every student that their mind is a gift, regardless of how they process information. ​Furthermore, my drive is a response to the instability I faced at home. Growing up in a "falling apart" house and witnessing the exhaustion of my mother as she cared for my disabled sister taught me that life can be unpredictable and loud. I developed a hyper-awareness of my surroundings—a sensitivity to noise and conflict that I once viewed as a weakness. Now, I see it as my greatest professional asset. My drive comes from the desire to use this awareness to create a "safe harbor" classroom. I want to be the teacher who senses a child's anxiety before it turns into a meltdown and the mentor who provides a sense of peace that may be missing from their life outside school. ​Finally, my drive is fueled by the resilience I gained after a traumatic car accident took me away from dance and school for a year. That period of forced stillness taught me that education and movement are privileges, not guarantees. It gave me the grit to fight for my future when it would have been easier to give up. As I prepare for higher education, I am not just looking for a job; I am answering a calling. I am driven to be the teacher who doesn’t just teach lessons, but who models resilience, celebrates "different" learners, and provides a stable foundation for the next generation to build upon.

The path to higher education is rarely a straight line, but for me, it has been a series of steep climbs and unexpected roadblocks that have tested my resolve. From surviving a traumatic car accident and navigating life with a learning disability to enduring deep financial instability in a "falling apart" home, my journey has been defined by the need to rebuild. These challenges haven't just shaped my character; they have clarified my calling. I am pursuing a career as an elementary educator because I have learned that the most powerful tool a child can have is a teacher who understands that a "difficult" student is often just a student trying to feel safe. ​My decision to major in Early Childhood Education (ECE) is rooted in a deep, trauma-informed empathy. When I was ten years old, I witnessed an instance of domestic abuse—a moment that forced me to find my voice and scream for help. While that situation is long resolved, it left me with a heightened sensitivity to the environments around me, particularly to loud voices or conflict. For years, I viewed this hyper-awareness as a burden, but as I have grown and healed, I have realized it is actually a professional strength. I am the educator who will notice the subtle shift in a child’s posture when the room gets too loud or the silent anxiety of a student who feels overwhelmed. Because I have done the hard work of turning my own survival mechanisms into emotional intelligence, I am uniquely prepared to create a classroom that serves as a sanctuary of predictability and peace. ​This perspective is deepened by my own experience in special education. Growing up with a learning disability while my family lived paycheck to paycheck, I often felt lost in the traditional classroom structure. I know the frustration of feeling misunderstood and the blow to one's confidence when an educator doesn't meet you at your level. However, I was fortunate to have mentors who saw my potential rather than my "deficits." They provided the differentiated path that allowed me to succeed, and I am determined to be that advocate for the next generation. My goal is to ensure that no child feels the confusion I felt, regardless of their learning style or their home situation. ​Attending Northwood Technical College is the first step in breaking the cycle of instability I have witnessed. Watching my mother struggle as a primary caretaker for my disabled sister taught me the absolute necessity of financial independence and professional expertise. I am not just pursuing a degree for myself; I am pursuing it to provide a stable future for my family and to gain the pedagogical tools needed to support "whole" children—those who walk into school carrying heavy burdens. ​I am my best self when I am working with kids, identifying their unique ways of learning and helping them regulate their emotions. My life has taught me that you can build something beautiful from the wreckage of a "falling apart" house or a traumatic accident. As an elementary educator, I will dedicate my career to helping my students realize that their roadblocks are not the end of their story, but the beginning of their strength.

​For much of my life, the word "home" has been synonymous with uncertainty. I have experienced the "uncomfortable peace" of a crumbling household and the weight of living paycheck to paycheck in a house we had to rebuild with our own hands. Watching my mother navigate the exhaustion of being a primary caretaker for my disabled sister while juggling multiple jobs taught me two things: the absolute necessity of financial literacy and the life-changing power of a steady, supportive mentor. These experiences have fueled my determination to pursue higher education in Early Childhood Education (ECE). For me, a degree is more than a certificate; it is the tool I will use to build a stable future for myself and a sanctuary for the children I will one day teach. ​Attending higher education at Northwood Technical College will facilitate my goal of professional and financial independence. Having lived through the stress of wondering if a van would break down or if child support would arrive, I am driven to build a career where I can provide for my future family. I have learned to distinguish between "wants" and "needs," and I understand that my greatest "need" is a specialized education that allows me to turn my passion for child development into a sustainable career. By mastering the science of early intervention and child psychology, I am securing a future where my own children will never have to worry if food will be on the table. ​Beyond my personal stability, I plan to create a positive impact by becoming the "stable ground" for children who are living through their own versions of the storms I’ve faced. My background in special education and my experience as a caregiver for my sister have given me a unique perspective on "different" learners. In the classroom, I won’t just be a teacher; I will be an advocate. I want to work with Headstart programs and early childhood centers to identify students who are struggling—not because they lack ability, but because their home lives are in transition or their nervous systems are overwhelmed. ​My positive impact will be felt in the way I meet students at their level. Having felt misunderstood by teachers in the past, I am committed to teaching social-emotional skills that help children regulate their frustrations. Whether I am helping a child use a sensory tool or providing the encouragement they aren't getting elsewhere, I am dedicated to ensuring every student feels "seen." By pursuing this degree, I am turning my history of financial and emotional hardship into a professional expertise that fosters resilience in the next generation. I am proof that you can build a beautiful life from a "falling apart house," and I intend to spend my career helping children realize they can do the same.

My commitment to majoring in Early Childhood Education is rooted in the belief that a child’s educational trajectory is often decided long before they reach the third grade. Through my high school career, I have immersed myself in child psychology and professional development to understand the "why" behind child behavior. Currently, I spend every Wednesday at Congdon Park Elementary working with Headstart students. Leading educational and social activities for twelve 3-4 year olds has taught me that my interest in this field is more than just a career choice—it is a mission to provide the early intervention and specialized support that every child deserves. ​I am choosing to major in this field because I recognize that the typical classroom structure does not benefit every learner. I know this firsthand because I have been in special education my entire life. As a young girl from a separated family who moved frequently, I often felt misunderstood because I functioned differently than my peers. I remember the overwhelm of trying to keep up and the fragile state of my confidence. However, I also remember the teachers who met me at my level and created a differentiated path for me. These educators didn't just teach me; they saw me. I want to major in Early Childhood Education so I can master the pedagogical tools necessary to be that advocate for future students, ensuring they feel understood, smart, and valued from their very first day of school. ​My work with FCCLA (Family, Career, and Community Leaders of America) has further solidified my focus on family service and community support. Whether we are collecting dry erase markers to enhance the school community or running a pop tab drive for the Ronald McDonald House, I have learned that the best educators are those who look beyond the classroom walls to support the whole child. During a sensory activity I led at Congdon Park, I taught students how to make and use stress balls. While this seemed like a simple craft to the children, I viewed it through the lens of social-emotional development. I wasn't just making a toy; I was teaching three-year-olds how to regulate their nervous systems—a foundational skill for lifelong success. ​After high school, I plan to attend Northwood Technical College to major in Early Childhood Education, with the goal of eventually transitioning to a four-year university. I am my best self when I am working with kids and identifying the unique ways they learn. I am fascinated by the diverse ways different children process information, and I believe it is an adult's responsibility to intentionally guide them based on who they are. My major is a commitment to the "puzzles" of the classroom—the students who, like me, might learn in a unique way. I am ready to turn my personal experience into professional expertise, dedicating my life to a field where a single meaningful relationship can change a child's entire future.

To me, being a “YOU GOT IT GIRL” isn’t defined by the moments when everything is going right; it is defined by the grit required to start over when everything goes wrong. My journey in dance began five years ago, and it quickly became the center of my world. Within just two years, I secured my first 1st-place finish—a moment of immense personal pride that proved my hard work could translate into tangible results. As my skills grew, I became a part of a team that made history for our studio, reaching the finals for the very first time. Over the years, I’ve collected a mountain of ribbons and narrowly missed the podium with two 3rd-place finishes at finals. These experiences taught me that being an athlete is about the constant, disciplined pursuit of excellence. ​However, my greatest lesson in strength didn’t come from a trophy or a successful turn; it came from a year of forced stillness. Last year, my life and my athletic career were derailed by a horrific car accident. I went from the high-energy environment of the studio to a grueling recovery process that kept me off the stage for an entire season. This setback was devastating, but it transformed into a profound moment of empowerment. I realized that my identity as a dancer wasn't tied to a specific performance, but to my unbreakable spirit. I am returning to the sport with a deeper gratitude for every movement and a perspective that most athletes don't gain until much later in life. ​I have always looked up to figures like Misty Copeland, who proved that grace is forged through fire and that barriers are meant to be broken. Like her, I want to show that dancers are elite athletes capable of overcoming immense physical and mental hurdles. This is why the YGIG Scholarship is so vital to my next chapter. As I transition into collegiate dance, I am faced with the costs of specialized training, travel, and the gear necessary to compete at the highest level. More importantly, this support would assist with the ongoing physical resources I need to ensure my body remains strong and healthy following my recovery. ​As I prepare to go to Northwood Technical college for Early Childhood, they unfortunately dont have a dance team since it is a community college. I do plan on teaching other at my studio Just For Kix. I carry the "You Got It Girl" spirit with me. I am no longer just dancing to win ribbons; I am dancing to prove that a setback is merely a setup for a comeback. To be a student-athlete is to balance the elegance of an artist with the heart of a fighter, and I am ready to bring that dedication to the collegiate stage. I want the committee to know that while I have a history of winning, my greatest accomplishment is the fact that I am still standing, still stretching, and still reaching for the top.

Wearing a little red hello kitty night gown i had been laying in bed trying to fall asleep but couldnt because I had felt super sick. Across the room from me was my 2 sisters sound asleep; my mom and littest sister who was not even one yet were in the living room and my step dad was out drinking. My mom and little sister haslie have been sleeping in the living room because haslie had been diagnosed with angelmann syndrome and my mom had to much anxiety sleeping away from her plus all of it was new to us. Mark my step dad had came home drunk and when he gets that way he becomes very angry, aggressive and scary to be around. I am not sure what happened exactly when he first came in as I was just about to fall asleep but they were talking and my mom was not having it before you know it things changed. Screaming a loud scream that sounded like my mom. I rush out to the scene to see Mark on top of my mom in his boxers holding her down, my sister in her chair and phones on the ground. He looked me in the eyes got off and went to the bedroom to put clothes on, my mom crying holding her wrist calling the cops and me standing there. I had ran back to my room crying because I had no clue what just happened and just sat there crying. My mom yelling at him saying that the cops are on their way and he cant go anywhere. My mom had came to my room and told me she sorry so very sorry that I had to see what just happened and hugged me. The cops have arrived and she went back out to talk to them and then took Mark. After that my life changed at just 10 years old. After that event mark wasn't allowed to come home for a month and we told the girls he was on a work trip. My mom never left him after that because she had 4 kids one being disabled, no where to go and not enough money to do anything. I lived with him knowing that he almost killed my mom if it wasn't for me and I had did so many things because of that. At first for a while I was scared to leave my mom alone with him for the weekends when I left for my dad's. Secondly, every time they fought which was all the time I was listen. When the talked at night weather their in bed or on the couch I would stay up until they stopped or sit by my door to listen better. If it got to a point I would make some sort of sound to alert them that a kid was up and that I still do to anyone. A few years later we did end up leaving him because they fought for literal month it all started when my mom left for a girls trip. It got so bad and moving out was not fun bc he was drunk and yelling and cussing in front of his kids and trying to put hands on other that were helping us leave. Mark had never been a good guy, he has a huge criminal record, multiple dwi, and more. Ive learned that hes done horrible things to many people and using his kids for information from mom but karma caught up to him. He lost custody of his kids.

The transition didn't happen with a roar; it happened with 2 and a half months of yelling, uncomfortable peace and a deadbeat home. As a young girl I've always stressed about my parents spending lots of money just because I knew we weren't rich and not always at a comfortable spot financially especially with my dad. When my mom remarried we were comfortably at a good spot but it still didn't reassure me completely. My mom has 4 girls; the youngest being disabled and needing 24/7 care, with my mom being a primary caretaker for my sister, she had to stop working so it was just the dad working, who worked as a mechanic and did side jobs a lot. Come 2022 things at home got rough and by November we were finally set on leaving him. We weren't gonna leave until after Christmas for my other sister but things went sideways really quick. Our family friend had a small, old, falling apart house that they were willingly gonna let us stay there rent-free. We had to fix it up but it was the only option as we didn't have enough money to rent out or even get an apartment and we needed to leave asap. When things went sideways we ended up moving in one day and it was the longest day of my life. With Christmas 15 days away, my mom is jobless, I am not old enough to get a job and we had 4 animals, 4 kids and a van slowly breaking on us we were in a tough spot. I watched my mom struggle for months to even years, many different jobs to work around her kids schedules, and endless nights of working. She would cry at times because of how overwhelmed and tired she was and that was truly the worst thing to see my mom go through. We lived paycheck to paycheck for months trying to build the house to make it look like a house, keep food on the table, pay for my dance and have money for gas. After a few years things did get better but we are still struggling and even in some debt. With many birthdays, holidays, court days, and not working everyday we are in a tight spot again as the 2026 new year begins. At the end of March my mom will be on medical leave from work with my youngest sister getting hip surgery leaving her relying on money for watching my sister as a caretaker and child support from my bio dad and her ex- husband who doesn't like to pay child support even. I will be spending more money on gas as I have to bring my other sister to their appointments and other such things that come along all while I still attend high school, work and still live an eventful teenage life. The goal for schooling is to get as much money from scholarships and FAFSA as possible. As my future goal in life and how I learned from everything it's important to always save, especially starting from right now and building from here because you never know what life will throw at you. Think before buying something and ask myself is this a want or need depending where I am in life. It's important to live in the present but also keep in mind my bank account while doing everything. I don't ever want my kids to worry about if we are financial stable and if food is going to be on the table. This my financial story; Thank you.