Living with bipolar disorder and ADHD has shaped both the challenges I face and the strength I carry. Managing my mental health while working toward my doctorate in education, raising my five-year-old son, and serving as a special education teacher requires resilience, balance, and determination. While these responsibilities can feel overwhelming at times, I know that prioritizing my mental health is the key to sustaining my academic success, being the mother my son deserves, and being the educator my students need. My mental health affects every part of my life. When I experience shifts in mood or energy, my focus in class or on research can become harder to maintain. ADHD can make organization and time management more difficult, while bipolar disorder brings the challenge of navigating highs and lows that impact motivation and clarity. I have learned, however, that my diagnosis does not define me—it empowers me to develop strategies, routines, and self-awareness that allow me to thrive academically and personally. As a mother, I want to model for my son that caring for your mind is just as important as caring for your body. He is my greatest motivation, and I want him to see that perseverance and self-care can exist side by side. Even on the hardest days, he reminds me why it is worth it to keep going—to show him that dreams are possible, even when obstacles appear. To prioritize my mental health, I have built intentional habits into my daily life. I keep a structured schedule that balances coursework, teaching responsibilities, parenting, and rest. I use medication and therapy to help regulate my mood and focus, and I rely on mindfulness strategies like journaling and short breathing exercises when anxiety or racing thoughts feel overwhelming. Exercise, quiet moments with my son, and connecting with supportive friends and mentors also ground me when life feels hectic. These practices don’t just help me survive—they allow me to excel. They help me focus on my doctoral studies, stay present with my students, and remain patient and nurturing as a mother. They also remind me that seeking support is a strength, not a weakness. My students, many of whom face their own challenges, deserve a teacher who understands that mental health is an important part of growth. Because of my experiences, I am able to meet them with empathy, patience, and the belief that they, too, can overcome. Scholarships like this one matter because financial pressures add another layer of stress to the already heavy load of balancing academics, parenting, and personal well-being. Support allows me to devote more energy to learning, teaching, and being a present mother, rather than worrying constantly about how to make ends meet. My mental health is not separate from my goals—it is the foundation that allows me to pursue them. By continuing to prioritize wellness, I can fulfill my ambition of becoming not only a strong scholar and teacher, but also a mother who shows her son the value of education, perseverance, and self-care. I want to be proof that mental health challenges do not limit potential—they can instead fuel resilience, compassion, and impact.

Why I Love Math From the moment I learned to count as a child, math has always felt like a universal language that unlocks the world around us. What excites me most is how math combines creativity with logic—it challenges me to think critically, problem-solve, and find order in what first appears to be chaos. I love that math is everywhere, even when we don’t always notice it. It shows up in patterns in nature, the symmetry of art, the rhythm of music, and the statistics that help us make informed decisions. Whether balancing a checkbook, analyzing a sports game, or exploring the possibilities of new technology, math provides the structure and clarity to understand and improve daily life. One reason I am drawn to math is because it pushes me beyond my comfort zone. Every new concept is like a puzzle that tests my persistence. At first, the problem may look impossible, but with patience and effort, the pieces start fitting together until the solution makes sense. That process is both humbling and rewarding—it reminds me that mistakes are not failures but stepping stones toward growth. Math also connects people across generations and cultures. Equations solved centuries ago still guide scientists, engineers, and economists today. It has given us everything from bridges and skyscrapers to computers and medical breakthroughs. To love math is to love the possibilities of human progress and innovation. Most importantly, math has taught me confidence. Each time I solve a problem, I prove to myself that I can tackle challenges if I stay focused and disciplined. That lesson goes far beyond the classroom—it shapes how I approach life. For me, math is more than numbers and formulas; it is a way of thinking that develops resilience, sharpens decision-making, and fuels imagination. I love math because it empowers me to not only understand the world but also to make a meaningful impact on it.

If I could create one class that every K–12 student would be required to take, it would be “Life Skills and Emotional Intelligence.” While traditional subjects like math, science, and language arts provide students with essential academic knowledge, too often schools overlook the practical and emotional foundations needed to navigate everyday life. This class would bridge that gap, giving students tools that are as important for success as any academic subject. The course would be designed to evolve as students progress through grade levels. In the early years, kindergarten through elementary, lessons would center on social-emotional learning: understanding feelings, practicing empathy, learning how to share, and resolving conflicts peacefully. Children would be introduced to mindful practices such as deep breathing and reflection, helping them regulate their emotions from a young age. These skills create a strong foundation not only for classroom success but also for building healthy relationships throughout life. In middle school, the curriculum would shift toward self-awareness and decision-making. Students would explore topics such as goal setting, time management, stress coping strategies, and navigating peer pressure. At this stage of development, students often struggle with identity and belonging. A structured course dedicated to guiding them through these challenges would give them a safe space to express themselves while also learning how to listen and respect others. This stage would also introduce digital citizenship, teaching students how to use technology responsibly, critically evaluate online information, and maintain safe online habits. By high school, the class would incorporate practical life preparation alongside continued emotional development. Students would learn financial literacy basics such as budgeting, saving, and responsible use of credit. They would also be exposed to career exploration, résumé building, and interview skills, ensuring that they graduate not only prepared for higher education but also for the workforce. Furthermore, discussions about healthy relationships, self-advocacy, and conflict management would help students approach adulthood with maturity and resilience. The impact of such a class would be profound. Academics alone do not determine whether a student will succeed after graduation. Many of the challenges young people face—anxiety, financial stress, poor communication skills, and lack of direction—stem from an absence of guidance in these areas. A course in Life Skills and Emotional Intelligence would reduce those gaps by providing consistent, developmentally appropriate instruction across all grade levels. Students would leave school not only with knowledge in their heads but also with practical strategies and confidence in their hearts. This class would also strengthen school communities. Students who are better equipped to manage their emotions and resolve conflicts would contribute to a more positive learning environment. Teachers would spend less time on behavior management and more time on instruction, while students would build stronger peer connections. Ultimately, the course would cultivate not just better students, but kinder, more capable citizens. Education should prepare students for the tests of life, not just life’s tests. A mandatory Life Skills and Emotional Intelligence class would do exactly that—ensuring that every child, regardless of background, has the tools to thrive academically, socially, and personally. As an aspiring educator, I believe the greatest gift we can give our students is not only knowledge, but also the wisdom and confidence to use it well.

When I think about why I am a fan of Sabrina Carpenter, the answer goes far deeper than her music or her acting career. It is not just about being entertained by her catchy songs or clever performances—it is about being inspired by her story. Her career has been a constant reminder to me that it is possible to embrace challenges, remain authentic, and grow into the person you are meant to be. I first encountered Sabrina Carpenter when she played Maya on Girl Meets World. At the time, I was young and trying to figure out who I was in a world where everyone seemed to expect perfection. Maya was not perfect—she was witty, strong-willed, and sometimes unsure of herself—but she was real. Her character showed me that being different or having flaws does not make you less worthy. In fact, it makes you human. That message spoke to me deeply, because I too struggled with self-confidence and finding my place. Seeing her character taught me that individuality is not something to hide; it is something to embrace. As Sabrina transitioned from acting to music, I noticed something remarkable: she was stepping into a completely new space where she was not automatically accepted. Many people saw her only as a Disney actress and doubted her ability to succeed as a serious musician. Yet instead of giving up, she kept writing, performing, and pushing forward. Watching her fight to be recognized reminded me of the times in my own life when people underestimated me or overlooked my abilities. Rather than seeing rejection as failure, she used it as fuel to keep going. That resilience made me admire her even more. Her career has also taught me valuable lessons about persistence. Sabrina did not become a global star overnight. She built her success one step at a time—through small concerts, songwriting, and growing her audience slowly but steadily. In a world where instant gratification is so common, her journey reminded me that true achievement requires patience, practice, and dedication. Whenever I felt discouraged in my own life, whether struggling through difficult classes or working toward personal goals, I thought about her persistence and reminded myself to keep moving forward. What I admire most about Sabrina Carpenter is her ability to balance vulnerability with confidence. In her songs, she is unafraid to sing about heartbreak, insecurity, or doubt. At the same time, she also sings about empowerment, joy, and embracing who you are. That mix is powerful because it reflects real life. It reminded me that strength is not about pretending everything is perfect—it is about being honest, learning from challenges, and continuing to grow. Her influence has shaped me in very real ways. For example, when I felt nervous about pursuing leadership opportunities at school, I remembered how she stepped into a career transition that many doubted. Her courage gave me the confidence to raise my hand, volunteer, and trust that my voice mattered. When I faced academic setbacks, her example of persistence encouraged me not to give up, but to see each challenge as an opportunity to improve. Most importantly, Sabrina Carpenter’s career has shown me that passion can become purpose. She has taken her love of music and storytelling and turned it into something that inspires millions of people. That has motivated me to look at my own passions and think about how I can use them to help others. For me, that means pursuing education and service, with the hope of making a difference in the lives of the people around me.

Scholarship Essay Courtney Stevens, Ed.S Cstevens1675@gmail.com 601-665-3301 Scholarship Application Submission Why I Am Passionate About Becoming a Special Education Teacher The calling to become a special education teacher is not simply a career choice for me—it is a mission born of both compassion and conviction. From an early age, I witnessed the resilience of students with learning disabilities and the quiet strength of the teachers who guided them. Rather than seeing limitations, these educators created opportunities. They helped their students discover not only academic knowledge but also their unique voices, talents, and dignity. That example planted a seed in my heart, and it continues to grow into a lifelong commitment: I want to dedicate my life to serving students with special needs, giving them the tools, encouragement, and belief in themselves to succeed in ways the world often doubts. When I reflect on the journey that has led me here, I think about moments when I saw students with autism or Down syndrome overcome barriers that many assumed would define them. A child who was once silent suddenly joined a classroom chant. Another, who had struggled with motor skills, tied their shoes for the very first time and wore the biggest smile imaginable. These moments, though small to some, were victories of immeasurable worth. They reminded me that special education is about more than lesson plans—it is about celebrating humanity in its fullest form. Special education teachers serve at the intersection of patience, creativity, and advocacy. To me, this profession represents a promise: every child deserves to be seen, heard, and empowered. My passion lies in fulfilling that promise, day by day, student by student. Defining Bloom’s Statement Harold Bloom once said, 'I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.' This statement resonates profoundly with me, especially in the context of teaching students with special needs. When Bloom speaks of 'presence,' I interpret it as more than simply being physically in the room. Presence is the awareness of one’s worth and the realization that one’s existence matters in a classroom, a family, and a community. It is the moment a student recognizes that they have unique contributions to make, and that those contributions are valued. Presence can be understood in three interconnected ways: 1. Emotional Presence: Helping students recognize and manage their emotions, while also understanding that their feelings are real and valid. 2. Academic Presence: Assisting students in realizing that they can learn, retain, and apply knowledge. 3. Social Presence: Guiding students to see themselves as part of a community where their voice matters. This, I believe, is what Bloom meant: teaching is not merely the transfer of facts. It is the unveiling of identity, the awakening of confidence, and the recognition of one’s rightful place in the world. My Mission in Guiding Students Toward Presence My mission as a special education teacher is to create a classroom where every student feels their own presence fully. I will pursue this mission through intentional strategies that center on the whole child—mind, body, and spirit. 1. Individualized Support and Creativity: Every student learns differently, and in special education, no two paths are identical. I will embrace creativity and flexibility in instruction. This means using visual aids, hands-on manipulatives, music, movement, technology, and storytelling. 2. Patience, Love, and Advocacy: Special education requires patience that is deeper than endurance—it must be patience grounded in love. Beyond patience, my role is also to advocate for students, ensuring their needs are recognized and met within the classroom, the school, and the larger educational system. 3. Building Confidence Through Small Wins: Students often discover their sense of presence when they experience success. In my classroom, small wins will be celebrated as loudly as major achievements. Each milestone will remind them: 'I am capable. I am learning. I am present.' Fairy Tale: The Teacher and the Hidden Light Once upon a time, in a kingdom where not all voices were heard, there lived a young heroine who carried a lantern that glowed only faintly. She dreamed of bringing light to children who walked in shadows, children others called 'different.' These children were not broken; their light was hidden under heavy stones of doubt. The heroine began her journey, but the path was not easy. In the Valley of Misunderstanding, voices told her the children could not learn. In the Mountain of Impatience, she was tempted to rush them forward too quickly. At the River of Discouragement, she nearly laid down her lantern, weary of the struggle. But guides appeared along the way. The clever Odysseus taught her resourcefulness: there is always another way to reach a student if you are willing to try. The jellyfish showed her how to bend without breaking: flexibility is strength, not weakness. Mother Teresa reminded her of love: patience is love stretched over time. The monk whispered wisdom: focus on the present moment, for that is where transformation happens. With each lesson, the heroine’s lantern grew brighter. When she returned to the children, she shared the light. At first, they hesitated, unsure if they could hold it. But slowly, each child began to shine in their own way—one with music, another with art, another with kindness, another with courage. The kingdom, once dim, was now bright with many colors of light. The heroine realized her lantern had never truly belonged to her. It was meant to awaken the hidden lights in others. That, she knew, was her purpose. Conclusion My passion for the special education teacher profession is rooted in the belief that every student, regardless of disability, has a presence worth honoring and celebrating. Harold Bloom’s statement is both a challenge and a guide for me: to help students discover their own sense of self, their light, and their place in the world. In my classroom, students will not only learn math, reading, and social skills. They will learn that they are seen. They will learn that they belong. They will learn that their presence is a gift to the world. I believe teaching is more than a profession—it is a calling that carries the power to change lives. By becoming a special education teacher, I hope to leave behind a legacy of compassion, advocacy, and empowerment. My dream is that each child I teach will carry forward the truth that they are capable, they are valued, and they are present.