Mental health is deeply important to me because it has shaped every part of my experience as a student and as a person. For much of my life, I struggled to understand why everyday situations felt overwhelming in ways I could not explain. Simple tasks at school, social interactions, and even my own thoughts often felt harder to manage than they seemed for others. Before I had the language to describe what I was experiencing, I often felt frustrated, misunderstood, and alone. Over time, as I was diagnosed with dyslexia, ADHD, and OCD, I began to make sense of those experiences. What once felt like confusion gradually became clarity, changing not only how I saw myself but also how I approached school, relationships, and my future. As my diagnoses became more fully understood, I developed a much deeper sense of self-awareness. For years, both my family and I struggled to understand the patterns behind my behavior. I often became overwhelmed, and staying focused and organized felt incredibly difficult. When my diagnoses were understood together rather than separately, they provided a much clearer picture of how my brain works and why I experienced the world the way I did. This realization transformed my family dynamic. My mom often talks about how helpless she felt when I was younger because she did not know how to comfort me during emotional outbursts or periods of overwhelming anxiety. Once we understood the full picture, our perspective shifted. Instead of viewing my challenges as personal failures, we learned to approach them with greater patience, understanding, and problem-solving. During this time, my mother often referred to the people supporting me as my "team." This team included school counselors, executive functioning coaches, therapists, psychiatrists, and my primary care doctors. Together, they taught me practical strategies for managing anxiety, improving organization, processing emotions, and advocating for the accommodations I needed. Working with this team was transformative. I learned that self-awareness is not about eliminating challenges but about understanding how to work with them while building on my strengths. Because of these experiences, mental health has become incredibly important to me as a student. I know firsthand that emotional well-being directly affects a student's ability to learn, build relationships, and believe in themselves. When students feel understood and supported, they are more willing to ask for help, take academic risks, and recognize that their challenges do not define their potential. I strive to advocate for mental health by leading with empathy and understanding. Through my work with elementary-aged students, I encourage children to ask for help when they need it, celebrate progress instead of perfection, and recognize that everyone learns differently. At home, my family has become much more open about discussing mental health, and I have seen how honest conversations can reduce stigma and help people feel less alone. Whether I am listening without judgment or encouraging someone to seek support, I hope to create the same sense of understanding that changed my own life. My experiences have inspired my goal of becoming a special education teacher. I want to be the kind of educator who recognizes when students are struggling, advocates for the resources they need, and creates a classroom where mental health is valued alongside academic success. Above all, I want every student to know that asking for help is not a weakness. Rather it is a sign of strength, growth, and resilience.

For much of my life, I struggled to understand why everyday situations felt overwhelming in ways I could not explain. Simple tasks at school, social interactions, and even my own thoughts often felt harder to manage than they seemed for others. Before I had the language to describe what I was experiencing, I often felt frustrated, misunderstood, and alone. Over time, as I was diagnosed with dyslexia, ADHD, and OCD, I began to make sense of those experiences. What once felt like confusion gradually became clarity, and that shift not only changed how I saw myself, but also shaped my goals, my relationships, and my understanding of the world around me. As my diagnoses became more fully understood over time, I began to develop a much deeper sense of self-awareness. What once felt confusing, overwhelming, and unpredictable slowly started to make sense. For years, both my family and I struggled to understand the patterns behind my behavior. I often reacted so strongly to certain situations that I became easily overwhelmed, and staying focused and organized felt beyond difficult. When my diagnoses of dyslexia, ADHD, and OCD were finally connected, rather than separately, it provided a clearer picture of how my brain works and why I experienced the world the way I did. At home, this realization was significant. Emotional outbursts, anxiety, and challenges with focus and organization had often caused tension. My mom has often talked about situations when I was younger where I would become overwhelmed and inconsolable, and how helpless she felt not knowing how to comfort me or understand what I was going through. Before we understood the full picture, these moments felt frustrating and confusing for everyone involved. However, once my diagnoses were fully recognized, it shifted the dynamic within my family. Instead of confusion and frustration, there was a growing sense of understanding and patience. It was not perfect, but the energy shifted in a positive direction. We began to approach challenges not as personal failures, but as things that could be worked through with the right tools, approaches, and support. During this time, my mother often referred to the group of people supporting me as my “team.” This team included school counselors, executive functioning coaches, therapists, psychiatrists, and my general doctors. Each person played a unique and important role in helping me better understand myself. My therapists helped me process emotions and develop coping strategies for anxiety. My executive functioning coaches taught me practical skills for organization, time management, and breaking down overwhelming tasks into manageable steps. My school counselors advocated for my needs and helped ensure I had access to the support I required academically. My psychiatrists and doctors helped manage the medical side of my care, ensuring that I had the stability needed to function at my best, including medication. Working with this team was not always easy as it was sometimes hard to manage appointments and information, but it was transformative. Over time, I began to recognize patterns in my thinking, understand my emotional responses, and develop healthier ways to cope with stress. I learned that self-awareness is about understanding how to work with them and build on strengths. This process also helped me become more accountable for my actions, while still giving myself grace during difficult moments. Perhaps most importantly, this experience changed the way my family and I communicated with one another. There was a shift from frustration to collaboration, from misunderstanding to support. Instead of feeling like I was constantly doing something wrong, I began to feel understood and supported in figuring out what worked best for me. That shift gave me a sense of stability and confidence that I had not experienced before. This experience taught me the importance of having a strong, compassionate support system and the powerful impact it can have on a person’s growth and well-being. It showed me that progress is rarely achieved alone. It takes patience, guidance, and people who are willing to advocate for and believe in you. Because of this, I deeply value collaboration, empathy, and individualized support. These lessons continue to shape who I am today, and as I go forth into the world, whether it be in college and in my future career, I am inspired to be omeone who can be part of that kind of “team” for others, helping them feel understood, supported, and capable of growth.

I have always been drawn to working with children because I understand how important it is for students to feel supported, encouraged, and truly seen. Being that I was diagnosed early on with dyslexia and later, ADHD, I experienced learning challenges that sometimes made school feel frustrating and overwhelming. Those experiences taught me resilience, creativity, empathy, and the importance of having teachers who believe in you and how much of an impact they actually have on students. Because of this, I want to be the kind of educator who helps every child feel capable, confident, and excited to learn. My experience working with students in elementary school has further strengthened my passion for education. Working with children in both structured and more relaxed settings has shown me how important relationship-building is in helping students feel comfortable and successful. I have enjoyed helping students with homework, encouraging teamwork and problem-solving during activities, and creating a positive environment where children feel supported. These experiences have taught me patience, adaptability, and how to connect with children with different personalities and learning styles. I plan to make a positive impact in my future career as an educator by creating a classroom environment where students feel safe taking risks, asking questions, and learning in ways that work best for them. I know that not every child learns the same way, and I want to make learning accessible, engaging, and encouraging for all students. I hope to incorporate different approaches into my teaching through movement, hands-on activities, visuals, storytelling, music, creativity, and collaboration. To make learning fun, I will use interactive lessons, games, creative projects, and real-world connections that keep students actively involved. I want my classroom to feel energetic, welcoming, and filled with curiosity. I especially hope to support students who may struggle academically or emotionally by helping them recognize their strengths rather than only focusing on their difficulties. Being diagnosed early on with dyslexia, slow processing, and later ADHD, I experienced learning challenges that often made school feel frustrating and overwhelming. Although I was assessed for learning differences in elementary school, not all of my accommodations were fully implemented. Because of this, learning continued to feel overwhelming, and I often felt like I was constantly behind my peers no matter how hard I worked. I remember feeling discouraged and emotionally exhausted at times, wondering why school seemed to come more easily to everyone else. When I began high school, however, my experience completely changed. The school had a learning support program, and I distinctly remember sitting down with my parents and staff as they carefully explained all the supports and accommodations they were going to implement to help me succeed. For the first time, I truly felt seen and understood as a learner. I remember feeling an overwhelming sense of relief, and I will never forget looking over and seeing my mom begin to cry because she finally felt relief for me too. She knew the emotional toll my learning struggles and previous school experiences had taken on me. That moment stayed with me because it showed me how life-changing the right support, encouragement, and understanding can be for a student. Those experiences taught me resilience, empathy, and the importance of educators who genuinely believe in their students. They are a large part of why I want to become the kind of teacher who helps every child feel capable, supported, and confident in their ability to succeed.

One of the most influential people in my high school experience was our Dean of Students, Ms. Sanchez. Ironically, my first impression of her was far from positive. Known for strictly enforcing school rules, she often dress-coded me, and I began to see her as someone who was always watching me, almost like she was out to get me. I tried to avoid her as much as possible. Over time, especially during my junior year, that perception began to change. As I matured, I became more open-minded and started to understand that authority figures were not against students, but there to guide them. I began talking to Ms. Sanchez more and saw a different side of her, one that comes from care and accountability. By senior year, what should have been the most exciting time became one of the most difficult periods of my life. My mental health was not in a good place. The pressure of college applications, uncertainty about the future, and shifting friendships became overwhelming. Along with managing ADHD, dyslexia, and OCD, I felt exhausted, disconnected, and deeply alone. Even being at school felt unbearable. As my mental health declined, I withdrew. With support from my wellness counselor and Ms. Sanchez, I began eating lunch alone in my car to manage the overwhelm. While isolating, this is when Ms. Sanchez became one of my greatest sources of support. She recognized my struggle even when I couldn’t express it. Every day, she made a point to find me, whether for a quick check-in, a pep talk, or just a normal conversation. She spoke to me not as a struggling student, but as a person who was hurting. One moment I will never forget was during that time. Knowing I was eating lunch in my car and that I loved sushi, Ms. Sanchez offered me space in her office refrigerator. It was a small gesture, but it made me feel seen. On another day, noticing I hadn’t been eating, she handed me a lunch she had intercepted from a Chick-fil-A delivery. I was caught off guard. In that moment, I felt genuinely cared for in a way I hadn’t realized I needed. Those quiet acts of kindness reminded me that I mattered, even when I felt invisible. As prom approached, I had no desire to go, but Ms. Sanchez encouraged me persistently, reminding me that showing up mattered, for myself. The day before prom, I walked into her office with a spray tan, and she was overjoyed, knowing I had decided to go. The morning of prom, she even texted me to make sure she would see me that night, a small gesture that showed how deeply she cared. In the final weeks before graduation, she continued to check in, offer encouragement, and help me finish strong. She told me she wanted to be the one to hand me my diploma. This is something that meant more to me than I can fully express. During a time when everything felt heavy, she helped me keep going. Ms. Sanchez changed how I approach my life and shaped the kind of educator I hope to become. She showed me that teaching is not just about structure or rules, but about truly seeing students. As I pursue a career in special education, I want to be that same source of support. I want to be someone who notices when a student is struggling and reminds them of their worth. She taught me that small, consistent acts of care can change a life.

Going to college, to me, means more than earning a degree. For me, it represents growth, independence, perseverance, and success. It is a chance to continue learning not only academically, but personally, by gaining confidence in my abilities and developing the skills I will carry into my future. College is where I want to challenge myself, continue learning how to advocate for my needs, and build a stronger sense of direction and purpose. It is also an opportunity for me to step outside of my comfort zone, take ownership of my education, and prove to myself that I am capable of succeeding in an environment that requires both discipline and independence. As someone who has navigated dyslexia, ADHD, and OCD, my path through education has not always been easy. There were times when I struggled to keep up, questioned my abilities, and felt defined by my challenges. I often put in extra effort just to meet expectations, which at times felt discouraging when my work did not reflect how hard I was trying. However, through perseverance and the support of educators who understood how I learn best, I began to see a shift in myself. I discovered strengths within myself that I once overlooked, including resilience, determination, and the ability to adapt. Because of this journey, attending college is also a representation of how far I have come. It represents not only my academic progress, but also my personal growth, self-awareness, and the determination to succeed on my own. In college, I am hoping to accomplish both academic and personal growth. Academically, I plan to pursue a path in special education so that I can become a teacher who supports students with learning differences. Having experienced these challenges firsthand, I have a deep understanding of what it feels like to need support, patience, and encouragement in the classroom. At the same time, I recognize that every student learns differently, which is why I want to deepen my understanding of diverse learning needs, effective teaching strategies, and ways to create inclusive and supportive learning environments. I want to learn how to meet each student where they are and help them build confidence in their own abilities. Personally, I hope to continue building independence, confidence, and strong organizational and time management skills that will help me succeed not only in college, but beyond. I want to strengthen my ability to advocate for myself, seek out resources when needed, and continue developing strategies that allow me to thrive. College will challenge me in new ways, but I see those challenges as opportunities to grow stronger and more capable. Most importantly, I am working toward becoming someone who can make a meaningful difference in the lives of others. I want to use my education to support students who may feel misunderstood or discouraged, just as I once did. My goal is to create a classroom where students feel seen, valued, and capable, and where they learn to recognize their own strengths instead of focusing only on their struggles. I want to be the kind of teacher who notices effort, encourages progress, and helps students believe in themselves even when they find it difficult. Going to college is the next step in that journey. It is where I will gain the knowledge, experience, and perspective needed to turn my challenges into purpose and my goals into reality. More than anything, it represents the opportunity to grow into someone who not only achieves personal success, but also helps others realize their own potential.

Education has shaped my goals by helping me understand both who I am and who I hope to become. As a student with dyslexia, ADHD, and OCD, especially during the years when I was undiagnosed, I often felt that my challenges overshadowed my potential. I learned differently than many of my peers, which made me question my abilities and, at times, my place in the classroom. There were moments when I felt frustrated and discouraged, not only because the work was difficult, but because I could not always keep up in the ways that were expected of me. One moment that stands out was my constant struggle with staying organized. I remember being told to write down assignments in my planner, keep my papers neatly organized, and take clear notes during lessons. While these tasks seemed simple for others, I often felt overwhelmed by how quickly everything moved. By the time I had written part of an assignment down, the class had already moved on. My planner was often incomplete, my papers became disorganized, and my notes felt scattered and hard to follow. I could sense my teachers’ frustration, and at times, their disappointment. That feeling has stayed with me. I wasn’t trying less, but it often looked like I was. It made me feel as though I was constantly falling short, even when I was putting in my best effort. Over time, however, I began to find strategies that worked for me. Instead of trying to copy everything down quickly, I started taking photos of the board so I could review instructions at my own pace later. Rather than juggling multiple colored folders for each subject, I switched to using a single accordion folder, which made it easier to keep track of my papers in one place. I also began working with an executive functioning coach, who helped me develop systems for organization, time management, and note-taking that aligned with how my brain works. These changes did not happen overnight, but they helped me gain a sense of control and confidence that I had not felt before. With the support of teachers and mentors who took the time to understand how my mind worked, I slowly began to recognize that my differences did not make me less capable. Instead, they revealed strengths I had not fully seen before. I developed resilience through constantly trying again, creativity in how I approached problems, persistence when tasks felt overwhelming, and a strong attention to detail. These qualities, once overlooked, became the foundation of my growth. Through these experiences, I began to see myself not as a student defined by challenges, but as someone capable of success in my own way. These experiences have given me a clear sense of direction as I begin to embark on my journey to college. My goal is to become a special education teacher because I know that teaching is about far more than academics alone. It is about helping students understand that their voice matters, their way of learning is valid, and their strengths deserve to be recognized. I want to be the kind of teacher who looks beyond a student’s struggles and instead sees their effort and potential. More importantly, I want to be the teacher who notices when a student is trying, even if it doesn’t always show in the expected ways. The challenges I have overcome have given me a deep sense of empathy for students who may feel frustrated, misunderstood, or defined by a diagnosis. I understand what it feels like to try your hardest and still feel like it is not enough. Because of that, I am committed to creating a learning environment where students feel safe, respected, and empowered. I hope to use individualized strategies, accommodations, visual supports, flexible assessments, and consistent encouragement to meet each student where they are. I want my classroom to be a place where organization, note-taking, and learning differences are supported with patience and understanding, rather than frustration. Through my education, I hope to create a better future not only for myself, but for the students I will one day teach. I want to help them build not only academic skills, but also confidence, self-awareness, and a belief in their own potential. I want my future students to leave my classroom with a strong sense of who they are, understanding that their differences are not limitations, but strengths that contribute to the way they think and engage with the world. Ultimately, I hope to give my students what education gave me: the ability to recognize their own worth, believe in their capabilities, and feel empowered to thrive.

One of the most significant challenges I have faced has been managing my ADHD, OCD and anxiety. For a long time, I struggled to understand why tasks that seemed simple for others, such as staying focused, starting assignments, or managing my time. This often led to frustration, emotional stress, and periods where my academic performance did not reflect my true abilities. As I received my diagnoses, everything began to make more sense. Instead of viewing my challenges as personal shortcomings, I started to understand them as conditions that required specific strategies and support. I built what my family calls my “team,” which includes therapists, an executive functioning coach, school counselors, and medical professionals. With their guidance, I learned practical tools such as breaking assignments into manageable steps, using structured schedules, and developing coping strategies to manage anxiety. I also became more self-aware and proactive. I began advocating for myself in academic settings which included communicating with teachers, asking for clarification when needed, and seeking support before becoming overwhelmed. Over time, I developed stronger organizational skills and resilience. While the process was not immediate or easy, it was steady and meaningful. Ultimately, facing ADHD, OCD, and anxiety has strengthened not only my academic abilities but also my character. It has taught me resilience, self-advocacy, and the importance of seeking help, which are skills that will continue to guide me throughout my life in all ways. My Filipino-American identity has shaped my purpose in life through the way I have experienced family, culture, and belonging. Some of my earliest memories are of large family gatherings led by my aunts and uncles with busy kitchens and an abundance of food. As a child, those moments felt warm and constant, but also overwhelming at times. I often found myself observing more than participating, unsure of where I fully fit in. However, I felt comforted by the sense that I was part of something that clearly had history. I was fortunate to grow up in San Francisco, where Filipino culture is abundant and visible. However, my early school environment was not very diverse, and that created an internal conflict. At school, I identified more with my European background, trying to blend in with what felt more familiar in that space. At the same time, I struggled with the feeling that I wasn’t “Filipino enough.” Because I had not fully grown up immersed in Filipino traditions or cultural practices in my day-to-day life, I felt disconnected from that part of my identity even though it was such an important part of my family. As I got older and transitioned into a more diverse school, teams, and other social situations, that began to change. I started meeting more people socially who were Filipino, whether fully or mixed like me. Seeing others confidently embrace their identity made me reflect on my own hesitation. My older cousins, who are also mixed-race, played an especially important role. They made an effort to share it with those of us who were younger. I finally to embrace my Filipino culture. I began to celebrate this part of myself rather than question it. This shift became especially meaningful when my brother, cousins, and I started hosting our own Filipino dinners. Hosting these gatherings brought a sense of pride, connection, and belonging that I hadn’t always felt before. These experiences have shaped my purpose by grounding me in the importance of community and identity. I learned to grow into and choose to embrace my Filipino-American identity. My identity is no longer something I question. It continues to guide who I am becoming.

For much of my life, I struggled to understand why everyday situations felt overwhelming in ways I could not explain. Simple tasks at school, social interactions, and even my own thoughts often felt harder to manage than they seemed for others. Before I had the language to describe what I was experiencing, I often felt frustrated, misunderstood, and alone. Over time, as I was diagnosed with dyslexia, ADHD, and OCD, I began to make sense of those experiences. What once felt like confusion gradually became clarity, and that shift not only changed how I saw myself, but also shaped my goals, my relationships, and my understanding of the world around me. As my diagnoses became more fully understood over time, I began to develop a much deeper sense of self-awareness. What once felt confusing, overwhelming, and unpredictable slowly started to make sense. For years, both my family and I struggled to understand the patterns behind my behavior. I often reacted so strongly to certain situations that I became easily overwhelmed, and staying focused and organized felt beyond difficult. When my diagnoses of dyslexia, ADHD, and OCD were finally connected, rather than separately, it provided a clearer picture of how my brain works and why I experienced the world the way I did. At home, this realization was significant. Emotional outbursts, anxiety, and challenges with focus and organization had often caused tension. My mom has often talked about situations when I was younger where I would become overwhelmed and inconsolable, and how helpless she felt not knowing how to comfort me or understand what I was going through. Before we understood the full picture, these moments felt frustrating and confusing for everyone involved. However, once my diagnoses were fully recognized, it shifted the dynamic within my family. Instead of confusion and frustration, there was a growing sense of understanding and patience. It was not perfect, but the energy shifted in a positive direction. We began to approach challenges not as personal failures, but as things that could be worked through with the right tools, approaches, and support. During this time, my mother often referred to the group of people supporting me as my “team.” This team included school counselors, executive functioning coaches, therapists, psychiatrists, and my general doctors. Each person played a unique and important role in helping me better understand myself. My therapists helped me process emotions and develop coping strategies for anxiety. My executive functioning coaches taught me practical skills for organization, time management, and breaking down overwhelming tasks into manageable steps. My school counselors advocated for my needs and helped ensure I had access to the support I required academically. My psychiatrists and doctors helped manage the medical side of my care, ensuring that I had the stability needed to function at my best, including medication. Working with this team was not always easy as it was sometimes hard to manage appointments and information, but it was transformative. Over time, I began to recognize patterns in my thinking, understand my emotional responses, and develop healthier ways to cope with stress. I learned that self-awareness is about understanding how to work with them and build on strengths. This process also helped me become more accountable for my actions, while still giving myself grace during difficult moments. Perhaps most importantly, this experience changed the way my family and I communicated with one another. There was a shift from frustration to collaboration, from misunderstanding to support. Instead of feeling like I was constantly doing something wrong, I began to feel understood and supported in figuring out what worked best for me. That shift gave me a sense of stability and confidence that I had not experienced before. This experience taught me the importance of having a strong, compassionate support system and the powerful impact it can have on a person’s growth and well-being. It showed me that progress is rarely achieved alone. It takes patience, guidance, and people who are willing to advocate for and believe in you. Because of this, I deeply value collaboration, empathy, and individualized support. These lessons continue to shape who I am today, and they inspire my goal of becoming someone who can be part of that kind of “team” for others, helping them feel understood, supported, and capable of growth.

I am passionate about the special education teaching profession because I believe its purpose is more than just academics. Professor Harold Bloom’s statement, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” indicates the importance of helping students recognize their own value, identity, and capability in the world. A “sense of their own presence” means that a student understands their voice matters, their way of learning is valid, and they have unique strengths that deserve to be seen and celebrated. Students begin to feel confident in who they are rather than defined by their struggles. This is especially meaningful to me because of my own journey. Growing up with dyslexia, and later ADHD and OCD, especially during the times I was undiagnosed, I often felt that my differences overshadowed my potential. It was through the support of teachers who understood how my brain worked that I began to appreciate my resilience, creativity, and detail-orientedness. I began to see myself as a capable student. Because of this, I have become really passionate about helping special education students discover that same confidence in themselves. I am passionate about the special education teaching profession because I believe its purpose is about far more than academics alone. Professor Harold Bloom’s statement, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” highlights the importance of helping students recognize their own value, identity, and capability in the world. To me, a “sense of their own presence” means that a student understands that their voice matters, their way of learning is valid, and they possess unique strengths that deserve to be seen, nurtured, and celebrated. It is the point at which students begin to feel confident in who they are rather than allowing themselves to be defined by their struggles or differences. This idea is especially meaningful to me because of my own journey. Growing up with dyslexia, and later ADHD and OCD, especially during the years when I was undiagnosed, I often felt that my differences overshadowed my potential. There were moments when I questioned my own abilities because I learned in ways that looked different from many of my peers. It was through the support of teachers who took the time to understand how my brain worked that I began to appreciate the strengths that came with those differences, including my resilience, creativity, persistence, and attention to detail. With their encouragement, I began to see myself as a capable student rather than someone limited by a diagnosis. Because of this transformation, I have become deeply passionate about helping special education students discover that same confidence in themselves. My goal as a future special education teacher is to create a classroom where students feel safe, respected, and empowered to appreciate and understand their own abilities. I want students to recognize that their learning differences contribute to the unique ways they think, solve problems, and engage with the world around them. I am determined to meet students where they are by using individualized strategies, accommodations, and teaching methods that align with how their minds work best. Whether this means differentiated instruction, visual supports, flexible assessments, or emotional encouragement, I want every student to feel that success is possible for them. Just as importantly, I want to celebrate progress in all forms, including the small victories that often build the foundation for long-term growth. Helping students experience their own presence means helping them build confidence, self-awareness, and the courage to take ownership of their identity and future. My passion for special education comes from wanting to be the teacher who helps students move beyond frustration and self-doubt and instead feel a sense of belonging, self-belief, and possibility. I want my future students to leave my classroom with not only stronger academic skills, but also a deeper understanding of who they are and the confidence to thrive to their fullest potential.

My interest in pursuing a career in teaching comes from both personal experience and the meaningful work I have already done with students. Growing up with dyslexia, and later being diagnosed with ADHD and OCD, I experienced how challenging school can feel when your learning style differs from those around you. School was frustrating and isolating at times, but the teachers who actually took the time to understand how I learned made an incredible difference in my life. They showed me that success is possible when students are supported with patience, creativity, and belief in their abilities. It was those experiences that inspired me to become a teacher who can help students feel capable, understood, and empowered. My experiences tutoring low-income students with below-grade-level reading skills and working with children in the extended care program at a local elementary school strengthened this passion. Even though I personally experienced that confidence can grow when a student is given individualized support and encouragement, I was able to take on the role as the supporter and cheerleader, which felt even more gratifying. Watching students make progress has been one of the most rewarding experiences of my life thus far. Because teaching offers the opportunity to make that kind of impact every day, and I am committed to the chance to create inclusive classrooms where all students can thrive. When I attended high school my freshman year, I had support from the school by a team of teachers who changed my life. They showed me that what I once saw as limitations could actually be strengths. Rather than focusing on my dyslexia, ADHD, and OCD as obstacles or a chore that they had to cater to, which is what I experienced in the past, they helped me understand that my brain simply worked differently. They reminded me that “different” did not mean less capable. They took the time to learn how I processed information best and found ways to accommodate my learning style so I could succeed. Their actions made me feel understood instead of discouraged. I finally felt fully accepted as they recognized the value in the way I think. They showed me that my persistence, creativity, attention to detail, and unique problem-solving skills were strengths that came from the very challenges I had struggled to accept. Their support rebuilt my confidence during a time when I often doubted my intelligence and abilities. Because of this, I learned that the right educator can change a student’s academic success and the way they see themselves.

What led me to the field of education stems from personal experience. Growing up, I received multiple diagnoses over time, beginning with dyslexia, later ADHD, and then OCD. What it feels like to need support, patience, and understanding, especially when undiagnosed, made navigating school and everyday life challenging. I also realized the profound impact the right encouragement, resources, and advocates can have. Because of my own experiences, I developed a strong sense of empathy for individuals with special needs and a passion for helping others feel understood, capable, and valued. I plan to make a difference by being the kind of support system that I know can change someone’s life. I want to help individuals with special needs build confidence, strengthen life skills, and recognize their own abilities rather than focus on limitations. My goal is to create safe, inclusive environments where people feel respected and empowered to grow at their own pace. Having personally experienced how meaningful individualized support and understanding of the whole person can be, I want to help others access that same encouragement and sense of belonging. Through my volunteer experiences, I have learned that patience, flexibility, and consistency are of utmost importance. One of my most meaningful experiences has been serving as a personal tutor for low-income students with below-grade-level reading skills. Working closely with these students has taught me how important individualized learning approaches, encouragement, and consistency are in building confidence and academic growth. Because I understand how challenging reading difficulties can feel, this experience has been especially meaningful to me. In addition, working with students in the extended care program at a local elementary school has further strengthened my ability to support children with diverse learning and emotional needs. My role as an extended care leader has taught me the importance of creating a structured and encouraging environment ensuring all students feel comfortable being themselves. Whether helping with homework, guiding social interactions, or being a dependable presence, I have learned and had the opportunity to exemplify how much trust and stability can positively influence a child’s growth. These experiences have reinforced the importance of meeting students where they are, celebrating progress at every stage, and helping them believe in their ability to succeed. My experiences with the students I have worked with have strengthened my compassion and further solidified my commitment to making a difference in this field. As I embark on my college journey, I do have a financial need. My family is able to help with most, if not all, of my first year tuition, but beyond that, the financial responsibility will largely fall on me. In due time, I will need to find the means to pay for tuition on my own while continuing my education. Receiving this opportunity would help relieve the burden of future tuition and educational expenses, allowing me to stay focused on my studies and continue preparing for a career serving individuals with special needs. This support would make a meaningful difference in helping me continue my education and pursue the work I feel so passionate about.

Kindness in Action: One of the most meaningful acts of kindness I have offered came through working with students who struggled with reading in both one-on-one tutoring and after-school programs. I worked closely with a student who often became overwhelmed when faced with longer passages and would shut down before even attempting to read. Instead of pushing them to keep up with a set pace, I adjusted my approach by breaking texts into smaller sections, reading alongside them, and focusing on progress rather than perfection. This is somehting that I learned to do for myself over the years. Over time, I noticed small but meaningful changes. Some of my sudents began attempting more words independently and became less hesitant to try. What stood out most was not just their academic growth, but their change in their confidence. They began to believe that reading was something they could improve in. This moment was important to me because it showed how powerful patience, adaptation, and encouragement can be. As someone who is neurodivergent myself, I understand what it feels like to struggle in environments that move too quickly or feel overwhelming. Being able to offer the kind of support I once needed made the experience deeply personal and reinforced my commitment to becoming an educator who helps students feel capable and supported. Boldly, Unapologetically Me: For a long time, I felt pressure to hide or minimize the ways I learn differently in school. As a student with ADHD, dyslexia, and OCD, I often felt expected to keep up in the same way as everyone else, even when traditional methods did not work for me. In earlier years, I tried to belnd in by not asking questions, being okay when teachers did not provide accommodations, or staying silent when I was confused, because I did not want to stand out. A turning point came when I realized that this approach was not helping me succeed. Rather, it was only making learning more difficult. Instead of continuing to mask my struggles, I began advocating for myself by asking for clarification, requesting alternative explanations, and using strategies that matched my learning style. I even approached my parents asking to help me find extra support outside of the classroom. This shift was not easy, and it took time to feel comfortable doing it, but it changed my academic experience significantly. Choosing to be myself in this way allowed me to learn more effectively and also helped me see my neurodivergence as a strength rather than something to hide. It taught me that success does not come from fitting a single mold, but from understanding and embracing how I learn best. Now, I carry that mindset forward in how I work with others. I want to help students feel confident in their own learning styles rather than ashamed of them.

My drive to become a teacher comes from both my personal experiences as a learner and the example set by my mother, who has been a teacher for over 25 years. Growing up, I saw firsthand the dedication, patience, and care she brought to her students every day. Even outside of school hours, she spent time planning lessons, grading assignments, and adjusting instruction for students who needed different approaches. I often saw her at the kitchen table late in the evening, reflecting on how to better support individual learners. She consistently advocated for students other teachers often lacked patience or understanding for, and she viewed her students as individuals with unique strengths, challenges, and stories. I often heard my mother speak about her students in a way that reflected deep care and understanding of their individual needs. She was especially passionate about supporting students who had the most difficulty learning and those who struggled to feel comfortable or confident in the classroom. Rather than focusing only on academic performance, she emphasized helping students feel safe, seen, and capable. Listening to her taught me that some of the most meaningful teaching happens when a student who once felt disconnected begins to believe they belong. In addition to my mother’s influence, I have gained firsthand experience working with students through one-on-one tutoring and after-school programs. In these settings, I worked closely with students who struggled with reading, helping them break down texts, build decoding skills, and develop confidence. These experiences showed me how powerful individualized attention can be in transforming a student’s relationship with learning. I also worked with students who reminded me of myself—learners who needed more time, alternative explanations, and encouragement to stay engaged. Recognizing that connection made these experiences especially meaningful and strengthened my commitment to supporting students who may not fit traditional academic expectations. At the same time, my own experiences as a neurodivergent student with ADHD, dyslexia, and OCD deeply shaped my desire to enter education. I understand what it feels like to struggle in systems that do not always align with your needs, including frustration, anxiety, and self-doubt. There were times I spent hours on assignments others completed quickly, which left me discouraged. The educators who made the biggest difference were those who explained concepts in different ways, slowed down instruction, and showed patience instead of judgment. These experiences helped me realize that learning differences are not limitations, but differences in access and approach. One of the most formative aspects of my journey has been understanding how strongly a teacher’s attitude shapes a student’s self-perception. I have experienced both discouragement and support, and I know how deeply each can stay with a student. This has shown me that teaching is both an academic and emotional responsibility, where how a student feels in the classroom can be just as important as what they learn. Together, my mother’s example and my own experiences have inspired me to pursue teaching with a focus on empathy, patience, and inclusion. I want to create classrooms where students are not expected to learn in one fixed way, but are given multiple pathways to understand and demonstrate their knowledge. My goal is to become an educator who recognizes diverse learning needs, adapts instruction thoughtfully, and helps every student build confidence in their abilities. I am committed to carrying forward the values I learned at home and through experience to make a meaningful difference in the lives of my future students.

Cancer has deeply impacted my life through the experiences of both my grandmother and my aunt. I remember going to my grandmother’s house and immediately noticing how lethargic she had become, a stark contrast to the energy I had always known her for. Stepping into a role I hadn’t expected, I began helping with household chores, small tasks that suddenly carried much more meaning. Those moments showed me how illness affects not just the individual, but all parts of everyday life, and how important it is to offer support in meaningful and consistent ways. I also remember the feeling of being punched in the gut when my aunt, young, vibrant, and the mother of a seven year old, was diagnosed with throat cancer. The news brought a wave of fear and uncertainty, but it also revealed the strength and resilience within my family. Witnessing both my grandmother and my aunt navigate treatment and emotional challenges has given me a profound understanding of compassion, patience, and the importance of strong support systems. These experiences have shaped my perspective, strengthened my empathy and commitment to pursuing an education and career that allows me to support others through their own challenges. My passion for special education also comes from my own experiences as a neurodivergent learner with ADHD, dyslexia, and OCD. I still vividly remember a moment in middle school when a teacher, frustrated in front of the class, said, “How don’t you understand this?” in reference to a math concept. That moment stayed with me and marked the beginning of a difficult period in which I struggled with anxiety and depression and began to see myself as “behind” academically. Over time, however, I came to understand that the issue was not a lack of ability, but a lack of support and instructional fit for how I learn. Those experiences ultimately shaped my perspective in a powerful way. I know what it feels like to struggle in systems that are not always designed for diverse learning needs, but I also know the difference that patient, attentive educators can make. I have also been supported by teachers and mentors who took time to understand my learning style and help me rebuild confidence in my abilities. Combined with my experience working with students in both one-on-one tutoring and school settings, I have developed a deep commitment to creating inclusive, understanding, and empowering learning environments. I strive to support each student as an individual, recognizing their strengths while helping them navigate challenges, just as I have learned to do in my own life.