A student once looked at a math problem in front of us and said, “I can’t do this,” before even picking up a pencil. I understood that feeling. Math can feel overwhelming when the steps do not make sense yet. In that moment, I knew he did not only need help with an assignment. He needed patience, encouragement, and someone willing to walk through the problem with him. One time I helped someone in need was through my volunteer work as a tutor with The Aloe Family Foundation. Through this program, I helped younger students after school with academic work, especially math. Many needed extra support, including students from immigrant and Hispanic families who benefited from tutoring that helped them keep up, build confidence, and feel more prepared in school. When I sat with students, I tried not to rush them. I would ask what they already understood, then help them break each problem into smaller steps. If one explanation did not work, I tried another approach. Sometimes I used examples. Sometimes I asked guiding questions. Most importantly, I reminded them that struggling with a problem did not mean they were not smart. The student who first said he could not do the work slowly began to try. We worked through the problem step by step. When he finally understood it, his attitude changed. He sat up straighter and started the next problem with more confidence. That moment stayed with me because I saw how academic help also becomes emotional support. He needed help with math, but he also needed someone to believe he could succeed. This experience mattered to me because education has opened doors in my own life. I have challenged myself with advanced coursework, including AP Statistics and AP Computer Science, because I enjoy math, problem-solving, and analytical thinking. I plan to major in Actuarial Science at Middle Tennessee State University because I want to use mathematics, statistics, and data to solve real problems. Tutoring also helped me think more deeply about access to higher education. Many underserved students face financial barriers when they reach college age, but some also face academic barriers long before then. If a student does not receive enough support early, it becomes harder to imagine advanced classes, college, or a future career. Through tutoring, I saw my role as helping students build a stronger foundation one problem at a time. When a student begins to understand math and believe in his ability to learn, higher education starts to feel more possible. This service also helped me grow as a person. It taught me patience, leadership, and responsibility. I learned that helping someone in need does not always require money or a major event. Sometimes it means giving your time, explaining something clearly, and helping someone feel capable again. Through The Aloe Family Foundation, I learned that students need more than answers. They need confidence, guidance, and people who will not give up on them. I could not fix every challenge they faced, but I could help them take the next step in front of them. Tutoring showed me that when a student receives patience, attention, and encouragement, it sends a clear message: you matter, your effort matters, and your future matters. As I prepare for college, I want to continue helping others through education, service, and leadership. Tutoring showed me that even a short amount of support can make someone feel seen, encouraged, and prepared to keep going. To me, that is one of the most meaningful ways to show someone in need that they matter.

From a young age, I have been fascinated by the idea that chances can be measured. What began as a curiosity about probability in math class grew into a deeper interest in how risk shapes real-world decisions, which eventually developed into financial systems and how they affect entire communities. This interest led me to pursue a future in actuarial science, a field that combines mathematics, statistics, risk management, data analysis, and business principles to ensure the safest and most ideal futures for clients. In high school, I strengthened this passion through a rigorous curriculum including AP Statistics, two AP Computer Science classes, and AP Macroeconomics, where I learned how data can be used not just to understand outcomes, but to prepare for them. Beyond the classroom, I’ve taken the initiative to research how actuaries work to guide businesses through financial uncertainty. What has stood out the most to me so far is how poor risk management, which would be prevented by a credible actuary, often leads to layoffs, loss of benefits, and economic strain on families and even extends to entire communities. This realization shaped my goal: to use STEM not only as a career path, but as a way to protect people. As an actuary and possibly in a leadership role such as a Chief Financial Officer, I will use probabilistic models and financial analysis to help organizations make responsible, forward-thinking decisions. By doing so, I want to contribute to lasting stability for my business while ensuring the safety and well-being of the employees and communities that depend on it. Furthermore, I have been considering a way to give back on a more personal level by mentoring students, especially those who may not initially see themselves in STEM. I want to share my story and show that fields like actuarial science are not only interesting and fun, but can also be meaningful in their ability to create real-world impact. Through STEM, I am not just pursuing a profession; I am committing to a future where my decisions can create security, opportunity, and positive change for others.