My journey towards higher education has not followed a smooth, linear path. Instead, it was forged through one of the most isolating and difficult seasons of my life. Following the birth of my son, I developed severe postpartum depression (PPD), a diagnosis that completely altered my sense of self and tested the boundaries of my endurance. For nearly three full years, I lived in an intense emotional fog, struggling daily with physical exhaustion, deep anxiety and the painful process of trying to feel like myself again. During the early months, the physical and emotional burden were overwhelming. My partner and I were renting a single room, navigating the pressure of a relatively new relationship while learning how to parent., all while I was transforming into a version of myself I barely recognized. Because I did not have a strong supportive bon with my mom, I had to navigate the profound weight of new motherhood without a safety net or maternal guidance to lean on. Everyday felt like an uphill battle. Yet, during this exact period, I was enrolled in online higher education coursework. Staying motivated was exceptionally difficult when depression was constantly pulling me towards inertia. There were days when simply opening my computer felt like an impossible task. But looking down at my infant son shifted something fundamental inside of me. I realized that if I wanted to teach him to step up and build a meaningful life I had to embody that lesson first. I pushed through the burnout, completed my assignments late into the night, and chose to use my pain as fuel. Overcoming PPD did not happen overnight, but surviving those three years rebuilt me into a resilient, deeply empathetic, and determined woman. It proved to me that my circumstances do not define my capabilities. Most importantly, it instilled in me a profound understanding of what it feels like to struggle silently. A perspective that now directly informs how I advocate for children and families facing their own unseen battles. While my personal resilience was tested at home, my passion and expertise were being refined in the field. Over the past several years, I have dedicated myself to early childhood education and development support, serving as a Pre-k teacher in the Bronx while also working as a Registered Behavior Tech (RBT) conducting in-home applied Behavior analysis (ABA) therapy. In the classroom, I have excelled at designing structure, culturally responsive and developmentally appropriate learning environments tailored to children from diverse socioeconomic backgrounds. Teaching early learners requires so much more than delivering a lesson plan; it demands an acute understanding of developmental milestones, sensory needs, emotional regulation and early phonics and language acquisition skills. I have consistently stood out for my ability to identify subtle behavioral patterns early, step in with proactive intervention strategies, and foster an environment where children feel safe, seen, and capable. My clinical experience as an RBT has further sharpened my ability to assess behavior, collect data and implement targeted behavior intervention plans. By utilizing natural environment teaching, pairing strategies, and functional communication training. I have learned how to look beyond surface level misbehavior to understand the underlying communicative functions behind a child’s actions. Working directly inside families’ homes has given me a front row seat to the daily realities, systemic stresses, and emotional hurdles that parents navigate when raising children with unique developmental and behavior needs. Currently, I am pursuing my Master of Arts degree in Child and Adolescent Psychology. This graduate program represents the natural bridge between my foundational work in early childhood classrooms and my long term commitment to pediatric mental health. My primary professional goal upon graduation is to become a credentialed school psychologist working directly within public school systems. Schools serve as the frontline for child development, making them the most critical setting for early detection, assessment, and psychological intervention. Beyond my work within public schools, my ultimate long-term ambition is to establish my own private psychological practice and community resource center tailored specifically to children and adolescents in low income, historically under-resourced neighborhoods. My desire to reach these goals stem directly from systemic flaws I witness daily as an educator in the Bronx. Throughout my career, I have routinely collaborated with external early intervention specialists, multidisciplinary evaluation teams, and agency providers who come into classrooms to evaluate young children. Regrettably, I have frequently observed a stark disconnect between standardized evaluation reports and what a child actually needs to thrive. Too often, external professionals rely on brief, highly rigid diagnostic snapshots that fail to account for a child’s cultural background, trauma history, language access or immediate classroom environment. Decisions are made on paper that label children rather than support them, leaving parents feeling overwhelmed, confused, and dismissed by the very systems meant to help them. I am pursuing my graduate degree so that I can step into those decision making spaces with the clinical authority needed to rewrite the narrative. In the field of pediatric psychology, I am committed to driving a shift toward holistic, compassionate, and family- centered evaluation practices. I want to break down the cold, clinical barriers that so often exist between diagnostic evaluators and the families they serve. Children are complex human beings whose behaviors are deeply intertwined with their environments, relationships, and developmental stages. Diagnostic assessments should serve as a roadmap for empowerment not a barrier to inclusion. To drive this change, I am prepared to dedicate myself to rigorous clinical training, advanced diagnostic coursework, and active community advocacy. In my future practice and school roles. I will prioritize culturally competent, trauma-informed assessment tools, incorporating accessible communication methods like American Sign Language (ASL_ and non-verbal tools to ensure that every child, regardless of verbal ability, has a voice. Furthermore, I plan to establish parent workshops that demystify the special education process, equipping families in underserved communities with the self advocacy tools required to secure the services their children rightfully deserve. On a personal level, accomplishing these goals represent the fulfillment of a promise I made to myself during my darkest days of postpartum depression, this part of motherhood isn't spoken about enough. The strength, patience, and self advocacy I had to cultivate to rebuild my own life are the exact traits I now bring to my professional work. Pursuing higher education is my vehicle for turning personal adversity into public impact. By graduating and building a practice rooted in empathy, accuracy and unwavering advocacy, I will not only create a stable, inspiring future for my son, but also ensure that vulnerable children and families never have to navigate their developmental journeys alone.

My name is Deysia Padilla, and I am in the final years of my twenties. I reside in the Bronx, NY with my husband, our son Luke, and our two pets (a dog, and axolotl.) I am currently pursuing my master’s degree in psychology with a concentration in Child and adolescent Development at Southern New Hampshire University. I chose this program to strengthen my current career and explore new opportunities where I can continue to support and advocate for children. Although I don’t hold academic honors, I am often recognized at work for being the only educator on staff who can communicate using American Sign Language (ASL) which has made me a valuable resource, especially for nonverbal children. My long-term goal is to earn licensure as a child developmental therapist and grow my professional network to open even more doors. Right now, I feel like I’m already living part of my dream. Working as an early childhood educator has been both fulfilling and transformative. This role has taught me not only professional skills but also life lesson about patience, empathy and resilience. It means so much to me to be someone a child can depend on, especially when not every child has a nurturing home environment. I believe in the important of building a strong, trusting bonds with both children and their families. That connection often becomes the foundation for a child’s success and confidence. While I’ve never seriously considered opening my own private practice before, it’s something I’m beginning to see as a meaningful possibility. One of my proudest personal achievements has been learning and using ASL. It has transformed how I communicate with my students and particularly those who are nonverbal or have communication delays. Being able to connect with the, in a way that makes them feel seen and understood has been one of the most rewarding aspects of my career. Receiving support to pay down my student loans would be life changing. Carrying that financial weight has been overwhelming, especially as I think about building a better future for my son. Reducing my loan debt would give me the flexibility to move our family to a new home and offer my son more opportunities. It would also allow me to invest more deeply in my career goals, whether that means additional training, cortication’s or one day opening my own practice. I am committed to using my education and my experiences to uplift children and their families in my community. With the support I can move forward with less financial stress and more room to grow both personally and professionally.

“Deysia!”, a name, a moment, a voice I will never forget. In January of 2025, my only non-verbal student said my name for the first time. She has been in my two-year-old class since September of 2024 and that name, she mentions was the result of moths of patience, love and intentional teaching. As a teacher from the Bronx, my role is to support a child’s development across all key domains: Social-emotional, language and communication, physical and cognitive. My goals are to encourage their creativity and self-expression through various large groups and one-on-ones. With this child, I focused on what I do best and that’s understanding what works for my kids which is through consistency and repetition, I created a nurturing space for her voice to emerge. That’s moment gave me my purpose as an educator and reminded me that the smallest breakthroughs carry the greatest meaning. Valentina joined my class just after turning one, due to her birthday being in December. From the start it was a challenge to keep her on my roster. I was frequently reminded by her previous teachers and my supervisors about her behavior. She was described as “wild,” often hitting, Biting, and throwing toys. But what concerned me the most was her lack of verbal communication. That silence weighed heavily on me. My classroom was designed around a gender-neutral theme, Dinosaurs, to spark curiosity and create a welcoming space for the new babies. Despite her challenges I saw potential. I felt like other doubted my ability to support her development, I took it as motivation. I first realized my support was making a difference when Valentina began to softly sing our “good morning train” song. Each day I would start it off and let them take over. Valentina, once silent started to whisper the names to her peers as I pointed to them. I structured my classroom routine around daily themes to target different development domains: Monday is for letters, Tuesday is for Numbers, Wednesday is for colors, Thursday is for shapes and Friday is review day. After Circle time, we would transition to large group activities, followed by center time. The moment Valentina said my name, I dropped everything, got down on one and asked her to say it again, which she did. Hearing her call, me by name instead of “momma” filled me with overwhelming joy. My eyes filled with water as I hugged her. Spun her around and laughed with her. It was a moment of pure connection that we have builded up for months. I contacted her parents to share the exciting news and together we celebrated this milestone. From this point on, I started to send her home with simple “homework” small task like practicing words or signs. I knew her parents wanted more help with her vocals but didn’t have the resources. Her confidence grew so much and so did her participation in the class. This experience with Valentina taught me more than any textbook, and professor ever could. Watching her go from silence to proudly and confidently saying my name reminded me that growth doesn’t always happen quickly, but it always happens with love, patience and belief. Her journey inspired me to continue my own education through the psychology master’s program at SNHU, something I never imagined pursing. Valentina has also helped shaped my teaching philosophy. I believe that structure and routine lay the foundation for learning. When children know what to expect they feel safe and in that safety, they explore, they grow, and they thrive. I’ve learned that two-year old are capable of so much more than people assume. They just need adults who truly believe in them, who see beyond the challenges and into their potential. This moment reaffirmed that individualized support and compassion are not just important they are essential. Every child deserves to be understood, supported and celebrated. That tiny voice reminded me why I chose this path and why I continue walking it with open eyes and an open heart. My name from a voice that carried so much meaning was a reminder that ever child has a voice waiting to be heard and a story waiting to be supported. That Moment reaffirmed my purpose as an educator: to meet each child where they are and guide them with patience, love, and belief. I am committed to making a difference, one child or five children at a time, because even the smallest breakthrough can open doors to a lifetime of learning.

Responding Pursuing a career in teaching has always been a calling for me, rooted in the belief that the love and support one receives in school can profoundly shape a child's life. In my own experience, sometimes the affection and encouragement I received at school outweighed what I experienced at home. It was within the classroom that I truly felt seen, heard, and valued. This realization ignited my passion for teaching, as I aspire to provide a similar nurturing environment for my future students. One teacher who had a monumental impact on my life was Mr. Beradi, my high school art teacher. To me, he was more than just an educator; he was a father figure who provided guidance, inspiration, and unconditional support. Mr. Beradi had a remarkable ability to connect with his students, creating a safe space for us to explore our creativity without fear of judgment. He taught me not only the technical aspects of art—such as various techniques and mediums—but also the importance of expressing oneself and embracing individuality. Under his mentorship, I discovered my own artistic voice and gained the confidence to pursue my passions. He encouraged me to push boundaries and experiment with different styles, reminding me that art is not just about perfection but about the journey of self-discovery. His lessons extended beyond the canvas; they taught me invaluable life skills such as perseverance, resilience, and the courage to pursue dreams, no matter how ambitious they may seem. Mr. Beradi also took the time to understand his students as individuals. He recognized the challenges I faced outside of school and became a source of comfort during difficult times. His compassion and empathy made a lasting impression on me, demonstrating the profound impact a caring teacher can have on a student's life. His belief in my abilities inspired me to believe in myself, and it is this legacy of encouragement that I hope to carry forward in my own teaching career. As I embark on this journey toward becoming an educator, I am motivated by the desire to create an environment where students feel valued and loved, just as I did under Mr. Beradi's guidance. I want to be a teacher who not only imparts knowledge but also nurtures my students' emotional and social development. I believe that education is about more than just academics; it's about fostering a sense of belonging and community. Ultimately, my desire to pursue a teaching career stems from my personal experiences as a student. My goal is to have a positive influence on my students' lives, similar to how Mr. Beradi impacted mine. I aspire to provide encouragement and motivation, guiding each child to uncover their distinct abilities and embrace their own uniqueness. For me, teaching is more than just a job; it is a lifelong dedication to nurturing love, creativity, and development in the future.