Selling an idea and selling a property are not that different. John Graff makes that clear in the second chapter of Real Insights, and my experiences encouraging civic engagement in the lives of youth do the same. During my junior and senior years, I spent more than 125 hours visiting local public and private schools, all with the goal of teaching teens about politics, voting, and advocacy. Through infographics, quizzes, and motivational candy, I spoke with more than 400 students about their representatives and rights, all while trying to sell them on one idea that could define the rest of their lives: participate civically in your community. In an age of apathy and general disinterest, I made it my mission to challenge the narrative that politics and civics are boring. As a student now pursuing a major in Public Policy, I hope to one day shape legislation that strengthens our civics curriculum. Making immediate or long-term change will not be easy, a difficulty I acknowledge and have already faced. But through reading Mr. Graff's insights and connecting his lessons to my own experiences, I’m reminded how successful leaders “sell” what they believe in and push through obstacles. Whether it’s avoiding unrealistic expectations or simply not knowing your stuff, confidence and perseverance define successful professionals. More importantly, they take initiative. I took initiative when I found out that half my eligible peers weren’t registered to vote. I’ll take initiative again when that same issue reappears or when students can’t name their two U.S. senators. Working alongside like-minded peers in college, I hope to collaborate with students and faculty to refine the government curriculum we teach. Standing at the front of the movement, knowledgeable, confident, and clear in purpose, I’m ready to lead. Throughout my project, I found that each time I returned to a school or spoke to the same student again, their confidence in civics had grown. I saw their sense of empowerment increase in real time. I believe that with an engaged and inspired youth, the sky’s the limit for our country. The more involved we are as a society, the more we can do for ourselves and one another. The path ahead will not be easy, but thinking back to Mr. Graff’s key advice, I know I’m ready for what’s to come.

Duke is a mindset. It’s a concept I articulated in my application essays and one I’m ready to embrace this fall. After four years of hard work—playing four varsity sports, leading two publications as Editor-in-Chief, earning my Girl Scout Gold Award for community service, and participating in countless extracurriculars—on March 31, I opened my portal to read the best word of my life: “Congratulations!” I had been admitted to my dream school, Duke University. When I visited Duke for the first time in October, I noticed the campus’ embedded balance, the quality that most drew me in. It wasn’t just the modern cafeteria architecture synthesized with the Gothic style of the main chapel. It was the array of students, conversing or studying side by side, sometimes doing both. It was my tour guide’s display of both confidence and humility, neither overpowering. Being a Blue Devil means you can be “both,” no matter which two facets of life you’re engaging in—academics, athletics, social, or service. Marcus Stroman, a legendary Duke alum and athlete, embodied this as he pursued academic and athletic excellence simultaneously, later using his career to better the lives of in-need youth. I realized my approach to life and Duke’s approach to education and empowerment align. Both the institution and I are marked by our ambition toward excellence and willingness to do it all. As a member of the Class of 2029, I plan to major in Public Policy while minoring in journalism and statistics. Like Marcus, I hope to use my education to give back. I’m particularly interested in a career shaping legislation that expands civic education for youth. The more educated future generations are, the more empowered they’ll be to serve and lead. The months leading up to this academic dream, though, were not easy. Just days after submitting my application, on January 7, my life and community irrevocably changed. Around 6:30 p.m., I watched the hills a mile from my house catch fire. Twenty minutes later, my family had evacuated to a Target parking lot. Our only view back home came from local newscasts, which panned from ablaze landmarks we recognized to my very own street. The days and months that followed the Eaton Fire were defined by a complex mix of grief, hopelessness, and community support. For many, their homes and businesses—testaments to their life’s work—were destroyed. Though still affected, my family was lucky. While our backyard and garage sustained considerable fire damage, our house remained standing. I used the privilege of still having a home and the emotional capacity that came with it to act. As a longtime leader in my school, Jewish, and city communities, I leaned on my skills and connections to write an article for an international publication about the burning of our local synagogue. I hoped to share the story of one of Altadena’s heartbroken communities. At school, I helped facilitate an all-school assembly where students could share testimonies and promote volunteer opportunities. I also led a day of service for 500 students. In three separate rooms, students assembled hundreds of care kits with hygiene supplies, native seeds, and food to be delivered to fire victims. For a community that has given me so much, stepping up when I could finally reciprocate that support felt only natural. Unfortunately, the fires have taken a financial toll on my family. Insurance covered most damage, but not all. Most notably, I lost my job for six months—thousands of dollars I planned to contribute toward college. Though the road won’t be easy, I’ll meet challenges ahead with the resilience the Eaton Fire gave me.

When my friends told me they thought politics was too “confusing” or “irrelevant,” I made it my mission to change that narrative, starting a project dedicated to teaching youth about politics, voting, and advocacy. To gauge my community’s knowledge, I conducted a survey and received over 65 replies from local high schoolers. I learned that few eligible students were registered to vote, and self-confidence in political knowledge was low. From there, I identified three key areas to address: civic education, voter registration, and connecting youth with opportunities to get involved. First, I wanted my education to be sustainable. I hosted 15+ booths at local schools with infographics, quizzes, and candy to motivate learning. These pop-ups tackled all three pillars of my project. I educated, registered teens to vote, and promoted civic opportunities. Second, I wanted my education to be actionable. At my school, I led two workshops for around 40 attendees, teaching students how to write persuasive letters to elected officials. Through my teachings, around 20 of those students sent letters to the State Assembly, expressing support for a Green Amendment. Extending beyond physical outreach, I worked in my web development class to code a website with a list of civic engagement opportunities, tutorials on writing letters to elected officials, and an archive of my newsletters. From the beginning, I emphasized accessibility in my project’s core, and by adding this digital component, education was not just limited to the teens at the schools I visited. Through the countless opportunities I created for students, I saw real impact in my target demographic. In a concluding survey, I identified that I almost doubled the number of eligible pre-registered voters (going from 33% to 60%) and over 90% of participants rated their political knowledge as 3/5 or higher after engaging with my project. In college, I hope to connect with other like minded students to expand my resources to local high schools. Whether we be promoting voter registration or teaching simple concepts like the electoral college, I am confident the team we assemble can continue to help combat civic apathy, one high school we visit at a time.