I used to think mental health was something you dealt with alone. Now I know it is something that is shaped by community. That shift did not happen all at once. It came from years of learning what it feels like to struggle in silence and what it feels like to be seen by people who choose to notice you anyway. Growing up, I moved frequently and struggled to find stability or lasting connections. For a long time, I dealt with anxiety and periods where I felt disconnected from the people around me. What helped me get through those years was not a single solution but the presence of people who showed me care in small but meaningful ways. Teachers who checked in, mentors who believed in me, and environments that reminded me I mattered even when I did not fully believe it myself. Those experiences shaped how I move through the world today. In college, mental health is not an abstract topic to me. It shows up in everyday life and in the people around me. I understand how easy it is for students to look fine on the outside while dealing with stress, loneliness, or pressure internally. Because of that, I try to be intentional about how I show up for others. Through my work with Spartan Open Pantry at UNC Greensboro, I have learned that support is not only about providing resources but also about how people are treated while receiving them. A simple conversation, a welcoming attitude, or remembering someone’s name can shift how supported someone feels. Those small interactions matter more than people realize. Rugby has also shaped how I understand mental health in a very real way. When I joined the team, I expected to just learn a sport. Instead, I found a community that pays attention to each other in ways that matter. I have experienced moments where teammates notice when someone is quieter than usual or not fully themselves and take the time to check in. In a sport that is physically intense and demanding, those small moments of awareness off the field are just as important as what happens during practice or games. It changed how I understand strength. It is not about pushing through alone. It is about being part of a group where people notice when something is off and respond with care instead of silence. Now I try to bring that same mindset into every space I am in. Whether it is on the field, in a volunteer setting, or in everyday interactions, I pay attention, I check in, and I show up for people in ways that may seem small but can make a real difference. To me, mental health advocacy is not only about awareness. It is about action. It is about creating environments where people do not feel they have to hide what they are going through and where support is normal, not rare. That is what I try to contribute to my community, and it is what I will continue to carry forward.

For many people, college is a stepping stone to a career. For me, it represents something much bigger. It is an opportunity to build a future that once felt out of reach, create new possibilities for myself and my family, and gain the knowledge and skills necessary to make a meaningful difference in my community. As a first-generation college student and a Black woman, pursuing higher education has never felt like a simple expectation. It has felt like a responsibility, a privilege, and a challenge all at once. I entered college carrying not only my own goals but also the hopes of those who sacrificed to help me get here. Every class I complete and every obstacle I overcome represents progress toward a future that previous generations in my family may not have had the opportunity to imagine for themselves. College has taught me far more than what can be found in a textbook. It has challenged me to think critically, engage with diverse perspectives, and better understand the systems that shape our communities. Through my coursework, leadership experiences, and community involvement, I have developed a deeper commitment to advocacy and service. These experiences have shown me that education is one of the most powerful tools for creating change. One of the most impactful parts of my college experience has been serving others. Through my work with Spartan Open Pantry, I have supported students and community members experiencing food insecurity. This experience has shown me that success is not measured solely by personal accomplishments but by how we use our knowledge, resources, and opportunities to uplift others. It has reinforced my belief that education should be used to address real challenges facing our communities. Going to college has also helped me discover my own voice. Whether through student leadership, community service, or athletics, I have learned the importance of speaking up, advocating for others, and creating spaces where people feel valued and supported. These lessons have shaped my goals for the future. Through my education, I hope to continue developing the skills necessary to serve my community and advocate for meaningful change. I want to build a career that allows me to address issues affecting underserved populations while helping create opportunities for future generations. I hope to be a mentor for students who, like me, may question whether they belong in higher education and show them that their goals are achievable. To me, college is not simply about earning a degree. It is about expanding what is possible. It is about breaking barriers, creating opportunities, and building a legacy that extends beyond my own success. Every lesson I learn and every experience I gain brings me closer to becoming someone who can make a lasting impact on the lives of others. That is what I am trying to accomplish through my education, and it is what motivates me to keep moving forward.

Growing up, I often felt like I was navigating spaces that were not built with people like me in mind. As a Black woman, a first-generation college student, and someone who has always been outspoken about the things I care about, I learned early that standing out can feel uncomfortable. For a long time, I worried about being "too much"-- too passionate, too opinionated, too ambitious. As I've grown, I have realized that the qualities that once made me feel different are the same qualities that allow me to make a difference in the lives of others. Being unapologetically myself means refusing to shrink who I am to make others comfortable. It means speaking up when I see inequity, asking questions when something does not seem right, and showing up authentically even when it would be easier to blend into the background. It also means embracing the parts of my identity that make me unique and using them to create opportunities for others. One of the most meaningful examples of this has been my involvement in community service. Through my work with Spartan Open Pantry, I have supported students and community members experiencing food insecurity. While stocking shelves and distributing food are important parts of the job, I have learned that service is about much more than meeting immediate needs. Sometimes people simply want to be treated with dignity and kindness. By creating a welcoming environment and meeting people where they are, I have seen how small acts of compassion can make someone feel valued. I also carry this mindset into my role as a student athlete. When I joined rugby during my sophomore year of college, I was struggling to find my place. Seeing my head coach, a Black woman, succeed in a sport where I had rarely seen anyone who looked like me gave me confidence to believe I belonged there too. Her example taught me the power of representation. Now, I try to be that example for others by showing up authentically and encouraging teammates and peers to do the same. What motivates me most is knowing that someone is always watching, even when I do not realize it. There may be a younger student wondering if they belong in college, a teammate questioning their abilities, or a community member who feels invisible. They may never tell me that my actions mattered, but that does not make the impact any less real. Every act of service, every word of encouragement, and every moment of authenticity has the potential to inspire someone else. I am different because I have learned to embrace every part of who I am rather than hide it. My experiences have taught me that authenticity is not just about self-expression; it is about creating space for others to be themselves as well. By living openly, serving my community, and advocating for those around me, I hope to show others that their voice, their story, and their presence matter. That is the legacy I want to leave behind: not simply being unapologetically myself, but giving others permission to do the same.

If you had told me in high school that rugby would one day change my life, I probably would not have believed you. I was a wrestler then. Wrestling taught me discipline, resilience, and how to keep going when things got difficult. But when I started college, I lost the community that sports had given me. By my sophomore year, I felt isolated and disconnected. I was struggling to find my place, and every day felt like I was just trying to get through it. In the fall of my sophomore year, I joined my college's rugby team. At the time, I was looking for something to do. What I found was a community that helped me rediscover myself. One of the first people who made an impact on me was my head coach, Kyra. She was the first Black woman I had ever seen playing and coaching rugby. Seeing someone who looked like me in a leadership position gave me confidence in a way I had never expected. Representation matters, and for the first time, I could see myself reflected in a sport that was completely new to me. Kyra showed me that I belonged there. What kept me coming back, though, was not just the game. It was the people. My teammates became my support system. They checked on me when I seemed off. They celebrated my successes and stood by me during difficult moments. Some have even driven me to doctor's appointments when I needed help. Their kindness showed me what a team truly means. We were not just showing up for practices and matches; we were showing up for each other. Rugby taught me lessons about strength that had nothing to do with the scoreboard. Before joining the team, I thought strength meant handling everything on your own. Rugby taught me that real strength also means trusting others, accepting support, and building a community where everyone feels valued. The impact of that lesson extends beyond the field. Through my work with Spartan Open Pantry, I have had the opportunity to support students and community members experiencing food insecurity. I know how much it means when someone offers help without judgment because I have experienced that support myself. Whether through rugby or volunteer service, I have learned that small acts of care can have a lasting impact on someone's life. When I think about Terry "Frosty" Dalton's legacy of encouraging young athletes on and off the field, I think about the people who encouraged me when I needed it most. Rugby gave me more than a sport. It gave me role models, lifelong friendships, confidence, and a sense of belonging. It helped me find light during one of the most difficult periods of my life, and it inspired me to be that source of support for others. That is the impact sports have had on my life, and it is a lesson I will carry with me long after my playing days are over.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. Currently, I'm a senior in high school at Hillside High School, dual-enrolled at Durham Tech in the Teacher preparation pathway; my goal is to prepare and start to form skills that I will use in my future classroom and also gain as many credits as I can before enrolling into a 4-year university. In the fall I plan to pursue my bachelor's with a major in history, with a minor in African American studies, hopefully finishing within two years, and following up with a master's in Secondary Education to teach high school social studies. From the grades 9th–12th, I have lived separately from both my parents, funding most of my education myself. I bought my college textbooks and school supplies and paid for club dues, graduation materials, etc on my own. To support my education and well-being, I run a small baking business, selling treats to my peers at school while also working a part-time job. While managing my education, I’ve suffered greatly from mental health barriers and unstable living conditions. I’ve been kicked out, switched schools mid-semester, and been admitted to psychiatric hospitals, just to name a few struggles. My home life has prevented me from succeeding as much as I know I’m capable of. My transcript has shown my grades to range from semesters with all A's to semesters filled with B’s and C’s. Because of this, my GPA isn’t as high as I’d like it to be. My high school experience has been a rollercoaster of hardships. But despite these challenges, I have persevered and remained dedicated to my education and personal growth. In the fall of this school year, I applied for a grant from the DPS Foundation. I received 5,000 dollars to plan a schoolwide wellness day to encourage overall happiness and provide mental health resources for my peers. The day was filled with yoga, art therapy, service dogs, counselors, and more. For me, planning this was a way for me to introduce students to coping mechanisms that have helped me. I am proud of the resilience I have shown in the face of adversity and am determined to continue striving for success in all aspects of my life.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.

Growing up I would spend hours playing "school" with my siblings and cousins, eagerly taking on the role of the teacher. I’d line up chairs in my grandmother's living room and scrawl math problems on a dusty old whiteboard. My students listened attentively and played along as I gleefully taught them lessons and assigned spelling tests. Becoming a teacher has always been in the cards for me. I grew up in an unstable and unsupportive environment. My mother was a fretful woman and at the drop of a hat, we’d pack up and move towns. By age fifteen, I'd been the new kid eleven times. Each move being harder and scarier than the next. I never knew what my peers would think of me or if they hated how I talked or acted. So, out of fear, I stayed to myself, reluctant to pursue friendships. My anxiety snowballed into a flurry of a mess that followed me into middle and high school, and my ability to interact socially was nonexistent. By my Freshman year, I'd developed an eating disorder. In my sophomore year, I dealt with two failed suicide attempts and a 2-week stay to the psych ward. Junior year was like a mirror of sophomore year, but the one thing that provided some solace for me was school and my extracurricular activities. With the lack of support from home, my teachers were my main 6supporters and motivators. They believed in me and pushed me to overcome obstacles, making me believe I could create change and become a leader in my community. In my junior year, I started Key Club, a community service club. It started as something meek, just me and a few friends doing small volunteer projects, but it very quickly began to grow. We gained new volunteers and new opportunities. My current teachers aided and encouraged our growth all the way. They helped us secure funding for larger projects and connected us with local organizations aligned with our mission. Their guidance and mentorship allowed the Key Club to thrive and taught me valuable leadership skills that I continue to utilize in my community involvement today. Before I knew it, Key Club consumed my every thought and free time. It wasn’t a responsibility to me, it was something that provided me with jubilance and purpose; and without even realizing it, by helping others I'd helped myself become a brighter and happier person. My goal became to extend the same happiness to others and to grant my peers the same sense of self-worth and meaning. Throughout my high school journey, I´ve watched my teachers jump through hoops and obstacles to give me and my peers the best education possible, extending beyond what's required. The teachers at my current school are some of the most inspiring and compassionate people I´ve ever met. Their passion and drive to ensure their students succeed inspire me to do the same. Five years from now I see myself in the classroom, supporting my future students, educating and pushing them to pursue their dreams the same way my teachers have done for me. Leadership and confidence start in the classroom and teachers morph and shape the future generation into who they become and what they achieve.