I have never been driven by titles or the spotlight. While that approach works for many, my leadership comes from a different place. I believe in servant leadership - empowering others to recognize their strengths and reach their full potential. I lead by lifting people up and helping them discover what they are capable of achieving. I am passionate about helping neurodivergent individuals advance towards an improved, more independent quality of life and fostering inclusive environments. As Co-President of Foxboro High School’s Best Buddies, my favorite activities were planning weekly luncheons and events to bring neurodivergent and neurotypical students together in inclusive, supportive environments, where they could learn from each other. Now a college sophomore, I continue this work as Co-President of the University’s American Sign Language Club, where we promote an appreciation and deeper understanding of ASL, as well as raising awareness of the Deaf and Hard-of-Hearing communities and culture across the student body. This role has taught me how to effectively engage and motivate my peers, empowering them to take part in creating a more inclusive campus environment. I also volunteer at Unified Sports and the Special Olympics, promoting inclusion through shared experiences. My professional experience has strengthened my commitment to this field. As an assistant teacher in an Extended School Year Special Education program, I help students build essential life and social skills, such as stocking shelves for future employment. I taught a girl who used a voice-output device to communicate. She had been in the school system for years and rarely spoke. Each evening after work, I created activities to help her practice letter sounds. By the time the summer program ended, she was successfully talking in complete sentences, a moment that reaffirmed why I chose this path. I also work as a YMCA Integration Co-Instructor, teaching classes for neurodivergent individuals and supporting their participation in mainstream programs. During the school year I serve as a substitute teacher in a Special Education classroom, gaining experience supporting diverse learners. I celebrate every success, big or small, and provide comfort during challenges because every moment matters. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. These experiences have shaped not only my career goals but also who I am. I entered middle school as a shy, sheltered fifth grader. Today, I am a confident college student who leads classes and designs activities for children with a variety of neurodivergences. Whatever I have given, I have received so much more in return. I have been humbled and honored to be the recipient of the Best Buddies Massachusetts Certificate of Community Excellence; the Town of Foxboro Commission on Disability's Annual Above & Beyond Individual Award; and citations from the state legislature for my volunteering efforts with various disability programs. However, the most meaningful reward has been witnessing and celebrating the accomplishments of these students. My goal is to become a Special Education teacher. Too often, neurodivergent students face stigma and isolation. When separated from their peers, it reinforces harmful misconceptions. I am a strong proponent for inclusive education, believing deeply in classrooms where neurodivergent and neurotypical students learn side by side and discover the strength that they create together. Becoming a Special Education teacher will allow me to advocate for this vision and create classrooms where every student feels valued. It is exciting to imagine the day I become the teacher I have admired for years, the one who works tirelessly to help students reach milestones and inspires others to volunteer or pursue careers in Special Education.

I discovered my passion for Special Education when a friend invited me to lunch with students in the Special Education program. What began as a simple lunch turned into a life-changing experience. Watching teachers work tirelessly to meet each student’s unique needs, helping them overcome challenges and celebrating milestones in a world often not designed for them, inspired me to start volunteering. Helping to teach life skills and assisting individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself and helped me discover my calling. As Co-President of Foxboro High School’s Best Buddies, my favorite activities were planning weekly luncheons and events to bring neurodivergent and neurotypical students together in inclusive, supportive environments, where they could learn from each other. Now a college sophomore, I continue this work as Co-President of the University’s American Sign Language Club, where we promote an appreciation and deeper understanding of ASL, as well as raising awareness of the Deaf and Hard-of-Hearing communities and culture across the student body. This role has taught me how to effectively engage and motivate my peers, empowering them to take part in creating a more inclusive campus environment. I also volunteer at Unified Sports and the Special Olympics, promoting inclusion through shared experiences. My professional experience has strengthened my commitment to this field. As an assistant teacher in an Extended School Year Special Education program, I help students build essential life and social skills, such as stocking shelves for future employment. I taught a girl who used a voice-output device to communicate. She had been in the school system for years and rarely spoke. Each evening after work, I created activities to help her practice letter sounds. By the time the summer program ended, she was successfully talking in complete sentences, a moment that reaffirmed why I chose this path. I also work as a YMCA Integration Co-Instructor, teaching classes for neurodivergent individuals and supporting their participation in mainstream programs. During the school year I serve as a substitute teacher in a Special Education classroom, gaining experience supporting diverse learners. I celebrate every success, big or small, and provide comfort during challenges because every moment matters. I have never been driven by titles or the spotlight. While that approach works for many, my leadership comes from a different place. I believe in servant leadership - empowering others to recognize their strengths and reach their full potential. I lead by lifting people up and helping them discover what they are capable of achieving. My goal is to become a Special Education teacher. I am passionate about helping neurodivergent individuals advance towards an improved, more independent quality of life and fostering inclusive environments. Too often, neurodivergent students face stigma and isolation. When separated from their peers, it reinforces harmful misconceptions. I am a strong proponent for inclusive education, believing deeply in classrooms where neurodivergent and neurotypical students learn side by side and discover the strength that they create together. Becoming a Special Education teacher will allow me to advocate for this vision and create classrooms where every student feels valued. It is exciting to imagine the day I become the teacher I have admired for years, the one who works tirelessly to help students reach milestones and inspires others to volunteer or pursue careers in Special Education. Helping others while being my authentic self is exactly how I want to spend the rest of my life.

I have never been driven by titles or the spotlight. While that approach works for many, my leadership comes from a different place. I believe in servant leadership - empowering others to recognize their strengths and reach their full potential. I lead by lifting people up and helping them discover what they are capable of achieving. I am passionate about helping neurodivergent individuals advance towards an improved, more independent quality of life and fostering inclusive environments. As Co-President of Foxboro High School’s Best Buddies, my favorite activities were planning weekly luncheons and events to bring neurodivergent and neurotypical students together in inclusive, supportive environments, where they could learn from each other. Now a college sophomore, I continue this work as Co-President of the University’s American Sign Language Club, where we promote an appreciation and deeper understanding of ASL, as well as raising awareness of the Deaf and Hard-of-Hearing communities and culture across the student body. This role has taught me how to effectively engage and motivate my peers, empowering them to take part in creating a more inclusive campus environment. I also volunteer at Unified Sports and the Special Olympics, promoting inclusion through shared experiences. My professional experience has strengthened my commitment to this field. As an assistant teacher in an Extended School Year Special Education program, I help students build essential life and social skills, such as stocking shelves for future employment. I taught a girl who used a voice-output device to communicate. She had been in the school system for years and rarely spoke. Each evening after work, I created activities to help her practice letter sounds. By the time the summer program ended, she was successfully talking in complete sentences, a moment that reaffirmed why I chose this path. I also work as a YMCA Integration Co-Instructor, teaching classes for neurodivergent individuals and supporting their participation in mainstream programs. During the school year I serve as a substitute teacher in a Special Education classroom, gaining experience supporting diverse learners. I celebrate every success, big or small, and provide comfort during challenges because every moment matters. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. These experiences have shaped not only my career goals but also who I am. I entered middle school as a shy, sheltered fifth grader. Today, I am a confident college student who leads classes and designs activities for children with a variety of neurodivergences. Whatever I have given, I have received so much more in return. I have been humbled and honored to be the recipient of the Best Buddies Massachusetts Certificate of Community Excellence; the Town of Foxboro Commission on Disability's Annual Above & Beyond Individual Award; and citations from the state legislature for my volunteering efforts with various disability programs. However, the most meaningful reward has been witnessing and celebrating the accomplishments of these students. My goal is to become a Special Education teacher. Too often, neurodivergent students face stigma and isolation. When separated from their peers, it reinforces harmful misconceptions. I am a strong proponent for inclusive education, believing deeply in classrooms where neurodivergent and neurotypical students learn side by side and discover the strength that they create together. Becoming a Special Education teacher will allow me to advocate for this vision and create classrooms where every student feels valued. It is exciting to imagine the day I become the teacher I have admired for years, the one who works tirelessly to help students reach milestones and inspires others to volunteer or pursue careers in Special Education.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day I accompanied a friend to eat lunch with the students in the Special Education program. What began as a simple lunch turned into a life-changing experience. Watching teachers work tirelessly to meet each student’s unique needs, helping them overcome challenges and celebrating milestones in a world often not designed for them inspired me to return and start volunteering. Helping to teach life skills and assisting individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself and discover my calling. For the past ten years I have volunteered and worked with neurodivergent students. At high school I participated in Warrior Teammate Physical Education and completed an elective senior project assisting a Special Education teacher in an elementary school classroom. As Co-President of Best Buddies, I helped plan weekly luncheons and events to bring neurodivergent and neurotypical students together in inclusive, supportive environments. Today, as a college sophomore, I continue this work as Co-President of the University’s American Sign Language Club where we promote an appreciation and deeper understanding of ASL, as well as raising awareness of the Deaf and Hard-of-Hearing communities and culture across the student body. I also volunteer at Unified Sports games and the Special Olympics, promoting inclusion through shared experiences. My work experience has strengthened my commitment to this field. As an assistant teacher in an Extended School Year Special Education program, I help neurodivergent students build essential life and social skills, such as stocking shelves for future employment. I taught a girl who used a voice-output device to communicate. She had been in the school system for years and rarely spoke a single word. Each evening after work, I created activities to help her practice letter sounds. By the time the summer program ended, she was successfully talking in complete sentences, a moment that reaffirmed why I chose this path. I also work as a YMCA Integration Co-Instructor, teaching classes for neurodivergent individuals and supporting their participation in mainstream programs. In these classes I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I celebrate every success, big or small, and provide comfort during challenges because every moment matters. I am so fortunate that my activities at school and jobs have brought me into contact with many amazing neurodivergent individuals. These experiences have shaped not only my career goals but also who I am. I entered middle school as a shy, sheltered fifth grader. Today, I am a confident college student who leads classes and designs activities for children with a variety of neurodivergences. Whatever I have given, I have received so much more in return. Too often, neurodivergent students face stigma and isolation. When separated from their peers, it reinforces harmful misconceptions. I am passionate about promoting an inclusive education model, where neurodivergent and neurotypical students learn with and from each other. Becoming a Special Education teacher will allow me to advocate for this vision and create classrooms where every student feels valued. It is exciting to imagine the day I become the teacher I have admired for years, the one who works tirelessly to help students reach milestones and inspires others to volunteer or pursue careers in Special Education. Helping others while being my authentic self is exactly how I want to spend the rest of my life.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day I accompanied a friend to eat lunch with the students in the Special Education program. What began as a simple lunch turned into a life-changing experience. Watching teachers work tirelessly to meet each student’s unique needs, helping them overcome challenges and celebrating milestones in a world often not designed for them inspired me to return and start volunteering. Helping to teach life skills and assisting individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself and discover my calling. For the past ten years I have volunteered and worked with neurodivergent students. At high school I participated in Warrior Teammate Physical Education and completed an elective senior project assisting a Special Education teacher in an elementary school classroom. As Co-President of Best Buddies, I helped plan weekly luncheons and events to bring neurodivergent and neurotypical students together in inclusive, supportive environments. Today, as a college sophomore, I continue this work as Co-President of the University’s American Sign Language Club where we promote an appreciation and deeper understanding of ASL, as well as raising awareness of the Deaf and Hard-of-Hearing communities and culture across the student body. I also volunteer at Unified Sports games and the Special Olympics, promoting inclusion through shared experiences. My work experience has strengthened my commitment to this field. As an assistant teacher in an Extended School Year Special Education program, I help neurodivergent students build essential life and social skills, such as stocking shelves for future employment. I taught a girl who used a voice-output device to communicate. She had been in the school system for years and rarely spoke a single word. Each evening after work, I created activities to help her practice letter sounds. By the time the summer program ended, she was successfully talking in complete sentences, a moment that reaffirmed why I chose this path. I also work as a YMCA Integration Co-Instructor, teaching classes for neurodivergent individuals and supporting their participation in mainstream programs. In these classes I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I celebrate every success, big or small, and provide comfort during challenges because every moment matters. I am so fortunate that my activities at school and jobs have brought me into contact with many amazing neurodivergent individuals. These experiences have shaped not only my career goals but also who I am. I entered middle school as a shy, sheltered fifth grader. Today, I am a confident college student who leads classes and designs activities for children with a variety of neurodivergences. Whatever I have given, I have received so much more in return. Too often, neurodivergent students face stigma and isolation. When separated from their peers, it reinforces harmful misconceptions. I am passionate about promoting an inclusive education model, where neurodivergent and neurotypical students learn with and from each other. Becoming a Special Education teacher will allow me to advocate for this vision and create classrooms where every student feels valued. It is exciting to imagine the day I become the teacher I have admired for years, the one who works tirelessly to help students reach milestones and inspires others to volunteer or pursue careers in Special Education. Helping others while being my authentic self is exactly how I want to spend the rest of my life.

Before fifth grade, I had little understanding of neurodivergence. I didn’t even know my school had a Special Education classroom. One day, my friend told me she would be eating lunch with Special Education students, so I decided to join her. That experience sparked something in me: a deep admiration for the teachers and students in that classroom. The teachers were tirelessly working to help students reach their milestones and overcome challenges, which inspired me to volunteer. I began assisting in the classroom, and the experience planted the seed for my future career. Now eight years later, and I am now a college honors student majoring in Special Education with a concentration in severe disabilities. I’m involved in Best Buddies, where I interact with both neurodivergent and neurotypical peers. Additionally, I serve as President of my college’s American Sign Language (ASL) club, promoting inclusion for the Deaf and Hard of Hearing communities. In this role, I assist with meetings and events, which has helped me develop leadership and organizational skills. Outside of school, I am employed at my local YMCA as an Integration Co-Instructor, supporting neurodivergent children in both specialized and mainstream classes. I work on their social, motor, and safety skills while fostering a safe and fun environment. I also serve as an assistant teacher for my town’s extended school year program. I teach academic and life skills to help students become more independent. These experiences have shown me the immense value of support, encouragement, and building personal connections. In 2024, I received the Best Buddies Award of Community Excellence, the Foxborough Commission on Disability’s Above & Beyond Individual of the Year Award and citations from the Massachusetts State Legislature for "Exceptional Volunteering Efforts." While these honors are a reminder of the impact I’ve made, the real reward comes from the growth I’ve experienced through these connections. My work with neurodivergent individuals has been both fulfilling and impactful, providing me with invaluable lessons that continue to shape my journey. As I continue my studies in Special Education, my goal is to advocate for inclusion within my community. I strongly believe in the power of inclusive education, which allows neurodivergent and neurotypical students to learn from one another. This model breaks challenges the stigma and fosters a deeper understanding of diversity. Earning a degree in Special Education will enable me to create a more inclusive, empathetic world for future generations. If I am fortunate enough to be the scholarship recipient, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will be doing what those teachers did for me, and I will be inspiring future generations to volunteer and become special educators.

Before fifth grade, I had little understanding of neurodivergence. I didn’t even know my school had a Special Education classroom. One day, my friend told me she would be eating lunch with Special Education students, so I decided to join her. That experience sparked something in me: a deep admiration for the teachers and students in that classroom. The teachers were tirelessly working to help students reach their milestones and overcome challenges, which inspired me to volunteer. I began assisting in the classroom, and the experience planted the seed for my future career. Now eight years later, and I am now a college honors student majoring in Special Education with a concentration in severe disabilities. I’m involved in Best Buddies, where I interact with both neurodivergent and neurotypical peers. Additionally, I serve as President of my college’s American Sign Language (ASL) club, promoting inclusion for the Deaf and Hard of Hearing communities. In this role, I assist with meetings and events, which has helped me develop leadership and organizational skills. Outside of school, I am employed at my local YMCA as an Integration Co-Instructor, supporting neurodivergent children in both specialized and mainstream classes. I work on their social, motor, and safety skills while fostering a safe and fun environment. I also serve as an assistant teacher for my town’s extended school year program. I teach academic and life skills to help students become more independent. These experiences have shown me the immense value of support, encouragement, and building personal connections. In 2024, I received the Best Buddies Award of Community Excellence, the Foxborough Commission on Disability’s Above & Beyond Individual of the Year Award and citations from the Massachusetts State Legislature for "Exceptional Volunteering Efforts." While these honors are a reminder of the impact I’ve made, the real reward comes from the growth I’ve experienced through these connections. My work with neurodivergent individuals has been both fulfilling and impactful, providing me with invaluable lessons that continue to shape my journey. As I continue my studies in Special Education, my goal is to advocate for inclusion within my community. I strongly believe in the power of inclusive education, which allows neurodivergent and neurotypical students to learn from one another. This model breaks challenges the stigma and fosters a deeper understanding of diversity. Earning a degree in Special Education will enable me to create a more inclusive, empathetic world for future generations. If I am fortunate enough to be the scholarship recipient, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will be doing what those teachers did for me, and I will be inspiring future generations to volunteer and become special educators.

Before fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day my friend told me she was going to eat lunch with the Special Education students. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them inspired a desire to return and start volunteering. I found it unbelievably rewarding to help teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping students participate in activities with the rest of the class. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself. I have now been volunteering for eight years. At high school, I was the Co-President of Best Buddies, where I helped coordinate weekly luncheons and events, bringing neurodivergent and neurotypical students together in an environment where they could learn from each other. I also volunteered at Unified Basketball games, the Special Olympics and as the Assistant Director for the Ahern Drama Club. Now as a college freshman, I am the Vice President of the university’s American Sign Language Club and a member of the Best Buddies Club. As an assistant teacher in my town’s Extended School Year Special Education program, I help develop life and social skills, for example teaching students how to stock shelves so that they can hold jobs. A highlight has been supporting a young lady who used a voice output device for communication to successfully learn to talk in complete sentences. I am also a YMCA Integration Co-Instructor, teaching classes designed for neurodivergent individuals, and also supporting neurodivergent individuals in mainstream classes. I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. I wish I could answer your question about sacrifices, but honestly cannot, because it is not a sacrifice when to be doing something that I truly enjoy. I am so fortunate that my activities have brought me into contact with many amazing neurodivergent individuals. I have loved helping these students grow, but did not notice how much I was growing at the same time. I started middle school as a shy, sheltered fifth grader. Now I confidently lead classes and modify activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. It has been humbling to receive the Best Buddies Massachusetts Certification of Community Excellence and citations from the state legislature for “Exceptional Volunteering Efforts with Various Disability Programs,” all for doing something that I truly love. Neurodivergent students often become overlooked or viewed with stigma within school systems. Earning a degree in Special Education Teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. Eight years later I am the Co-President of Foxborough High School’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. I am employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am fortunate that my activities at school and these jobs have brought me into contact with many amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. Each child's challenges are unique, and it is incredibly rewarding to work with them to overcome these. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not know that there was a Special Education class in her school, and now I am a senior who confidently leads classes and activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. School and work have given me the privilege to meet and befriend many neurodivergent individuals whom I have learned so much from. I consider them some of my biggest inspirations and motivations. Pursuing a Special Education degree is something I am incredibly excited to do because one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone and maybe I will get to do what those teachers did for me, and I will inspire the future of Special Education.