Growing up, I come to realize that people believe in the idea that asking for help is a sign of weakness. Whether it's struggling with school, emotions, or problems at home, too many children feel like they have to carry such burdens alone. I strive to become an elementary teacher because I want to help break the stigma from the very beginning of a child's education. Every student deserves a chance to acknowledge their own emotions and how to overcome barriers, that asking for help is a strength, and that they will have at least one trusted adult who will always listen. As a future educator, I want my classroom to be a safe space to my students so they feel safe, respected, and an environment in which they want to learn. It is scientifically proven by the Walton Family Foundation's third annual Voices of Gen Z study, "When students feel safe, supported, and seen by their teachers, they don't just learn better — they show up more, engage deeper, and build confidence for their futures." I strongly believe that students learn best when they know thay are valued not only for their grades but for who they are as individuals. My goal is to build a strong relationship with each one of my students so they know they can come to me if they are struggling, carrying heavy emotions, or dealing with any challenges they face at home. While teachers cannot solve every issue, they can be a constance source of encouragement and guidance. Sometimes knowing that someone cares can make all the difference in a child's life. I also want to be engaging and enjoyable. Children are naturally curious and I hope to create lesson plans that encourage creativity, teamwork, and memorable experiences. I want my students to see learning as something exciting instead of something they fear. When students enjoy learning, they become more confident and more willing to take on new challenges. The idea that a student's social and emotional learning is just as important in my classroom as academics will be implimented on day one. I want to teach my students the healthy ways to recognize and regulate their emotions, communicate respectfully, and support one another to create a sence of belonging. By teaching these skills early, I hope to give students tools they can use throughout their lives. Education is more than preparing students for the next grade. It's about helping children discover their full potential, to build meaningful and deep connections that lasts a lifetime, and to fully understand that their voice and their feelings matter. If I can help even one child feel seen, heard, and supported, then I will know that I have made the positive impact I originally set out to make.

For eight years, my life was defined by a silent and internal battle. What began with a silent depression eventually manifested in self-harm and an eating disorder that consumed my sense of self and who I was as a person. During these episodes, the weight of suicidal thoughts and failed suicide attempts made me feel like the future was a concept I wouldn't participate in. However, surviving these experiences didn't leave just physical scars; it gave me a profound knowledge of human capacity for endurance and the necessity of radical self-acceptance. My journey toward healing was not a straightforward path, but it was anchored by two significant support systems; my identity and discipline. For the past three years, I have been in a loving relationship with my current partner, I identifying as a lesbian. This partnership became a safe ground, a place where I was seen and valued past my struggles and mental health challenges. Being part of the LGBTQIA+ community taught me that vulnerability is a form of courage. It has taught me to transform my perspective on my mental health from one of shame to one of advocacy. I found another outlet for this residence on the wrestling mat. Wrestling is a sport of absolute accountability and physical grit. When I am in a match, I am forced to manage intense emotions. The same emotional management I practiced overcoming purging and self-harm became my greatest asset on the mat. I learned that I can't control my "opponent"- whether it is a literal opponent or a depressive episode- I can always control my response and my will to get back on top. My experiences have deeply influenced my academic and career aspirations. I am interested in education, as I recognize how critical it is to help shape the future of our world and what it is to become. Acknowledging the invisible burdens that students may face, I strive to be a support system for students that I never got, allowing them to feel safe and free. I have already began exploring this by helping to develop a high-energy, conscience environment for students at an elementary school, designed to foster a sense of safety and community. Receiving this scholarship would allow me to continue my education and eventually serve as a voice to those who feel silenced by their own minds and identities. I want to show others that even with a mind of history and mental health struggles, it does not make you "broken", but a unique individual that is equipped with empathy and strength to navigate a complex world. I am no longer defined by the eight years spent in the shadows of my own thoughts; I am defined by the light I fought for to show others since then.