I grew up as a sporty kid, playing softball, skiing, fencing, and many other sports. However, during all the time I played them, I never once felt like I belonged or was included. I was made fun of, excluded from the cliques that inevitably form in girls' sports, and it was extremely polarizing. It made me feel like no matter which sport I joined, I would never find a safe space. And then, during my junior year of high school, I tried rugby, one of the better decisions I've made in high school. From my very first practice, rugby welcomed me just as I was. I had no prior experience and made many mistakes, but that didn’t matter. What mattered was effort, commitment, and showing up for each other. My teammates supported me when I struggled, celebrated my small improvements, and trusted me long before I trusted myself. That trust slowly changed how I viewed myself. For the first time, I felt genuinely loved, appreciated, supported, and important in a sports environment; not because I was exceptional, but because I belonged. To me, “rugby family” means unconditional support along with accountability. It means knowing your teammates will push you to be better while never letting you feel alone. On the field, rugby is demanding and physical, requiring discipline, resilience, and complete trust in the people beside you. Off the field, it teaches respect, humility, and responsibility to something greater than yourself. My teammates showed up for me not just as athletes but as people. They reminded me of my worth when I doubted myself and helped me grow into a stronger, more confident version of myself. Rugby has shaped my character in ways few other experiences have. It taught me that strength is not just physical but also emotional and moral. It showed me how to lead through effort rather than words and how to support others even when I struggle myself. Most importantly, it demonstrated the power of inclusion; how creating a space where everyone feels valued can change someone's entire sense of self. Rugby gave me more than a team; it gave me a purpose and a sense of belonging. These lessons are a significant reason why I aspire to attend the United States Air Force Academy. The values upheld at USAFA, such as service, integrity, discipline, teamwork, and leadership, mirror the principles that rugby has instilled in me. I am drawn to an environment that demands excellence while emphasizing responsibility to others. I hope to continue playing rugby in college because it challenges me to grow both physically and mentally while reinforcing the character traits I strive to embody. My ambitions for playing rugby at the collegiate level go far beyond competition. I want to contribute to a team that values trust, resilience, and collective success. I want to keep learning how to lead, support others, and stay committed even when things are tough. At USAFA, I would be honored to represent not only a rugby team but also the values of an institution dedicated to service and leadership. Rugby gave me the space where I finally felt I belonged. My hope is to carry that sense of family forward, continue building my character through the sport I love, serve something greater than myself, and become someone others can rely on both on and off the field.

One of the most meaningful experiences that shaped my understanding of empathy and inclusion happened in my high school’s Unified Physical Education class. In this class, students paired with peers who had developmental disabilities participated in gym activities together. At first, I was unsure how to interact without seeming patronizing or awkward. I quickly realized, however, that inclusion is not about lowering expectations or treating someone differently; it is about meeting people where they are and valuing their presence. During one class, I was paired with a student who was hesitant to participate in group activities and often stayed on the sidelines. Instead of rushing through the activity or speaking for them, I made a conscious effort to slow down, explain the rules clearly, and ask how they wanted to be involved. I celebrated small successes, encouraged them when they were frustrated, and made sure they were always part of the group instead of watching from the outside. Over time, I noticed a change: they smiled more, volunteered to participate, and seemed more confident engaging with others. That experience taught me that empathy is not just understanding someone’s differences; it is actively adapting your behavior to help them feel valued and included. Sports have significantly influenced this mindset, especially through my involvement in rugby. Rugby is a sport that requires trust, communication, and respect among teammates. Unlike many sports, rugby requires players of various sizes, strengths, and skill sets to work together for a common goal. Every position matters, and success depends on supporting one another physically and mentally. Through rugby, I learned that true teamwork means looking out for the people around you, especially when the game becomes difficult or uncomfortable. The lessons I learned on the rugby field directly influenced my approach to Unified PE. Rugby taught me that inclusion is not optional; it is essential. Whether it was making sure a teammate felt supported after a mistake or ensuring a classmate felt comfortable participating, I learned that leadership often looks like patience, encouragement, and quiet understanding. These experiences reinforced my belief that sports can build character by teaching empathy, resilience, and respect for differences. Together, my experiences in Unified PE and rugby have shaped my desire to create inclusive environments where everyone feels seen and valued. They have shown me that inclusion is not about standing out as a leader; it is about standing alongside others and ensuring no one is left behind.

I used to think success meant choosing one path and following it no matter what. I told everyone I wanted to be a neurosurgeon, so I thought I had to ignore anything that didn’t fit that plan. That changed when I met Ms. Voss. Ms. Voss was my teacher for Mentor Field and Seminar. She completely changed my perspective on my future. From the start, she challenged the idea that success comes from being rigid. Instead, she showed me the power of saying yes. Yes to new opportunities, unexpected conversations, and the chance that my dream might evolve. She taught me that I could still work toward a future in medicine while being open to every connection, twist, and chance that came my way. Thanks to her, I had the chance to meet and speak with people across the healthcare field. These were individuals I would never have reached out to on my own: nurses, administrators, specialists, and researchers. Ms. Voss encouraged me to step out of my comfort zone, talk to them, ask questions, and learn from their experiences. Every interaction deepened my understanding of healthcare and reminded me that healing people requires a collaborative effort. Not just one type of doctor. I realized how interconnected this field is. While I still hope to become a neurosurgeon, I now understand that if life takes me in another direction, whether it's neurology, flight medicine, or even healthcare policy, it’s okay. But Ms. Voss taught me more than just how to approach my career. She taught me to believe in myself. She is the most passionate mentor I’ve ever had. She made every single student feel seen, heard, and valued. In a room full of people, she somehow made me feel like I was the only one. She took the time with each of us, checking in, offering advice, and encouraging us to stretch ourselves in the best possible way. She never let me settle for just doing “enough." Instead, she ensured I was doing what was best for me and my growth. What made her mentorship especially impactful was her honesty. She never sugarcoated things. She was direct, sometimes blunt, but always kind and respectful. She told us the truth; not just about our work, but about the reality of pursuing challenging careers. She pushed us to prepare for the tough parts, not just the glamorous ones. She wanted to see us succeed, and she would do anything to help us get there. I saw her stay late, go out of her way to find opportunities for students, and advocate fiercely on our behalf. Ms. Voss changed how I approach life. I no longer see my goals as a rigid checklist. Instead, I view them as part of a larger journey; one where I stay open, stay curious, and say yes to things that scare me a little. Because of her, I’m not just chasing a title. I’m chasing impact. And because of her, I know I’ll get there.