If I could create a class that every student in grades K–12 were required to take, it would be a Life Skills and Safety class. While academic subjects are essential, many students graduate without knowing how to handle everyday responsibilities, protect themselves, or prepare basic meals. This course would give all students a foundation in safety, independence, and practical decision-making. The most important focus of this class would be safety—from personal and digital safety to cooking and household safety. Children face risks in many areas of life, and a structured curriculum would provide age-appropriate lessons that build confidence at each stage. In kindergarten and first grade, lessons would emphasize personal safety. Students would learn their address and phone number, practice crossing the street, and know what to do in case of a fire or emergency. Cooking lessons at this stage would be very simple, such as helping wash fruits and vegetables, mixing ingredients, and learning about kitchen rules like not touching the stove or sharp knives. By second and third grade, the curriculum could expand to include digital safety, bullying prevention, and calling 911. Cooking lessons would focus on making snacks and meals with minimal supervision—like preparing sandwiches, measuring ingredients, and learning to safely use a toaster or microwave. Students would also begin to understand the basics of nutrition and healthy eating. In fourth and fifth grade, students would practice greater independence. They could learn safe bicycle riding, internet etiquette, and teamwork skills. Cooking lessons might include using stovetops under supervision, following a recipe, and learning food safety, such as how to store leftovers properly. This not only teaches responsibility but also keeps safety at the forefront. By middle school (grades 6–8), students would be ready for more advanced skills. The focus would include safe social media use, mental health awareness, and stress management. In the kitchen, they could learn to cook simple meals independently, such as pasta, scrambled eggs, or stir-fry, while practicing safe use of knives and stovetops. Nutrition lessons would become more detailed, connecting healthy choices to overall well-being. In high school (grades 9–12), the curriculum would prepare students for full independence. Topics would include driver safety, healthy relationships, workplace professionalism, and advanced financial literacy. Cooking would be an essential part of this stage—students could learn how to meal-plan on a budget, prepare a variety of healthy dishes, and handle kitchen emergencies such as grease fires. This combination of independence and safety skills would ensure students are ready to live on their own. The impact of a Life Skills and Safety class would be long-lasting. Students would graduate not only with academic knowledge but also with confidence in handling daily responsibilities—whether that means cooking for themselves, protecting their personal safety, or managing money wisely. Communities would benefit from individuals who are more prepared, responsible, and capable. In summary, this class would grow with students at every stage: K–1 focusing on personal safety and simple kitchen help, grades 2–3 adding digital safety and basic cooking, grades 4–5 learning responsibility and safe stovetop use, grades 6–8 building independence with full meals, and grades 9–12 mastering adult life skills like meal-planning and emergency kitchen safety. By making safety and cooking central to life skills, schools would prepare students to thrive both at home and in the world.

I have always had a big heart for students with special needs. My passion began early, in first grade, when I met my best friend who had Down syndrome. From that moment on, I naturally gravitated toward being her helper, supporter, and friend. I looked forward to picking her up from her classroom every day so we could walk to lunch and recess together. Our bond only grew over the years. We were always paired up for school plays and events, and we had the unique opportunity to be Co-Misses of our elementary school—a leadership role we were honored to share. These early experiences taught me the joy and value of inclusion, and they sparked a desire in me to continue building relationships with individuals with disabilities. Even though I eventually moved to a different school, our friendship remained strong. I still attend her birthday parties every year, and we keep in touch regularly. Her impact on my life is one of the biggest reasons I feel called to work in inclusive settings today. Since then, I have sought out many opportunities to stay involved with the special needs community. One of the most meaningful experiences was volunteering with The Penguin Project, a national peer mentor program that pairs students with disabilities with peer mentors to perform in a theater production. I was partnered with an incredible young performer, and together we worked on memorizing lines, practicing choreography, and building confidence on stage. Seeing her shine during performances was one of the most rewarding experiences I’ve had. In addition, I have worked as a nanny for a preschooler with autism. This experience helped me develop patience, empathy, and a better understanding of the unique ways children on the autism spectrum communicate and interact with the world. It also strengthened my commitment to advocating for inclusive education and making sure every child feels seen, valued, and supported. As well as insight and a front row view as to how parents feel and handle the diagnosis process and challenges autism brings up that they have had no prior experience with. As sad as it is parents tend to blame teachers, and teachers blame parents. So to have this experience and see from both sides has been eye opening to say the very least and will definitely positively impact how I go about things. Through all these experiences, I’ve learned that supporting students with disabilities is not just something I enjoy, it’s something I feel deeply connected to. These relationships have shaped my heart, my perspective, and my future goals. I hope to continue working in environments where I can make a difference in the lives of students with diverse needs.

I have grown up around animals my entire, especially dogs. I have helped care for them and yes I loved them. However, in January 2021 I experienced a love I had never experiences before. With COVID I was having some anxiety issues and decided I wanted a dog of my own. After 2 failed attempts and heartbreak of people backing out of the sale of their puppies, my grandad drove me 6 hours to meet the sweet baby I was meant to have. Greyson Tate was born on Christmas day and to this day he is the absolute love of my life. He is a cream golden doodle and weighs approximately 45 pounds. He not only helped me with my anxiety, but he got me through my senior year of high school. I truly can't imagine my life without him! He loves me and understands me when no one else does. He loves to go on walks, and eat pup cups from ice cream stores and starbucks. He loves to go to the dog park and run and play with the other dogs. He will pause and look at me to make sure I am good and safe before he goes back to playing with his friends. I truly feel like he saved me. I don't mean I was about to take my life, but I was not myself for a while and Greyson brought me back!

My mom accepted a position in a new district my 7th grade year, which meant I transferred schools. I was excited, but nervous. I came from a school that used Standards Based Grading, which I thought was great because once I met benchmark standards I was allowed to help other students, but I was not challenged. This hurt me because I did not know how to study. The first 6 months were a struggle. My mom helped me to learn and practice good study skills. Just about the time I started to feel confident in my new found study skills, we were hit with devastating news. My dad was diagnosed with a brain tumor. I still remember the night my parents told me and my little sister the news. I am not sure what they said after the words “brain tumor” because I am pretty sure I stopped listening. My dad has always been the strongest person I have ever known, and all I could think about was losing him. My parents were honest with us through the entire process. When he went to Nashville for surgery we stayed with my aunt, so that we could be close. The day after his surgery we got to go visit. I had never seen my dad look so broken. The strongest man I ever knew was laying in the hospital bed with his entire head wrapped in gauze. He was hooked to so many machines. My dad had several complications so our grandparents took care of me and my sister. They took us to school and tried to make things as normal as possible. Once my dad did come home, it was really hard because he wasn’t himself. He was in a lot of pain, required therapy and his mood was not what we were used to. He was very weak, and unable to do many things for himself. After several months my dad slowly started to improve and was able to return to work and was doing about half the things he used to do. Physical labor wore him out, and he hated having to ask for help. In September of that same year dad was struggling but we weren’t sure why. An MRI revealed that my dad's tumor had started to grow back. My dad was referred to an Oncologist and within a few weeks there was a plan for my dad to undergo radiation. This was my 8th grade year. We had to move my dad to Nashville Monday-Friday, where he lived with his sister during treatment. It caused fatique, short term memory loss and frustration for my dad. My mom adjusted her work schedule to be to split her time between us and dad. My daddy wasn’t himself during this. The Sunday before my dad was to finish his radiation, my Pa (his dad) suffered a major heart attack and ended up being life flighted to the hospital next door to where my dad was completing his radiation treatments. The day he rang the bell signaling his completion of radiation, I remember walking from his treatment center across the parking lot to see my Pa was - something I will never forget. I was holding my dad's hand and I am not sure if I was being strong for him or if he was being strong for me. My dad was able to tell his daddy that he had completed his radiation treatment and my pa gave him a thumbs up and a tear rolled down his cheek. Unfortunately that was the last time my Pa was awake. Just a few days later my Pa died. We were all devastated and heartbroken. Somehow my daddy was able to continue to move forward and focus on his healing, but his heart was broken. My Pa was so special to all of us. I was his first grandchild and was super close to him. We have continued to move forward but as I have experienced things like starting high school, getting my drivers license etc. I wished my Pa was still here. I am so thankful my dad is here and that God healed him, cause I can’t imagine losing them both. We all talk about my Pa on a regular basis to keep his memory alive. My dad continues to do well, with minimum side effects, but it is hard to remember what he was like before his brain surgery and the loss of his dad. He has taught me how to perservere instead of giving up.

In high school I loved all things technology. I became certified in Microsoft Office. I took AP Computer Science and loved learning about coding. I plan to major in Education. I have been told I am gifted with the ability to make a difference in the lives of students with disabilities. I am currently keeping my options open becauase I love those students as well as computer science! Computer Science allows me to work alone and focus on the task at hand. I love the challenge and reward of building code or figuring out a tech problem. It is hard to explain to non tech people but it is an amazing feeling when you are able to manipulative technology to do what you want it to do.