The impact of being a first-generation college student is hard to explain. It means walking into places no one in your family has ever dared to go. The life of a first-generation student means being the guinea pig, figuring it all out on your own. The pressure of the future is heavy but so is carrying the weight of your family’s hopes too. For me, it is even more than that. I am the oldest of nine kids. Being the first to walk this path is not just about me. It is about paving the way for them. When I was in my first year of college, I called my mom to tell her I wanted to become a teacher. Her response was that she would no longer support me if that was the path I chose. That moment was heartbreaking and confusing, but it also lit a fire in me. I kept going. I graduated summa cum laude with a degree in criminal justice, but I never let go of my dream. I knew, in the end, I was meant to be a teacher. I was just accepted into graduate school, my dream is becoming reality. I am working toward my master's degree in education because I want to teach the students who are often overlooked and I want to encourage them to follow their hearts (something I was discouraged from). I have a deep passion for working with students with disabilities. I want to work in special education and support students who need someone to believe in them. I want to be that person. On top of that, I want my siblings to see that no matter where we came from, our goals are never too far out of reach. Financially, this journey has become somewhat difficult. I am doing it on my own as a single woman, with no financial support from family, no grants, and only student loans that grow seemingly exponentially. I know my younger siblings are watching and that is what keeps me going. They are seeing the struggle, but they are also seeing what it means to keep showing up despite the hardships. I will show them that this is possible for us. This scholarship would be completely life altering. It would give me room to focus on my studies rather than how I will afford them. Receiving this scholarship would ease the constant stress of finances and give me the chance to continue on the path towards academic success. This would serve as a sign that somebody sees me and believes in my mission. I am not doing this just to earn a degree. I am doing this to change lives. My students’ lives, my siblings’ lives, and my own. That is what being a first-generation student means to me. It is about breaking through and reaching back to pull others forward.

If I could create a mandatory class it would be ‘Mental Strength and Stress Management’. In a world of social pressures and uncertainty, no class would be more important than one fighting against suicidality in our youth. Students of all ages battle through debilitating anxiety, depression, and even suicidal thoughts. Even elementary students are not immune to the ongoing battles brought on by the struggles with mental health. This subject is something that has long been ignored in our education system and now is the time that we implement steps and classes that can save our youth. The pressure that students face today is unlike what we have ever seen before. Social media has created a world of impossible expectations. Scholarly expectations, family turmoil, impossible body standards, are all struggles that this generation of students faces in the dark; we have a generation in crisis. The number one cause of death in school age students and young people is suicide. Children are legally compelled to be in school, should we not be compelled to keep them alive? A class on stress management and maintaining mental health would absolutely save lives. Oftentimes, students are unable to recognize the signs that their mental wellness is beginning to deteriorate. In my class youth would be able to learn about the signs of burnout, panic, and anxiety in themselves and those around them. School is hard on everyone in different ways and it is our responsibility as educators to teach them healthy coping strategies. The class would focus on exploring coping strategies such as the relief that comes with journaling, movement of the body, breathing practices, and being open with the hardships they are experiencing. Having a class like this would reduce the stigma surrounding the struggle with mental health and suicidality. We must normalize and destigmatize the topic of mental health. Later in life, individuals may not use all of the subjects they learned in school. However, everyone will cope with stress, grief, and hardships no matter what career they find themselves in. It is okay not to be okay and it's about time that this is instilled in our schools and in turn the general population. Students are lucky to have a parent or loved one that speaks with them about the importance of learning to cope and to speak out, many people will never hear that message until it is too late. Stress management and mental health education should not be optional. It is our job as adults and educators to reach out to the youth. Learning about mental health, mental strength, and the management of the struggles that students face is essential. It is our responsibility to prepare the next generation and this is where we begin.

Every child, student, and person deserves to be seen and heard, even if they do not have a voice. All of us have the desire to be truly understood; this is especially true for those with disabilities like Rebecca. With true compassion, there is no barrier to language that cannot be overcome. There is nothing more essential in working with individuals with disabilities than patience, heart, and connection. Every person has their own way of expressing joy and engaging with the world. Figuring this out as an educator is where teaching really begins. My approach to working with a child like Rebecca would begin with becoming a friend. Meaningful relationships begin when trust is formed. Relationships flourish when respect is tangible. By establishing trust and respect, educators can learn what a child’s true passion is. Once someone’s motivation is revealed, a real connection begins. After I learn what sets a student’s excitement on fire, I can use those interests in their everyday tools. In working with a student like Rebecca, I would use objects like visual or music based schedules or sensory items that tie in with what brings them joy. I would communicate with those close to the student to create strategies that align with their needs, motivations, and goals. Most importantly, I would never put limitations on anyone like Rebecca. I will celebrate every inch of success and progress. There is nobody who knows a child’s interests more than their own family. Family plays the most important role in the education and growth of a child or student with disabilities. Parents are everything to these children. There is nobody who knows a child better than the people who were there at their first breath. They know every improvement and hardship their children have faced. The importance of building a strong partnership with the family cannot be overlooked. Having strong communication with the family is essential to the progress and wellbeing of people like Rebecca. The members of these families are equal, if not more important, than the professional players in a child’s educational journey. My goal is to work in special education, specifically in prekindergarten through twelfth grade. My passion has been instilled in me through both my life and professional experiences. I have always wanted to be a teacher, but when I called my mother during my first year of undergrad to share that dream, she told me she would no longer support me. I earned a criminal justice degree and graduated summa cum laude from Eastern Washington University, but teaching never left my heart. Today, I am finally pursuing my Master’s in Special Education. I am chasing the dream I almost gave up on. I will not give up on my dream or my future students. My journey has been shaped by hands on experience as a certified behavior technician. I have worked with children with disabilities at home and school. One of my most cherished memories is when a nonverbal client began speaking for the first time. That moment changed the lives of my client, their family, and me. Financially, this journey has been challenging. As a single woman returning to school for my master’s, I don't qualify for Pell Grants and must use loans that accrue interest. Despite these obstacles, I'm committed to becoming the special education teacher I am meant to be. Receiving this scholarship would help change my life and honor Rebecca’s legacy by supporting someone who is dedicated to helping others like her shine. I am moved by Rebecca’s story and hope to carry her legacy into every classroom I enter.