Pursuing higher education has never felt automatic or guaranteed to me. It has required consistency, self-discipline, and learning how to keep moving forward even when circumstances feel uncertain. One of the biggest obstacles I’ve faced has been balancing responsibility at a young age while staying focused on long-term goals that don’t always offer immediate rewards. Throughout high school, I’ve taken on leadership roles, worked a job, and stayed committed to academics at the same time. There were moments when it felt overwhelming to juggle schoolwork, service, and work responsibilities, especially knowing that financial stability would play a major role in where I could attend college. Instead of letting that pressure discourage me, it pushed me to become more organized and intentional with my time. I learned how to prioritize what truly mattered and how to stay disciplined even when motivation wasn’t always there. Another challenge has been navigating expectations as a student of color who wants to succeed in spaces where representation is limited. At times, I’ve felt the pressure to prove myself academically and personally. Rather than seeing that as a burden, I’ve come to view it as responsibility. I want to be an example of what is possible when determination meets opportunity. That mindset has shaped how I approach leadership, service, and academics. Education, to me, is more than a personal achievement. It’s a tool for impact. Through my involvement in community service and school leadership, I’ve seen how access to resources, guidance, and support can change someone’s trajectory. I plan to use my education to give back by supporting youth through mentorship and community programs, particularly those who may not see college as an attainable goal. Whether through leadership in business, education, or community initiatives, I want to help create spaces where young people feel supported, prepared, and confident in their potential. The obstacles I’ve faced have taught me resilience, humility, and responsibility. They’ve shown me that progress doesn’t always come from perfect circumstances, but from consistent effort and belief in something bigger than yourself. With the opportunity to continue my education, I intend to honor those lessons by giving back to the communities that shaped me and helping others move closer to their goals, just as I am working toward mine.

My favorite memory as a referee didn’t come from making a dramatic call or officiating a championship game. It came from a youth league match where everything seemed to be going wrong at once. The game was tight, emotions were high, and parents on the sidelines were louder than usual. Midway through the second half, I made a call that one team strongly disagreed with. Players stopped, coaches protested, and the energy on the field shifted instantly. In that moment, I realized that being a referee isn’t about proving you’re right. It’s about keeping the game moving, staying composed, and making sure everyone feels heard while still enforcing the rules. I calmly explained the call to the captain, restarted play, and focused on maintaining control of the match. By the end of the game, tensions had cooled, the players shook hands, and one of the coaches thanked me for handling the situation professionally. That experience stayed with me because it showed me the real impact of leadership under pressure. Refereeing has shaped my character in ways few other activities could. Standing alone with a whistle teaches accountability quickly. There’s no one else to lean on when a decision needs to be made, and hesitation can cause confusion. Over time, I learned to trust my judgment, communicate clearly, and remain confident even when others disagreed. Those skills have translated directly into my academic and leadership roles, from managing responsibilities at school to staying calm in fast-paced work environments. Being a referee has also taught me empathy. Players, coaches, and parents all bring different expectations and emotions to the game. Understanding that has helped me manage conflict without escalating it. I’ve learned how to listen briefly, acknowledge frustration, and still uphold fairness. That balance between firmness and respect has become a core part of who I am. Looking ahead, I plan to continue officiating while pursuing my education. I want to stay involved in youth and high school sports because I believe officiating plays an essential role in creating positive athletic experiences. Beyond the field, I see refereeing as preparation for future leadership roles. The ability to make fair decisions, handle criticism, and maintain integrity under pressure are qualities I hope to carry into my career and community involvement. Refereeing has shown me that leadership doesn’t always come with recognition. Often, it’s quiet, challenging, and tested when things don’t go your way. That responsibility has pushed me to grow, both as an official and as a person. No matter where I go next, the lessons I’ve learned with a whistle in my hand will stay with me.

Challenge Name: “The Headlines Test” One of the most entertaining parts of Love Island is watching Islanders navigate how they’re perceived by others while staying true to themselves. My challenge, “The Headlines Test,” would push Islanders to confront perception, communication, and trust in a way that feels dramatic but meaningful. How it works: Islanders are split into couples and brought to the fire pit, where each pair is shown a fictional “headline” about their relationship. These headlines are inspired by common Love Island themes like loyalty, temptation, miscommunication, and public opinion. Examples might include: “Islanders Question If This Couple Is Playing It Safe” or “One Islander Has Doubts — But Hasn’t Spoken Up Yet.” The key twist is that the headlines are intentionally ambiguous. They aren’t lies, but they aren’t fully explained either. The challenge: Each couple is given five minutes alone to discuss whether they believe the headline reflects something real in their relationship. They must decide together whether to label the headline as “True,” “Partly True,” or “Not True.” Afterward, couples return to the fire pit and reveal their answers, explaining their reasoning to the group. The stakes: Couples who give mismatched answers (for example, one thinks it’s “True” while the other says “Not True”) must participate in a follow-up mini-challenge where they answer direct questions from the host in front of everyone. Couples who agree earn a small reward, like a private terrace moment or a video message from home. Why it works: This challenge adds drama without forcing conflict. It encourages honesty, communication, and emotional intelligence rather than just chaos. Viewers love seeing Islanders talk through real issues, and this format creates natural tension while revealing which couples actually understand each other. Why it fits Love Island: “The Headlines Test” plays into what makes Love Island special: relationships under pressure, public perception, and growth. It would spark conversations that last beyond the challenge itself and give Islanders the chance to strengthen their connections—or realize cracks they’ve been ignoring. This challenge blends strategy, emotion, and entertainment, making it memorable for both Islanders and viewers while staying true to the heart of Love Island.

The Taylor Swift performance that has stayed with me the most is her surprise song set during the Eras Tour. It wasn’t the fireworks, choreography, or massive production that made it powerful. It was the simplicity. Just Taylor, a guitar or piano, and a stadium suddenly quiet enough to listen. What made those moments moving was how intentional they felt. In the middle of a tour built to celebrate every era of her career, the surprise songs stripped everything back. No backing tracks, no spectacle. Just storytelling. It reminded me that at the heart of her success isn’t scale, but connection. She wasn’t performing at the audience; she was sharing something with them. Watching those performances online, I noticed how differently each song landed depending on the crowd, the city, or even her own emotions that night. Some songs felt light and nostalgic, others heavy and reflective. It showed how the same work can evolve over time and still matter in new ways. That idea resonated with me because I’ve felt myself change while holding onto the same core interests and values. Growth doesn’t mean abandoning who you were. It means understanding yourself more clearly. Those surprise song moments also showed Taylor’s confidence in vulnerability. Performing deep-cut songs in front of tens of thousands of people takes courage. There’s no hiding behind production or perfection. If you make a mistake, everyone hears it. But she leaned into that risk, and it made the performances feel human. That willingness to show up honestly, even when things aren’t flawless, is something I admire and try to practice in my own life, whether it’s stepping into leadership roles or taking on academic challenges. The Eras Tour is often talked about for its records and scale, but the surprise songs reminded me why Taylor Swift’s career has lasted as long as it has. She understands that people don’t connect most deeply to polish. They connect to honesty, storytelling, and effort. That performance mattered to me because it reinforced the idea that success doesn’t require losing yourself. You can evolve, take risks, and grow publicly while still staying grounded in what made you passionate in the first place. That balance is something I hope to carry with me as I move forward in my education and future career.

Growing up in a single-parent household taught me responsibility earlier than most of my peers. There was no option to sit back and wait for things to be done. If something needed attention, whether it was schoolwork, a schedule conflict, or helping out at home, I learned to step in. Watching my parent balance work, finances, and family without complaint shaped the way I approach challenges and the way I show up for others. My parent never framed our situation as a limitation. Instead, it became an example of resilience and quiet strength. Even during stressful moments, there was always an emphasis on doing the right thing, treating people with respect, and staying committed to long-term goals. That mindset influenced how I view effort and accountability. I learned that success is rarely flashy; it comes from consistency, patience, and showing up even when it’s hard. That upbringing shaped the way I lead and serve today. At school, I’ve taken on leadership roles that require reliability and attention to detail, including serving as Treasurer of Jack and Jill and as a school ambassador. In those roles, I’ve learned that leadership often looks like making sure others feel supported and heard, not just being the loudest voice in the room. I’ve also stayed involved in service efforts, such as participating in large-scale community initiatives like packaging thousands of meals for families in need. These experiences reinforced what I learned at home: doing good doesn’t always require recognition, just intention. My work experiences have further strengthened that perspective. Working in a fast-paced restaurant environment taught me how small actions can ease pressure for others, whether that’s helping a coworker during a rush or staying organized so the team can function smoothly. I see those moments as opportunities to make someone else’s day a little easier, which is something I value deeply. Looking ahead, I hope to use my talents in leadership, organization, and communication to make a positive impact in whatever field I enter. Whether through business, sports management, or community leadership, I want to help create environments where people feel supported and empowered. I’m especially interested in roles that combine structure with service, where thoughtful decisions can improve outcomes for teams, organizations, or communities. Being raised in a single-parent household taught me empathy, independence, and perseverance. It showed me that doing good isn’t about grand gestures, but about consistency, care, and responsibility. As I move forward into college and beyond, those lessons will continue to guide how I lead, serve, and give back.

Sports have always been more than competition to me. They’ve been one of the clearest ways I’ve seen how leadership, discipline, and community come together to shape people, especially young athletes. At Seton Hall Prep, I serve as a manager for the varsity lacrosse team. While I’m not on the field during games, I’m deeply involved in everything that happens behind the scenes. I help organize practices, manage equipment, support coaches, and make sure players are prepared to perform at their best. Being in that role taught me that impact in sports doesn’t only come from scoring goals — it comes from showing up consistently and helping others succeed. Through that experience, I’ve learned how much young athletes rely on structure and encouragement. I’ve seen how small actions, like staying late to help a teammate or keeping practices organized, can shape a team’s culture. I’ve also learned how sports create accountability. Players learn to manage time, communicate, and push through challenges together, lessons that extend far beyond the field. Outside of school athletics, I’ve stayed involved in service initiatives that reflect the same values. I’ve participated in community efforts such as packaging over 7,000 meals with Unions Fight Against Hunger, and I continue to work with younger students through leadership roles at school and my church. These experiences reinforced what sports taught me early on: young people thrive when they feel supported, included, and believed in. What inspires me most about youth sports is their ability to reach kids who might not have many outlets for confidence or belonging. Coaches and mentors often become role models, sometimes without realizing it. I’ve seen how a positive environment can change the way a young athlete views themselves, and I want to be part of creating those environments. In the future, I plan to stay involved in youth sports through coaching, mentorship, or sports leadership. I’m interested in studying business and sport management so I can help shape programs that are accessible, organized, and focused on development, not just winning. My goal is to help young athletes build confidence, learn teamwork, and understand that their value extends beyond the scoreboard. Jimmie “DC” Sullivan’s legacy reflects everything I admire about sports at the community level: commitment, service, and investing in the next generation. I hope to carry those values forward by continuing to support youth sports in ways that help young athletes grow both on and off the field. For me, sports are a platform for impact, and I’m committed to using that platform to give back.

For a long time, I believed that having something to say was enough. I didn’t realize how often I held my voice back until I was put in a position where staying quiet would have meant letting something important go unaddressed. As Treasurer of Jack and Jill, I was part of a leadership group responsible for planning events and managing funds. During one meeting, a proposed plan would have excluded several members due to cost. I noticed the issue immediately, but I hesitated to speak up. I didn’t want to disrupt the flow of the meeting or come across as difficult. Sitting there, I felt a mix of frustration and self-doubt—knowing something wasn’t right but questioning whether my voice would matter. Eventually, I spoke up. I explained the concern clearly and suggested an alternative that would keep the event inclusive without exceeding our budget. The room went quiet for a moment, and I remember feeling exposed, like I had said too much. But instead of being shut down, the group listened. The plan changed. More people were able to participate, and the final outcome was stronger because of it. That moment reshaped how I think about communication. I learned that confidence doesn’t always come before speaking—it often comes after. Using my voice wasn’t about being the loudest person in the room, but about being willing to speak when something mattered. I also learned that effective communication is rooted in preparation and intention. Because I understood the financial details, I was able to advocate thoughtfully rather than emotionally. I’ve carried that lesson into other areas of my life. As a Seton Hall Prep Ambassador and a Sophomore Homeroom Leader, I’ve become more comfortable addressing concerns, guiding discussions, and encouraging others to speak up as well. At work and in service initiatives, I’ve learned how listening is just as important as speaking, and how real confidence comes from understanding people, not overpowering them. As a Black student from a low-income background, I know how easily voices like mine can be overlooked or dismissed. That awareness has made me more intentional about using my voice responsibly—not just for myself, but for others who may feel unheard. Communication, to me, is not just self-expression; it’s advocacy. In the future, I hope to use my voice to create spaces where collaboration and inclusion are the norm. Whether through leadership, business, or community involvement, I want to speak with clarity and authenticity, especially in moments when silence would be easier. The experience of finding my voice taught me that change often begins with one uncomfortable sentence—and the courage to say it.

Dr. Jack Terry’s story is powerful not only because of the adversity he survived, but because of what he chose to do afterward. Losing his family, his home, and his education at such a young age could have defined his life by loss. Instead, he defined it by perseverance, service, and growth. Reading about his journey reminds me that adversity does not determine the limits of a person’s future—response does. While my challenges are not comparable to the unimaginable hardships Dr. Terry endured, I have faced adversity in quieter, more personal ways that have shaped my character and resilience. Growing up with limited financial resources has meant constantly balancing responsibility with opportunity. From a young age, I learned that nothing could be taken for granted—whether it was access to academic support, extracurricular involvement, or future educational plans. I understood early on that success would require discipline, consistency, and the willingness to push forward even when the path felt uncertain. Throughout high school, I carried a full academic course load while working and taking on leadership roles. There were moments when the pressure of managing school, work, and family responsibilities felt overwhelming. At times, it would have been easier to scale back or settle for less. Instead, I learned how to prioritize, stay focused, and ask for help when needed. These experiences taught me that perseverance is not about never struggling, but about continuing to move forward despite it. Academically, I challenged myself even when the workload felt demanding. Maintaining a GPA above 3.5 while enrolling in advanced courses required sacrifice and self-discipline. I learned how to manage time effectively and hold myself accountable, even when external circumstances made things more difficult. That discipline became a source of confidence and pride, reinforcing my belief that effort compounds over time. What stands out most in Dr. Terry’s story is his commitment to giving back—through service, education, and sharing his experiences to inspire others. That aspect resonates deeply with me. I believe education is not only a personal achievement, but a responsibility. Through my involvement in community service, leadership roles, and mentoring programs, I’ve seen how small acts of guidance and support can make a meaningful difference. As I continue my education, I plan to use my studies to create opportunities for others who may feel limited by circumstance. Whether through leadership, mentorship, or community involvement, I want to help create spaces where students feel supported, seen, and capable of achieving more than they once believed possible. My goal is not only to succeed, but to lift others alongside me. Dr. Jack Terry’s life is a reminder that adversity can become a foundation for purpose. His resilience inspires me to approach my future with determination, gratitude, and a commitment to service. I carry his example with me as motivation to work hard, remain grounded, and use my education to give back to society in meaningful ways.

Mental health has shaped my life less through a single defining moment and more through a gradual understanding of how pressure, expectations, and silence can affect a person over time. Growing up, I learned early how easy it is to dismiss emotional struggles by staying busy, staying strong, or simply pushing forward. While that approach helped me appear resilient on the outside, it also prevented me from fully acknowledging when I needed support. During high school, as my responsibilities increased academically, socially, and personally, I began to feel the weight of constant pressure. Balancing leadership roles, challenging coursework, work obligations, and personal expectations became overwhelming at times. Rather than speaking openly about stress or anxiety, I internalized it, believing that struggling quietly was a sign of strength. Over time, I realized that this mindset was not only unhealthy, but isolating. My experience reshaped how I understand relationships. I began to recognize how important honest communication is, not just with others but with myself. Conversations with trusted mentors, friends, and members of my church community helped me see that vulnerability does not weaken relationships—it strengthens them. Being open about stress, fear, or uncertainty created deeper connections and reminded me that support systems exist when we allow ourselves to use them. Mental health awareness also changed my perspective on leadership and service. Through my involvement in community service, school leadership, and my church’s Buddy program, I’ve seen how many people quietly carry emotional burdens. That awareness has made me more patient, more observant, and more intentional in how I show up for others. I’ve learned that leadership is not only about achievement or authority, but about empathy and presence. My understanding of the world has shifted as well. I now see mental health as something that intersects with culture, access, and education. In many communities, especially within communities of color, mental health struggles are often minimized or misunderstood. This reality has motivated me to approach my future education and career with a commitment to advocacy, whether through leadership, mentorship, or creating spaces where people feel safe being honest about their experiences. Looking ahead, my goal is to continue growing as someone who values balance, self-awareness, and compassion. I want to pursue opportunities that allow me to support others while also prioritizing mental well-being—both my own and that of the people around me. My experiences have taught me that progress does not come from silence, but from dialogue, understanding, and the courage to confront difficult realities. The legacy behind this scholarship deeply resonates with me. By encouraging open conversations around mental health, this opportunity honors those who struggled in silence and supports those who are learning to speak openly. My journey has shown me that acknowledging mental health is not a sign of weakness, but a necessary step toward healing, growth, and a more compassionate world.

There was a period during high school when balancing academics, leadership responsibilities, work, and personal expectations began to feel overwhelming. I was involved in multiple leadership roles, working part-time, and taking challenging courses, all while feeling pressure to succeed and not disappoint the people around me. Externally, everything looked fine, but internally I struggled with doubt, stress, and the fear that I was falling short of who I was supposed to be. During that time, my faith became the anchor that helped me regain clarity and strength. I grew up involved in church, but this was one of the first moments where faith became something I actively leaned on rather than something I simply practiced out of routine. Through prayer, reflection, and conversations with mentors in my church community, I began to understand that faith was not about being perfect or having everything under control—it was about trusting God even when I felt uncertain. One experience that stands out was my continued involvement in my church’s Buddy program, where I help support children with special needs during services. On days when I felt emotionally drained or overwhelmed, showing up for someone else forced me to shift my focus outward. Serving others reminded me that my struggles did not define me and that purpose often comes through giving, not achieving. That perspective helped quiet the pressure I had placed on myself and replaced it with peace and patience. Faith also helped me reframe challenges academically. Instead of viewing setbacks as failures, I began seeing them as opportunities for growth. I learned to pray not just for success, but for discipline, resilience, and humility. Over time, this mindset change allowed me to regain confidence and perform better academically while staying grounded. More importantly, it taught me that perseverance does not come from self-reliance alone, but from trust and consistency. Relying on my faith during this period shaped how I approach challenges today. I am more intentional about reflection, more open to asking for guidance, and more committed to leading with compassion. My faith reminds me that obstacles are not signs to stop, but invitations to grow stronger and serve with greater purpose. Nabi Nicole’s legacy of faith, service, and dedication deeply resonates with me. Like her, I strive to live in a way that supports others, especially during moments when encouragement is needed most. This experience reinforced my belief that faith is not just something to hold privately, but something that should guide how I treat others and how I respond to adversity. As I prepare for college, I carry these lessons with me—trusting that faith will continue to guide me through uncertainty and help me become not only a successful student, but a thoughtful and compassionate person.

I chose to pursue a degree in STEM because it sits at the intersection of problem-solving, innovation, and real-world impact. From a young age, I’ve been drawn to understanding how things work and how systems—whether technological, mathematical, or scientific—can be improved. STEM challenges me to think critically, analyze data, and approach problems logically, but it also pushes me to be creative in finding solutions. That balance is what keeps me engaged and motivated. Throughout high school, I have gravitated toward rigorous coursework that strengthens my analytical skills, including advanced math and science classes. Courses like AP Calculus AB taught me more than formulas; they taught me discipline, persistence, and confidence in tackling complex material. STEM has not always come easily to me, but that has been part of what solidified my interest. Learning how to push through difficulty, seek help when needed, and refine my understanding has made success in STEM especially rewarding. As a person of color pursuing STEM, I am deeply aware of the underrepresentation that still exists in these fields. Often, people of color do not see themselves reflected in STEM leadership, innovation, or research, which can quietly discourage participation. My goal is to help change that narrative. Representation matters—not just for visibility, but for the perspectives it brings. Diverse backgrounds lead to better questions, more inclusive solutions, and innovation that serves a wider range of communities. I hope to make an impact in STEM by using my education to develop solutions that are accessible, ethical, and community-focused. Whether through technology, data, or applied science, I want my work to improve systems that affect everyday life. I am particularly interested in how STEM can be applied beyond the classroom—through real-world projects, collaboration, and problem-solving that directly benefits people. I also hope to mentor and support younger students of color who are interested in STEM, helping them see that they belong in these spaces and are capable of succeeding. STEM is not just about equations or experiments to me; it is about opportunity. It is a tool that can reduce inequities, improve access, and empower communities when used responsibly. By pursuing a STEM degree, I aim to contribute both technical skill and perspective—combining knowledge with lived experience to help shape a more innovative and inclusive future. Receiving support through the Learner Tutoring Innovators of Color in STEM Scholarship would allow me to continue this path with fewer financial barriers and greater focus on growth. More importantly, it would affirm the importance of diverse voices in STEM and strengthen my commitment to using my education to make a meaningful difference.

Preparing for higher education has been shaped by both challenges and accomplishments that have required persistence, self-awareness, and adaptability. Navigating school with a developmental and/or intellectual disability has pushed me to learn how I learn best, advocate for myself, and remain committed even when things do not come easily. There were times when I had to work harder to keep pace, ask for support, or approach material in different ways, but those experiences strengthened my confidence and resilience. Rather than seeing these challenges as limitations, I have come to view them as part of what prepared me for the independence and responsibility that higher education requires. Academically, I am proud of the growth I have shown throughout high school, particularly in challenging coursework. Learning to manage my time, stay organized, and remain disciplined has been essential. Balancing academics with leadership roles and work has shown me that progress is not always linear, but persistence matters. Being invited to join the Honor Society was especially meaningful to me, as it represented not only academic achievement, but perseverance and character. These accomplishments have reinforced my belief that I belong in higher education and am capable of succeeding there. In college, I plan to study business, with a focus on leadership and applied learning. I am drawn to business because it combines problem-solving, communication, and real-world impact. I am especially interested in how organizations operate, how decisions affect people, and how ethical leadership can create opportunities for communities. Business is important to me because it provides tools that can be used across industries to build sustainable programs, support innovation, and create inclusive environments where people of all abilities can succeed. I hope to make an impact by using my education to support communities that are often overlooked or underrepresented. My experiences have made me especially aware of how systems can unintentionally exclude people with disabilities. In my future career, I want to help create spaces—whether in business, nonprofits, or community organizations—where accessibility and inclusion are built into decision-making. I also hope to serve as an example to others with disabilities who may doubt their ability to pursue higher education, showing that challenges do not define potential. Higher education represents more than a degree to me. It is an opportunity to continue growing into someone who leads with empathy, persistence, and purpose. With the support of the Joieful Connections Scholarship, I would be better equipped to pursue my education and continue working toward a future where opportunity is not limited by ability, but expanded through understanding and action.

My interest in law comes from seeing how structure, advocacy, and clear rules can either empower people or leave them without a voice. Growing up involved in leadership, service, and community-based programs, I began to notice how often outcomes depended not on effort alone, but on access, representation, and understanding systems that others take for granted. Through roles such as Treasurer of Jack and Jill, a Seton Hall Prep Ambassador, and a Sophomore Homeroom Leader, I’ve learned how responsibility and decision-making directly affect people around you. Managing funds, organizing initiatives, and representing my school required fairness, transparency, and accountability—principles that closely mirror the foundation of the legal profession. These experiences pushed me to think critically about how rules are created, enforced, and communicated, and how leadership must be grounded in ethics. My community service has also shaped my interest in law. Working with organizations like Unions Fight Against Hunger and serving as a Big Brother has shown me how systemic issues—food insecurity, access to education, and community support—intersect with policy and legal frameworks. I’ve seen how advocacy can lead to tangible change when it’s paired with knowledge of the law. These moments made me curious not just about helping individuals, but about influencing the systems that affect entire communities. I am particularly interested in pursuing a legal path that combines advocacy and public-facing work, such as public interest law, sports and entertainment law, or business-related legal work that ensures fairness and accountability. As someone interested in business and leadership, I’m drawn to how law shapes contracts, organizations, and ethical decision-making. My long-term goal is to work in a field where I can protect people’s interests while helping organizations operate responsibly and inclusively. To achieve this goal, I plan to build a strong academic foundation in college, seek internships related to law and policy, and gain exposure to legal environments through mentorship and experiential learning. I am committed to developing the critical thinking, communication, and analytical skills necessary for success in law school and beyond. I also plan to remain engaged in service and leadership roles that keep me connected to real-world issues and diverse perspectives. In the legal profession, I hope to be someone who makes the law more accessible and understandable. Too often, legal systems feel distant or intimidating. I want to help bridge that gap by advocating clearly, listening carefully, and approaching every case or client with integrity. The JobTest Career Coach Scholarship would support me as I continue exploring my path toward law, allowing me to pursue opportunities that strengthen my preparation and clarify how I can make a meaningful impact in the legal field.

Supporting others’ mental health has never looked like grand gestures for me. It’s shown up in quieter moments—being present, paying attention, and making space for people who need it. Through my involvement with Spectrum Big Brothers and my ongoing work with children with special needs at Liquid Church, I’ve learned how much emotional support matters, especially for individuals who struggle to express what they’re feeling. Some days, helping meant sitting beside someone who was overwhelmed instead of rushing them through an activity. Other days, it meant staying patient when a situation became frustrating or unpredictable. I learned quickly that emotional well-being often improves when people feel understood rather than managed. As a leader in school and extracurricular settings, I’ve also become someone others turn to when things feel heavy. Whether it’s a teammate dealing with pressure, a peer overwhelmed by academics, or a younger student needing reassurance, I try to lead with empathy. I don’t pretend to have all the answers, but I listen. That alone can change how supported someone feels. My interest in health-related fields comes from these experiences. I’ve seen how emotional health impacts confidence, performance, and quality of life. In my future studies and career, I want to prioritize mental well-being as an essential part of care, not an afterthought. Whether I’m working in a clinical environment, community health setting, or leadership role within healthcare, I plan to advocate for environments where mental health is openly discussed and supported. Mental health care isn’t just about treatment—it’s about trust, patience, and human connection. The experiences I’ve had supporting others have shaped how I see healthcare, and they’ve motivated me to become someone who leads with compassion while helping others feel safe, valued, and heard.

Growing up, I learned early that access matters. Not everyone starts with the same resources, exposure, or opportunities, and that reality has shaped how I see education, leadership, and success. As a Black student pursuing a future in business and finance, I am motivated not only by personal ambition, but by the responsibility to open doors for others who may not yet see themselves represented in these fields. My interest in business began through real-world experiences rather than textbooks. Working in a fast-paced restaurant environment and serving as manager for my high school’s lacrosse team taught me how systems, organization, and decision-making directly affect people. I saw how thoughtful planning could improve morale, efficiency, and outcomes, while poor decisions created unnecessary barriers. These experiences pushed me toward business and finance because I want to understand how organizations operate at a deeper level and how strategic leadership can create opportunity instead of limitation. I am pursuing business because financial decisions shape communities. Who gets funded, who gets promoted, and who gets overlooked often depends on systems that are not always equitable. In finance and business leadership, Black professionals remain significantly underrepresented. For example, fewer than 2% of senior executives in major corporations are Black, and representation in financial leadership roles continues to lag behind. Seeing those numbers doesn’t discourage me—it challenges me. I want to be part of the group that changes them. Service has always been central to my life. Through volunteer work, leadership roles in school organizations, and large-scale service initiatives like packaging thousands of meals for families in need, I’ve learned that impact doesn’t require a title. It requires consistency, empathy, and follow-through. As I move into higher education, I plan to continue serving my community by mentoring younger students, especially students of color who may not see business or finance as accessible paths. Representation matters, and sometimes seeing someone who looks like you succeed is enough to spark belief. In the future, I hope to work in business leadership or financial management with a focus on creating inclusive systems. Whether through mentorship programs, internships, or community partnerships, I want to help make business education and career pathways more transparent and attainable. I believe that increasing access starts with visibility and guidance, and I want to use my position to provide both. Zedikiah Randolph’s legacy represents perseverance, generosity, and belief in the next generation. This scholarship would not only support my education, but also reinforce my commitment to lifting others as I climb. By pursuing business and finance with purpose, I aim to inspire the next generation of Black students to see themselves as leaders, decision-makers, and innovators—capable of shaping industries and communities for the better.

I became a fan of Sabrina Carpenter long before she was selling out arenas. I first knew her as Maya Hart on Girl Meets World, a character who was funny, honest, and unapologetically herself. What stuck with me wasn’t just the humor, but the way Maya owned her voice, even when it made things uncomfortable. At the time, I didn’t realize it, but that confidence left an impression on me. As Sabrina’s career evolved, so did my understanding of her impact. Watching her transition from Disney Channel into music wasn’t easy or guaranteed, yet she did it with intention. Songs like “Please Please Please” and “Espresso” aren’t just catchy; they’re self-aware, confident, and rooted in growth. Her music feels like someone who has learned from being underestimated and decided to take control of her narrative. That shift resonated with me deeply as I started figuring out who I wanted to be outside of labels and expectations. What I admire most about Sabrina Carpenter is her willingness to grow publicly. She didn’t stay where it was comfortable. Instead, she took risks, refined her craft, and embraced maturity in her work. That mindset has influenced how I approach my own goals. In school and in leadership roles, I’ve learned that growth often comes from doing things that aren’t glamorous or guaranteed to succeed. Sabrina’s career reminded me that reinvention is not failure; it’s progress. Beyond entertainment, Sabrina’s authenticity matters. She uses her platform thoughtfully, whether through the themes in her music or how she speaks about confidence and independence. She proves that ambition doesn’t have to be loud to be powerful. It can be intentional, consistent, and rooted in self-respect. As someone who values growth, discipline, and finding my own path, Sabrina Carpenter’s journey has been inspiring. She represents what it looks like to evolve without losing yourself, to dream bigger than your starting point, and to trust your voice even when it’s changing. That’s why I’m a fan — not just of her music or performances, but of the example she sets for anyone learning how to grow into who they are meant to be.

I am a high school senior from New Jersey who has learned early on that opportunity is not always evenly distributed. I’ve worked hard to make the most of what I’ve been given, balancing school, leadership roles, service, and a part-time job while preparing for college. My experiences have shaped both who I am and who I hope to become: someone who uses business not just to succeed personally, but to create opportunities for others. In school, I stay involved because I believe responsibility builds character. I serve as Treasurer of Jack and Jill, a Student Ambassador, and a Sophomore Homeroom Leader. These roles have taught me how to manage time, lead with accountability, and communicate with people from different backgrounds. Outside of school, I work at a local restaurant, where I’ve seen firsthand how leadership decisions affect morale, efficiency, and opportunity. Small changes in organization or communication can completely change how a team functions. That realization sparked my interest in business and management. Service has always been an important part of my life. Through my church, I volunteer in programs that support children with special needs, helping them feel included and confident in group settings. I’ve also participated in large-scale service efforts, including packaging thousands of meals for families facing food insecurity. These experiences have shown me that positive impact doesn’t always come from grand gestures. Often, it comes from consistency, awareness, and a willingness to step up when help is needed. As a Black student, I’m especially aware of the financial barriers that can stand between ambition and achievement. College is not just an academic goal for me; it’s an opportunity to build stability for myself and my future family while positioning myself to give back. The rising cost of education makes that path challenging, but it also motivates me to push forward with intention. I don’t take opportunity lightly because I know how many people never get the chance to pursue their goals. I plan to study business with a focus on leadership, finance, or management. In my future career, I want to work in environments where I can help organizations grow while also supporting the people behind them. Whether in business operations, sports management, or entrepreneurship, my goal is to create systems that value people as much as profits. I want to be the kind of leader who notices who is being overlooked and works to open doors rather than close them. Long term, I hope to mentor students who come from backgrounds similar to mine and help create pathways into careers they may not have thought were possible. Representation and access matter. When people see someone who looks like them succeeding and giving back, it changes what they believe they can achieve. This scholarship would not only help me afford college, but it would allow me to focus fully on becoming the kind of professional who uses business as a tool for progress. I am driven, ambitious, and deeply aware of the responsibility that comes with opportunity. My goal is simple but meaningful: to succeed, and to make sure others have the chance to succeed too.

I am a high school senior from New Jersey who has always been most comfortable in roles where I can support others and help things run smoothly. In school, I stay busy balancing academics with leadership and service. I serve as Treasurer of Jack and Jill, a Student Ambassador at Seton Hall Prep, and a Sophomore Homeroom Leader. Outside of school, I work at a local restaurant, volunteer through my church, and participate in programs that connect me with younger students and children with special needs. Each of these experiences has shaped how I see responsibility, leadership, and community. Service has never felt like an obligation to me. It feels like something you step into when you notice a need. Through my volunteer work at Liquid Church’s Sunday Buddy program, I’ve spent time supporting children with special needs by helping them feel included and comfortable in group settings. I’ve learned patience, empathy, and how meaningful consistency can be. I’ve also participated in large-scale service efforts, such as packaging over 7,000 meals with Unions Fight Against Hunger. Experiences like that reminded me that even small contributions add up when people work together toward a shared goal. After high school, I plan to attend college with the goal of studying business or sport management. I am interested in how organizations operate and how leadership decisions impact people behind the scenes. Long term, I hope to work in an environment where I can combine strategy with service by building systems that support both growth and people. If I were given the opportunity to start my own charity, its mission would be to support students who feel overlooked but are willing to put in the effort to succeed. I would create a mentorship and resource-based organization focused on middle and high school students from financially limited or under-resourced backgrounds. Many students have the motivation to succeed but lack guidance, structure, or access to opportunities that make that success possible. The charity would pair students with volunteer mentors, including college students and professionals, who could help with academic planning, goal setting, and career exposure. Volunteers would assist with tutoring, college readiness workshops, financial literacy sessions, and simply being a consistent support system. I would also want the organization to provide basic resources, such as school supplies, application fee assistance, and access to enrichment programs, so students can focus on learning rather than worrying about barriers beyond their control. Aserina Hill’s legacy of giving deeply resonates with me because it reflects a belief I try to live by: helping others reach their goals is one of the most meaningful things you can do. She gave quietly, consistently, and with purpose. If I could carry that forward through a charity built on service, mentorship, and opportunity, I would consider that a success. Her story reinforces my commitment to community and reminds me that generosity does not require wealth, only intention and heart.

Being a good citizen, to me, means showing up even when you are not required to. It is easy to care when something directly affects you, but real citizenship is about taking responsibility for the community around you. I first learned this through my involvement in student leadership. Whether it was representing my classmates, organizing service projects, or helping mediate disagreements, I realized that being a good citizen is less about having a title and more about listening, participating, and acting with integrity. Through student government and leadership roles, I saw how decisions impact people differently. Sometimes students felt unheard, or policies felt disconnected from what students actually needed. I learned that being a good citizen means advocating respectfully, asking questions, and trying to understand perspectives beyond your own. It also means being informed. You cannot contribute meaningfully if you do not understand the issues at hand. Citizenship requires effort, awareness, and a willingness to engage rather than stay silent. Voting is one of the most direct ways we participate in that responsibility. While I am just reaching the age where voting becomes possible, I have come to understand that voting is not simply a right, but a responsibility. It is how citizens ensure their voices matter in shaping the future of their communities and country. A free nation depends on participation. Without voting, decisions are left to a smaller group of people, and the system no longer reflects the will of the public. Voting keeps leadership accountable and ensures that power remains with the people rather than drifting away from them. To me, voting represents trust in the system and belief in progress. Even when outcomes are uncertain or imperfect, participating affirms that change is possible through lawful and collective action. It is one of the clearest ways citizens protect freedom without conflict, by choosing dialogue over division and engagement over apathy. The Constitution is the foundation that makes this participation possible. I see it not as a static document, but as a framework that protects rights while allowing growth. The Constitution establishes the principles of liberty, equality, and justice that define our nation. It reminds us that freedom is not automatic; it must be protected, interpreted, and upheld by each generation. Understanding the Constitution helps citizens recognize both their rights and their responsibilities. As a student leader and community participant, I strive to live out those principles in smaller, everyday ways. Being a good citizen means contributing where you are, respecting others, and using your voice thoughtfully. Voting and the Constitution give structure to those values, ensuring that participation, accountability, and freedom remain central to our society. Together, they remind me that citizenship is not passive. It is something you practice through action, awareness, and commitment to the common good.

My name is Jayden White, and I am a high school senior at Seton Hall Preparatory School. My faith has always been at the center of who I am and how I live my life. Proverbs 3:27 says, “Do not withhold good from those who deserve it when it is in your power to act.” To me, this verse is not only scripture—it is a calling. I believe that when God places me in a position to serve, I must answer that call. That belief is what has shaped the way I volunteer and how I strive to live as a Christian every day. One of the most meaningful ways I have served my community is through Liquid Church’s Sunday Buddy program, where I volunteer with children who have special needs. My role is to partner with them one-on-one during services, making sure they feel included, supported, and loved. Some of these children may struggle to fit into a traditional environment, but being their “buddy” gives them the freedom to enjoy worship in a safe and caring space. This service has taught me patience, empathy, and the joy of giving my time to others—lessons that I believe reflect God’s heart for inclusion. In addition, I serve as a Spectrum Big Brother at my school, mentoring underclassmen. I meet with younger students to guide them academically and socially, helping them feel comfortable in a challenging high school environment. This mentorship reminds me that service does not always have to be formal—it can also be the small, everyday acts of encouragement that uplift others. My involvement in Jack and Jill of America has also given me opportunities to take part in community service projects that focus on supporting families, youth, and local initiatives. These experiences have strengthened my commitment to serving others, not for recognition but because my faith calls me to do so. They also remind me that service is not limited to large actions—it can be found in the simple moments where I choose kindness, encouragement, or sacrifice. If awarded this scholarship, I would use it to continue my education in business and communications while remaining faithful to the values of service and leadership. Financial need is a real challenge for my family, and this scholarship would relieve some of that burden while also affirming the importance of living out Proverbs 3:27. My goal is to build a career where I can serve not only through professional success but also by giving back to the community—whether that’s through mentorship, nonprofit work, or creating opportunities for others. This scholarship would allow me to pursue higher education with less financial strain and more focus on what God has called me to do: use my gifts to serve others. Just as Frank and Nelcie Williams dedicated themselves to community and family, I want to carry forward a life of service rooted in faith, generosity, and action. In everything I do, I strive to reflect the love of Christ through living, loving, laughing, and learning with those around me. For me, that is what it means to not “withhold good” but to live each day as an opportunity to serve.

Living with a learning disability and navigating school with an IEP has been one of the biggest challenges of my life, but it has also been one of my greatest sources of strength. For a long time, having an IEP made me feel different from my peers. I worried about being judged, underestimated, or overlooked because of the extra support I needed. There were times when I felt discouraged, like no matter how hard I worked, it would never be enough to measure up. But over time, I learned that my IEP was not a limitation—it was a tool that helped me develop discipline, resilience, and determination to succeed. One of the hardest parts of having an IEP was the feeling of being behind. While other students seemed to grasp concepts quickly, I often needed extra time or a different explanation. That difference could feel embarrassing, especially in group settings where I didn’t want to stand out. I had to learn how to quiet those doubts and focus on my own growth instead of comparing myself to others. With the help of teachers, mentors, and my own persistence, I began to see progress—not always overnight, but slowly, in the form of better grades, more confidence, and the realization that learning differently did not mean I couldn’t succeed. I overcame these challenges by building strong study habits and learning how to advocate for myself. Instead of being ashamed to ask for help, I started using my IEP accommodations as tools for success. Extra time on tests or one-on-one support from teachers became opportunities for me to show what I was capable of when given the right resources. Outside the classroom, I stayed committed to sports, service, and personal growth, which taught me that persistence in one area carries over into others. Every challenge I worked through gave me a sense of pride that fueled my drive to keep going. What inspires me to continue pursuing my education is the belief that my story can help others. Students with IEPs are often underestimated, but I want to be living proof that perseverance makes a difference. My experiences have shown me that success doesn’t come from having everything easy—it comes from continuing to push forward when things are hard. I want to use my education to create opportunities for myself, but also to inspire younger students who may feel the same doubts I once felt. My goal is to pursue a degree in business and communications, fields where I can combine leadership with creativity and problem-solving. Long term, I want to build businesses that also give back to my community—through mentorship, scholarships, or programs that help students with learning differences realize their potential. I know how much it matters to have someone believe in you, and I want to be that source of encouragement for others. In the end, my IEP has taught me lessons I wouldn’t trade: resilience, patience, and the courage to keep going no matter how difficult things feel. Those lessons are what motivate me every day to pursue my education and to use it as a tool to create a brighter future for myself and for others who face similar challenges.

1. What trade are you pursuing and why are you passionate about it? The trade I am most passionate about pursuing is becoming an electrician. From a young age, I was fascinated by how things work, from the wiring behind a light switch to the systems that power entire buildings. Electricity is the foundation of nearly every part of our daily lives, and learning the skills to safely install, repair, and maintain these systems excites me. I enjoy hands-on work and the satisfaction of solving problems with focus and precision, and I know this career will allow me to see the results of my effort every day. What inspires me most is the idea that, as an electrician, my work will directly serve others—providing families, schools, and businesses with something essential. That sense of purpose is what drives my passion for this trade. 2. What are your future plans after your trade education? After completing my trade education, I plan to become a licensed electrician and eventually build my own business. My long-term goal is to create a company that not only provides electrical services but also invests in training and employing young people interested in the trades. I want to mentor others, showing them that a trade career is not just a backup plan but a respected and fulfilling path. Too often, students are told that success only comes through a four-year college degree, but I want to challenge that idea by proving that the trades can provide financial stability, pride, and community impact. My dream is to combine professional success with service by offering affordable services for families in need and creating opportunities for students who come from low-income backgrounds like mine. 3. Describe a time in your life when you overcame adversity. How did you work through it? One of the biggest adversities I have faced is growing up in a single-parent, low-income household. My mom has always worked tirelessly to provide for me, but financial struggles were a constant reality. There were times when we had to make difficult sacrifices, and I often felt the pressure of having less than many of my peers. Instead of letting this hold me back, I used it as motivation. I focused on school, service, and work, determined to create a future where financial hardship would not define me. Working at Let’s Noodle in Morristown taught me discipline and responsibility, while mentoring younger students at school and volunteering with children with special needs taught me patience and empathy. I worked through adversity by embracing resilience—reminding myself that my circumstances did not determine my ceiling. Each challenge became a lesson in perseverance, and those lessons fuel my commitment to the skilled trades today. ⸻ Pursuing a career in the trades means more to me than just earning a living—it represents stability, independence, and the opportunity to give back. I want to master my craft as an electrician, build a career of purpose, and mentor others so they can find pride in honest, hands-on work. With the support of this scholarship, I will continue to overcome obstacles and pursue my goals, honoring the resilience of Dan “Uniball” Lansing by dedicating myself to a trade career that makes a real difference.

Addiction is something that has touched my family and shaped the way I see the world. Watching a loved one struggle with substance use has been one of the hardest experiences of my life. The mood swings, broken promises, and moments of absence left behind more than just hurt—it created a weight that my family carried every day. Addiction is not only a disease that affects the individual, but it also ripples through everyone who loves them. Living with that reality has taught me resilience, compassion, and the importance of pursuing a career where I can make a difference in the lives of those who face similar struggles. For me, the most difficult part of witnessing addiction in a loved one was feeling helpless. I wanted to fix things, to take away the pain, but I quickly learned that addiction is not something that can be solved with a quick solution. It is a complex disease that requires support, medical care, and compassion. Seeing this up close opened my eyes to the urgent need for better access to healthcare and rehabilitation programs, especially for families who don’t have the resources to get the help they need. It also sparked in me a desire to dedicate my education and career to helping people who are battling addiction. These experiences have given me a unique perspective on the importance of empathy in healthcare. I know what it feels like to sit in the waiting room of a treatment center, hoping for a breakthrough. I know the heartbreak of watching someone you love relapse, even after making progress. And I know the small victories—when that person goes a week, a month, or a year sober—are worth celebrating. These moments have shown me that behind every statistic about addiction is a family, a child, or a community member whose life has been altered. That understanding is what I want to bring into my future career. My goal is to pursue a degree in healthcare with a focus on rehabilitation and mental health. I want to work in a field where I can support individuals through recovery, not just with treatment, but with guidance, education, and encouragement. Long term, I hope to help develop programs that combine medical care with community outreach—programs that not only treat addiction but also address the underlying issues like trauma, poverty, or mental health struggles. By becoming a healthcare professional, I want to provide the kind of support I once wished was more available to my own family. This scholarship would make a major impact in helping me reach that goal. Coming from a single-parent, low-income household, the financial strain of college is real. Support through this scholarship would not only ease that burden but would also fuel my motivation to keep pushing forward in honor of my loved one and the countless other families impacted by addiction. Addiction leaves scars, but it can also ignite purpose. My experiences taught me the power of resilience, the necessity of empathy, and the importance of never giving up on someone, no matter how many times they stumble. Through healthcare and rehabilitation, I want to turn my family’s pain into purpose—helping others find healing, recovery, and hope. In doing so, I hope to honor the memory of Jason David Anderson and the countless others whose lives were cut short by addiction, while dedicating my career to protecting and uplifting those still fighting.

My name is Jayden White, and I am a high school senior from Morristown, New Jersey. Growing up in a single-parent, low-income household has shown me firsthand how important education is for creating opportunities and building a better future. My family has always taught me that hard work and determination matter, but I also know that without access to higher education, my opportunities would be limited. That is why I see my education not just as a personal goal, but as the foundation for the life I want to create for myself, my family, and my community. One of my main goals is to pursue a degree in business and communications. I’ve always been drawn to leadership, problem-solving, and connecting with others, and I believe these fields will allow me to combine those strengths. My dream is to launch businesses that not only provide for my family but also create opportunities for others, especially young people from underserved backgrounds. I envision starting companies that give internships, mentorship, and training to students who might otherwise be overlooked. I want my education to give me the tools and knowledge to turn those ideas into reality. Beyond business, I want my education to help me grow as a leader who serves. At Seton Hall Preparatory School, I have had the chance to mentor underclassmen through the Spectrum Big Brothers program and to volunteer at Liquid Church’s Sunday Buddy program, where I support children with special needs. These experiences taught me that leadership is not about recognition but about responsibility—responsibility to lift others and create spaces where everyone feels included. With a college education, I plan to expand this impact, combining what I learn in the classroom with real-world service projects that strengthen communities. Financially, the cost of higher education is a significant challenge for me and my family. My mom has worked tirelessly to provide, but tuition would be a serious burden without scholarships and support. This is why I am so committed to making the most of every opportunity I receive. For me, college is not only about earning a degree—it is about proving that where you start does not determine where you finish. I want to show my younger peers, especially in New Jersey, that you can come from challenging circumstances and still achieve something meaningful through persistence and education. Looking ahead, I envision a future where I am an entrepreneur, community leader, and mentor. I want to build businesses that succeed financially while also giving back to the community through opportunities, scholarships, and programs. I see myself traveling, learning from others, and continuing to grow, but always coming back to New Jersey as the foundation of who I am. My future is about creating a legacy of resilience, service, and opportunity for others. Education is the key to all of this. With the right support, I can use my degree to open doors not just for myself, but for others who will come after me. The Frank and Nelcie Williams Memorial Scholarship would help me continue my education and bring me closer to the goals I have set: to provide for my family, to serve my community, and to create opportunities that reflect the same kindness and commitment that Frank and Nelcie Williams embodied in their lives.

My name is Jayden White, and I am a high school senior in the Class of 2026 at Seton Hall Preparatory School. Growing up in a single-parent, low-income household has shaped me into someone who values resilience, empathy, and service. I know how important it is to have people in your corner, especially when facing challenges, and I try to live my life in a way that uplifts and protects others. Whether in my school, church, or community, I have committed myself to being a leader who stands against bullying—both in person and online. Community involvement has been a central part of my high school experience. As a Spectrum Big Brother at Seton Hall Prep, I mentor underclassmen, guiding them academically and socially while helping them feel included. I understand that high school can be an intimidating environment, and younger students often feel unseen or isolated. By checking in on them, encouraging them, and listening to their concerns, I create a safe space where they know they are not alone. Outside of school, I volunteer through Jack and Jill of America and at Liquid Church’s Sunday Buddy program, where I work with children with special needs. These experiences have taught me the importance of empathy and patience, as well as how much of a difference it makes when someone feels supported instead of judged. Financially, I face real challenges as I prepare for college. Coming from a single-parent household, money is often tight, and paying for tuition will be a serious burden on my family. Scholarships like this one mean more than just financial assistance—they represent belief in students like me who work hard despite obstacles. Support from this scholarship would allow me to continue pursuing my education without placing an overwhelming strain on my family, and it would help me stay focused on my long-term goals of studying business and communications while continuing my service work. Preventing bullying, especially in a digital age, is something I take seriously. I have seen how cyberbullying can hurt peers, spreading negativity far beyond the walls of a classroom. I make it a point to lead by example online—using social media to encourage, never to tear down. When I notice harmful behavior, I don’t stay silent. Whether it’s calling out cruel comments or checking in privately with someone being targeted, I try to be the type of friend and leader I would want if I were in their position. Offline, I also speak up against exclusion, teasing, or harassment. I believe that silence only protects the bully, not the victim, and I want to be someone who always chooses to protect others. Keeping children and teens safe means creating a culture of kindness, accountability, and awareness. I do this by mentoring younger students, modeling positive behavior online, and serving in programs where inclusion and support are priorities. I know firsthand how much words can impact someone’s sense of belonging and self-worth, and I am committed to using mine to build others up. As I enter higher education, I want to carry these values with me. With the support of this scholarship, I can continue to grow as a leader, stand against bullying, and help create a world where children and teens feel safe both in person and online.

My name is Jayden White, and I am a high school senior at Seton Hall Preparatory School. As a young Black male who has grown up in a single-parent, low-income household, I know firsthand the power that representation, encouragement, and education can have on a student’s future. Too often, students of color look around their classrooms and do not see teachers who look like them, share their experiences, or understand the challenges they face. I want to change that. My goal is to become an educator who not only teaches lessons from a textbook, but also instills confidence, self-belief, and resilience in my students—qualities that were instilled in me by mentors who saw my potential. Representation matters deeply in education. Black men make up only a small fraction of teachers in the U.S., and that absence has a direct impact on students. I’ve experienced moments where I felt isolated in my own school environment, especially in advanced classes where I was one of the few Black students. What kept me moving forward was the guidance of mentors—teachers, community leaders, and family members—who reminded me that I belonged in every room I walked into. I want to be that same presence for the next generation of students: someone who not only affirms their place in education, but also challenges them to achieve at the highest levels. My vision as an educator goes beyond teaching content. I want to create a classroom environment where students feel safe, seen, and motivated to explore their potential. For me, teaching is not just about preparing students for tests, but about preparing them for life. I want to connect learning to real-world challenges, helping students think critically about the systems they live in and empowering them to imagine solutions. By weaving in history, culture, and diverse perspectives, I plan to show students that education is not just something they receive—it is something they shape and carry with them for life. Service has already been a central part of who I am, and I see teaching as a natural extension of that calling. Through my role as a Spectrum Big Brother at Seton Hall Prep, I have mentored underclassmen, helping them navigate academics and social pressures. Volunteering at Liquid Church’s Sunday Buddy program, where I work one-on-one with children with special needs, has deepened my patience and empathy. These experiences have taught me that every student learns differently and that the role of a great teacher is to meet students where they are while inspiring them to grow. Long term, I aspire to become an educator who not only teaches in the classroom but also advocates for equity in education at a broader level. I want to break down barriers that limit opportunities for students of color, whether through curriculum reform, mentorship programs, or community-based initiatives. I believe education is the key to breaking cycles of poverty and inequality, and I want to dedicate my life to making sure every student has access to that key. This scholarship represents more than financial support—it represents belief in my vision for the future. With your support, I will pursue my education with the goal of becoming a teacher who inspires, empowers, and uplifts. I want to live out the legacy of educators who have shaped me, and I want my students to walk away knowing that their story, background, and dreams matter. Through teaching, I plan to make a lasting impact not only in the classroom, but in the lives of every student I meet.

My name is Jayden White, and I am a high school senior at Seton Hall Preparatory School. I come from a single-parent, low-income household, and my journey has been defined by discipline, resilience, and the support of community. Like Kalia D. Davis, I have worked to live with purpose, push myself to excel, and encourage others along the way. My sports experience, service work, and academic focus have shaped me into someone determined to succeed and give back. Sports have played a major role in my life by teaching me discipline and perseverance. Training at the gym and pushing myself athletically has taught me that success comes from consistency and effort, not shortcuts. When I train, I remind myself that I’m not only building physical strength, but also mental toughness—the ability to stay focused when life gets difficult. That mindset has carried over into the classroom and every other area of my life. Community service has also been central to who I am. As a member of Jack and Jill of America, I’ve participated in service projects that strengthened my leadership and connection to my community. At Seton Hall Prep, I serve as a Spectrum Big Brother, mentoring underclassmen and encouraging them to grow both academically and socially. Volunteering at Liquid Church’s Sunday Buddy program has been especially meaningful—I partner one-on-one with children who have special needs, ensuring they feel supported and included. These experiences have deepened my empathy and reinforced my belief that excellence is not just about personal achievement, but about lifting others as well. Academically, I strive to represent my family and my community with pride. In a private Catholic school environment, where I am often one of the few Black students in advanced courses, I know the importance of showing up with discipline and determination. I take challenging courses in math and science, and I plan to pursue a degree in business and communications. My long-term goal is to combine entrepreneurship with service by launching businesses that provide opportunities and mentorship for underserved youth. This scholarship would make a significant impact on my future. As someone from a low-income household, the cost of higher education is a real challenge. Receiving this award would ease the financial burden on my family and allow me to focus more fully on my studies, athletics, and service. It would also serve as encouragement, showing that others believe in my potential and in the values I strive to live by every day. Kalia’s legacy of living, loving, laughing, and learning resonates with me. I aim to live fully by pursuing my dreams, to love by serving others with empathy, to laugh by bringing positivity into the spaces I’m in, and to keep learning so I can grow into a leader who makes an impact. Like her, I want to be remembered not only for what I achieve, but for the way I make others feel supported and inspired. This scholarship would not only help me continue my education, but it would also motivate me to carry forward the legacy of excellence, kindness, and determination that Kalia embodied. I am committed to making the most of every opportunity and to creating a future that honors the sacrifices of my family, the lessons of my teachers, and the values I have gained through service.

My name is Jayden White, and as I prepare to graduate from Seton Hall Preparatory School, I am drawn toward a career path that allows me to work with my hands, see the tangible results of my effort, and contribute directly to my community: the trades. I have always been motivated by hard work, whether in academics, athletics, or jobs like working at Let’s Noodle in Morristown. Those experiences taught me the satisfaction that comes from effort, precision, and responsibility. Choosing a trade career feels natural to me because I want to build something real and lasting while providing for my family and my future. The trade I am most passionate about pursuing is electrician work. I’ve always been fascinated by how things function, from the wiring that powers buildings to the systems that keep homes and businesses running safely. Electricity is something society cannot live without, and becoming a skilled electrician means that my work will always have purpose and value. I am drawn to the problem-solving aspect of the trade—figuring out what isn’t working, repairing it, and knowing I’ve made life easier and safer for others. It’s meaningful to me that this is work people rely on every single day, even if they don’t always see it. To master this trade, I plan to attend trade school to gain both classroom knowledge and hands-on training. I know becoming an expert requires more than just skill—it requires discipline, patience, and constant practice. Just as an athlete trains every day to perfect their performance, I plan to approach my training in the trades with the same dedication. I will study hard, learn from mentors who have years of experience, and seek out apprenticeships that challenge me to improve. My goal is not simply to become certified, but to become highly skilled—someone others can trust to do the job right, safely, and with pride. Just as important to me is giving back to my community. Growing up in a single-parent, low-income household taught me the importance of service. I know what it feels like to go without, and I’ve seen how access to opportunities can change lives. Once I establish myself in my trade, I want to offer affordable services to families who may struggle financially, because reliable electricity is a necessity, not a luxury. I also want to mentor other young people interested in the trades, showing them that this is a fulfilling, respected, and stable career path. Too often, students are told that success only comes from a four-year college degree, but I want to change that perception by proving that trades are just as valuable and impactful. For me, mastering a trade is about more than financial stability. It is about pride in honest work, contributing to the community, and honoring legacies like Richard Matthews, whose dedication as a master welder continues to inspire others. I want to carry that same dedication into my chosen path, knowing that every home I wire or every building I help power is a reflection of my hard work and my commitment to serve others. I believe a career in the trades will allow me to achieve personal success while giving back to the community that has shaped me. I am determined to put in the effort, learn from the best, and dedicate myself fully to becoming not just an electrician, but a leader and mentor in the trade.

In high school, I expected teachers to give lectures, assign homework, and prepare us for tests. What I didn’t expect was to have a teacher who would challenge the way I thought about myself, my potential, and even my role in the world. For me, that teacher was Mr. Alexander, my Junior Theology Honors teacher at Seton Hall Preparatory School. His influence went far beyond the classroom, and the lessons I learned from him continue to shape how I approach challenges and opportunities in life. From the first day of class, it was clear that Mr. Alexander’s teaching style was different. He didn’t just want us to memorize scripture or prepare for exams. Instead, he asked us to question, reflect, and dig deeper into meaning. He encouraged us to connect lessons to our own lives, challenging us to think critically about who we were and who we wanted to become. For me, this was eye-opening. Instead of being passive in the classroom, I learned to actively engage with ideas and to push myself to think beyond surface-level answers. One of the most meaningful lessons he taught me was about accountability. Whenever we fell short—whether it was missing an assignment or not putting in our best effort—he didn’t scold us. Instead, he asked questions: “What does this say about your priorities?” or “How can you show up differently next time?” At first, this felt uncomfortable, but over time I realized he was teaching me to take ownership of my choices. This approach shaped the way I now hold myself accountable in every part of life, whether it’s in academics, fitness, work, or service. Mr. Alexander also pushed us to think beyond personal success and to consider how we could impact others. He emphasized that true leadership wasn’t about recognition, but about responsibility. That perspective has guided me in my roles outside the classroom. As a Spectrum Big Brother, mentoring younger students, I try to embody that same mindset—encouraging others not by telling them what to do, but by guiding them to reflect and grow. As a volunteer in the Sunday Buddy program at Liquid Church, I use patience and empathy to support children with special needs, remembering the way Mr. Alexander showed that true teaching is about meeting people where they are. What made his influence so powerful was that he didn’t settle for the “standard curriculum.” He redefined what education could be: not just learning facts, but learning how to think, reflect, and grow as human beings. His class was less about right answers and more about discovering the right questions to ask. That bold approach inspired me to move through life with curiosity and confidence, knowing that real growth happens when we go beyond the obvious. Because of Mr. Alexander, I now see education as more than a requirement—it is a foundation for who I am becoming. His influence has taught me to approach life with accountability, curiosity, and a commitment to lifting others. As I pursue my college education in business and communications, I carry his lessons with me, determined to use what I’ve learned not only to achieve my own goals, but also to inspire and guide others along the way. In many ways, Mr. Alexander embodies the spirit of what this scholarship honors: a teacher who transcends the ordinary and leaves a lasting impact. His boldness and belief in his students changed the way I see myself and my future. That influence will remain with me for decades, just as David Foster’s legacy remains with those he inspired.

Students from underserved backgrounds deserve opportunities such as scholarships and grants because talent and potential are not defined by financial status. Many motivated students face barriers not of their own making—financial hardship, family circumstances, or limited resources. What they lack in opportunity, they often make up for in resilience, drive, and determination. Scholarships can level the playing field by ensuring that these students are not held back simply because of where they come from, but are instead given the chance to reach their full potential. I know this personally, because I grew up in a single-parent, low-income household. My mom worked tirelessly to provide for me, often sacrificing her own needs so that I could pursue mine. There were times when money was tight, when activities, trips, or even basic school expenses felt out of reach. Those challenges could have easily discouraged me, but instead they pushed me to work harder. I understood early that my circumstances did not define my ceiling. What I lacked in financial stability, I had to make up for through effort, discipline, and focus. One way I have overcome these obstacles is through academics. At Seton Hall Preparatory School, I have challenged myself in math and science courses, areas where students from my background are often underrepresented. These subjects taught me that persistence and problem-solving can overcome even the toughest challenges. They have also prepared me for my goal of pursuing a degree in business and communications, where I hope to combine analytical thinking with leadership and creativity. Service and leadership are also central to who I am. Through Jack and Jill of America and my school’s Spectrum Big Brothers program, I mentor younger students and encourage them to believe in their abilities. At Liquid Church’s Sunday Buddy program, I volunteer with children who have special needs, helping them feel included and supported. These experiences matter to me because I know what it feels like to need guidance and support. They have taught me that success is not just about personal achievement, but about lifting others along the way. This scholarship would have a profound impact on my journey. College tuition represents a significant challenge for my family, and receiving this support would ease the financial burden while allowing me to focus on academics, leadership, and service. It would also validate the hard work I have put into overcoming my circumstances and demonstrate that others believe in my potential. In the end, I believe students from disadvantaged backgrounds deserve opportunities because we embody resilience and ambition. With the right support, we can transform challenges into stepping stones toward success. I am committed to using my education not only to build a better life for myself, but to create opportunities for others as well.

When I think about what has shaped me the most, I picture my mom working late hours and still finding time to encourage me, even when she was exhausted. Growing up in a single-parent, low-income household taught me lessons about resilience and sacrifice that many of my peers didn’t have to learn so young. There were nights when I wondered why life seemed harder for us, but instead of letting that discourage me, I used it as fuel. I realized that if I wanted more for myself and my future, I would have to work hard, stay disciplined, and create opportunities not just for myself, but for others as well. My background has given me a strong sense of purpose. At Seton Hall Preparatory School, I am often one of the few Black students in advanced classes. That reality pushes me to represent my community with pride and determination. I strive to excel in math and science, not only because I enjoy the challenge, but because I want to prove that students like me belong in every room where excellence is expected. Education has become my ticket to break cycles of struggle, and I approach it with the same determination I learned at my mom’s kitchen table. At the same time, my passions extend beyond academics. I care deeply about leadership and service, because I believe success only matters if it uplifts others. Through Jack and Jill of America, I have participated in leadership development and community service projects that connected me with peers who share similar goals. At my school, I serve as a Spectrum Big Brother, mentoring younger students and helping them feel included and supported. Volunteering at Liquid Church’s Sunday Buddy program, where I work one-on-one with children who have special needs, has been especially meaningful. These experiences have taught me that true leadership isn’t about titles—it’s about empathy, patience, and a willingness to help others succeed. Sports and personal discipline also play a major role in my life. Fitness has become both a passion and a lifestyle for me. Training consistently at the gym has taught me perseverance, time management, and the importance of setting long-term goals. Just like an athlete prepares for competition, I prepare for my future by holding myself accountable to high standards every day. I see a direct connection between the lessons I learn through fitness and the values of resilience, kindness, and self-belief that Sloane Stephens talks about through her foundation. Looking ahead, my aspiration is to pursue a degree in business and communications, and eventually build a career that combines entrepreneurship with community impact. I want to launch businesses that create opportunities for young people from underrepresented backgrounds, providing them with mentorship, resources, and pathways to success. I know from experience how much a helping hand and a safe space can change someone’s outlook. My dream is to be the one who creates those opportunities for others. My journey so far has been shaped by financial struggle, family sacrifice, and the mentors who believed in me. Those experiences gave me resilience, empathy, and the drive to dream bigger than my circumstances. I embody the values of ambition, determination, and care for others, and I am committed to using my education and future career to honor my family’s sacrifices and to open doors for those who come after me. In my own way, I am living proof of the idea that where you start doesn’t determine where you finish. My story is not just about overcoming challenges—it’s about turning them into the foundation for something greater.

I still remember the day I realized my family’s reality was different from many of my classmates’. I was in middle school when a friend casually mentioned their upcoming vacation abroad. At that moment, I thought about my mom at home, carefully budgeting each dollar to cover groceries, rent, and school supplies. That contrast opened my eyes to the financial struggles my single-parent, low-income household faced. Instead of discouraging me, it became the spark that fueled my drive for a better future. Growing up with limited resources meant that nothing ever came easily. I had to learn the value of resilience and resourcefulness early on. My mom worked tirelessly to provide for me, and watching her handle challenges with determination showed me what perseverance truly looks like. I absorbed that lesson and carried it into every part of my life. When school became difficult, I pushed harder. When opportunities seemed out of reach, I looked for alternative paths to get there. The discipline and determination I built from this environment continue to shape how I approach my goals. Living in a single-parent, low-income household has also given me a deep sense of empathy. I know what it feels like to face limitations others don’t think about. That’s why I’ve dedicated myself to service and mentorship. Through Jack and Jill of America, I’ve participated in leadership programs that emphasize community responsibility. At Seton Hall Prep, I’ve been a Spectrum Big Brother, mentoring younger students and helping them navigate academic and social challenges. Volunteering at Liquid Church’s Sunday Buddy program, where I support children with special needs, has further strengthened my belief that true success means helping others rise with you. These experiences reinforced my passion for giving back, which I intend to carry into my future career. This background has had a direct influence on my career aspirations. Experiencing financial struggles has motivated me to pursue a degree in business and communications, with the goal of building a career that provides stability while also creating opportunities for others. I want to use entrepreneurship as a platform to empower communities like the one I grew up in—communities where talent and potential are often overlooked because of financial barriers. My dream is to launch businesses that don’t just generate profit, but also invest in mentorship, scholarships, and programs that give young people a chance to succeed regardless of where they start. More than anything, my upbringing taught me that your circumstances do not define your ceiling—they define your motivation. I want to build a future where I can honor the sacrifices of my mom, support the next generation of students like me, and prove that coming from a low-income, single-parent household is not a limitation but a foundation of strength. In the end, my personal story has shaped not just who I am, but who I aim to become. The challenges I’ve faced instilled resilience, empathy, and a vision to lead with purpose. Those qualities will guide me as I pursue a career that blends financial success with community impact. My family’s struggles are the reason I dream big, work hard, and refuse to stop until I build the future we once only imagined at that kitchen table.

I can still picture my mom sitting at the kitchen table with a stack of bills, her face focused but calm as she whispered, “We’ll make it work.” As a child, I didn’t understand the weight of those words, but I felt the determination behind them. Growing up in a low-income family shaped me in ways that continue to guide my values, my resilience, and my goals for the future. One of the first lessons I learned was resilience. There were times when money was tight, when I had to go without things my peers took for granted, and when my family had to make tough choices just to cover the basics. But those struggles never made me feel hopeless. Instead, they pushed me to develop grit. I grew up knowing that setbacks were not the end of the story—what mattered was how I responded to them. That perspective now drives me in school, sports, and life: when something feels impossible, I remind myself that I come from a family that always finds a way forward. Living in a household where every dollar mattered also instilled discipline. I learned early on to appreciate the value of hard work, and I carried that into academics, jobs, and leadership roles. Working at Let’s Noodle in Morristown, for example, taught me responsibility and customer service skills. At the same time, balancing my job with schoolwork showed me the importance of time management and sacrifice. I may not have had every resource at my fingertips, but I learned how to maximize what I did have. That discipline has become a key part of who I am. Another lasting value I gained from my background is empathy. Because I know what it feels like to have less, I am especially aware of the struggles others face. This has motivated me to serve and mentor whenever I can. Through Jack and Jill of America and my school’s Spectrum Big Brothers program, I’ve guided younger students, encouraging them academically and socially. At Liquid Church’s Sunday Buddy program, I’ve volunteered with children who have special needs, helping them feel included and supported. Each of these experiences connects back to a core lesson from my upbringing: true strength isn’t only about lifting yourself up—it’s about lifting others too. My goals for the future are directly tied to this foundation. I plan to pursue a degree in business or communications, fields where I can combine my drive for success with my passion for service. I want to create opportunities for others, whether through entrepreneurship, mentorship, or community-based projects. Ultimately, I see education as my way to break financial barriers and build a life where I can give back to those coming after me. Growing up in a low-income family has been challenging, but it has also been a gift. It taught me resilience in the face of obstacles, discipline in how I approach my goals, and empathy for others navigating their own struggles. Those values shape who I am today and fuel the vision I have for tomorrow. What once felt like a limitation has become the foundation of my strength—and the reason I am determined to keep striving until I reach the goals I’ve set for myself.

To me, “Black excellence” is more than just achievement—it is the constant pursuit of greatness despite obstacles, and the ability to uplift others along the way. It is the recognition that my success is not only personal but also collective, because every step forward contributes to a larger story of resilience, progress, and pride for my community. Black excellence means showing the world that we are more than stereotypes, more than statistics, and more than what society sometimes expects of us. It is about honoring the sacrifices of those who came before me while paving a smoother path for those who will come after me. I embody Black excellence in my life by striving to lead with purpose and integrity in every space I am part of. As a student at Seton Hall Preparatory School, a private Catholic school where I am often one of the few Black students in advanced courses, I know that simply showing up with confidence and discipline is an act of representation. I push myself academically in math and science, subjects where Black students are historically underrepresented, because I know my achievements can inspire others to believe in their potential. I do not take my opportunities for granted; instead, I use them to set an example of what dedication and persistence can produce. Black excellence also shows up in how I serve my community. Through my role in Jack and Jill of America and as a leader in my school’s Spectrum Big Brothers program, I create spaces of mentorship, support, and belonging. Mentorship to me is not just guiding younger students academically, but also showing them that they are seen, valued, and capable. I believe excellence is not measured only by personal success, but by how much you empower others to succeed alongside you. My volunteer work at Liquid Church’s Sunday Buddy program, where I assist children with special needs, reflects the same principle—true excellence lifts others up, especially those who may be overlooked. In my daily life, Black excellence is also about discipline and self-growth. I commit to my fitness journey, balancing schoolwork with consistent training at the gym, because I believe in building both mental and physical strength. It means holding myself accountable to high standards, even when no one is watching. It also means carrying myself with confidence and respect—whether I am speaking in class, competing on the field, or representing my family in public. Most importantly, Black excellence is about vision. I see it as preparing myself for the future I want to build in business and communications, where I hope to combine entrepreneurship with community impact. I envision creating opportunities for others, especially young Black students who need mentorship and pathways to success. Every choice I make now—whether it is staying disciplined in school, taking leadership roles, or serving others—brings me closer to that vision. Ultimately, Black excellence means embodying resilience, leadership, and responsibility. It is the determination to not only rise above challenges, but also to carry others upward with me. I live this by striving for academic achievement, serving my community, mentoring younger students, and holding myself accountable to the highest version of who I can be. I am proud to contribute my own chapter to the story of Black excellence, knowing that my work today helps shape the opportunities of tomorrow.