Growing up in a Salvadoran family taught me the meaning of hard work before I was old enough to fully understand it. My family worked hard to build a life for my siblings and me, and I watched my parents make sacrifices to give us opportunities they wanted us to have. After my mother experienced injuries that prevented her from returning to work, my father became the primary provider for our family. He worked two or three jobs to support his wife and three children. Watching him come home tired and continue working shaped how I viewed responsibility, money, and the opportunities I had been given. When I became old enough to work, I carried a lot of guilt with me. When I received my first paycheck, I wanted to save everything. Even buying something as simple as food for myself could make me feel guilty because I knew how hard my father worked for our family. After graduating high school, that feeling became even stronger when I realized that my education would become another financial responsibility for my family. I knew I wanted to continue my education, but I did not want my father to have to sacrifice even more to make that possible. Instead of allowing that guilt to stop me, I turned it into motivation. I began working multiple jobs and continue to work consistently so I can contribute toward my own tuition and educational expenses. I may not have much left after paying for school, but I am proud that my checks are helping me earn my degree. It also means my father can focus on providing for our household, including groceries, utilities, and my younger brothers, without having to worry as much about my education. Being able to take responsibility for my future is one of the ways I show my family how grateful I am for everything they have done for me. My background has also shaped the teacher I want to become. As a first-generation college student, I have experienced how difficult it can be to navigate college without parents who have gone through the process themselves. I have had to search for information, ask questions, build connections, and sometimes figure things out as I go. I am especially grateful for the teachers and mentors who helped guide me when I needed support. Their encouragement showed me how much one person can influence a student’s confidence and future. Today, I am pursuing Elementary Education at Lesley University and continuing into a dual-degree program for my master’s in Multilingual Education. I want to create the kind of classroom community that meant so much to me growing up: one where students from immigrant and first-generation families feel understood, respected, and included. I also want to support families, not only students. I know how much pressure parents can carry while trying to provide opportunities for their children. I hope to build relationships with families and create a classroom community where parents feel welcomed and supported rather than feeling like they have to navigate everything alone. The people who supported me helped me believe that I could keep moving forward. Now I want to become that person for my students. I want them to know that their background does not limit their future, that asking for help is okay, and that someone will believe in them even when they are struggling to believe in themselves. My goal is not simply to become a teacher, but to become part of the community that helps a child realize what they are capable of becoming.

Mental health is very important to me as a student because when your mental health is not in a good place, it affects every part of your life. I always think about it like this: if you do not take care of your mental health, it can start controlling you. When your mind is overwhelmed or struggling, it becomes very hard to focus on school, relationships, or even basic daily routines. I learned this the hard way during my senior year of high school. That year is supposed to be one of the most exciting times for students because you are graduating and preparing for college. However, for me it was one of the hardest years of my life. I was dealing with a lot of physical health problems, and that eventually affected my mental health as well. I felt extremely stressed and overwhelmed, and instead of enjoying the experiences that came with my final year of high school, I felt like I was just trying to get through each day. During that time, I struggled with depression and anxiety. I often felt exhausted and unmotivated, and there were days where I would sleep most of the day because I just did not have the energy to do anything else. Looking back, it sometimes feels like parts of my high school experience are blurred because I was not mentally present enough to truly enjoy them. Eventually, I realized that I needed to start taking better care of myself. I began focusing more on improving my physical health, which helped my mental health as well. I started exercising more, trying to stay active, and looking for ways to motivate myself. I also began watching motivational videos and listening to advice from professionals online who talk about mental health and personal growth. Those small steps helped me slowly rebuild my confidence and my mindset. Even now, I still experience anxiety sometimes. There are moments when it can come unexpectedly, even when I am just walking into school. It can feel scary when it happens, but I have learned ways to manage it and remind myself that those feelings will pass. One challenge I faced growing up is that mental health is not always openly discussed in many Hispanic households. Sometimes it can feel like your family does not fully understand what you are going through. Because of that, I learned to lean on my friends and trusted people in my life for support. Having people who listen and care can make a big difference. As a student and future educator, I try to advocate for mental health by being open about these experiences and encouraging others to talk about how they are feeling. Sometimes simply listening to someone or reminding them that they are not alone can make a big difference. I believe mental health should be treated with the same importance as physical health, and creating supportive environments in schools and communities can help students feel safer asking for help when they need it.

I come from a Salvadoran background, and Spanish was my first language. Growing up, I primarily spoke Spanish, so when I started school, I was classified as an ESL student. Learning English while adjusting to a new school environment was challenging, and it wasn’t always easy to navigate both languages at the same time. Being the first child in my family also came with its own set of responsibilities and challenges. My parents worked incredibly hard, taking any job they could to support our family, but they didn’t have the educational resources or knowledge about how to navigate the school system in the United States. There were many times when I had to help them understand school forms, resources, and opportunities, which made me grow up quickly and take on responsibilities that other kids my age didn’t have. Despite these challenges, my upbringing shaped my perspective and my goals. I realized early on that education is not just about learning academics—it’s about access, support, and opportunity. Because my parents had limited experience with the U.S. school system, I saw firsthand the difficulties immigrant families face when trying to provide the best opportunities for their children. These experiences inspired my desire to become an educator. I want to help students succeed academically, but I also want to support their families so that they feel empowered to advocate for their children. I know how meaningful it is when a student has a teacher or mentor who not only teaches in the classroom but also helps families access resources, understand the system, and feel included in their child’s education. Working with children in my current role at a learning center has strengthened this desire. Many of the students I work with come from families that face similar challenges as my own. I understand the importance of providing both academic guidance and emotional support. Helping students gain confidence in their abilities, celebrate their achievements, and see possibilities for their future is incredibly rewarding. I want to be a teacher who is not only a guide in the classroom but also a trusted resource for families who may feel uncertain about how to support their child’s education. I want parents to know that they have someone they can turn to, someone who sees their child’s potential and can help provide the tools and opportunities to achieve it. Being an educator, to me, is about creating a positive impact that goes beyond academics. It is about serving the community, providing guidance, and helping students and their families feel supported and empowered. I want to use my experiences as a child of immigrant parents and as someone who navigated language barriers to inspire students and advocate for families. I hope to create classrooms where students feel encouraged, seen, and capable of reaching their full potential, and where parents feel included and confident in their ability to help their children succeed. By doing this, I can help build a foundation for future generations to thrive academically and personally, giving them access to opportunities that my parents didn’t always have when raising me.

Pursuing higher education is very important to me because of my parents and the sacrifices they made for our family. My parents immigrated from El Salvador when they were in their early twenties, around the same age I am now. When they came to the United States, they didn’t really have the opportunity to choose a career path or pursue higher education. Their focus had to be on working hard and building a stable life in a new country. Because of their sacrifices, I now have the privilege of going to college and choosing a career that I am passionate about. Being a first-generation college student motivates me to take advantage of opportunities that my parents never had. Growing up, I saw how hard my parents worked to support our family. Even though they did not have the chance to continue their education, they always encouraged me to work hard in school and pursue something that would make me happy and successful. Their support has pushed me to stay focused on my education and continue moving forward, even when things feel challenging. What inspired me to pursue a major in education started when I was in high school. I participated in a Career and Technical Education (CTE) vocational program in early childhood education. That experience opened my eyes to how meaningful working with children can be. One of my teachers in the program truly believed in me and encouraged me to continue in the field of education. Hearing someone say they saw potential in me motivated me a lot and helped me realize that teaching could truly be the right path for me. I am currently a student at Lesley University, where I am majoring in Elementary Education. Being in this program has helped me continue developing the skills and knowledge needed to become an effective educator. After completing my bachelor’s degree, I hope to continue my education and pursue a master’s degree in educational leadership and administration. While my immediate goal is to become a classroom teacher, I also hope that one day I can take on leadership roles that allow me to support both students and teachers in my community. I currently work at a learning center where I support students of different ages, and that experience has only strengthened my passion for working with youth. It is incredibly rewarding to see students learn something new or gain confidence in themselves. Even small moments, like helping a child understand a concept they were struggling with, can make a big difference. Those moments remind me why I want to become a teacher and why education is such an important part of shaping the future. As someone who grew up in Massachusetts, my goal is to become a teacher in a public school and give back to the community that helped shape me. I want to create a classroom where students feel supported, encouraged, and confident in their ability to learn. I hope to be the kind of teacher who inspires students the way my teachers once inspired me. As a first-generation college student, pursuing higher education also comes with financial challenges. My family does not have many financial resources, which means I often have to search for scholarships and other opportunities to help pay for my education. Despite these challenges, I work hard in my studies and remain dedicated to my goals. Receiving scholarship support would allow me to continue focusing on my education and my passion for teaching, rather than worrying about financial barriers that can sometimes stand in the way of achieving my dreams.