I've never thought of myself as a "Student impacted by incarceration." Or someone who's had incarceration impact my life. But, when I think about it, I cannot tell you who I am without talking about incarceration. Telling my story is intertwined with incarceration. Maybe, when incarceration has been around as long as learning to tie your shoes and your ABCs, you forget it's there. It sticks in the back of your mind, in your day-to-day life. After thirteen years, the impact stays, but I guess the loudness goes away. I was seven when my dad got locked up. I remember my mom crying, his face across the T.V., my younger siblings playing, oblivious, to the way our world just crashed. At just seven, right after my birthday, I learned I would not see my dad out of bars until I was almost 45. School was my favorite thing in the world, yet now it felt loud and isolated. "Let's make Father's Day cards." "Donuts with Dads is coming up." "Don't forget to tell your Moms and Dads about career day." Why did other kids get to have their dads? What did I do to make me less worthy? What was wrong with my family? Getting older, I learned to live with the every-few-months visits, the random 60-second free calls, the automated voice, the X-rays, dress codes, and the letters. Growing up feeling like the government, like the justice system, broke your family affects you. I went from singer, to nurse, to criminal detective. I thought if maybe I could learn the system that put my dad away, I could get him out. Get my family back. Then one day, you really grow up. Realize the world has rules. There are certain things you just cannot do. You still miss your dad. You still hate the automated calls, the yearly visits, the random messages from unfamiliar numbers. You just realize incarceration sucks. There is no job that will give you back the time you lost or fix the damage of what happens to little girls who grow up without dads. Somewhere in these crazy, up-and-down emotional years, I realized I was not the only one. I wasn't the only kid without a parent or with a parent in prison. I realized there were millions of children going through things they never should. This led me to my career: education. I was a child going through so much, but I was not the only kid my teacher had. I know so many classmates who didn't get the support they needed and got lost. Being a student affected by incarceration has only strengthened my career ambitions. I will be an amazing educator. I will never let my students feel the way I felt, alone. So yeah, I am "a student impacted by incarceration." But I am also a student who grew through the challenges. Someone who didn't let it stop them and who will never lose sight of what students and children need.

"I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." - Professor Harold Bloom, To me, a student’s “sense of their own presence” means far more than simply knowing they are physically in a classroom. It means understanding that they matter, that their voice has value, that their thoughts deserve space, and that they are capable of growth, learning, and contribution. It is the moment when a student begins to recognize their own identity, not as “less than,” not as “different in a limiting way,” but as a whole person with strengths, emotions, and potential. It is self-awareness, confidence, and belonging coming together in a way that allows a child to say, even silently, “I am here, and I matter.” This understanding is at the center of why I want to become a special education teacher. My passion for teaching students with special needs comes from a deep belief that every child deserves access to learning in a way that makes sense for them. Throughout my own educational journey, I have seen how powerful it is when a teacher takes the time to truly understand a student instead of forcing them into a single mold. I have also seen how damaging it can be when students are overlooked or misunderstood. These experiences shaped my commitment to becoming an educator who does not just teach content, but builds confidence and identity in every student I serve. Growing up, books became one of my most important escapes. Reading gave me something stable when life was not. In moments when my home environment felt overwhelming, I could open a book and enter a world where I had control, imagination, and safety. Over time, reading did more than offer escape. It gave me a sense of who I could become. It helped me believe in a future that was bigger than my circumstances. That experience taught me something I carry into my teaching philosophy today. Access to learning is access to possibility. For many students, especially those with special needs, that access must be intentionally created, protected, and nurtured by their teacher. I am also a first-generation college student, and that identity has shaped how I view education. It has not always been easy navigating academic spaces without a roadmap, but it has taught me persistence, adaptability, and humility. I understand what it feels like to struggle, to need extra time, and to learn in ways that may not always match traditional expectations. That understanding is essential in special education, where no two students learn the same way. I want my classroom to be a place where differences are not obstacles but starting points for meaningful instruction. When I think about guiding students to a sense of their own presence, I think about creating an environment where they feel safe enough to try, fail, and try again without fear of judgment. Students with autism, Down syndrome, or other learning differences are often highly aware when they are treated as “different” in a negative sense. My mission is to replace that feeling with one of belonging. I want my students to feel seen not only for their challenges, but for their humor, creativity, curiosity, and effort. In practice, this means I will rely on patience, structure, and flexibility. I will use individualized instruction tailored to each student’s learning style, and I will build routines that create predictability while still allowing space for growth. I will use visual supports, hands-on learning, and repeated exposure when needed, but I will also celebrate small victories that may look different from student to student. Progress is not always loud or obvious in special education. It is often quiet, steady, and deeply meaningful. Equally important, I will focus on communication and emotional development. Helping a student find their voice, whether verbal, written, or alternative, is one of the most powerful ways to build their sense of presence. When a student can express “I like this,” “I need help,” or even simply make a choice about their learning, they are participating in their own education in a meaningful way. That participation is empowerment. I also recognize that teaching special education requires creativity, flexibility, and emotional strength. The donor’s comparison of this profession to being as crafty as Odysseus, as patient as Mother Teresa, and as focused as a monk resonates deeply with me. In many ways, special education teaching is about problem-solving in real time. It is about adjusting plans, finding new strategies, and never losing sight of the student behind the behavior or the challenge. It is about consistency, even when progress feels slow, and hope, even when outcomes are uncertain. My long-term mission is to build a classroom where students do not just learn academic skills, but develop a strong sense of identity and independence. I want them to leave my classroom not only knowing how to read, count, or communicate more effectively, but also knowing that they are capable individuals who deserve respect and opportunity. I want them to feel their presence in a room, not as an afterthought, but as an essential part of it. That is the kind of teacher I intend to become. Ultimately, my passion for special education comes down to one belief: every student deserves to experience their own presence in the world. Not someday, not after they “catch up,” but right now, as they are. My mission is to help make that belief real in every classroom I enter.

Access to learning has always been part of my life, but its meaning has changed over time. Growing up, books and writing were more than schoolwork—they were my escape. In an abusive household, reading gave me something I did not always have in my everyday life: relief, imagination, and hope. When I opened a book, I was no longer confined to my circumstances. I was able to step into different worlds and experience something beyond what I was living through. What started as an escape from a painful environment slowly grew into a deep love for learning that changed the direction of my life. Even before college, books were where I found comfort and understanding. They helped me process emotions I could not always express and gave me a sense of stability when my surroundings did not feel stable. Writing became my way of making sense of everything I was experiencing. Over time, that escape turned into curiosity, and curiosity turned into a real passion for education. Learning became something I chose, not just something I needed to survive. Now, as a first-generation college student, access looks different—and more difficult. I do not have the same financial or academic guidance support system that many others have. Without monetary support, I have had to work long hours while continuing my education, often figuring things out on my own. The path forward is not always clear, but my determination to succeed has stayed strong. Being first-generation has taught me resilience, but it has also shown me how many barriers can stand in the way of education. When I do have access to academic resources, I feel the impact immediately. Learning becomes deeper and more meaningful. I am able to engage more fully, think more critically, and connect ideas in ways I could not before. It reminds me that access is not just helpful—it is transformative. It can turn uncertainty into direction and struggle into opportunity. These experiences are a major reason I am pursuing a career in education, specifically special education. I understand what it feels like to learn under difficult circumstances, and I understand how powerful it is when someone finally provides support and patience. I want to be that person for students who feel overlooked or overwhelmed. Many students face barriers that make learning harder, and I want to help remove those barriers and replace them with support, encouragement, and access. This scholarship would allow me to continue my education with less financial strain. As a first-generation student with no financial support, I work long hours to stay in school, and that can make it difficult to fully focus on my studies. With this support, I would be able to dedicate more time to learning, gaining experience, and preparing to become an effective educator. Ultimately, I want to take everything I have learned—from escaping through books to navigating college on my own—and use it to help others. I want my future classroom to be a place where students feel what I once felt when I found the right book: that the world is bigger than their circumstances, and their future is full of possibility. The supplementary art I have provided is an original art piece that has traveled with me since high school. A crying eye with the words "FREE YOUR MIND". It is over a colorful wavy, twisted background.This is because I felt trapped where I was. In my home, in my circumstance, but having access to reading material andbeing able to write saved me. It helped to free my mind no matter what my body felt.

As a student from Georgia, I have seen firsthand how important community support is in shaping opportunities for success. Growing up and continuing my education here, I have learned that not everyone has access to the same resources, especially in education. That understanding has shaped my goal of becoming a special education teacher and using my career to make a meaningful difference in my community. Being a first-generation high school and college student, I have had to navigate my educational journey largely on my own. Without financial support, I have worked long hours to pay for my schooling while staying committed to my academic goals. These challenges have not discouraged me; instead, they have strengthened my determination to succeed and to help others who may face similar obstacles. I understand what it feels like to push through difficulties, and that perspective is something I will carry into my future classroom. I plan to make my community a better place by creating an inclusive and supportive learning environment for all students, especially those in special education. Many students with disabilities or different learning needs are often overlooked or misunderstood. As a future teacher, I want to advocate for these students and ensure they receive the attention, patience, and resources they deserve. I believe every child should feel valued and capable, regardless of their challenges. Education is one of the most powerful ways to impact a community. When students are supported early on, they are more likely to grow into confident and capable individuals. Through my career, I want to help students build not only academic skills, but also confidence, independence, and a sense of belonging. By doing this, I am not only helping individual students, but also contributing to a stronger, more inclusive community as a whole. I am also committed to continuing to give back beyond the classroom. Whether it is through mentoring, volunteering, or simply being a positive role model, I want to stay actively involved in my community. I believe small actions can lead to meaningful change, and I want to be someone who consistently contributes to that change. After college, I plan to remain in Georgia and work in schools where I can make the greatest impact. I want to be a teacher who goes beyond basic instruction and truly connects with students and their families. By building strong relationships and understanding each student’s unique needs, I can help create a supportive environment that encourages growth and success. Ultimately, my goal is to make a lasting difference by helping students feel seen, supported, and capable of achieving their goals. Through my passion for special education and my commitment to giving back, I believe I can contribute to a better community and a more inclusive future for all.

I am a student who is passionate about making a difference through education, specifically by pursuing a career in special education. As a first-generation high school and college student, my journey has required determination, independence, and resilience. Without monetary support, I have had to take full responsibility for my education, balancing school with long hours of work. These experiences have shaped my perspective and strengthened my desire to help others, especially students who may not always receive the support they need. I have spent a lot of time around younger children, and those experiences have shown me how important it is for students to feel understood and supported, especially when learning does not come easily to them. Every child learns differently, and I believe it is essential that classrooms reflect that reality. This belief is what led me to pursue a career in special education. Throughout my own education, I have faced challenges that have helped shape who I am today. There have been subjects that did not come naturally to me, and I know what it feels like to struggle and become frustrated. However, I also know how powerful a supportive teacher can be. The teachers who took the time to explain things in different ways and encouraged me to keep trying made a lasting impact on my confidence. Because of this, I want to be that same source of encouragement for future students, especially those in special education who may need extra patience and understanding. Through my chosen major, I plan to make a positive impact by creating an inclusive classroom where all students feel valued. I want to focus on meeting each student’s individual needs and helping them grow not only academically, but also emotionally and socially. Special education is about more than just learning content; it is about building confidence, independence, and life skills. I want to help students recognize their abilities and feel proud of their progress, no matter how big or small. If I am awarded this scholarship, it would play a significant role in helping me reach my educational goals. As a first-generation college student with no financial support, I have worked long hours to pay my own way through school. While I am committed to my education, balancing financial responsibilities with academic success can be difficult. This scholarship would allow me to focus more on my studies and gain the knowledge and experience I need to become an effective educator. In addition, receiving this scholarship would reduce the financial stress that comes with higher education and give me more opportunities to fully engage in my coursework, field experiences, and professional development. By easing that burden, I would be better prepared to enter the classroom with the skills and confidence needed to support my future students. Ultimately, my goal is to make a lasting impact on the lives of the students I teach. I want to be someone who helps them feel capable, included, and supported every day. Through dedication, resilience, and a genuine passion for helping others, I believe I can use my education to create positive change in the world, one student at a time.

I want to become a special education teacher because I believe no student should ever feel like they do not belong in a classroom. Every child deserves access to an education that meets their needs, yet not all students are given that opportunity in traditional learning environments. Special education teachers play a critical role in changing that, and I want to be part of creating a space where every student has the chance to succeed. What stands out to me about special education is the level of dedication and understanding it requires. It is not about teaching one lesson in one way and expecting every student to follow along. It is about recognizing that each student learns differently and being willing to adjust, rethink, and try again until something works. I am drawn to that challenge because I know the reward is helping a student accomplish something they once thought was impossible. Throughout my life, I have seen how important patience and support are when working with children. Some students need more time, more encouragement, or a different approach to fully understand a concept. Without that support, it is easy for them to feel frustrated or left behind. I want to be the kind of teacher who steps in during those moments and reminds students that they are capable, even when they doubt themselves. I am especially passionate about advocating for students who may not always have a voice. In many cases, students in special education are misunderstood or underestimated. I want to help change that by creating a classroom environment where differences are not seen as limitations, but as part of what makes each student unique. Every child has potential, and I want to help them discover it. Another reason I am drawn to this field is the impact it has beyond academics. Special education teachers help students build confidence, independence, and essential life skills. These are lessons that stay with them long after they leave the classroom. Being able to contribute to that kind of growth is something I find incredibly meaningful. I also understand that becoming a special education teacher requires commitment, patience, and resilience. There will be challenges, but I am prepared to face them because I know how important this work is. I am willing to learn, grow, and continue improving so that I can meet the needs of my future students. Ultimately, I want to be a special education teacher because I want to make a difference where it matters most. I want to help students feel included, supported, and capable of success. By creating a classroom where every student has the opportunity to learn in a way that works for them, I know I can have a lasting and meaningful impact.

My passion for early childhood education comes from experiences that have shaped both who I am and who I hope to become. Growing up, I spent a lot of time around younger children, especially within my own family. I remember feeling overwhelmed at times by the noise and constant energy, but looking back, I now see those moments differently. I see how much those children were learning every single day and how much they depended on the people around them for guidance, patience, and support. Those experiences helped me realize that the role of an adult in a child’s life is powerful, and I want to be someone who uses that role to make a positive difference. There is something special about the way young children see the world. They are naturally curious, full of questions, and excited by things that many people overlook. I am passionate about being a part of that stage in life because it is where confidence begins. A child who feels encouraged and supported early on is more likely to believe in themselves as they grow. I want to be the teacher who helps create that belief. My own journey as a student has also influenced this passion. There have been times when learning did not come easily to me, and I know what it feels like to be frustrated or unsure. Because of that, I deeply value teachers who are patient and willing to meet students where they are. Those teachers made a difference in my life, and I want to do the same for others. I want my future students to feel understood, not judged, and supported, not discouraged. Early childhood education is not just about just teaching letters and numbers, it is about shaping how children feel about themselves and the world around them. It is about teaching them how to communicate, how to solve problems, and how to build relationships. These are lessons that last far beyond the classroom. I am passionate about creating a learning environment where children feel safe, valued, and excited to come to school each day. I also believe in making learning meaningful and engaging. Children learn best when they are actively involved, whether through hands-on activities, creativity, or exploration. I want my classroom to be a place where students can laugh, ask questions, and discover new things without fear. Those moments of joy and discovery are what make learning truly powerful. At the heart of my passion is a simple goal: to make a lasting impact. I want to be someone who helps children build confidence, develop a love for learning, and feel supported during one of the most important stages of their lives. Early childhood education is where it all begins, and I am committed to being a positive part of that beginning.

I couldn’t tell you how many times I yelled at them to leave me alone or stop doing something they had no business doing. At six years old, one annoying little brother was already enough, but when Xavier, his new best friend across the street, came along, it became double trouble. Xavier and Gavin did everything together. If they weren’t at our house, they were at his. He fit right in with our crazy family. Growing up, I couldn’t imagine life without Zay. He became my bonus brother. I yelled at him like my own, teased him the same way, and celebrated him too. It was never a second thought that if Gavin was coming, Zay was too. Until one day, it wasn’t. On September 27, 2025, just two weeks after turning 19, Xavier was in a fatal car crash. The three friends he was with were pronounced dead shortly after arriving at the hospital or at the scene. But Xavier fought. He fought everything in life, whether it was adults, family, friends, or anyone who told him no. He was strong-willed, always set on doing things his way. And this time, he fought for 16 hours. Every second, his loved ones believed he would pull through. I held his hand and promised I would never say no to another late-night food run or giving him five dollars again. Xavier passed in the early afternoon on September 28, 2025. I have lost grandparents, almost all of them by age 21, and those losses broke me. But nothing could have prepared me for losing someone I saw as a little brother, someone younger than me, just beginning to turn his life around. For days, I could not eat or sleep. Waking up felt unreal, like I would see him play fighting with Gavin. Going back to school after that weekend felt surreal. While my world had stopped, everyone else’s kept going. How could the world continue like nothing had happened? Everything began to pile up. Assignments felt impossible, and nothing else seemed to matter. I could barely get out of bed, and not being able to go home for his service made it worse. I felt lost, like I wanted to disappear along with him. But one day, lying in bed and searching for answers, I realized this was not what he would have wanted. If anything, he would have been yelling at me, asking what I was doing and why I was giving up. That realization changed everything. I lost him, but I could not lose myself too. I knew he would be upset if I let my life fall apart. So I used that pain as motivation. It has now been six months, and while I still have days where I cry, I no longer feel stuck. His loss taught to live like he did, because you just never know. Now, my goals are clearer than ever. I want to live a life full of purpose, grow, learn, and help others. I plan to focus on my education and career, achieving the things I know Xavier would have cheered me on for. I want to give back to my community and make a difference in the lives of those around me. I live fully, doing the things I love without remorse just like he did, and I carry him with me in everything I do. I move forward knowing that my actions matter and that each day is an opportunity to honor his memory, and that one day, I will see him again.

From the moment I first stepped into a classroom as a child, I felt the possibility of a better future. Growing up, school was more than just a place to learn; it was my escape. Coming from a low-income household with a single parent and an incarcerated father, home life was often unstable and difficult. I experienced challenges as a child that no student should have to face, and because of that, I found comfort and safety in the classroom. School became the one place where I felt seen, supported, and in control of my future. What others may have viewed as a routine day of learning became, for me, a lifeline. These experiences, as difficult as they were, inspired a deep love for education and the opportunities it provides. As a first-generation high school and college student, I always knew I wanted to do something meaningful, something that would allow me to help others the way I once needed. At first, I believed that helping others meant protecting them, which led me to pursue a major in criminal justice. I thought that was the best path to make a difference in the lives of children like me. However, deep down, I realized that I did not just want to protect children; I wanted to nurture them, guide them, and be a consistent source of support in their lives. During my sophomore year, a small but life-changing moment confirmed that calling. On my way to a biology class, I stepped into an elevator with an older gentleman. We rode in comfortable silence until he looked at me and asked if I was an education major. He said I had the kind of warm, welcoming presence that good educators have. When I told him no, he simply suggested that I look into it. What he did not know was that for months I had been debating switching my major, and that brief conversation felt like confirmation of something I had already been feeling. Making the decision to switch my major was not easy, especially with my family questioning whether it was the right choice. They worried about my future, the financial stability of becoming a teacher, and how much longer I would have to stay in school. Coming from a low-income background, those concerns were valid, but I could not ignore what I felt. I knew in my heart that this was the path I was meant to take. As I began taking classes in the elementary education program, that feeling only grew stronger. Each lesson, each interaction with students, and each opportunity to learn from experienced teachers reinforced that teaching was not just a career; it was my calling. No amount of doubt or uncertainty could change that, because I finally felt like I was walking the path I was meant to be on. Around that same time, I began volunteering at Head Start centers, where I saw firsthand the need for compassionate, dedicated teachers. I worked with children who reminded me so much of myself, students who needed more than just instruction; they needed stability, encouragement, and guidance. As I progressed into student teaching, I initially thought I would return to the small cities where I was raised, but I found a new kind of love in the schools of Peach County and Macon County. The challenges here were different, and I realized that while I had thought my own school experience was difficult, the needs in these classrooms were even more complex. I witnessed teachers managing classrooms with students who have severe autism, significant behavioral needs, EIP students, and those who were on-level or accelerated, all learning together under one teacher with limited support. Seeing the strength, creativity, and dedication of these teachers inspired me and strengthened my commitment to the profession. I understood that my role as an educator would not only involve teaching academics but also advocating for students, differentiating instruction, and ensuring that each child felt seen and supported. I plan to use my journey to inspire my students by creating a classroom that feels safe, supportive, and full of possibility. I want to be the teacher I needed growing up, the one who recognizes when a student is struggling, who celebrates their strengths, and who reminds them that their circumstances do not define their future. Beyond academics, I hope to model resilience, empathy, and perseverance, showing students that challenges do not have to limit their dreams. My goal is not only to educate but to empower, equipping students with the confidence and skills to believe in themselves and their potential. By sharing my story and providing a space where students feel valued and encouraged, I want to ensure that every child knows they are capable of achieving more than they ever imagined, no matter where they come from or what obstacles they face. Teaching is more than a career for me; it is the way I give back to the community that shaped me and the way I hope to change the lives of children, one child at a time, classroom at a time, anyway I can

Growing up in a single-parent household, I learned early on the value of perseverance, responsibility, and hard work. As a first-generation high school and college student, pursuing higher education has not only been a personal goal but also a way to break generational barriers. Being African American and White has shaped my perspective and strengthened my desire to give back to communities that are often underserved. I have seen kids in the same overloaded classroom where some are behind, some extremely ahead, and some challeneged with undiagnosed disabilities. I have always wanted to help the people I come from and reformed education is how the change has to start. My journey has not been easy. To support myself through college, I work long hours during the summer to help pay my own way. Balancing financial responsibilities with my academic goals has taught me discipline, time management, and resilience. These experiences have pushed me to stay focused and motivated, even when challenges arise. They have also given me a deeper understanding of the struggles many families face, which continues to shape the kind of educator I want to become. My passion for helping others is already reflected in my volunteer work at the FVSU Head Start Center. Through this experience, I work directly with young children during some of the most important developmental years of their lives. I assist with classroom activities, support early learning, and help create a positive and nurturing environment. This opportunity has shown me firsthand how critical early childhood education is, especially for children from low-income or disadvantaged backgrounds. It has also helped me understand that education is not just about academics. It is about building confidence, stability, and a sense of belonging. As a future educator, I plan to use my degree to create inclusive, supportive classrooms where every child feels seen, valued, and capable of success. I want to be the kind of teacher who not only teaches lessons but also builds strong relationships with students and their families. Many students face challenges outside of the classroom, just like I did growing up, and having a teacher who understands and supports them can make all the difference. I aim to advocate for my students, provide them with the resources they need, and encourage them to believe in their potential. Even in my student teaching, I do my best to support our kids and give them the kind of stability they amy not get outside those school doors. In addition to working with students, I want to support the families by helping them become active participants in their children’s education. That is the meanign of community for me. Including everyone in the betterment of our youth. Through communication, and outreach, I hope to bridge the gap between home and school. My goal is to empower families with the tools and knowledge they need to support their children’s learning, creating a stronger and more connected community. Earning my degree is not just about achieving personal success. It is about creating opportunities for others. I want to be a role model for students who may not see college as an option, especially those who are first-generation like me. By sharing my story and giving back through education, I hope to inspire the next generation to pursue their dreams despite any obstacles they may face. This scholarship will help me continue my journey and bring me closer to achieving my goal of making a lasting difference in my community. Through education, I plan to uplift, support, and empower children and families, helping to build a stronger future for all.

From a young age, I have always known that I wanted to help others and make a lasting impact on my community. That desire grew into a clear purpose as I pursued education as my career path. I am currently an Education major at Fort Valley State University, a place that has become more than just a school—it feels like home. I chose this path because I believe the world needs teachers who love what they do, teachers who guide, inspire, and empower students to become the best versions of themselves. I want to be that teacher—the one who notices when a student struggles, who encourages them to believe in themselves, and who celebrates their growth, both academically and personally. Pursuing this dream has required significant sacrifices, especially as a teen and young adult. Every summer, I work 11-hour shifts, serving tirelessly, just to save enough money to pay for the upcoming semester and half of the next one. I work on every school break, sacrificing vacations, time with friends, and moments of rest, all to ensure I can continue pursuing my education. These long hours and relentless work schedule have taught me discipline, perseverance, and the value of hard work. Each shift is a reminder of why I am committed to becoming a teacher—so that one day I can serve others with the same dedication and care I put into earning my education. My passion for education stems from a deep understanding of its power. Teachers are the foundation of society—they nurture minds, inspire curiosity, and cultivate confidence. I want to be a teacher who creates a classroom environment where students feel safe, supported, and encouraged to explore their potential. I want to be the kind of educator who guides students through challenges, celebrates their achievements, and instills in them the belief that they can accomplish anything they set their minds to. Teaching is not just a profession for me; it is a calling. I want to dedicate my life to shaping the next generation of leaders, thinkers, and problem-solvers, and I am committed to doing so with passion, love, and purpose. Receiving the Kerry Kennedy Life is Good Scholarship would allow me to continue my education with fewer financial burdens and greater focus on my mission. It would honor the sacrifices I have made—working long hours every summer and throughout school breaks—and empower me to keep pursuing my goal of becoming an impactful educator. I am committed to serving others through education, modeling perseverance and dedication, and showing students that their dreams are worth working for. Just as Kerry Kennedy made education and public service a priority, I aim to carry forward that same spirit, using every lesson, every experience, and every opportunity to inspire, uplift, and serve. I believe that the world needs teachers who love what they do—teachers who go beyond the curriculum and dedicate themselves to the growth and well-being of their students. I am determined to be that teacher. Every sacrifice I have made, every 11-hour shift I have endured, and every school break I have worked has prepared me to give my students the guidance, encouragement, and support they deserve. Through my work in education, I hope to create lasting change, empower young minds, and continue the legacy of service and dedication that scholarships like this honor.

Attending Fort Valley State University has been more than just an academic decision—it has been a life-changing choice that feels like home. From the moment I stepped on campus, I knew this was where I belonged. The supportive community, the rich history, and the culture of excellence resonated deeply with me, and I cannot imagine myself anywhere else. Fort Valley State has given me the space to embrace my identity, my heritage, and my purpose while pursuing a degree in Elementary Education, a path I am passionate about because of my desire to uplift, guide, and empower others. From the first day, I felt a sense of belonging and encouragement, a feeling I had been searching for my entire life. It is here that I have learned not only to grow academically, but also to heal, find my voice, and believe in my own potential. My journey to this point has been filled with challenges that tested my resilience and determination. Growing up in a single-parent household as a first-generation student, I faced obstacles that sometimes felt insurmountable. I endured personal trauma, including sexual abuse, and experienced abuse in relationships during high school, which left deep emotional scars and shook my confidence. Depression became a constant shadow over my life, sometimes making the simplest tasks feel impossible. There were nights I cried myself to sleep, wondering if I would ever feel whole or capable of achieving my dreams. Yet even in those moments of despair, I refused to let my pain define me. I carried a headstrong determination from a young age, a belief that my experiences, though painful, could be transformed into purpose and strength. College has taught me the power of perseverance, self-discovery, and growth in ways I could never have imagined. I have learned to navigate independence, manage responsibilities, and overcome setbacks while staying focused on my goals. Being away from my family and everything familiar challenged me to rely on my own strength, while also seeking guidance when needed. I have grown into a student who can face challenges head-on, problem-solve, and inspire others to keep moving forward. These lessons have strengthened my empathy, patience, and commitment, all qualities that I will carry into my classroom to support and uplift students, especially those who may feel overlooked or struggle with self-confidence like I once did. Attending Fort Valley State has reinforced my commitment to making a difference for my family and community. I want to use my education to empower students, create safe spaces for learning, and serve as a mentor for children who, like me, may face challenges at home or within themselves. Especially to our children of color because in my classroom no student left behind has an entirely new meaning. Regardless of their color, creed, or anything else, my students will be given a space to thrive and I will always support and empower them. I just hope to inspire students to embrace their potential, pursue their dreams, and understand that obstacles do not define them. My experiences have shown me that the most important lessons often happen outside the classroom, and I want to ensure that every child in my future classroom feels valued, supported, and capable of achieving greatness. Fort Valley State is more has been than a school for me; it is a community that has taught me the meaning of resilience, purpose, and empowerment. It has shown me that education is not just about grades or degrees, it is about impact, growth, and the ability to inspire. Receiving this scholarship would allow me to continue my journey, overcome financial barriers, and fully focus on my mission: to create a lasting, positive impact on my students and community. I am committed to using every lesson, every experience, and every opportunity to leave a positive mark on those I serve. Fort Valley State has empowered my possible, and through my work as an educator, I hope to empower my students in the same way.

From a young age, I have always wanted to help people and make a difference in my community. Growing up, I was determined, headstrong, and passionate about supporting others—even while navigating my own challenges. Over time, I explored multiple paths to fulfill that desire. At first, I thought I wanted to become a nurse, then a doctor, and even considered law enforcement, believing each could allow me to serve others. However, through experience and reflection, I realized that teaching would allow me to make a lasting impact in a unique and meaningful way. A great teacher can shape a child’s knowledge, confidence, and love for learning—and I want to be that kind of influence for my students. One of the most impactful experiences in my life came from my fifth-grade accelerated and regular studies teachers. During a difficult period, I was struggling with personal challenges, confidence, and self-esteem. My teachers noticed my struggles and took the time to invest in me beyond academics. They invited me for girls’ days, took me out to get my hair done, and most importantly, connected with me on a personal level. Those moments, when they truly listened and encouraged me, left a lasting impression. I realized that being a teacher is about more than lessons, more than preparing them for the next level, it’s about noticing when a student is struggling, offering guidance, and showing genuine care. Their dedication inspired me to provide the same support to future students. Teaching appeals to me because it combines education, mentorship, and the ability to positively shape young lives. I want to create a classroom environment where students feel safe, supported, and empowered to grow—not just academically, but personally and emotionally. I understand firsthand how encouragement and compassion from a teacher can make all the difference, and I hope to replicate that experience for my students. In addition to my personal experiences, I have developed resilience through my own life challenges. As a first-generation high school and college student from a single-parent household, I have faced obstacles that tested my perseverance and commitment. Overcoming these difficulties has strengthened my empathy and ability to connect with others, qualities I believe are essential in a great teacher. I originally began college as a Criminal Justice major, believing law enforcement could fulfill my desire to help others. One day, I met a man in an elevator who asked if I was an Education major. When I said I wasn’t, he looked at me with certainty and said, “No, you’re meant to be a teacher—you just have that warm vibe.” His words struck me deeply. For the first time, someone outside my family and teachers recognized my natural compassion and potential. That brief encounter helped me realize that my true calling was to become an educator, to use my empathy and determination to inspire students, and to guide them through their own challenges. I stepped foot into a classroom that semester and realized this was it. This is where I needed to be Marie Humphries believed in the power of passionate educators to shape the next generation, and I share that belief wholeheartedly. Through my own experiences and the mentorship I received, I have seen how one caring teacher can transform a student’s life. I hope to carry forward that legacy by becoming a teacher who not only teaches lessons but also helps students navigate challenges, discover their strengths, and believe in themselves.

Depression is not something that announced itself loudly. It wasn’t treated with medication. For me, it crept in quietly, settling into my thoughts, my motivation, and my sense of self until simply getting through the day felt like an accomplishment. During high school, my battle with depression became so heavy that there were moments when I truly believed I would not graduate. I was physically present in classrooms, but mentally exhausted, emotionally overwhelmed, and struggling to see a future for myself. Part of what contributed to this depression were the traumatic experiences I endured during my formative years. I am a survivor of sexual abuse, and the effects of that abuse followed me into my teenage years. In high school, I also experienced abuse within a relationship, which further eroded my confidence and sense of safety. Carrying this pain in silence was isolating and exhausting. The combination of trauma, abuse, and the pressures of being a first-generation student from a single-parent household felt unbearable at times. My mind constantly battled fear, anxiety, and hopelessness, making the simple act of continuing school feel impossible. Even with these challenges, I have always been headstrong and determined. From a young age, I wanted to help others on a larger scale. I was the child who spoke up for friends, volunteered in my community, and refused to back down when life demanded more from me. That determination became my anchor. Despite the weight of depression and trauma, I refused to let my circumstances define my future. I learned to ask for help, to rely on the support of trusted mentors, and to focus on small victories that kept me moving forward. Graduating high school became one of the greatest victories of my life. Walking across that stage was not just a celebration of academics, it was proof that depression and trauma did not win. It was evidence of my resilience, my ability to persevere, and my commitment to growth. That achievement solidified my belief that my experiences, while painful, could serve a greater purpose in shaping the person I was becoming In the fall of 2022, I began my studies at Fort Valley State University as a first-generation college student. Moving away from my family and the people I knew was difficult; I felt isolated and unsure of who I was in this new environment. During that time, I struggled with identity and stress, and I turned to weed as a way to cope. Addiction quickly became a destructive pattern, and it led to trouble with the law which was a huge wake-up call that forced me to pause and reflect on the person I wanted to be. Being held accountable pushed me to confront my choices, rediscover my values, and realign with my goals. I realized that my education, my dreams, and my mental health were more important than temporary escape. That moment became a turning point, reminding me of my resilience and my long-term purpose. College has also allowed me to rediscover my passion for helping others. I am pursuing a degree in Elementary Education because I want to use my experiences to inspire, support, and mentor students who may face obstacles similar to those I have faced. My goal is to create safe spaces where children feel seen, heard, and empowered, just as I eventually learned to make myself. Managing my mental health is an ongoing process. Recovery is not linear, and some days are harder than others, but I continue to grow stronger and more self-aware. Working long shifts to help pay for school is challenging, yet each day I remind myself why I started. Every class I complete, every shift I finish, and every step forward is a reminder that resilience is forged through struggle, not absence of it. Through my experiences with trauma, abuse, depression, addiction, and the challenges of being a first-generation student, I have developed empathy, courage, and determination. I know the power of survival and the impact of perseverance. This scholarship would not only help me continue my education, but also allow me to carry forward my mission: to help others overcome challenges, find their strength, and pursue their dreams, no matter the obstacles they face. Depression does not define me. I do not downplay the challenges it has brought, but today I try my best to lead with my heart and not with what the depression in my brain tries to tell me. Every day, I choose growth, compassion, and resilience, and I carry forward the lessons of my past into the life I am building for myself and others. That’s just my main plan, to remember where I have come from and continue to grow into someone little me, high school me, and even freshman year me can be proud of.

There was a moment in my life when faith stopped being something I spoke about and became something I had to live by every single day. Coming forward about being sexually abused by my grandfather was one of the hardest decisions I have ever made. Telling the truth meant reopening wounds I had tried to bury, but I knew in my heart that God was calling me to choose honesty over silence, even if it meant everything around me would change. When I spoke up, my family was torn apart. People I loved and trusted chose sides, and many chose to walk away from us completely. Overnight, my world shifted. We were abandoned emotionally and financially, and my household became a single-parent home struggling just to survive. The pain of betrayal often felt just as heavy as the trauma itself. I questioned how something that seemed so evil, could leave us so alone. In those moments, all I could do was pray. I prayed when I was scared. I prayed when I was angry. I prayed when I felt broken and unsure of how we would make it through the next day. I asked God to protect my family, to hear our cries, and to guide us when the path ahead felt impossible to see. Even when I felt weak, I believed that God was strong enough to carry us. The court hearings were long and emotionally exhausting. Each one forced me to relive my pain, and it would have been easy to lose focus on school and my future. Then the COVID-19 pandemic hit, bringing isolation, fear, and uncertainty into an already fragile season of my life. Still, God never let go of my hand. When everything around me felt unstable, He remained constant. He gave me peace when my mind was overwhelmed and strength when my heart felt heavy. By the grace of God, I walked across the stage and graduated. That moment was not just an academic achievement, it was a testimony. Despite trauma, division, legal battles, and a global pandemic, God brought me through. I slipped as a result of my own faults but god never let me fall. I became a first-generation high school graduate and later a first-generation college student, something I once never thought possible for myself. Every step forward felt like proof that God was working, even when I couldn’t see it. Today, I continue to rely on my faith as I work long, demanding shifts to help pay for my education. When exhaustion sets in and doubt tries to creep back, I pray and God renews my strength. He reminds me that my story is bigger than my pain and that my perseverance has purpose. I am meant to teach, meant to help, and meant to nurture. Through every hardship, I have learned that faith does not erase suffering, but it gives meaning to it. God did not promise an easy journey, but He promised to walk with me through it. And He has, every step of the way.

My experience with mental health has shaped nearly every part of who I am. My beliefs, my relationships, and my career aspirations. During high school, depression became a constant companion I didn’t ask for and didn’t know how to manage. At my lowest point, graduating felt impossibly far away. I struggled to get out of bed, let alone imagine a future for myself. What kept me moving, one hard morning at a time, was my best friend. She refused to give up on me, literally dragging me out of the house when I shut down, sitting with me in silence on the days words felt impossible, and celebrating every tiny win as if it were huge. Those months didn’t just test our friendship; they strengthened it. I learned what real support looks like, and I learned that I am stronger than the voice in my head insisting otherwise. That period changed the way I see people. I became more patient, more observant, and far more aware that everyone carries battles others might never notice. Encouragement,can change someone’s entire direction. Because of this, empathy and kindness have become central to who I am. Still, a part of me believed my depression disqualified me from certain futures. I had always imagined becoming a teacher, but I quietly abandoned that dream. I told myself I was too emotional, too unstable, too “broken” to guide students. When it came time to choose a major, I chose something else not out of passion, but out of fear of not being enough. Everything shifted because of a moment I never expected. One morning, I stepped into an elevator on my way to class, sharing the ride with an older man I’d never seen before. He turned to me and, without hesitation, said, “You look like a teacher.” I laughed awkwardly and told him I used to want to be one but didn’t think I was cut out for it. He shook his head gently and said, “I can tell by your kindness. Students need that more than anything.” I later learned he had taught for decades. 9His words hit me harder than I expected. It was as if a stranger had seen something in me I had stopped seeing in myself. That elevator ride was short, but it stayed with me. In that moment, I finally understood that my emotional health journey didn’t disqualify me,it equipped me. I know what it feels like to struggle, to shut down, to doubt yourself. That experience means I can recognize those feelings in students and respond with patience, understanding, and compassion. I won’t overlook the quiet kid who withdraws. I won’t assume a student’s frustration is an attitude problem. I can offer the type of support I once needed so badly. That brief conversation gave me the courage to reclaim the dream I had abandoned. I changed my major and committed myself fully to becoming an educator. My past does not define my limits; it fuels my purpose. And teaching is where I know that purpose belongs. My depression shaped me in ways I will never understand but it made me who I am.

Atleast one in seven children will be abused, in their lifetime. This is assumed to be an underestimate based on the amount of child deaths that are related to abuse. Being in a four-child household means I should've been safe.I should have gotten to be a kid. However, someone else in that household had other plans. Regardless of everything I endured, I would never wish this on anyone else So, year after year, I'd hope that he'd have a change of heart, realize I'm still a baby. It started when I was four. Every day I prayed that it would end. However, it continued and I hoped that maybe at seven, it would be over, but he didn't stop at eight and definitely not at nine. I thought maybe ten, if that not then, it had to be eleven, but no. It was seven years of abuse. Abuse that still haunts me at almost eighteen years old. Abuse that regardless, of how safe I know I am; I don't like to talk about or have to explain. Abuse that haunts my dreams and blurs my vision with its hallucinations. Although, my childhood wasn't what it should have been, there are some good memories. I used to watch every crime show with my mom, Criminal Minds, NCIS, Law and Order. While watching those, I was also in an accelerated elementary program that had a section for crime scene investigation. We got to pretend we were law enforcement, solving cases and putting the bad guys away. I used to tell my mom, that would be me in real life, one day. Then, when I came forward about my abuse almost four years ago, we decided to go to the police station. They sent us specifically to a unit for abused children. I was so scared to be looked at with all of the pity and talked down to again, but they were the nicest people. These random officers, made me feel more normal, than I had felt in years. That's when I knew that this is what I was meant to do. I was mixing my love for criminal justice with my rooted sense of wanting to help others. Especially people like me, who felt that, for years, they were helpless and weak. I began researching parts of law enforcement that works with abused children. I could now make a difference. I plan on pursuing a degree in Criminal Justice at Fort Valley State University. After graduating from there, I want to join a police academy. From there, I plan on working my way up to detective, and possibly getting into a unit specifically for children. I could help them receive the care and the services required. A lot of people feel lost and forgotten in the system, I would make sure every child I come across felt seen and believed, for them to know they're safe. Even if the abuse suffered isn't the same, the aftermath is horrible for any child who undergoes any type of abuse. I want to build up better resources for children to reach out to. I want to be a part of the groups that put away the people who do these things, to be a part of the group who lifts these children back up. I want to help these children feel whole again and stop as many from losing their lives as possible. I won’t stop until I'm there and then, I will strive to make these resources even better. No child deserves that, but every child does deserve a happy ending.