The challenges that shape us are not always the ones people can see. For me, the unseen, unheard battles with mental health have taught some of my greatest lessons, influencing my goals, strengthening my empathy, and reshaping the way I view success and human connection. Growing up, my mother taught me that hard work is the great equalizer and the surest path to success. With this in mind, I quickly set myself an extremely high standard of behavior as an academic and a person. Over time, that pressure became internalized, causing every mistake or setback to feel like a reflection of my worth. It pumped through my arteries to my mind causing near-constant anxiety and returned via my veins to my heart bringing depression with it. My prior and ongoing experiences with mental health have shaped my personal and career goals, strengthened my relationships, and changed my understanding of the world by helping open my eyes to the unseen struggles others face. Once I established myself as a top student, I felt like the standard I had set was taken up by my peers, teachers, and family. In the middle of sixth grade, the COVID-19 pandemic isolated me from friends and mentors as I became a fully remote student for the next year and a half. However, in my hometown eighth graders attend the high school and are integrated among them, so with a mask covering my anxious smile I entered the unfamiliar high school with no friends or family to be found. That year truly was a struggle. I challenged myself with academically rigorous courses, forcing many hours to be dedicated to studying, and allowed little time to make friends. This is when my cycle of conflicting feelings and actions began to take hold of my life. Each day I struggle with intense desire to learn, but I often lack the will to take action to fulfill said desire, which dredges up intense guilt and impacts how I approach and react to events. In many situations my desire to do well is overridden by my fear of failure creating my anxious, subdued demeanor and depressive episodes. Ultimately, these challenges have taught me that achievement is unsustainable without well-being. Success is no longer defined solely by grades or accomplishment, but by my ability to pursue my goals while maintaining my mental health and supporting those around me. Additionally, I have become more attentive to others’ struggles and more willing to listen and help. My goals, once centered solely on achievement, have evolved to prioritize balance, meaningful relationships, personal well-being, and the experiences that make life fulfilling. As a future optometrist, I hope not only to improve my community’s physical health, but also to create an environment where patients feel seen and supported. While I may not treat mental health conditions directly, I can recognize when someone may be struggling, listen without judgment, and connect them with appropriate resources when needed. Because I understand how isolating invisible struggles can be, I have become more attentive to the experiences of those around me. My external behavior and internal thoughts have grown more and more different as my mental health worsened. Using my self-knowledge as a frame of reference, I do not judge people based solely on their outward behavior. Rather than assuming someone is distant, unmotivated, or unfriendly, I now recognize that they may be facing challenges I cannot see. Often, people struggling with mental health feel pressured to hide their difficulties behind a carefully maintained outward appearance. Relationships built on attentive listening and empathy have forged bonds of trust far stronger than those built on assumptions and quick judgments. I do and will continue to make myself available to support my friends and family as humans I care about and strangers as everyone deserves help and kindness. My experiences juggling expectations, anxiety, fear, and depression have strengthened my relationships because they taught me the value of compassion, patience, and communication. My growing understanding of and experience with mental health struggles has reshaped the way I understand the world. Success, confidence, and happiness are not always reflected by appearances as many struggles are invisible. Through observing the mental health challenges faced by my family, friends, and peers, I have become more attentive to signs that someone may be struggling. The class joker might be hurting. The teacher’s pet may be struggling. Despite the common belief that mental health struggles affect only a minority of people, I have come to realize that nearly everyone carries challenges that may not be immediately visible. This realization has made me more compassionate and less judgmental. These characteristics will guide my work as an optometrist. Patients are more than their symptoms or medical records. They are people who deserve to be treated with dignity, patience, and understanding. Regardless of our differences, every person experiences struggles, uncertainties, and challenges that shape their life. Because I understand how much can remain hidden beneath the surface, I hope to approach every patient with kindness, empathy, and genuine curiosity, knowing that even brief moments of understanding can have a meaningful impact. Invisible challenges often leave the deepest impact. Yes, they can damage people, but often these battles become a source of self-discovery and growth. Without confronting and learning from my mental health challenges, I would not be the person I am today. With my redefined notion of success, I have created a balance between personal achievement and my own well-being. I have put the essential assets of empathy, patience, and communication skills to good use in all of my relationships. Even with the people I know best, never mind strangers, I have seen that appearances rarely tell the full story, so I address everyone compassionately and without judgment. By learning from my own experiences, looking beyond the mask, and recognizing the humanity in others, I hope to make a meaningful difference in the lives of those around me as a person and healthcare professional.

After avoiding the question “What do you want to be when you grow up?” for years, I finally found my answer: an optometrist. To me, an optometrist is more than an eye doctor—they are both a caregiver and a source of inspiration. Born twelve weeks early, I spent much of my childhood in doctors’ offices, including regular visits to Boston University Eye Associates. There, I was diagnosed with amblyopia and worsening nearsightedness. These experiences sparked my fascination with vision science and strengthened my interest in mathematics and science. Over time, my appreciation for optometry grew alongside my commitment to helping others, which I developed through leadership and service opportunities. College is the next step in transforming these interests into a meaningful career. Watching my older sister study architecture has shown me how education develops expertise. At first, her designs were ambitious but unrefined; over time, they became increasingly sophisticated through practice and guidance. I hope to follow a similar path in healthcare, gaining a deep understanding of how the eye processes visual information, how conditions affect vision, and how to provide effective treatment. Beyond technical knowledge, I want to strengthen my communication skills and confidence in clinical settings so I can deliver compassionate, high-quality care. I plan to pursue a pre-medicine track while completing the prerequisites for optometry school, including biology, chemistry, physics, and anatomy. I also hope to minor in business so I can eventually operate my own practice. My goal is to attend the New England College of Optometry and use my education to improve access to eye care while promoting kindness within my community. My leadership experiences have prepared me to contribute meaningfully in college. As Book Club President, I transformed a disengaged group into an active community by introducing structured reading schedules, creating discussion questions, and expanding membership through outreach. Eventually, the club began reading to local elementary students, strengthening our connection to the community. This experience taught me that initiative and inclusive leadership can create lasting impact. I also worked with my mother to develop an SAT preparation course for Taunton High School and later began offering free tutoring. One student, Jeff, stood out for his dedication. Despite balancing track practice and long study sessions, he nearly missed his exam because of transportation challenges. I drove him myself, and during the trip I learned more about the obstacles he faced while pursuing his education. His perseverance reinforced the importance of empathy and strengthened my commitment to supporting others. Seeing his improved score was incredibly rewarding and reminded me why I value teaching and mentorship. Beyond formal leadership roles, I consistently support my peers academically. Whether helping classmates solve difficult problems or reviewing essays, I strive to be a reliable resource. These experiences have strengthened my patience, communication skills, and belief in the importance of a growth mindset. They have also prepared me for the collaborative and demanding environment of college. Ultimately, I want to be a community-focused leader who supports both the physical and emotional well-being of others. In college, I hope to encourage my peers to succeed while continuing to grow as a student and leader. As an optometrist, I aim to create a practice where patients feel respected, supported, and cared for. College is a purposeful step in my journey. It will challenge me, broaden my perspective, and equip me with the knowledge and skills needed to serve others. Inspired by the optometrists who helped me, I hope to give people both the literal and figurative vision to see a better future.

Rain or shine, whether I am meeting someone new or speaking with old friends, I carry my mother’s guidance with me. My mom, Melissa LaValle, has always been the steady light guiding me through uncertainty and teaching me to trust both myself and others. Our time together has taught me to bring positivity and stability into every interaction and to actively listen to others. Because of her, I have learned that strong connections are built not only through speaking, but through true mutual understanding. Our connection began long before I could understand it myself. Beep. Beep. Beeeeeep…The sound of heart monitors signaling flatlines surrounded us in the Neonatal Intensive Care Unit. My mother had to listen to the medical problems and early deaths of infants born far too early while she waited for treatment for herself and me. Finally, I was born twelve weeks early, weighed two pounds, and measured thirteen inches. From that moment on, we were intrinsically linked. Melissa visited me in the hospital, a state away, every day for a month. When I was a kid, she was just as present in every aspect of my life. She filled my sister’s and my life with activities that encouraged our curiosity and creativity, alongside nurturing us to appreciate and explore art, music, travel, and new experiences with confidence. Her presence itself serves as an influential example of confidence, compassion, and intellect to me and has taught me how to support others emotionally. Many of our conversations eventually turned into discussions about confidence: how to carry myself mentally and physically, how to remain grounded under pressure, and how to trust myself. In shorthand, what my mother taught me was this: take control of your aura. Allow it to take up space, let it protect you from harm or sickness when necessary, and let it connect with others when invited. It took me a while to get used to being so aware of my aura and others. However as time went on, I realized she was teaching me how to navigate relationships with personal confidence and unwavering empathy. Due to her guidance, I changed the way I approach connections with people. Instead of worrying about how others perceive me, I focus on being fully present and completely myself. I learned to actively listen rather than waiting for my turn to speak. I began paying attention not only to the words people spoke, but to the emotions, tone, and energy conveyed more inconspicuously. Whether I am meeting classmates, adults, or strangers, I try to attune myself to their “vibe” and create an environment where they feel safe to share themselves. My mother showed me that meaningful relationships are built on mutual emotional awareness, not superficial interactions. Her influence has also shaped the way I support others during difficult moments. Growing up, I watched her remain collected and compassionate even when life was overwhelming. Since before I was even born, she fought for me with unwavering love and strength that continues to inspire me today. When friends come to me with problems, I try my best to offer the same stability she offered me: a listening ear, logical mind, and loving heart without judgment. She is the reason that I understand how powerful the consistent unsolicited help from another person is and why I wish to fulfill that role for others. The relationship I share with my mother has ultimately shaped the person I strive to become. Whenever I am asked “who is your role model or hero”, “who would you like to thank”, or even “if you could bring one person with you to a deserted island who would it be” my mom is the only person who comes to mind. She taught me that confidence does not mean overpowering others, but understanding yourself well enough to form genuine and positive connections. Through her example, I have learned to approach relationships with openness, positivity, and compassion. Rain or shine, every interaction I have carries traces of the lessons she instilled in me. Because of Melissa LaValle, I not only understand the value of meaningful relationships, but I also know how to build them in a way that makes others feel seen, heard, and valued.

After avoiding the pressure behind the question “What do you want to be when you grow up?” for years, I finally put thought into my answer, which came surprisingly quickly: an optometrist. To me, to be an optometrist is to be an eye doctor, a care giver, and an inspiration. I was born twelve weeks early, weighing only two pounds and measuring thirteen inches, so as an adolescent I was closely monitored for potential medical conditions. From early childhood, doctors’ offices became a familiar setting. Included among them was Boston University Eye Associates where I became fascinated with eyes and the science behind treating vision problems. These visits resulted in a diagnosis of amblyopia, commonly called lazy eye, and worsening near-sightedness. Ongoing visits sparked my academic curiosity in mathematics and science. Over the years, I recognized my appreciation for optometry, yet I continued to explore academically to find where my field of interest lay. Serving as an SAT tutor, Link Crew Leader, and Book Club President refined my intellectual discipline and deepened my commitment to helping others succeed. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. My experiences in high school prepared me to handle the academic rigors of college, strengthened my character, which will aid me in interpersonal relationships, and laid the foundation for my career as an optometrist. I have watched and grown to appreciate my older sister’s architectural specialization throughout her college career. My older sister, Avery, is a junior architecture student at Roger Williams University. In her freshman year, Avery was producing models that were ambitious but somewhat rudimentary. Targeted instruction and comprehensive projects allowed Avery to hone her skills and designs, creating efficient floor plans alongside models of high architectural caliber. I hope that over the course of my undergraduate education I will gain a similar level of expertise and specialization in the medical field as Avery has in architecture. In terms of optometry, this specialization would involve understanding at a deeper level how the eye processes visual information, how mutations, shapes, and injuries affect the eye, and how to treat such cases. Also, I want my education to greatly develop my patient communication skills and use of clinical equipment. College will challenge me to become more independent and adaptable, not just academically, but personally. Independence and guidance are incorporated in equal measure in the college experience, so it is the right environment for growth. In comparison, the workforce typically expects workers to be effective while not providing resources to boost independence and performance. I look forward to building relationships with professors, collaborating with peers, and learning to manage my time with discipline and accountability. In preparation for being an optometrist, I plan to major in pre-medicine and utilize advising to create a schedule that fulfills the prerequisites of entering my dream graduate school New England College of Optometry (NECO). In the short term, I will take classes such as biochem, microbiology, anatomy and physiology, physics, and more to create a strong medical knowledge foundation. Additionally, I intend to minor in business, so I can successfully operate my own private practice in the future. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare.

My compassion and dedication to community service led me to help my mother, the owner of a private tutoring business, create and streamline an SAT Prep course for Taunton High. In the end, our materials made up nearly three hundred pages. The course was split into four three-hour sessions that covered the math, reading, and writing sections of the SAT in detail using guided practice and individual drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I quickly got a sense of his wholesome and charismatic personality. At our second meeting, he welcomed me with, “I was just bragging about you”. I want to emphasize how much time and effort Jeff expended for his studies: he would finish track practice, meet with me for two hours up to three times a week, and then do individual practice. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and trying to obtain the best education possible here in the US, while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. Since then, Jeff has received his new and improved score. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. My leadership extends beyond formal positions. Throughout high school, I have consistently supported classmates who needed help understanding difficult material. Because of this, my AP Precalculus teacher, Ms. Doherty described me as “a true support system for her peers. She was often out of her seat helping a classmate work through a tough problem, always with patience and respect”. My friend Charisma often contacts me to help her understand Statistics homework or look over essays because she qualifies me as “the most professional person [she] knows”. I am excited to extend my commitment to helping others to my college community. Taking over Book Club and rebuilding its membership, outreach, and significance myself taught me how to make thoughtful group decisions and communicate effectively as a leader. Preparing myself for the SAT required me to handle independent work diligently. Tutoring students for the SAT is meaningful in many ways. Personally, tutoring has tested and built my time management skills as I put time aside to meet with students, efficiently convey information, and prepare my lessons. Routinely helping my classmates illustrated to me how important inclusivity and a growth mindset are to making positive academic and social change. My skills and values will be indispensable in college as I take on coursework, group projects, internships, and career environments which respectively require time management, collaboration, handling pressure, and independent work, all of which have been tested and heightened over my time as a leader at Taunton High.

The question that every high schooler is asked is “What do you want to be when you grow up?”. After much consideration, I finally set my sights on optometry. To me, being an optometrist means being a caregiver. I was born twelve weeks early, so I was closely monitored for potential medical conditions. At Boston University Eye Associates, I was diagnosed with amblyopia and worsening near-sightedness, which sparked my curiosity about science. Serving as an SAT tutor and Book Club President deepened my commitment to helping others. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. I also plan to minor in business so I can run my own practice. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I became president of the Taunton High Book Club, I faced a lack of membership and direction. To solve this problem, I chose books, created a reading schedule, wrote discussion questions, and worked to increase membership. Now, the new members and I read to local elementary students each year. Leading the club deepened my confidence, taught me how to guide others, and showed me how taking initiative can create meaningful change. This experience taught me how inclusive leadership creates stronger, more engaged communities and reinforced my ability to lead and shine my light. Last year, I helped develop an SAT Prep course for Taunton High. The course covered the sections of the SAT through guided practice and drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I noticed his positive and determined personality. At our second meeting, he welcomed me with, “I was just bragging about you”. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and pursuing an education in the United States while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. I want to be a community-focused leader who supports both the physical and personal well-being of others. Later, as an optometrist, I hope to cultivate my legacy by creating a practice where patients feel supported, respected, and cared for. My goal is to give people both a literal and figurative lens through which to see a better community. My experience guiding and teaching others showed me how meaningful supportive relationships can be. Building on my leadership experiences, I will succeed in college, the optometry field, and in spreading genuine kindness within my community.

The question that every high schooler is asked is “What do you want to be when you grow up?”. After much consideration, I finally set my sights on optometry. To me, being an optometrist means being a caregiver. I was born twelve weeks early, so I was closely monitored for potential medical conditions. At Boston University Eye Associates, I was diagnosed with amblyopia and worsening near-sightedness, which sparked my curiosity about science. Serving as an SAT tutor and Book Club President deepened my commitment to helping others. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. I also plan to minor in business so I can run my own practice. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I became president of the Taunton High Book Club, I faced a lack of membership and direction. To solve this problem, I chose books, created a reading schedule, wrote discussion questions, and worked to increase membership. Now, the new members and I read to local elementary students each year. Leading the club deepened my confidence, taught me how to guide others, and showed me how taking initiative can create meaningful change. This experience taught me how inclusive leadership creates stronger, more engaged communities and reinforced my ability to lead and shine my light. Last year, I helped develop an SAT Prep course for Taunton High. The course covered the sections of the SAT through guided practice and drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I noticed his positive and determined personality. At our second meeting, he welcomed me with, “I was just bragging about you”. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and pursuing an education in the United States while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. I want to be a community-focused leader who supports both the physical and personal well-being of others. Later, as an optometrist, I hope to cultivate my legacy by creating a practice where patients feel supported, respected, and cared for. My goal is to give people both a literal and figurative lens through which to see a better community. My experience guiding and teaching others showed me how meaningful supportive relationships can be. Building on my leadership experiences, I will succeed in college, the optometry field, and in spreading genuine kindness within my community.

After avoiding the pressure behind the question “What do you want to be when you grow up?” for years, I finally put thought into my answer, which came surprisingly quickly: an optometrist. To me, to be an optometrist is to be an eye doctor, a care giver, and an inspiration. I was born twelve weeks early, weighing only two pounds and measuring thirteen inches, so as an adolescent I was closely monitored for potential medical conditions. From early childhood, doctors’ offices became a familiar setting. Included among them was Boston University Eye Associates where I became fascinated with eyes and the science behind treating vision problems. These visits resulted in a diagnosis of amblyopia, commonly called lazy eye, and worsening near-sightedness. Ongoing visits sparked my academic curiosity in mathematics and science. Over the years, I recognized my appreciation for optometry, yet I continued to explore academically to find where my field of interest lay. Serving as an SAT tutor, Link Crew Leader, and Book Club President refined my intellectual discipline and deepened my commitment to helping others succeed. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. My experiences in high school prepared me to handle the academic rigors of college, strengthened my character, which will aid me in interpersonal relationships, and laid the foundation for my career as an optometrist. I have watched and grown to appreciate my older sister’s architectural specialization throughout her college career. My older sister, Avery, is a junior architecture student at Roger Williams University. In her freshman year, Avery was producing models that were ambitious but somewhat rudimentary. Targeted instruction and comprehensive projects allowed Avery to hone her skills and designs, creating efficient floor plans alongside models of high architectural caliber. I hope that over the course of my undergraduate education I will gain a similar level of expertise and specialization in the medical field as Avery has in architecture. In terms of optometry, this specialization would involve understanding at a deeper level how the eye processes visual information, how mutations, shapes, and injuries affect the eye, and how to treat such cases. Also, I want my education to greatly develop my patient communication skills and use of clinical equipment. College will challenge me to become more independent and adaptable, not just academically, but personally. Independence and guidance are incorporated in equal measure in the college experience, so it is the right environment for growth. In comparison, the workforce typically expects workers to be effective while not providing resources to boost independence and performance. I look forward to building relationships with professors, collaborating with peers, and learning to manage my time with discipline and accountability. In preparation for being an optometrist, I plan to major in pre-medicine and utilize advising to create a schedule that fulfills the prerequisites of entering my dream graduate school New England College of Optometry (NECO). In the short term, I will take classes such as biochem, microbiology, anatomy and physiology, physics, and more to create a strong medical knowledge foundation. Additionally, I intend to minor in business, so I can successfully operate my own private practice in the future. I have been accepted to Wheaton College and Bryant University. Both of these schools are partnered with NECO which means that NECO will provide input on my schedule and my fourth year as an undergraduate would double as my freshman year at NECO. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I unexpectedly became the Taunton High Book Club President I faced a lack of membership and direction. Prior to my ascension to President, the Book Club was composed of readers who, ironically, did not read a book together as a club. To solve this problem, I chose books to read after surveying members and created a reading schedule for the group to follow. Additionally, to make meetings more engaging I wrote discussion questions and brought snacks weekly. Next, I tackled our low membership by spreading the word through the announcements, conversations, and reading initiatives. Now, each year, the Book Club reads to local elementary students. Leading the club deepened my confidence, taught me how to guide others, and showed me that taking initiative can create meaningful change. This experience has sharpened my understanding of how inclusive leadership creates stronger, more engaged communities, and reinforced my ability to lead in challenging situations. My compassion and dedication to community service led me to help my mother, the owner of a private tutoring business, create and streamline an SAT Prep course for Taunton High. In the end, our materials made up nearly three hundred pages. The course was split into four three-hour sessions that covered the math, reading, and writing sections of the SAT in detail using guided practice and individual drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I quickly got a sense of his wholesome and charismatic personality. At our second meeting, he welcomed me with, “I was just bragging about you”. I want to emphasize how much time and effort Jeff expended for his studies: he would finish track practice, meet with me for two hours up to three times a week, and then do individual practice. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and trying to obtain the best education possible here in the US, while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. Since then, Jeff has received his new and improved score. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. My leadership extends beyond formal positions. Throughout high school, I have consistently supported classmates who needed help understanding difficult material. Because of this, my AP Precalculus teacher, Ms. Doherty described me as “a true support system for her peers. She was often out of her seat helping a classmate work through a tough problem, always with patience and respect”. My friend Charisma often contacts me to help her understand Statistics homework or look over essays because she qualifies me as “the most professional person [she] knows”. I am excited to extend my commitment to helping others to my college community. Taking over Book Club and rebuilding its membership, outreach, and significance myself taught me how to make thoughtful group decisions and communicate effectively as a leader. Preparing myself for the SAT required me to handle independent work diligently. Tutoring students for the SAT is meaningful in many ways. Personally, tutoring has tested and built my time management skills as I put time aside to meet with students, efficiently convey information, and prepare my lessons. Routinely helping my classmates illustrated to me how important inclusivity and a growth mindset are to making positive academic and social change. My skills and values will be indispensable in college as I take on coursework, group projects, internships, and career environments which respectively require time management, collaboration, handling pressure, and independent work, all of which have been tested and heightened over my time as a leader at Taunton High. I want to be a community-focused leader who supports both the physical and personal well-being of others. As a college student, I hope to see my value make an impact among my friends and classmates. I will know I made a difference when my friends feel they are meeting and exceeding academic standards while maintaining a positive attitude and good self-esteem. Later, as an optometrist, I hope to create a practice where patients feel supported, respected, and cared for. College is a purposeful step in my journey to spread health and positivity throughout my community, introducing me to new people, experiences, and lessons that will clear my path to personal and professional success. Optometrists inspired me to be my best self and help others, so my primary goal is to follow in their footsteps by giving people a literal and figurative lens to see a better community through. My experience guiding and teaching others demonstrated to me how meaningful supportive relationships can be. Building upon the foundation of my previous leadership experiences, I will succeed in college, the optometry field, and spreading genuine kindness within my community.

The question that every high schooler is asked is “What do you want to be when you grow up?”. After much consideration, I finally set my sights on optometry. To me, being an optometrist means being a caregiver. I was born twelve weeks early, so I was closely monitored for potential medical conditions. At Boston University Eye Associates, I was diagnosed with amblyopia and worsening near-sightedness, which sparked my curiosity about science. Serving as an SAT tutor and Book Club President deepened my commitment to helping others. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. I also plan to minor in business so I can run my own practice. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I became president of the Taunton High Book Club, I faced a lack of membership and direction. To solve this problem, I chose books, created a reading schedule, wrote discussion questions, and worked to increase membership. Now, the new members and I read to local elementary students each year. Leading the club deepened my confidence, taught me how to guide others, and showed me how taking initiative can create meaningful change. This experience taught me how inclusive leadership creates stronger, more engaged communities and reinforced my ability to lead and shine my light. Last year, I helped develop an SAT Prep course for Taunton High. The course covered the sections of the SAT through guided practice and drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I noticed his positive and determined personality. At our second meeting, he welcomed me with, “I was just bragging about you”. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and pursuing an education in the United States while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. I want to be a community-focused leader who supports both the physical and personal well-being of others. Later, as an optometrist, I hope to cultivate my legacy by creating a practice where patients feel supported, respected, and cared for. My goal is to give people both a literal and figurative lens through which to see a better community. My experience guiding and teaching others showed me how meaningful supportive relationships can be. Building on my leadership experiences, I will succeed in college, the optometry field, and in spreading genuine kindness within my community.

The question that every high schooler is asked is “What do you want to be when you grow up?”. After much consideration, I finally set my sights on optometry. To me, being an optometrist means being a caregiver. I was born twelve weeks early, so I was closely monitored for potential medical conditions. At Boston University Eye Associates, I was diagnosed with amblyopia and worsening near-sightedness, which sparked my curiosity about science. Serving as an SAT tutor and Book Club President deepened my commitment to helping others. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. I also plan to minor in business so I can run my own practice. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I became president of the Taunton High Book Club, I faced a lack of membership and direction. To solve this problem, I chose books, created a reading schedule, wrote discussion questions, and worked to increase membership. Now, the new members and I read to local elementary students each year. Leading the club deepened my confidence, taught me how to guide others, and showed me how taking initiative can create meaningful change. This experience taught me how inclusive leadership creates stronger, more engaged communities and reinforced my ability to lead and shine my light. Last year, I helped develop an SAT Prep course for Taunton High. The course covered the sections of the SAT through guided practice and drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I noticed his positive and determined personality. At our second meeting, he welcomed me with, “I was just bragging about you”. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and pursuing an education in the United States while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. I want to be a community-focused leader who supports both the physical and personal well-being of others. Later, as an optometrist, I hope to cultivate my legacy by creating a practice where patients feel supported, respected, and cared for. My goal is to give people both a literal and figurative lens through which to see a better community. My experience guiding and teaching others showed me how meaningful supportive relationships can be. Building on my leadership experiences, I will succeed in college, the optometry field, and in spreading genuine kindness within my community.

My compassion and dedication to community service led me to help my mother, the owner of a private tutoring business, create and streamline an SAT Prep course for Taunton High. In the end, our materials made up nearly three hundred pages. The course was split into four three-hour sessions that covered the math, reading, and writing sections of the SAT in detail using guided practice and individual drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I quickly got a sense of his wholesome and charismatic personality. At our second meeting, he welcomed me with, “I was just bragging about you”. I want to emphasize how much time and effort Jeff expended for his studies: he would finish track practice, meet with me for two hours up to three times a week, and then do individual practice. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and trying to obtain the best education possible here in the US, while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. Since then, Jeff has received his new and improved score. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. My leadership extends beyond formal positions. Throughout high school, I have consistently supported classmates who needed help understanding difficult material. Because of this, my AP Precalculus teacher described me as “a true support system for her peers. She was often out of her seat helping a classmate work through a tough problem, always with patience and respect”. My friend Charisma often contacts me to help her understand Statistics homework or look over essays because she qualifies me as “the most professional person [she] knows”. I am excited to extend my commitment to helping others to my college community. Preparing myself for the SAT required me to handle independent work diligently. Tutoring students for the SAT is meaningful in many ways. Personally, tutoring has tested and built my time management skills as I put time aside to meet with students, efficiently convey information, and prepare my lessons. Routinely helping my classmates illustrated to me how important inclusivity and a growth mindset are to making positive academic and social change. My skills and values will be indispensable in college as I take on coursework, group projects, internships, and career environments which respectively require time management, collaboration, and independence, all of which have been tested and heightened over my time as a leader at Taunton High. I want to be a community-focused leader who supports both the physical and personal well-being of others. As a college student, I hope to see my value make an impact among my friends and classmates. I will know I made a difference when my friends feel they are meeting and exceeding academic standards while maintaining a positive attitude and good self-esteem. Later, as an optometrist, I hope to create a practice where patients feel supported, respected, and cared for. College is a purposeful step in my journey to spread health and positivity throughout my community, introducing me to new people, experiences, and lessons that will clear my path to personal and professional success.

The question that every high schooler is asked is “What do you want to be when you grow up?”. After much consideration, I finally set my sights on optometry. To me, being an optometrist means being a caregiver. I was born twelve weeks early, so I was closely monitored for potential medical conditions. At Boston University Eye Associates, I was diagnosed with amblyopia and worsening near-sightedness, which sparked my curiosity about science. Serving as an SAT tutor and Book Club President deepened my commitment to helping others. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. I also plan to minor in business so I can run my own practice. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I became president of the Taunton High Book Club, I faced a lack of membership and direction. To solve this problem, I chose books, created a reading schedule, wrote discussion questions, and worked to increase membership. Now, the new members and I read to local elementary students each year. Leading the club deepened my confidence, taught me how to guide others, and showed me how taking initiative can create meaningful change. This experience taught me how inclusive leadership creates stronger, more engaged communities and reinforced my ability to lead and shine my light. Last year, I helped develop an SAT Prep course for Taunton High. The course covered the sections of the SAT through guided practice and drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I noticed his positive and determined personality. At our second meeting, he welcomed me with, “I was just bragging about you”. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and pursuing an education in the United States while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. I want to be a community-focused leader who supports both the physical and personal well-being of others. Later, as an optometrist, I hope to cultivate my legacy by creating a practice where patients feel supported, respected, and cared for. My goal is to give people both a literal and figurative lens through which to see a better community. My experience guiding and teaching others showed me how meaningful supportive relationships can be. Building on my leadership experiences, I will succeed in college, the optometry field, and in spreading genuine kindness within my community.

The question that every high schooler is asked is “What do you want to be when you grow up?”. After much consideration, I finally set my sights on optometry. To me, being an optometrist means being a caregiver. I was born twelve weeks early, so I was closely monitored for potential medical conditions. At Boston University Eye Associates, I was diagnosed with amblyopia and worsening near-sightedness, which sparked my curiosity about science. Serving as an SAT tutor and Book Club President deepened my commitment to helping others. In post-secondary education, I intend to pursue a pre-medicine or pre-optometry major at a four-year university before entering the New England College of Optometry. I also plan to minor in business so I can run my own practice. As an optometrist, the difference that I hope to make in my community is to promote kindness and increase access to eye healthcare. When I became president of the Taunton High Book Club, I faced a lack of membership and direction. To solve this problem, I chose books, created a reading schedule, wrote discussion questions, and worked to increase membership. Now, the new members and I read to local elementary students each year. Leading the club deepened my confidence, taught me how to guide others, and showed me how taking initiative can create meaningful change. This experience taught me how inclusive leadership creates stronger, more engaged communities and reinforced my ability to lead. Last year, I helped develop an SAT Prep course for Taunton High. The course covered the sections of the SAT through guided practice and drills. After the course was completed, I began offering free peer SAT tutoring. During my first meeting with Jeff, I noticed his positive and determined personality. At our second meeting, he welcomed me with, “I was just bragging about you”. The night before the exam, it appeared that Jeff’s efforts may go to waste because he was struggling to find a ride to the test. But there was no way I’d let that happen. As I drove him to the exam, I learned that he is living with his aunt and pursuing an education in the United States while his parents are living in Haiti. His persistence reminded me of the importance of empathy in leadership and deepened my commitment to using my future career to support others facing challenges. I am so proud of him and excited for my chance to now brag about him and his ultimate kindness, dedication, and success. I want to be a community-focused leader who supports both the physical and personal well-being of others. Later, as an optometrist, I hope to create a practice where patients feel supported, respected, and cared for. My goal is to give people both a literal and figurative lens through which to see a better community. My experience guiding and teaching others showed me how meaningful supportive relationships can be. Building on my leadership experiences, I will succeed in college, the optometry field, and in spreading genuine kindness within my community.

I am Kaisten LaValle, a senior at Taunton High School, a diligent learner, an avid reader, a competitive card player, and a dedicated student musician. Using my skills as a leader, mentor, and musician, I strive to strengthen and give back to my community. Through the Key Club, I continually participate in community service projects such as volunteering to serve food at events and reshelving the library. Since the founding of Taunton High’s Link Crew I have been a committed member who mentors incoming eighth graders to help them adjust to high school. As President of Book Club and Game Club, I have worked to increase outreach and create safe, fun spaces for my peers to connect with one another. Each year, the Book Club reads to local elementary students and creates literacy initiatives. Recently, I collaborated with a tutoring company to create a free SAT prep course for my high school. Using a blend of guided and individual practice, the course provided students with strategies to build confidence. After the course’s completion, I offered free peer tutoring to ensure continued academic support, often working with struggling students referred to me by the Guidance Department after school on SAT practice tests. Money has always been an issue in my household. My whole life my parents have essentially lived paycheck to paycheck. Since my parents’ divorce, our finances have been spread even thinner. My mother works to stay afloat as a sole proprietor, new homeowner, and parent of one college student and one incoming college student. Therefore, due to my family’s financial circumstances, aid is crucial for me to enter higher education and continue serving my community. Bullies tend to target people that they do not know or understand. The best way to prevent bullying among the youth is through education and interaction. Through education, children learn about how other cultures and people differ from them in terms of facing human struggles. This establishes a knowledgeable foundation for them to experience sympathy. Interaction fosters acceptance and respect among individuals. Interaction opens the door to the realization that the differences between people are negligible in terms of shared humanity. I would keep the youth safe from in-person bullying by teaching these principles in schools, informing students and staff how to identify bullying behavior, and implementing scaled in-school consequences for perpetrators. In Game Club and Link Crew, I have seen how interaction reduces isolation and exclusion, which are the precursors to bullying. Cyberbullying runs rampant with impunity because it allows bullies to remain masked in anonymity and safe from pointed personal consequences. To combat cyberbullying in schools, educators must ensure that identifiers of one’s true identity are included in students’ usernames, so that they can be held accountable for their words and actions. Additionally, two-step verification of one’s identity via facial recognition or email confirmation would ensure that the account’s owner is truly the author of the posts. This method eliminates any reasonable doubt about the bully’s identity. With these checkpoints in place, schools can teach their students the aforementioned principles as a preventative and ongoing measure, while executing constructive, yet impactful punishments on bullies. Overall, in order to keep the youth in my community safe from any form of bullying, I would have schools teach a foundational knowledge of other people and cultures. Then, expand to the concept of sympathy from peers and staff to humanity as a whole. Together with ongoing lectures on how to identify and verify bullying behavior, I believe students in my community would feel more seen, respected, and safe.