Mental health is incredibly important to me as a student because it directly influences my ability to learn, engage, and grow both academically and personally. When my mental health is strong, I am able to focus better, manage stress effectively, and maintain motivation throughout the challenges of graduate school. Conversely, when I neglect my mental well-being or face overwhelming stress, my concentration suffers, and I struggle to keep up with coursework and other responsibilities. Recognizing this connection has made me prioritize mental health not just for myself but also for those around me. As a graduate student in School Psychology at Texas A&M University–Central Texas, I understand that mental health is foundational to success in school and in life. The challenges faced by students are often complex, ranging from academic pressures and social dynamics to anxiety and emotional difficulties. Mental health shapes how students interact with their peers, approach learning, and view their own potential. It is not just a personal concern but a collective responsibility within the school community to foster environments that promote psychological well-being. In my role as a student and future school psychologist, I actively advocate for mental health in several ways. Within my academic community, I engage in open conversations about the importance of self-care and emotional awareness. Whether in class discussions, study groups, or informal conversations, I encourage my peers to recognize signs of stress and to seek support when needed. By sharing strategies that have helped me, such as mindfulness exercises, setting boundaries, and time management, I aim to normalize conversations about mental health and reduce stigma. Additionally, I advocate for mental health through my coursework and practical experiences by developing and promoting social-emotional learning (SEL) curricula. SEL is a key component in building resilience, emotional regulation, and interpersonal skills among students. During a recent graduate class, I created a SEL curriculum focused on enhancing students’ self-awareness, empathy, and conflict-resolution skills. Through research and practical application, I saw firsthand how intentional SEL instruction can improve student behavior and academic outcomes. Sharing this knowledge with educators and peers reinforces the message that mental health support can be integrated into everyday learning. Outside the academic setting, I make mental health advocacy a part of my personal life as well. I foster supportive conversations with family and friends, encouraging openness about emotional struggles and offering a listening ear. I also use social media platforms thoughtfully to share mental health resources, inspirational messages, and factual information to increase awareness. I believe that advocacy begins with simple acts of empathy and connection in everyday interactions. Overall, mental health is vital to me because it underpins my ability to succeed and enjoy my educational journey. Advocating for mental health is both a professional passion and a personal commitment. By promoting awareness, fostering supportive dialogue, and implementing evidence-based practices like SEL, I hope to contribute to communities where mental health is valued, supported, and accessible to all. This advocacy not only strengthens my own resilience but also helps build a culture of care and understanding wherever I am.

Choosing a career path is one of the most important decisions we make, and for me, becoming a school psychologist was a choice driven by both passion and purpose. From an early age, I recognized the powerful impact that mental health and emotional well-being have on a person’s ability to learn, grow, and thrive. As I observed peers and younger students struggle with anxiety, behavioral challenges, or learning difficulties, I felt a strong desire to support them, not just academically, but holistically. This calling led me to pursue a Specialist degree in School Psychology at Texas A&M University–Central Texas. School psychology uniquely combines my interests in psychology, education, and advocacy. I am drawn to the idea of working within schools to create supportive environments where every student feels safe, understood, and empowered. Unlike other mental health careers that may focus solely on treatment, school psychology allows me to engage in prevention, early intervention, assessment, and consultation, all within the context of a student’s daily learning experience. I believe this comprehensive approach is essential for helping students overcome barriers and reach their full potential. My future goals as a school psychologist are multifaceted. First and foremost, I aim to work in public schools where I can provide direct support to students struggling academically, emotionally, or behaviorally. I want to be a trusted resource for teachers and families, helping them understand the diverse needs of students and collaborate on effective strategies. I am especially passionate about serving under served populations and ensuring that all students receive culturally responsive and equitable services. Beyond direct service, I hope to advocate for mental health awareness and systemic change within education. I envision contributing to school-wide initiatives that promote social-emotional learning, trauma-informed practices, and inclusive school climates. Long term, I would like to engage in professional development and mentorship, helping to train future school psychologists and expand the reach of quality mental health services in schools. Ultimately, my goal is to be part of a movement that prioritizes student well-being as a foundational element of education. My experience in the mental health field has been both academic and practical. During my undergraduate internship, I worked closely with children in a kindergarten classroom, conducting functional behavior assessments and collaborating with educators to implement positive behavior supports. This hands-on experience taught me the importance of observation, data collection, and individualized intervention plans. It also deepened my understanding of how mental health challenges can manifest in young children and affect their social and academic development. Throughout graduate school, I have engaged in coursework focused on psychological assessment, counseling techniques, and crisis intervention, further preparing me for a career dedicated to student support. I have also created a curriculum focused on social-emotional learning, which gave me valuable insight into how SEL programming positively impacts student behavior and academic outcomes. In summary, I chose school psychology because it aligns with my passion for mental health, education, and advocacy. My future goals center on providing equitable, trauma-informed care to students, advocating for systemic improvements, and mentoring others in the field. My hands-on experience working with children and involvement in mental health-focused coursework have equipped me with the skills and commitment needed to pursue this fulfilling and impactful career.

Maintaining good mental health is essential to succeeding academically and thriving personally, especially during the demanding years of graduate school. For me, mental health profoundly impacts both my academic performance and my personal life. When my mental health is strong, I am able to focus deeply, manage stress effectively, and engage fully with my coursework and practicum experiences. Conversely, when I struggle with anxiety, fatigue, or overwhelm, my concentration falters, motivation dips, and I find it harder to balance the many responsibilities I have as a graduate student and individual. Graduate school in School Psychology is rigorous and requires juggling classes, extensive reading, research, and practical experiences, all while managing personal commitments. This constant pressure can sometimes lead to feelings of burnout or stress that, if not managed, negatively impact my ability to learn, retain information, and contribute meaningfully in my field placements. Similarly, my relationships with family and friends can feel strained when I am mentally exhausted or emotionally overwhelmed, as I may withdraw or become less present. Recognizing the critical link between my mental health and overall success, I have committed to making mental health a top priority. First and foremost, I establish clear boundaries around my academic work. This includes setting realistic daily goals, creating structured schedules, and dedicating specific times for study, rest, and self-care. By doing so, I prevent work from spilling over into every hour of the day, which helps reduce anxiety and creates a sense of balance. Physical health is also a vital component of my mental well-being. Regular exercise, even if it’s a short walk or stretching routine, helps me manage stress hormones and improves my mood. I also prioritize adequate sleep, knowing that rest is essential for cognitive functioning and emotional regulation. Nutrition plays a role too, as I aim to eat balanced meals that fuel my brain and body throughout busy days. Beyond physical care, I actively use mindfulness and stress-reduction techniques. I practice deep breathing exercises, meditation, or brief moments of reflection to stay grounded and present, especially during high-pressure situations like exams or course deadlines. These practices help me cultivate emotional resilience and prevent feelings of overwhelm from spiraling. Social connection is another pillar of my mental health strategy. I intentionally nurture relationships with supportive friends and family. Sharing challenges and successes with trusted individuals provides emotional relief and perspective. When needed, I am also open to seeking professional support through counseling services offered by my university. Knowing that help is available makes it easier to ask for support when the weight of graduate school feels heavy. Finally, I remind myself of my purpose and passion for becoming a school psychologist. Connecting daily tasks to my long-term goals fuels motivation and fosters a growth mindset, encouraging me to view challenges as opportunities rather than setbacks. In summary, my mental health directly affects how well I perform academically and how I engage with the people and activities important to me. By establishing boundaries, caring for my physical health, practicing mindfulness, maintaining social support, and staying connected to my purpose, I strive to keep my mental health strong throughout my graduate journey. This balanced approach helps me not only survive but thrive in school and life.

If I could create a class that all K–12 students were required to take, it would focus on Social and Emotional Learning (SEL). In a time when academic pressure, mental health challenges, and social conflict are on the rise among students, SEL is not just beneficial: it is essential. A required SEL class would teach students how to recognize and manage their emotions, build healthy relationships, resolve conflict, make responsible decisions, and develop empathy and self-awareness. These are skills that support academic achievement, mental wellness, and long-term personal and professional success. This past semester, I had the opportunity to design a SEL curriculum as part of a graduate course in my School Psychology program at Texas A&M University–Central Texas. The process of creating this curriculum involved aligning learning objectives with CASEL’s five core competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. I also incorporated culturally responsive strategies and trauma-informed practices to ensure the curriculum could be used with diverse learners. What made the experience especially meaningful was the research component. I conducted a literature review on the impact of SEL instruction across K–12 settings and found overwhelming evidence that SEL improves student behavior, reduces disciplinary incidents, and enhances academic outcomes. Students who participated in regular SEL lessons showed stronger emotional regulation, higher engagement in school, and fewer symptoms of anxiety and depression. These findings reinforced what I already believed: SEL is foundational, not supplemental, to student success. If implemented universally, a required SEL class would have far-reaching benefits. In early elementary grades, it would help students build emotional vocabulary, learn impulse control, and develop the confidence to express themselves in healthy ways. In middle and high school, it would provide a framework for navigating peer pressure, identity development, and life transitions. SEL would also strengthen school climate overall by fostering more inclusive, respectful, and collaborative learning environments. In my curriculum, one of the most impactful units focused on conflict resolution through structured peer mediation exercises. Students learned not only how to manage their own responses in challenging situations but also how to actively listen and understand others’ perspectives. I believe equipping students with these tools from an early age would significantly reduce bullying, increase peer support, and contribute to safer schools. Ultimately, the SEL class I envision is not about teaching students what to think, but instead it’s about helping them learn how to reflect, relate, and respond. As a future school psychologist, I plan to advocate for SEL integration at all levels. This course would be a powerful step toward creating emotionally intelligent, resilient, and compassionate future generations.

Earning my graduate degree in School Psychology from Texas A&M University–Central Texas will be more than a personal milestone; it will be the beginning of a lifelong commitment to serve students, families, and schools with compassion, integrity, and purpose. Once I graduate with my Specialist in School Psychology degree in the anticipated Spring 2027, my greatest hope is to become a school psychologist who makes a meaningful impact in the lives of young people, especially those who are under served, misunderstood, or struggling in silence. I want to be the person who helps students find their voice, access the support they need, and believe in their ability to grow. My career aspirations stem from a deep passion for mental health, educational equity, and child development. I am not pursuing this degree for prestige or financial gain, but instead I am doing it because I believe in the mission of school psychology. I believe that all children deserve to learn in environments that support their unique needs, and I believe that mental health is a critical, and too often overlooked, component of academic success. My long-term professional goal is to work in public schools as a certified school psychologist, where I can support students not only academically, but emotionally and behaviorally as well. Once I enter the field, I hope to work in a diverse district with a high need for mental health services and special education support. I want to use my training to identify barriers to learning, conduct culturally responsive assessments, design effective interventions, and support students across general and special education settings. I also want to serve as a resource for teachers and caregivers; for example, helping them understand how to better support students with disabilities, trauma histories, or behavioral challenges. I am particularly interested in early intervention and prevention work. I believe that the sooner we can identify and address a student’s needs, the more likely we are to help them develop the confidence and skills necessary to thrive. In the long term, I also hope to contribute to the field through advocacy, research, and possibly even policy development. I want to help shape a future where school-based mental health services are prioritized and adequately funded. I envision a future where school psychologists are not spread too thin to do meaningful work, where dis-proportionality in special education is addressed head-on, and where every student has access to a safe, inclusive, and supportive learning environment. Whether I am leading a district-level initiative, presenting at a conference, or mentoring future school psychology students, I want to be an advocate for equity and a voice for students who are often overlooked. Receiving this scholarship would directly support my academic and professional journey in powerful ways. Graduate school is a rigorous and demanding experience, and balancing academic excellence with financial strain is no small task. I have maintained a 4.0 GPA across my first two semesters of graduate study, and I remain fully committed to this level of academic performance. However, as tuition costs and living expenses continue to rise, the financial burden of continuing my education weighs heavily on me. A scholarship would ease this pressure, allowing me to focus more fully on my coursework, practicum training, and professional development without the added stress of financial instability, such as having to find multiple jobs outside of being a full-time graduate student. I currently am a substitute teacher at a local school district, and I just recently obtained a contracted position being a nanny; however, with prioritizing school, I am only able to put so much time into jobs outside of school. More importantly, receiving this scholarship would be a vote of confidence in my potential and my mission. It would serve as validation that my goals are worth investing in, that becoming a school psychologist who serves others is a meaningful and valued career path. The support would not just benefit me, but also the countless students and families I will serve in the years to come. In that sense, this scholarship would be more than just financial assistance, it would be a catalyst for positive change in my future school communities. Looking ahead, my immediate plans involve successfully completing the next phases of my graduate program, which includes advanced coursework in assessment, consultation, ethics, and intervention, followed by a year-long supervised internship in a school district. During this time, I will gain hands-on experience working with students from diverse backgrounds, conducting evaluations, collaborating with IEP teams, and supporting school-wide systems of mental health and behavior intervention. Since the credits during the full-time internship year are not at a full-time status, this also will put me in the position to not meet eligibility for federal loans, thus forcing me to have to pay out-of-pocket.These experiences are essential in preparing me to enter the field as a competent and confident school psychologist. Following graduation and certification, I plan to begin working in a Texas public school district that aligns with my values: one that embraces diversity, supports multi-tiered systems of support (MTSS), and prioritizes student well-being. I will continue to pursue professional development opportunities to stay current with best practices, and I hope to eventually obtain licensure as a Licensed Specialist in School Psychology (LSSP). I am also open to pursuing a doctoral degree in psychology or education in the future if it allows me to broaden my impact. In addition to my professional goals, I hold personal aspirations tied to this journey. I want to model for future generations, especially in my family or community, that mental health professions are valuable, needed, and accessible. If I can be an example of what it looks like to pursue a meaningful, student-centered career, I hope others will follow a similar path. I want to be known not just for what I achieved academically, but for how I used that education to uplift others. Ultimately, this scholarship will support not just my education, but my purpose. It will allow me to continue preparing for a career that is centered around service, empathy, and social justice. With this support, I will be one step closer to fulfilling my vision of becoming a school psychologist who helps students not only succeed in school, but also feel safe, understood, and empowered in who they are. Thank you for considering my application and for investing in the future of student mental health and inclusive education!

This powerful statement by Professor Harold Bloom speaks to the heart of education; not as the mere transmission of knowledge, but as a process of awakening the self. To help students discover their own “presence” is to help them recognize their identity, voice, and potential. While Bloom speaks from the standpoint of a teacher, I find that his words ring equally true in the world of school psychology. My goal is not to become a special education teacher but a school psychologist. Still, I see myself as someone who is just as responsible for helping students, especially those with disabilities or learning differences, realize their own sense of presence. My work will be behind the scenes and across disciplines, but the mission remains the same: to ensure that every student feels seen, supported, and empowered. To fully grasp the meaning of Bloom’s quote, one must consider what it means for a student to experience “presence.” It is more than academic achievement. Presence is a feeling of belonging, agency, and authenticity. It is the sense that one matters in the space they occupy; that they can contribute meaningfully and are worthy of support. For many students with disabilities, especially those navigating a complex and often inequitable educational system, this sense of presence is difficult to achieve. They are too often defined by deficits and diagnoses instead of strengths, and their individual needs are overlooked in favor of standardized expectations. Helping students reach a sense of presence, then, means fostering environments where they are not just accommodated, but celebrated. As a school psychology graduate student at Texas A&M University–Central Texas, and a semester completed at Indiana University of Pennsylvania, I have already begun learning how to advocate for students’ presence through psychological assessment, behavioral consultation, and intervention planning. With an anticipated graduation date of Spring 2027 and a 4.0 GPA over my first two semesters, I am deeply committed to this path. What drew me to school psychology was not just a passion for psychology or education, but a calling to be a bridge between students and the resources they need to thrive. I believe that while I may not lead a classroom, I will still guide students toward discovering their own strengths, supporting teachers and families along the way. In my view, school psychologists are uniquely positioned to support students with disabilities in discovering their presence. We are trained to understand the whole child: cognitively, emotionally, socially, and behaviorally. Our role is to gather information, identify barriers, and work collaboratively to design environments that meet students where they are. We are often among the first professionals to notice signs of struggle and advocate for early intervention. We also help interpret data, facilitate eligibility for services, and consult with teachers on strategies that promote inclusion and growth. Most importantly, we give students and families a voice in the system. To guide students with special needs toward a sense of their own presence, I must first create opportunities for them to feel heard. One of the most powerful tools I will carry into my practice is empathy. Students who struggle academically or behaviorally often internalize a sense of failure. They may feel invisible or misunderstood. As a school psychologist, I aim to be someone who listens without judgment and sees potential where others see problems. I want to shift the focus from “What’s wrong with this student?” to “What does this student need to succeed?” This perspective is crucial when working with students who receive, or should receive, special education services. Special education is not a label; it is a legal and ethical commitment to providing students with an education that fits their unique profile. In supporting teachers and IEP teams, I will advocate for individualized interventions that affirm a student’s identity, culture, and learning style. I will ensure assessments are fair, culturally responsive, and rooted in the belief that all students can grow when given the right support. Bloom’s statement also reminds me that presence is tied to autonomy. Many students with disabilities are left out of the decisions that affect them. They are often told what to do, where to go, and how to behave, without being asked how they feel or what they want. One of my core values as a future practitioner is to empower student voice. I want to teach students how to self-advocate, understand their strengths and needs, and take ownership of their goals. Whether it’s through student-led conferences, counseling sessions, or transition planning, I want every student I work with to know they have a say in their future. Social-emotional learning (SEL) also plays a major role in guiding students toward presence. Students who can manage their emotions, form healthy relationships, and make responsible decisions are more likely to feel connected and confident in school. As a school psychologist, I will support the integration of SEL into school-wide practices and tiered supports. I hope to co-lead groups, consult on classroom strategies, and work closely with teachers to build emotionally safe learning spaces. In particular, I want to make sure students with IEPs and 504 plans are not excluded from SEL opportunities but are included in ways that honor their communication and behavioral needs. Another critical piece of this work is family engagement. Students feel a greater sense of presence when their families are involved in their education. I plan to build strong relationships with caregivers, ensuring they are informed, respected, and part of the decision-making process. I will work to make meetings accessible, provide clear and compassionate communication, and ensure that families understand their rights and resources. For students from culturally and linguistically diverse backgrounds, I will take extra care to bridge gaps and decrease bias, ensuring that every child receives services that reflect their lived experience. Bloom’s quote also speaks to a deeper philosophical belief: education is about becoming. As a school psychologist, I may not teach traditional lessons, but I will be a teacher in my own way: a guide who helps students make sense of themselves and their place in the world. This becomes especially important for students with disabilities, who may feel defined by their diagnosis. I want them to know they are more than a score, more than a label, and more than what others expect of them. My role is to help them explore who they are, what they need, and what they are capable of achieving. Ultimately, my mission is to ensure that no student slips through the cracks. I want to be the person who notices when a child is struggling silently, who advocates when a child is misunderstood, and who celebrates when a child succeeds, no matter how big or small the victory. I want every student I serve to feel that they matter, that they are capable, and that they are not alone. Although I am not becoming a special education teacher, I deeply respect the work that special educators do. I see myself as their partner and ally in creating inclusive, supportive schools. Together, we can help students not only succeed academically but also develop the confidence and self-awareness to carry them through life. I believe that school psychologists and teachers must work hand-in-hand to cultivate environments where all students feel a sense of belonging and possibility. In reflecting on Professor Bloom’s words, I recognize that helping students come into their own presence is not a one-time event; but instead, it is a continuous process. It takes time, trust, and compassion. It requires schools to look beyond academic metrics and consider the whole child. It requires adults to model presence themselves, to be fully present, attentive, and committed to the growth of every student. As I continue my studies and prepare for my upcoming practicum and internship experiences, I carry this mission with me. I am committed to becoming a school psychologist who advocates relentlessly, listens deeply, and never underestimates a child’s potential. I am not entering this profession for a title or a paycheck, but because I believe in the transformative power of presence, the power of helping a child see themselves clearly, believe in their worth, and discover who they are meant to become.