At the roots of mental healthcare are preconditioned notions that it is a label of shame to seek help. The first space where we learn about this idea is school. One of the most significant changes I would like to make to the mental health care system is providing stable and equitable care in school environments. Being able to diagnose or treat students early on can not only break the stigmas of mental health care but shift the quality of academic environments students learn in. I have taken initiatives to start these discussions through community task forces and academic research. At the beginning of the semester, I was nominated by my principal to represent Dr. TJ Ownens Gilroy Early College Academy on the Santa Clara County Behavioral and Health Task Force. SCC Task Force consists of students that have played active roles in establishing mental health clubs, events, research, and programs to support students in secondary education. High schools from across the county, from Los Gatos to Gilroy, have nominated students to participate in the task force that works closely with county policy makers to ensure students' voices are heard. As a dual-enrolled student I have pursued degrees in Psychology and Sociology. I have conducted research and helped create curriculum to integrate into the classroom to promote a healthy school culture. During these meetings we can present projects our schools are currently working on. We also collaborate on the creation or integration of new programs we would like to see at our high schools. My school has unique resources of on-site therapists and a wellness center to provide students with mental and physical wellness checkups and spaces to relax in. I have been given the privilege of representing GECA by collecting and sharing our school’s mental health programs. I have also been conducting research on the impact rigorous academic environments can have on students’ early childhood development and later mental health. I have been working with educators in my school district and officials in school curriculum to investigate their experiences with the Gifted and Talented Education (GATE) programs at the elementary level. I have had opportunities to talk to the founder of the program and do educational research into the psychological theories and sociological perspectives of accelerated learning. As I continue my research, I hope to find ways that therapists can more adequately support students to improve their relationship with education and encourage a pathway to socioeconomic success. While GECA has mental health resources, not all schools in the surrounding areas have easily accessible outreach for students. My role in the SCC Task Force has played a vital role in communicating ideas to local schools while helping set up initiatives to help students at my school. Taking on the role of a scholastic researcher has given me the outlet to explore the impact support systems can have on the educational and mental journeys of children in my community. Being on the task force and following my project has taught me the importance of sharing ideas and transferring resources to other schools to help reduce stress, dismantle the stigmas surrounding mental wellness, and build stronger communities that repel violence and bullying.

Stephenie Meyers’ movie adaptations of the Twilight Saga are a series of movies that have had a big impact on my life. The movie of the series that has the biggest impact on my life was the first movie Twilight (2005). Twilight is not my favorite all time movie but it is a movie that has had a big impact on the relationships I build, the friendships I make, and the path I want to go down. Twilight is a unique movie that almost every teenage girl has watched since its release in the early 2000s. The movie was introduced to me by my mother, a young adult at the time the movies were coming out. Her and her best friend would read the book series and call each other about each chapter after they had read it. When the movies came out, they would be the first people to watch them in the movie theaters. After watching it for the fifth time with my mom I found a sweatshirt with one of the main characters most iconic lines “I don’t want to be a monster”, a line spoken by Edward Cullen when he reveals to Bella that he is a Vampire. Thinking back on it now, wearing that sweatshirt was an interesting style choice, but it did create a conversation starter. One of the first conversations I had with my best friend was over my Twilight sweatshirt. Today my friends and I will have sleepovers and watch the Twilight Sage movies over and over again. We find a new part to laugh at every time and find ourselves quoting the most outrageous lines. My mom and I will laugh at the camp nature of the films, the absurdity of the plot and the acting. This movie has brought me closer to those around me and taught me about the nature of media bringing people together, outside of social media and the screens. From an academic perspective, I found interesting the phenomenon it created that is still seen to this day. A small spoiler to the movies- there are two main “love interests” fighting for the same girl. Edward is a vampire and Jacob is a werewolf. In this universe vampires and werewolves are rivals. In the movie fandom there is a debate on who fans believe deserved the main character, Bella. I would often start this conversation with people who were familiar with the movies to take a chance to psychoanalyze their response. I found that each person’s relationships and personalities reflected their response to the controversy of vampire versus werewolf. For people who were team vampire, they preferred relationships with more toxic characteristics like possessiveness and strong emotional attachment. For people who were team werewolf they reflected a need for belonging and honesty. On a societal level, it was intriguing to see how divided people still are over a young adult movie in the early 2000s. This perspective was impactful to me because I wanted to study sociology and psychology. Finding these connections in a movie I enjoy has brought me closer to my understanding of myself and the people I surround myself with.

At the root of mental healthcare are preconditioned notions that it is a label of shame to seek help. The first space where we learn about this idea is school. One of the most significant changes I would like to make to the mental health care system is providing stable and equitable care in school environments. I have taken initiatives to start these discussions through a county community task force and personal academic research. At the beginning of the semester, I was nominated by my principal to represent Dr. TJ Ownens Gilroy Early College Academy on the Santa Clara County Behavioral and Health Task Force. SCC Task Force consists of students that have played active roles in establishing mental health clubs, events, research, and programs to support students in secondary education. High schools from across the county, from Los Gatos to Gilroy, have nominated students to participate in the task force that works closely with county policy makers to ensure students' voices are heard. As a dual-enrolled high school student I have pursued degrees in Psychology and Sociology. I have conducted research and helped create curriculum to integrate into the classroom to promote a healthy school culture. During these meetings we can present projects our schools are currently working on. We also collaborate on the creation or integration of new programs we would like to see at our high schools. My school has unique resources of on-site therapists and a wellness center to provide students with mental and physical wellness checkups and spaces to relax in. I have been given the privilege of representing GECA by collecting and sharing our school’s mental health programs. I have also been conducting research on the impact rigorous academic environments can have on students’ early childhood development and later mental health. I have been working with educators in my school district and officials in school curriculum to investigate their experiences with the Gifted and Talented Education (GATE) programs at the elementary level. I have had opportunities to talk to the founder of the program and do educational research into the psychological theories and sociological perspectives of accelerated learning. As I continue my research, I hope to find ways that therapists can more adequately support students to improve their relationship with education and encourage a pathway to socioeconomic success. While GECA has mental health resources, not all schools in the surrounding areas have easily accessible outreach for students. My role in the SCC Task Force has played a vital role in communicating ideas to local schools while helping set up initiatives to help students at my school. Taking on the role of a scholastic researcher has given me the outlet to explore the impact support systems can have on the educational and mental journeys of children in my community. Being on the task force and following my project has taught me the importance of sharing ideas and transferring resources to other schools to help reduce stress, dismantle the stigmas surrounding mental wellness, and build stronger communities that repel violence and bullying. I hope to continue my goals for promoting mental wellness for children in critical stages of development as I attend a 4 -year university studying Psychology.

My mom’s family is from a small town in California called Delano. The Laeno family has been part of the Delano community for decades running events through the Filipino Hall. My immediate family lives in Gilroy, so we would travel to the valley to help work events during the holidays. The holidays were never for family gatherings, but instead a time to give back to the Delano community. At the young age of 10, I would help clean the kitchen, cook, and set up dining tables for events. We would have Easter Egg Hunts for children, Christmas BINGO, Philippine Weekend Festival, and Graduation Celebrations. Because of our efforts in the local community our family was honored with the opportunity to be part of the Philippine Weekend parade along with my grandfather, David Laeno, who was selected to be the grand marshal. While helping with an event at the beginning of high school, my grandma and mother inspired me to do the community service work I do today. I have been granted the unique opportunity to bring one of my hobbies, crochet, into homeless programs in Santa Clara County. Working closely with the South County Compassion Center I have brough about 60 handmade beanie hats to the local homeless community. This small project, inspired by those who work for their community, was done with the intention of paving another opportunity for students to work for disenfranchised communities. Currently I am also a member of the Santa Clara County Student Behavioral and Health Task Force where we meet to discuss school projects that provide students with mental health awareness. Being able to make a difference in Gilroy’s community by bringing awareness to these mental health opportunities is fulfilling and helps break down the stigmas surrounding mental health care, something that aligns with the career I want to go into. As a mixed-race woman, I found it difficult to connect with my identity as a Filipina. Being surrounded by the love and efforts of my family connected me with ways to create a difference in communities and my culture. When I spent time with my family while organizing events, I felt connected to who I am and understood the value of having a positive impact on the lives of others. On both wide scale and small scale, I have played vital roles in my community. Through my experiences in advocacy and community service, I have learned more about myself and future goals. I hope to go into the field of child therapy with a degree in Psychology at a 4- year university.

The larger Santa Clara County has experienced issues surrounding homelessness. Other than being the Garlic Capital of the world, Gilroy California consists of 959 unhoused civilians. As a student studying sociology, I have conducted research with peers on the sociological approach to homelessness and poverty in my local town, Gilroy. Understanding the different reasons for homelessness and the demographics it largely comprises of allowed me to better understand how to mold my community service to the needs of those facing struggles. One of the biggest local initiatives to fight this epidemic of homelessness is the South County Compassion Center. Some of the typical donated items are clothing, food, water, and hygienic products, but during the colder winter months many of those unhoused are left in the cold. I learned in ninth grade how to make a hat using crochet and leftover yarn I had from past projects. My first beanie hat took me 6 hours to make. At first my hands would get tired from wrangling the yarn and my eyes would hurt from counting stitches, but after years of practice it now takes only 4 hours to make two hats of quality. After communicating with the district and the school, I was given a unique opportunity to donate hats for community service hours through the South County Compassion Center. Since then, I have spent hours during the weekends and school breaks making hats. I have dedicated part of my yarn collection to donate to the shelters to give back to the community. Over the past 3 years I have been asked by the Community Center to provide additional hats and have been featured on the community's Facebook page to encourage youth to volunteer at the shelter. I have seen my hats worn by some of the people in our community and it has brought me pride to see my service making a difference. Learning about the social issues and dynamics behind this widespread epidemic of poverty has pushed me to make my mark on the efforts my community have made to combat this reality. Since I have started working with this group, I have translated my dedication towards their cause and their desire to address homelessness in my local community into every hat I have made. Loop by loop and hook by hook I have weaved my impact into the fabric of my community.

My name is Leilani Sandoval, and I am currently a senior attending Dr. TJ Owen’s Early College Academy, a dual enrollment program. As a requirement for graduation, students conduct a research study on a topic they are passionate about. I have always been fascinated by child development, sociology, and psychology. So, I wanted to investigate how to improve accelerated learning programs for gifted children in my community that promote and supports a healthy psychosocial relationship with learning in a school environment. In my study I investigated the correlation between the social pressures within the educational environment of accelerated learning programs and the development of adolescent egocentric thinking in the individual and community. While the factors of language, socioeconomic class, and individual disability should be investigated further, the focal point for this study are accelerated programs like GATE (Gifted and Talented Education) programs. Studies have shown the impact education can have on the development of the youth mind. However, researchers have yet to see how advanced/accelerated programs have impacted adolescent development while connecting it to their social environment. Investigating the impact accelerated programs can have on individuals and overall school community has the potential to change their perspective on their abilities to excel in an academic environment. Many students develop acute anxiety about showing naivety in highly competitive environments. Having knowledge of the benefits of education I grew up in can help improve the experiences of future students. I have been in gifted and accelerated education my entire academic career, I have seen the positive impact it has had on myself and my peers. Setting students on the tract for enrichment at young ages was at the foundation of the GATE program in my town of Gilroy, California. In 2020, the Gilroy School Unified School District started to faze out the GATE program making my grade one of the last classes. I send in letters to the district detailing the importance of keeping these programs and how it has gotten me to where I am today. While the program was eventually dissolved, I shifted my attentions to understanding why this early education program disappeared, the importance of having these programs available at an equitable level, and understanding how to improve these programs. I hope to attend a 4-year university to obtain a degree in psychology so I can become a licensed child therapist or counselor. My research has helped me find my interests in the developmental patterns of children and the school system I have been a part of for the past 12 years. Since I am a senior in high school, there are limitations to the amount of quality research I can produce on this topic. I would like to attend a school where I can further my educational research and publish my findings on a wider scale. Analyzing the positive and negative impacts programs have on children has given me the opportunity to craft different forms of support school counselors can provide for students in rigorous early education.

At the roots of mental healthcare are preconditioned notions that it is a label of shame to seek help. The first space where we learn about this idea is school. One of the most significant changes I would like to make to the mental health care system is providing stable and equitable care in school environments. Being able to diagnose or treat students early on can not only break the stigmas of mental health care but shift the quality of academic environments students learn in. I have taken initiatives to start these discussions through community task forces and academic research. At the beginning of the semester, I was nominated by my principal to represent Dr. TJ Ownen’s Gilroy Early College Academy on the Santa Clara County Behavioral and Health Task Force. SCC Task Force consists of students that have played active roles in establishing mental health clubs, events, research, and programs to support students in secondary education. High schools from across the county, from Los Gatos to Gilroy, have nominated students to participate in the task force that works closely with county policy makers to ensure students' voices are heard. As a dual-enrolled student I have pursued degrees in Psychology and Sociology. I have conducted research and helped create curriculum to integrate into the classroom to promote a healthy school culture. During these meetings we can present projects our schools are currently working on. We also collaborate on the creation or integration of new programs we would like to see at our high schools. My school has unique resources of on-site therapists and a wellness center to provide students with mental and physical wellness checkups and spaces to relax in. I have been given the privilege of representing GECA by collecting and sharing our school’s mental health programs. I have also been conducting research on the impact rigorous academic environments can have on students’ early childhood development and later mental health. I have been working with educators in my school district and officials in school curriculum to investigate their experiences with the Gifted and Talented Education (GATE) programs at the elementary level. I have had opportunities to talk to the founder of the program and do educational research into the psychological theories and sociological perspectives of accelerated learning. As I continue my research, I hope to find ways that therapists can more adequately support students to improve their relationship with education and encourage a pathway to socioeconomic success. While GECA has mental health resources, not all schools in the surrounding areas have easily accessible outreach for students. My role in the SCC Task Force has played a vital role in communicating ideas to local schools while helping set up initiatives to help students at my school. Taking on the role of a scholastic researcher has given me the outlet to explore the impact support systems can have on the educational and mental journeys of children in my community. Being on the task force and following my project has taught me the importance of sharing ideas and transferring resources to other schools to help reduce stress, dismantle the stigmas surrounding mental wellness, and build stronger communities that repel violence and bullying.