One of the greatest challenges I have faced in academics was navigating school with undiagnosed ADHD and dyscalculia. Teachers dismissed my challenges and told me to "try harder". They ignored my requests for more detailed explanations and often told me to figure things out on my own, perceiving my learning differences as a lack of effort rather than executive functioning challenges or learning differences in processing numbers. This had significant negative impacts on my mental health, contributing to daily panic attacks and depression. I know I was not alone in facing this lack of support. In my sophomore year of high school, I finally received a diagnosis that brought clarity, but did not change my class experiences despite having accommodations. I was advised to avoid more rigorous courses and was left feeling bored and unchallenged in classes where students didn’t care about academics. I chose to return to homeschooling during my senior year to enroll in more college courses and pursue topics in my areas of strength. I was able to complete more rigorous coursework with the appropriate support and with professors who gave me the benefit of the doubt when I asked for help. This decision allowed me to access accommodations while learning in an environment that respected my learning style. Through this experience, I have gained confidence and developed self-advocacy skills that I will continue to use in my time at college and in my career working with and advocating for students with disabilities. My goal is to become a pediatric occupational therapist, using dance and movement as therapeutic tools to help neurodivergent children build confidence, regulate emotions, and develop motor skills. I’ve known I wanted to be a pediatric occupational therapist since I attended a master’s thesis exhibition and fell in love with the field as I began to understand that it was an extension of the work and interests I was already pursuing. I’ve also had a passion for performance, dance, and theater since I was very young. My work with disabled students in adaptive dance connects dance, movement, and recreation to support disabled children. Dance and music can be healing, as it has been for me, opening people up to new experiences, moving their bodies to regulate them, and building confidence. At times when I was struggling with anxiety, especially during the pandemic, dance provided a sense of calm and emotional control. In adaptive dance class, I’ve seen three girls with cerebral palsy gain strength and motor control of their hands and feet, several autistic and ADHD students build confidence and perseverance, and all of them are motivated to practice movements outside of class. My current work as lead Kindergarten counselor at a summer camp for neurodivergent students motivates and inspires me every day. It’s a joy to watch the children work so hard to learn something new, knowing that I had a small part in helping them grow. I see the potential for dance and movement to be used therapeutically in a variety of ways and am pursuing education and expertise to help them progress further. Another motivation to pursue a career in special education and pediatric therapy is my personal and family experience. My younger brother was diagnosed with autism with intellectual disability, so I have firsthand experience observing how the right educational experience and mental health support have helped him to learn and grow despite his challenges. My own ADHD and dyscalculia help me to empathize with the experiences of students in school who do not have the support they need. I’ve seen my brother thrive at a small private school for children with learning differences where teachers prioritize individual learning needs and provide affirming educational experiences for students with a variety of support needs. His teachers and school are a model for what supportive education should look like, and I hope to bring that same energy and support into the spaces where I work in the future. I have learned that regular small efforts to ensure inclusion, encourage peer friendships, and adapt activities to meet different needs can positively impact many families. I hope gaining knowledge and expertise combined with my understanding and empathy will allow me to love and support them through their challenges. I plan to complete an Early Childhood Education degree focused on special education, with a minor in Dance, and continue to an occupational therapy program to empower neurodivergent children and families and support positive mental health for students with differences and challenges.

I think of my kindergarteners when I hear the word empowerment. My goal is to become a pediatric occupational therapist, using dance and movement as therapeutic tools to help neurodivergent and disabled children build confidence, regulate emotions, and develop motor skills. I want to empower them to see their strengths, not just their challenges, and to realize they are capable, resilient, and deserving of the same opportunities as their peers. I’ve known I wanted to be a pediatric occupational therapist since attending a master’s thesis exhibition and realizing that it was an extension of the work and passions I was already pursuing. As an adaptive dance teaching assistant and lead kindergarten counselor at a summer camp for neurodivergent and disabled students. I’ve been a part of teaching young children how to master new skills, advocate for themselves, and form friendships. The kindergarteners I work with have so much resilience and strength that inspires me every day. I make an effort to empower the kids I work with in every way I can. In adaptive dance class, there is never a moment when we aren’t moving, teaching, or advocating. I love seeing the ripple effect when a student I’ve taught turns around and empowers another by sharing that same skill. I’ve seen three girls with cerebral palsy gain strength and motor control of their hands and feet and seen several autistic and ADHD students build confidence and perseverance, and all of them are motivated to practice movements outside of class. These moments remind me that empowerment is contagious; it spreads when children see their progress and help others grow alongside them. At camp, I work to ensure every child is heard and supported, whether by learning ASL to communicate with a non-speaking camper or by collaborating with performing arts teachers to create inclusive opportunities for disabled students. These moments reinforce what I already know: small, intentional efforts to foster inclusion and independence can transform lives. I hope to continue this kind of work with young children to empower them in their lives moving forward. Empowerment is not just about helping—it’s about giving children the tools and confidence to navigate their world. Through a degree in Early Childhood Education with a double minor in Dance and ABA/IDD, and eventually a career in occupational therapy, I want to continue creating spaces where neurodivergent children feel seen, valued, and fully capable of achieving their dreams.

My goal is to become a pediatric occupational therapist, using dance and movement as therapeutic tools to help neurodivergent and disabled children build confidence, regulate emotions, and develop motor skills. I’ve known I wanted to be a pediatric occupational therapist since I attended a master’s thesis exhibition and fell in love with the field. I realized very quickly that it was an extension of the work and interests I was already pursuing. I’ve had a passion for performance, dance, and theater since I was very young. My current work as an adaptive dance teaching assistant and lead Kindergarten counselor at a summer camp for neurodivergent students combines my love of dance and my passion for caring about people. I’m motivated and inspired by my campers and dancers every day. It’s such a joy watching the children work so hard to learn something new, knowing that I had a small part in helping them grow. In adaptive dance class, I’ve seen three girls with cerebral palsy gain strength and motor control of their hands and feet, several autistic and ADHD students build confidence and perseverance, and all of them motivated to practice movements outside of class. At camp, I work on advocating for and thinking of creative solutions for neurodivergent children. I have advocated for a nonverbal camper with cerebral palsy to be fully included in summer camp and learned American Sign Language to communicate with him. I’ve also worked with performing arts teachers from my school to provide inclusive and welcoming opportunities for disabled students. I actively seek out ways to grow and support the children I work with. I have learned that regular small efforts to ensure inclusion, encourage peer friendships, and adapt activities to meet different needs can positively impact many families. I hope through school and gaining knowledge and expertise that, I can reach out to more families to love and support them through their challenges and different ways of life. I see the potential for dance and movement to be used therapeutically in a variety of ways, but I wish I had the expertise to help them progress further. I plan to complete an Early Childhood Education degree with a double minor in Dance and ABA and IDD, from there, I hope to go to occupational therapy school and work with young disabled and neurodivergent children through OT or dance therapy. I’m excited to deepen my understanding of child development, dance, movement, and sensory experiences and integrate them into a career that supports disabled children and their families in educational settings while combining my strengths and passions.

"It's everything you'll ever want, it's everything you'll ever need, and it's here right in front of you. This is where you wanna be," I quietly sang to myself as a chill ran through my body and tears dripped down my face. I've always felt such a close connection with these powerful and captivating lyrics sung in The Greatest Showman. At the end of the movie, P.T. Barnum sits with his wife, watching his daughter's ballet performance, he sings these lyrics in a whisper to himself as he realizes all the money and fame he chased after wasn't worth it. It wasn't worth losing what he loved most in the world: his girls and his wife. He concludes that he had what he wanted all along: love. This movie, and particularly those lyrics, have made a big impact on how I see my life. I've grown up in a Western culture that is so forward-thinking and always trying to get ahead or move on to the next step. There has always been this pull to try harder and move faster. As a teenager, I see never-ending comparisons and ads that say my life would be so much better if I just buy one more thing or I'll like my body better if I do the new celebrity workout. For the longest time, I've felt so behind and like I'm in the wrong place. I didn't truly know the impact of the movie until those last few moments when P.T. and his wife watched their babies dance on stage. I felt an overwhelming sense of calm, realizing this was where I belonged. I didn't need to wait for the next big thing to happen for my life to count. I've spent so much of my time waiting for life to change or be perfect that I forgot about the now. Now is important. The boring hours I spend studying are important. Those moments of time fuel my education and knowledge so goals can be met. Without studying, I could never become a pediatric occupational therapist. The moments when I have a camper throwing up and another one asking for a snack, those moments are important, and they count. I've learned over the past few years to live in my moments, not in someone else's, or to let mine pass me by. Last summer, I worked as a Kindergarten camp counselor for neurodivergent and disabled students. One day, during our hourly dance break, I clicked the shuffle button on my phone, and "The Greatest Show" started playing. As I looked down in my hand at my fairy wand and back up at my dancing babies, tears started dripping down my face; I knew I was in the right place. I quietly sang to myself, "It's everything you'll ever want; it's everything you'll ever need, and it's here right in front of you. This is where you wanna be!

"Dancing a freestyle with her partner Alan Bersten, it's Ilona Maher," I heard booming through the TV. Tears poured down my face as I proudly watched Ilona dance her freestyle for Dancing With The Stars with such power, grace, and all the femininity in the world. I had known Ilona for a few years, but it wasn't until this year that I started to follow her journey. Her new love of dance and my forever love of dance just clicked, and from that moment, her magnetic, joyful pull captured me. Over the past year, I've watched as Ilona tried hard things and pushed out of her comfort zone, I've watched as she encouraged others and never gave up when things got hard. I appreciate how much she cares for others and stands up for what she believes in. I love that she encourages so many young girls to love their bodies and teaches them not to be pushed around. I've been following Ilona's journey since DWTS, and I am so proud of all that she has done and the community she has created. I love watching the videos of her and her teammates cheering each other on and encouraging other women's rugby teams during their practices. She has taught me to love my body because it can do amazing things, and I will always think of her when I'm learning something new and feel like giving up, and I won't. Ilona is such a wonderful role model for so many girls and women out in the world. I hope to one day meet her and that she continues to do amazing things and encourage all the little girls across the world.

My goal is to become a pediatric occupational therapist, using dance and movement as therapeutic tools to help neurodivergent children build confidence, regulate emotions, and develop motor skills. I’ve known I wanted to be a pediatric occupational therapist since I attended a master’s thesis exhibition and fell in love with the field as I began to understand that it was an extension of the work and interests I was already pursuing. I’ve also had a passion for performance, dance, and theater since I was very young. My work with disabled students in adaptive dance connects dance, movement, and recreation to support disabled children. Dance and music can be healing, opening people up to new experiences, moving their bodies to regulate them, and building confidence. At times when I was struggling with anxiety, especially during the pandemic, dance provided a sense of calm and emotional control. In adaptive dance class, I’ve seen three girls with cerebral palsy gain strength and motor control of their hands and feet, several autistic and ADHD students build confidence and perseverance, and all of them motivated to practice movements outside of class. My current work as lead Kindergarten counselor at a summer camp for neurodivergent students motivates and inspires me every day. It’s such a joy watching the children work so hard to learn something new, knowing that I had a small part in helping them grow. I see the potential for dance and movement to be used therapeutically in a variety of ways and am pursuing education and expertise to help them progress further. Navigating my own schooling with undiagnosed ADHD and dyscalculia has required exceptional perseverance. Throughout my early education, teachers dismissed my struggles, labeling them as laziness or lack of effort rather than executive functioning and learning differences. “Laziness” often looked like spending 3x longer on my homework than everyone else in the class. Even after my diagnosis in high school, I still felt unsupported and unchallenged. Instead of giving up, I advocated for myself, sought out supportive learning environments, set up systems and strategies that worked for me, and made a decision to return to homeschooling my senior year. This allowed me to pursue academic challenges aligned with my strengths while receiving the accommodations and support I needed. Beyond academics, I have persevered in my work advocating for and thinking of creative solutions for neurodivergent children. I have advocated for a nonverbal camper with cerebral palsy to be fully included at summer camp, learning ASL to communicate with him. I worked with performing arts teachers to provide inclusive and welcoming opportunities for disabled students. I actively seek out ways to grow and support the children I work with. I have learned that regular small efforts to ensure inclusion, encourage peer friendships, and adapt activities to meet different needs can positively impact many families. My commitment to disability advocacy is also deeply personal. Growing up with a younger brother with autism and intellectual disability, I have seen how the right support system can positively impact a whole family. My mother’s work in autism studies has further inspired me to continue this mission, providing families with compassionate, research-based support to help their children thrive. Receiving this scholarship would allow me to focus on my studies in Early Childhood Education at UNCW and then continue into an occupational therapy program. It would ease the financial burden on my family, allowing me to engage more fully in community work and volunteer opportunities. I have persevered through challenges related to my disabilities and I’m determined to make a lasting impact on children and families with disabilities.