This opportunity is meaningful to me because it represents recognition of a journey shaped by faith, resilience, and a calling to serve others. My life has been marked by challenges—living with Neurofibromatosis type 1 (NF1), ADHD, and a Specific Learning Disability in reading and math—but through every hardship, my faith has been the foundation that carried me forward. I would not be where I am today without God’s strength guiding each step. NF1 has brought chronic pain, scoliosis, and medical challenges that make daily life physically exhausting. ADHD and my learning disability have made school more difficult, requiring extra time, patience, and determination. There were moments when I felt behind, different, or inadequate. But even in those moments, my faith reminded me that God created me with intention. I learned to pray through frustration, to trust Him when I felt overwhelmed, and to believe that He was shaping me through every struggle. My challenges became the place where I saw God’s presence most clearly. Bullying has been another test of my spirit. From elementary school through college, I faced teasing, exclusion, and gossip that made me feel isolated. As a child, classmates mocked my physical differences and learning struggles. In middle and high school, the bullying became quieter but more painful—whispers, stares, and being left out. Even now, in college, I still face subtle forms of exclusion. These experiences could have broken me, but instead, they pushed me closer to God. When I felt alone, I prayed for comfort. When I doubted myself, I prayed for courage. When I questioned my worth, God reminded me that I am fearfully and wonderfully made. My faith became my anchor, grounding me in truth when the world tried to shake me. Every achievement I’ve earned—maintaining a 3.8 GPA, overcoming medical setbacks, and pursuing my dream of becoming an educator—has been possible because of God’s guidance. My faith taught me that setbacks are not failures but opportunities for growth. It taught me that my disabilities do not limit my potential, and that my challenges can become my testimony. I believe God has used every obstacle to prepare me for the purpose He has placed on my life. My calling to become a teacher is deeply rooted in my faith. I want to uplift students who feel unseen or misunderstood, just as God has uplifted me. I want my classroom to be a place of compassion, encouragement, and belonging. Teaching, for me, is a way to serve others and reflect God’s love through patience, empathy, and understanding. I believe God is calling me to be the kind of educator who sees the potential in every child, especially those who feel overlooked. As I continue my education and work to support underserved communities, I will rely on my faith as my guide. I will seek God’s wisdom in my decisions, His strength in my challenges, and His compassion in my interactions with students and families. This opportunity supports not just my education, but the mission God has placed on my heart—to serve, uplift, and inspire others through faith, perseverance, and love.

Mental well-being is of paramount importance to me as a student, as it has been the cornerstone of my resilience and perseverance. Living with Neurofibromatosis type 1 (NF1), ADHD, and a Specific Learning Disability in reading and mathematics has profoundly impacted every facet of my academic journey. NF1 has contributed to scoliosis and chronic pain that leave me exhausted by night, while ADHD impedes my ability to concentrate during extended lessons and effectively filter out distractions. My learning disability impedes reading comprehension and renders mathematical concepts perplexing, necessitating hours of effort to complete assignments that others complete swiftly. These challenges could have easily led to discouragement, but prioritizing mental health has enabled me to transform adversity into strength. For me, mental health is not a separate entity from academics; rather, it serves as the key that unlocks persistence and growth. When pain or frustration becomes overwhelming, I employ strategies that safeguard my mental well-being: breaking tasks into manageable steps, utilizing movement to maintain engagement, and celebrating small accomplishments. These practices serve as reminders that progress is attainable even amidst the perception of a slow journey. Mental health has instilled in me the courage to persist, the patience to accept setbacks, and the confidence to believe in my potential. Bullying has further underscored the significance of mental well-being. Throughout my academic journey, from elementary school to college, I have encountered exclusion, hushed whispers, and remarks that reinforced the notion of my “difference.” At times, these experiences left me feeling isolated and questioning my worth. Without adequate attention to mental health, those experiences could have silenced my voice. Instead, I cultivated resilience and self-advocacy. I discovered that openly discussing my challenges not only bolstered my strength but also encouraged others who felt marginalized. Mental health has served as my anchor, reminding me that my identity is not defined by others’ judgments but by my perseverance and compassion. As a student, I actively advocate for mental well-being by sharing my personal experiences and encouraging my peers to seek support. I emphasize that seeking assistance is a commendable sign of strength, not weakness. Furthermore, I actively participate in community service at my church’s food bank and clothing drives, where I provide emotional support to community members while acknowledging the equal importance of both physical and emotional resources. On campus, I advocate for inclusive practices by supporting classmates who feel marginalized, ensuring that their voices are heard and valued. In my future aspirations as an educator, I envision extending this advocacy into the classroom. My goal is to create learning environments where students feel supported not only academically but also emotionally. I intend to integrate social-emotional learning into my lessons, encourage self-reflection, and celebrate resilience. For students facing challenges, I will provide supportive guidance and reassurance. For advanced learners, I will challenge them while emphasizing that growth encompasses setbacks. For English learners, I will ensure their inclusion and capability by incorporating language supports such as visual aids and collaborative activities. My classroom will foster a culture where mistakes are viewed as opportunities for learning, resilience is celebrated, and mental health is prioritized alongside academic achievements. Ultimately, mental well-being holds immense significance for me because it has been instrumental in transforming adversity into strength. By channeling my experiences with neurofibromatosis type 1 (NF1), attention deficit hyperactivity disorder (ADHD), learning disabilities, chronic pain, and bullying into advocacy, I strive to leave a legacy of empowerment, equity, and hope. This legacy demonstrates that with courage and support, every student has the potential to achieve success.

My name is Mariah, and I am a senior at Texas A&M University–San Antonio, pursuing my degree in education with a 3.8 GPA. My journey has been shaped by resilience, creativity, and service, but also by the realities of living with Neurofibromatosis type 1 (NF1), ADHD, and a Specific Learning Disability in reading and mathematics. These challenges have defined my path, but they have also given me empathy, perseverance, and a deep commitment to supporting others who feel unseen. NF1 has contributed to scoliosis, chronic pain, and learning difficulties that make each day more demanding. ADHD often left me restless, struggling to focus during long lessons, and overwhelmed by distractions that others seemed to ignore. My learning disability made reading comprehension slow and math concepts confusing, requiring hours of effort to decode passages or solve equations that classmates completed quickly. At times, these struggles left me feeling inadequate, but each breakthrough—whether decoding a passage or solving a math problem—was a victory that strengthened my confidence. Bullying compounded these experiences. From elementary school through college, I faced exclusion, whispers, and comments that reminded me I was “different.” While painful, these experiences taught me resilience and self-reliance. More importantly, they showed me the transformative power of teachers who believed in me. Their encouragement reminded me that my challenges did not define me, and their compassion inspired me to become an educator who uplifts students who feel marginalized or misunderstood. My neurodiverse experiences have cultivated empathy, patience, and creativity—qualities I intend to embody in my classroom. My vision is to create learning environments that celebrate diversity, embrace accommodations, and foster the belief that every child possesses the potential for success. I plan to design differentiated lessons that make abstract concepts accessible, turning fractions into pizza slices, multiplication into rhythmic claps, and reading comprehension into collaborative storytelling. For struggling students, I will scaffold lessons and provide step-by-step guidance. For advanced learners, I will design enrichment opportunities that challenge them to think critically and creatively. For English learners, I will integrate language supports such as visuals, collaborative activities, and vocabulary strategies to ensure they feel included and capable. Beyond the classroom, I am committed to advocacy. I plan to collaborate with organizations that promote educational equity, amplify the voices of underserved communities, and provide resources to families in need. My volunteer work at my church food bank and clothing drives has already shown me how service can transform lives, and I want to carry that same spirit into my teaching career. Ultimately, my goal is to use my education to support students who, like myself, have felt marginalized or underestimated. By channeling my experiences with NF1, ADHD, learning disabilities, chronic pain, and bullying into teaching, I strive to leave a legacy of empowerment, equity, and hope—demonstrating that even the most ambitious aspirations can be realized through courage and unwavering commitment.

My name is Mariah, and I am a senior at Texas A&M University–San Antonio, pursuing my degree in education with a 3.8 GPA. My journey has been shaped by resilience, creativity, and service. Much of that resilience comes from living with Neurofibromatosis 1 (NF), a Specific Learning Disability in math and reading comprehension, and the experience of bullying throughout my education—even into college. These challenges have tested me, but they have also given me empathy, determination, and a vision for the kind of educator I aspire to become. Living with NF has meant confronting physical differences and medical challenges that often left me feeling isolated. Scoliosis, which developed as a result of NF, caused pain and limited my ability to participate in certain activities. At times, these physical challenges affected my confidence and made school more difficult. Alongside NF, my learning disability required me to work harder than many of my peers to grasp concepts in math and reading. Progress often came slowly, but each success—whether solving a difficult problem or earning high grades—was a victory not only over the subject but also over self-doubt. Bullying added another layer to these struggles. In elementary school, I was teased for my differences, both physical and academic. In middle and high school, bullying became more subtle—comments, whispers, or exclusion from social groups. Even in college, I have continued to face physical teasing from peers who fail to understand my condition. While it is disheartening to realize that bullying does not always end with age, these experiences have taught me resilience. I learned to focus on my strengths, surround myself with supportive peers, and prove my abilities through perseverance and academic excellence. Instead of allowing bullying to define me, I have used it as motivation to rise above negativity and to become a source of encouragement for others. My motivation for pursuing higher education comes directly from these experiences. I know what it feels like to be underestimated, and I also know how powerful it is when a teacher believes in you. That belief carried me through difficult moments, and it is what I want to give to my future students. Higher education has provided me with the tools to design differentiated lessons, incorporate technology, and create classrooms where diversity is celebrated. It has also allowed me to explore creative ways to make learning joyful and accessible. Fractions can become pizza slices, multiplication can turn into rhythmic claps, and geometry can be explored through scavenger hunts or art projects. I believe I am a strong candidate for this scholarship because my journey reflects resilience, academic excellence, and service. Despite NF, my learning disability, and the challenges of bullying, I have maintained a 3.8 GPA and earned recognition for leadership. Beyond academics, I volunteer at my church food bank and clothing drives, offering dignity and hope to families in need. Ultimately, my experiences have shaped me into a candidate who embodies perseverance, empathy, and purpose. With this scholarship, I will continue to transform obstacles into opportunities and inspire others to discover resilience and joy in learning.

Hello, My name is Mariah, and I am a senior at Texas A&M University–San Antonio, pursuing a degree in education with a 3.8 GPA. I was born and raised in San Antonio, Texas, and my upbringing has been shaped by resilience, creativity, and a commitment to service. As a first-generation college student, I have faced challenges that have tested my perseverance, but they have also instilled in me the strength and empathy that now guide my aspirations as an educator. Throughout my life, I have been diagnosed with ADHD, a Specific Learning Disability in reading and math comprehension, scoliosis, and Neurofibromatosis 1. These conditions have made school at times overwhelming, and I often required additional support to succeed. However, rather than hindering my progress, these challenges have cultivated patience, determination, and the importance of compassion. They have also provided me with a unique perspective on the struggles that many students encounter, fueling my desire to pursue education as a career. I am acutely aware of the transformative power of a teacher who believes in a student and provides the necessary resources for their success. What excites me most about my chosen degree program is the opportunity to integrate creativity, equity, and service into teaching. I am passionate about designing engaging lesson plans that make learning enjoyable and accessible for all students, particularly those who have faced similar challenges as I have. I believe that fractions can be transformed into pizza slices, multiplication can be made into rhythmic claps, and geometry can be explored through scavenger hunts or art projects. These multimodal approaches not only make mathematics and literacy engaging but also ensure that every child, regardless of their academic level, English proficiency, or background, feels included and capable. My program has equipped me with the tools to develop differentiated lessons, incorporate technology, and create inclusive learning environments that celebrate diversity. Beyond academic pursuits, service has consistently been a cornerstone of my identity. Volunteering at my church’s food bank and clothing drives has instilled in me the profound realization that education and mental well-being are intrinsically linked to dignity and hope. Providing support to families in need has underscored the significance of emotional well-being alongside physical assistance. These experiences have reinforced my conviction that kindness and community can catalyze transformative change, inspiring me to embody this spirit within my teaching endeavors. My long-term aspirations are grounded in advocacy and representation. I aspire to become an educator who uplifts, inspires, and advocates for every learner, leveraging technology and creativity to dismantle barriers. My goal is to mentor students and aspiring educators, fostering greater representation and equity within the educational landscape. Ultimately, I envision expanding my impact beyond the classroom by serving underserved communities, ensuring that both mental health support and educational opportunities are accessible to all. My aspiration is to create pathways for individuals from underrepresented backgrounds, celebrating diversity and expanding opportunities. Ultimately, my background, my chosen degree program, and my long-term aspirations are all interconnected by a singular vision: to harness education as a catalyst for empowerment. My journey serves as a testament to the transformative potential of challenges, and I am committed to guiding others in discovering the resilience and joy inherent in learning. By integrating my personal experiences with professional training, I aspire to establish a legacy characterized by compassion, equity, and empowerment—demonstrating that service, empathy, and education, when combined, can catalyze transformative change in individuals and communities.

Hello, My name is Mariah, and I am a senior at Texas A&M University–San Antonio, pursuing a degree in education with a 3.8 GPA. My journey has been shaped by resilience, creativity, and a commitment to equity. Living with ADHD, a Specific Learning Disability in reading and math comprehension, scoliosis, and Neurofibromatosis 1 has presented significant challenges that have profoundly impacted my mental well-being. These experiences have shaped my beliefs, relationships, and career aspirations, guiding my desire to make a positive difference in the world. Academically, my disabilities often presented overwhelming learning obstacles. Math and reading comprehension were particularly arduous, necessitating additional effort compared to my peers. These challenges frequently elicited frustration, anxiety, and self-doubt. However, these struggles instilled in me patience and perseverance. Each academic achievement, whether overcoming a complex problem or attaining high grades, felt like a triumph not only over the subject matter but also over the doubts I carried. My 3.8 GPA transcends a numerical value, embodying determination, resilience, and the refusal to be defined by obstacles. Emotionally, my mental health struggles have influenced my interpersonal interactions. Growing up, I faced bullying and isolation due to my unique characteristics. While these experiences could have fostered bitterness, they instead instilled in me the profound importance of compassion. I cultivated a supportive network of individuals who uplift and encourage me, and I strive to be that source of support for others. My current relationships are strengthened by empathy and understanding, drawing from my personal experiences of being underestimated. This motivates me to uplift others who may feel marginalized or invisible. Volunteering at my church’s food bank and clothing drives has been a profoundly meaningful way to embody my beliefs. These experiences have consistently demonstrated the interconnectedness of mental well-being, dignity, and hope. Offering support to families in need has underscored the significance of emotional well-being alongside physical assistance. These encounters have reinforced my conviction that kindness and community have the transformative power to shape lives. Witnessing the gratitude in individuals’ eyes has reinforced the profound impact that even seemingly small acts of compassion can have. My personal journey with mental health has also profoundly influenced my career aspirations. As a future educator, I am committed to creating classrooms that are both academically enriching and emotionally safe. My goal is to design lesson plans that foster a sense of joy and accessibility, particularly for students who have faced challenges similar to my own. I envision fractions as pizza slices, multiplication as rhythmic claps, and geometry as exploratory scavenger hunts or art projects. By integrating movement, visuals, and real-world connections, I aim to demonstrate that mathematics and other subjects are not obstacles but pathways to understanding. My personal experiences have instilled in me empathy and creativity, and I am eager to leverage these strengths to inspire others. Ultimately, my journey with mental health has instilled in me invaluable lessons: strength, empathy, and purpose. It has provided me with a vision of a world where education and emotional support are intertwined, and where every individual has the opportunity to flourish. By integrating my personal experiences with professional training, I aspire to establish a legacy of compassion, equity, and empowerment. My journey serves as a testament to the fact that even with disabilities and mental health challenges, it is possible to transform obstacles into opportunities and to use those experiences to uplift others.

Hello, My name is Mariah, and I am a senior at Texas A&M University–San Antonio, pursuing a degree in education with a 3.8 GPA. While many individuals are surprised to learn that I enjoy mathematics, I have a Specific Learning Disability in mathematics comprehension. Numbers and equations have consistently posed challenges for me, necessitating additional effort compared to my peers in grasping concepts that others seemed to comprehend effortlessly. However, it is precisely because of these difficulties that my passion for mathematics has intensified. Mathematics has imparted upon me a valuable lesson of perseverance. Each problem presents itself as a puzzle, and while I may not resolve it on the initial attempt, the process of identifying errors and exploring alternative approaches has cultivated resilience. The moment when the solution finally becomes apparent is exceptionally gratifying, not only because I have discovered the answer, but also because I have demonstrated to myself that persistence can overcome obstacles. My disability has magnified these triumphs, underscoring that success is not contingent on speed but on determination. Furthermore, mathematics transcends cultural and disciplinary boundaries, ensuring that it communicates a universal language. This consistency provides reassurance in an uncertain world, reminding us of truths that we can rely upon. Mathematics connects individuals across cultures and disciplines, fostering a sense of unity and shared knowledge. Most notably, my passion for mathematics has profoundly influenced my career aspirations. As I pursue my degree in education, my objective is to transform mathematics into an engaging and accessible experience for all students, particularly those who have encountered challenges akin to my own. I intend to develop lesson plans that cater to diverse learners by incorporating movement, art, and practical applications. For instance, fractions can be conceptualized as pizza slices, multiplication can be transformed into rhythmic claps, and geometry can be explored through dance or scavenger hunts. These creative approaches not only make mathematics captivating but also ensure that every student, irrespective of their academic level, English proficiency, or background, feels included and capable. Ultimately, mathematics empowers individuals by sharpening critical thinking abilities, fostering confidence, and providing access to a wide range of opportunities. My personal journey underscores the fact that even with a learning disability, mathematics can serve as a source of resilience, creativity, and joy. Consequently, I am deeply passionate about mathematics, and I am committed to sharing that passion with my future students.

Hello, My name is Mariah, and I am a senior at Texas A&M University–San Antonio, pursuing a degree in education with a 3.8 GPA. My journey has been shaped by resilience, creativity, and a commitment to equity. Living with ADHD, a Specific Learning Disability in reading and math comprehension, scoliosis, and Neurofibromatosis 1 has profoundly impacted my beliefs, relationships, and career aspirations. These challenges have not only tested my perseverance but have also fostered empathy and a vision for how I want to serve others. My experiences with mental health have taught me that challenges do not define a person; rather, they reveal strength, perseverance, and the significance of compassion. Growing up, I often required additional support in school and faced bullying and isolation due to my differences. These experiences instilled in me the belief that every individual deserves patience, understanding, and access to the resources they need to thrive. They also shaped my relationships, as I learned to surround myself with individuals who uplift others and became a source of encouragement for my peers. Through volunteering at my church’s food bank and clothing drives, I firsthand witnessed the transformative power of emotional support. While offering food or clothing was important, what truly mattered was the dignity and hope we conveyed to families in need. These moments reinforced my conviction that mental health and emotional well-being are intrinsically linked to community service and education. I realized that when individuals feel seen and valued, they are more inclined to believe in their own potential. My professional aspirations are deeply rooted in the lessons I have learned. As an educator, my vision is to create classrooms that are not only academically enriching but also emotionally safe spaces where diversity is celebrated and students feel empowered. I believe that incorporating movement, art, and reflection into lessons can help students manage stress and build confidence. Beyond academics, I am committed to mentoring students in resilience, demonstrating that setbacks can be transformative opportunities rather than obstacles. My goal is to help students recognize that their challenges do not define them but can instead serve as sources of strength. In the future, I aspire to expand my impact beyond the classroom by advocating for underserved communities. I am dedicated to ensuring that mental health support and educational opportunities are accessible to all individuals, regardless of their socioeconomic status. My personal experiences with pain, learning differences, and exclusion have instilled in me a profound sense of empathy and a commitment to promoting compassion and equity. Ultimately, my experiences with mental health have shaped my vision of the world I want to help build—a world where education and emotional support are intertwined, and where every individual has the opportunity to flourish. By integrating my personal experiences with professional training, I aspire to establish a legacy of compassion, equity, and empowerment, demonstrating that service, empathy, and education can collectively transform lives.

Hello, My name is Mariah, and my journey has been shaped by resilience, creativity, and a commitment to equity. I am a senior at Texas A&M University–San Antonio, pursuing my degree in education with a 3.8 GPA. My path has not been without challenges, but the obstacles I have faced have instilled in me perseverance, empathy, and a passion for serving others. Living with ADHD, a Specific Learning Disability in reading and math comprehension, scoliosis, and Neurofibromatosis 1 has made school challenging at times. My scoliosis, which has progressed from a thirty-degree curvature to sixty degrees over fifteen years, has caused severe pain and limited my ability to participate in activities such as gym class. NF1 has resulted in benign tumors and café-au-lait spots, visible reminders of my condition. These experiences, combined with the need for additional academic support, have taught me patience and determination. They have also given me a unique perspective on the importance of compassion and inclusion, fueling my desire to serve others who face obstacles of their own. One of the most impactful ways I have contributed to my community has been through volunteering at my church food bank. I have assisted in distributing groceries to families in need, ensuring that no one departs without sustenance. I have also participated in clothing drives, providing clothing to individuals who could not afford it. These experiences have taught me that service extends beyond meeting physical needs; it encompasses offering dignity, hope, and compassion. Witnessing the gratitude in individuals’ eyes when they received food or clothing has reinforced the idea that even small acts of kindness can have a profound and lasting impact. My personal experiences with bullying, chronic pain, and learning differences have heightened my empathy for the struggles of others. I understand the sensation of being overlooked, which is why I am dedicated to making individuals feel recognized and valued. Volunteering has provided me with the opportunity to embody this commitment, fostering moments of connection and encouragement for those who may feel marginalized. As I embark on my future career in education, I intend to carry this spirit of service with me. My aspiration is to create classrooms that are not only academically enriching but also emotionally safe spaces where diversity is celebrated and students feel empowered. I plan to incorporate movement, art, and reflection into lessons to assist students in managing stress and building self-confidence. Beyond academics, I am eager to mentor students in resilience, demonstrating that setbacks can be transformative stepping stones. Ultimately, my goal is to utilize my education to continue serving underserved communities, ensuring that both mental health support and educational opportunities are accessible to all. By integrating my personal experiences with professional training, I aspire to establish a legacy of compassion, equity, and empowerment—demonstrating that service and education together can transform lives.

Throughout my life, I have encountered various medical challenges, including neurodivergent experiences and severe pain that have tested my resilience. I was diagnosed with a Specific Learning Disability in reading and math comprehension, necessitating additional support in these areas to achieve academic success. Additionally, I was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) during my childhood, further complicating my academic journey. These struggles have instilled empathy and a profound understanding of the multifaceted impact of mental health on various aspects of life. Consequently, I have prioritized assisting others in managing their well-being by providing encouragement, offering unwavering listening without judgment, and sharing strategies that I successfully overcame adversity. During my academic years, I actively supported classmates who felt overwhelmed or discouraged. Whether breaking down assignments into manageable steps, reminding them of their strengths, or simply being a compassionate presence, I observed the transformative impact of small acts of kindness. I also actively participated in leadership and honor societies, championing inclusivity and creating environments where students felt safe and valued. My personal experiences with bullying, learning differences, and chronic pain have instilled in me the importance of advocating for others and ensuring that no one feels isolated in their struggles. Beyond academic pursuits, I have actively encouraged peers within my community to seek support when necessary and emphasized that seeking assistance is a testament to strength, not weakness. I have come to recognize that sometimes, the most impactful gift you can offer someone is hope—the belief that their challenges do not define them and that they possess the capacity for growth and development. In the future, I intend to utilize my educational background and future career as an educator to provide emotional support to students and communities. My objective is to establish educational environments that are not only academically enriching but also emotionally secure. I envision spaces where diversity is celebrated, accommodations are accommodated, and students feel empowered to express themselves freely. I will incorporate movement, art, and reflection into lessons to assist students in managing stress and fostering self-confidence. Ultimately, I aspire to mentor students in resilience and advocate for underserved communities, ensuring that mental health support and educational opportunities are accessible to all. By combining my personal experiences with professional training, I hope to establish a legacy of compassion, equity, and empowerment—demonstrating that education can serve as both a pathway to knowledge and a source of emotional healing.

My “Pie in the Sky” dream is to become a teacher who transforms lives through equity, creativity, and compassion. I envision myself in a classroom where children of all backgrounds—whether advanced learners, struggling students, or English language learners—are given the tools, encouragement, and belief they need to thrive. This dream feels both inspiring and just out of reach, but it is the vision that fuels my determination to grow. My story begins when I was born prematurely at 30 weeks. On my very first day of life, I had to be intubated, a procedure that later revealed deeper complications. At eighteen months, doctors performed an endoscopy and discovered a benign tumor called Subglottic Hemangioma, which had narrowed my airway to the size of a pinhead. Breathing was a constant struggle. After many laser surgeries, surgeons operated on my rib cage to remove a piece of rib that would help keep my airway open, and at the same time, they placed a tracheostomy in my throat to ensure I could survive. Later, as a young child, I underwent reconstructive surgery on both feet, recovering in a wheelchair and relearning how to walk. Growing up, I also managed ADHD, a Specific Learning Disability in reading and math, and severe scoliosis pain. The pain often left me exhausted and struggling to concentrate, and it became an invisible burden I carried daily. On top of that, I faced bullying from classmates who did not understand my medical conditions or learning differences. Their words and actions made school feel isolating, and there were moments when I doubted whether success was possible. Yet, through faith, family support, and perseverance, I discovered that education could be a pathway to empowerment. What inspired me most were the teachers who believed in me. They reminded me that my challenges did not define me, and they gave me the confidence to keep striving. Their compassion planted the seed of my dream: to become a teacher who uplifts students who feel unseen or underestimated. I want to be the kind of educator who not only teaches but also inspires, offering students the same encouragement and belief that carried me through my own struggles with pain and bullying. To reach this dream, I know the steps will be long and demanding. First, I must complete my Bachelor’s degree in education and then pursue a Master’s degree to deepen my knowledge and open doors to leadership positions. Along the way, I plan to gain classroom experience, learning how to design differentiated lessons that meet the needs of diverse learners. I also want to engage in advocacy work, joining organizations that promote equity in education and amplify the voices of underrepresented students. Teaching is not just about academics—it is about creating a culture of belonging. I envision classrooms filled with movement, art, and reflection, where students learn not only academics but also empathy, confidence, and community. My “Pie in the Sky” dream may feel just out of reach, but it is also the vision that keeps me moving forward. By embracing my identity and channeling my experiences into teaching, I believe I can create classrooms that uplift generations of students.

Hello, My name is Mariah, and my life has been profoundly impacted by both medical and mental health challenges. These experiences have tested my resilience and cultivated a deep sense of purpose. From the outset of my life, I encountered obstacles that demanded courage and unwavering faith. As an infant, I was diagnosed with a benign tumor called a Subglottic Hemangioma, which severely restricted my airway to the size of a pinhead. Breathing became a constant struggle, necessitating numerous laser surgeries and ultimately a rib resection and tracheostomy to ensure my survival. Subsequently, as a young child, I underwent reconstructive surgery on both feet, requiring me to recover in a wheelchair and relearn the art of walking. These experiences instilled in me invaluable lessons about patience, perseverance, and the transformative power of hope. In addition to these medical challenges, I have grappled with mental health conditions that have shaped my daily life and academic journey. Attention Deficit Hyperactivity Disorder (ADHD) and a Specific Learning Disability in reading and mathematics made school a formidable obstacle at times. Furthermore, severe scoliosis pain added another layer of difficulty, often leaving me exhausted and struggling to concentrate. There were moments when I succumbed to self-doubt, particularly when confronted with misunderstandings or bullying. However, I learned to advocate for myself, breaking down tasks into manageable steps and drawing strength from my faith and family. Mental illness has not only affected me but has also had a profound impact on my family. My parents, who began their college education but were unable to complete their degrees, have been my steadfast supporters. They endured the weight of worry during my surgeries and recovery, offering constant prayers for my healing. Their sacrifices and encouragement provided me with the fortitude to persevere when faced with overwhelming challenges. Conversely, my struggles have had an emotional toll on my family, reminding us all of the significance of compassion, patience, and resilience. These experiences have profoundly shaped my beliefs and aspirations. I firmly believe that strength lies not in the absence of adversity, but rather in the resilience to persevere despite challenges. Compassion is paramount, as many struggles remain invisible to others. Furthermore, I recognize the transformative power of education as a pathway to empowerment. My journey has inspired me to become an educator who uplifts students who feel marginalized or undervalued. I envision creating inclusive classrooms where diversity is celebrated, accommodations are embraced, and every child feels capable of achieving success. Ultimately, mental illness and medical challenges have instilled in me resilience, empathy, and a sense of purpose. They have shaped my relationships, emphasizing the importance of kindness and support, and providing me with a clear direction in life. My story transcends mere survival; it encompasses transformation. By embracing my identity and channeling it into education, I aspire to leave a legacy of empowerment and hope for the students and communities I serve.

Faith has been the cornerstone of my resilience, enabling me to navigate life’s challenges with unwavering determination. One of the most pivotal moments in my life occurred when I was a newborn infant, facing life-threatening medical obstacles. Medical professionals diagnosed me with a benign tumor known as Subglottic Hemangioma, which severely restricted my airway to the size of a pinhead. Breathing became an arduous and constant struggle. After numerous laser surgeries, surgeons performed a rib resection to widen my airway. Concurrently, a tracheostomy was inserted into my throat to ensure adequate oxygen intake. These medical interventions were not merely surgical procedures; they were lifelines that sustained me. Despite the interventions, the uncertainty of my survival cast a shadow over my family and profoundly shaped my early years. During this challenging period, my faith—and the unwavering faith of my parents—served as the anchor that steadied us. My parents maintained constant prayer, steadfast in their belief that God had a divine purpose for my life, even amidst overwhelming odds. As I matured and gained awareness of the surgeries, the pain, and the limitations imposed upon me, I instinctively gravitated towards the same source of solace. Faith reassured me that I was not defined by my struggles but by the indomitable strength I discovered in overcoming them. Subsequently, as a young child, I underwent reconstructive surgery on both feet, necessitating recovery in a wheelchair and relearning how to walk. The frustration of witnessing other children effortlessly run and play while I grappled with limited mobility could have shattered my spirit. However, I drew upon my faith as a beacon of strength. I invoked patience and resilience, reminding myself that God had guided me through previous challenges and would continue to do so. This unwavering belief instilled in me the courage to persevere, even amidst the gradual and arduous process of recovery. Faith has been a steadfast source of support throughout my academic journey. Living with severe scoliosis pain, ADHD, and a Specific Learning Disability in reading and mathematics often made school feel overwhelming. There were instances when I doubted my ability to succeed, particularly when confronted with bullying or misunderstanding from others. In such moments, I sought solace in prayer and scripture, finding reassurance in their teachings. My faith reminded me that perseverance is not about achieving perfection but about persistence. It instilled in me the confidence to persevere even in the face of adversity, guiding me through challenging academic paths. Relying on my faith has not only enabled me to overcome obstacles but has also shaped my aspirations for the future. I aspire to become an educator who uplifts students who feel marginalized or undervalued. I am acutely aware of the struggles students face academically, the need for accommodations, and the uncertainty surrounding their potential while managing pain or recovering from surgeries. My faith has instilled in me compassion, patience, and perseverance—qualities I intend to embody in my classroom. It reminds me each child possesses inherent value and capability, and my role as an educator is to nurture their potential. Ultimately, faith has been a consistent anchor throughout every challenge I have encountered. It carried me through life-threatening medical conditions during infancy, through excruciating surgeries during childhood, and through academic struggles as a student. Faith has provided me with resilience, empathy, and a sense of purpose. My journey is not merely about survival; it is about transformation. By relying on my faith, I have discovered strength in adversity, and I hope to channel that strength to inspire and empower the students and communities I serve.

Education has been the guiding force that has shaped my goals, given me a sense of direction, and inspired me to create a better future for myself and others. My journey has not been easy. From the very beginning of my life, I faced medical challenges that tested my strength and resilience. As a baby, doctors discovered that I had a benign tumor called Subglottic Hemangioma, and my airway was the size of a pinhead. Breathing was a constant struggle. After many laser surgeries, they operated on my rib cage to take a piece of rib to keep my airway open. At the same time, they placed a tracheostomy in my throat to ensure that I could breathe. These procedures were not just medical interventions—they were lifelines that allowed me to survive and grow. As a young child, I also underwent reconstructive surgery on both feet, which required me to recover in a wheelchair and relearn how to walk. The pain and limitations I experienced during that time taught me patience and perseverance. Watching other children run and play while I struggled to regain mobility was difficult, but it instilled in me the belief that progress is possible even when it comes slowly. Growing up, I continued to face challenges, including severe scoliosis pain, ADHD, and a Specific Learning Disability in reading and math. These conditions made school difficult, and at times I struggled to keep up academically while managing pain and fatigue. Yet, instead of giving up, I chose to persist. Each obstacle became an opportunity to grow stronger. I learned to advocate for myself, to develop strategies to succeed, and to transform adversity into motivation. Education became the pathway that gave me hope and direction. Despite the challenges, I graduated from John Jay High School in the top 25% of my class with A & B Honor Roll and Perfect Attendance. I was inducted into the National and Spanish Honor Societies, achievements that reflected not only academic success but also resilience in the face of adversity. At Northwest Vista College, I earned my Associate’s Degree in teaching with a 3.5 GPA, becoming a Presidential Member of the National Society of Leadership and Success and a member of Phi Theta Kappa Honor Society. These accomplishments were not just milestones—they were proof that persistence and faith could carry me forward. Education has shaped my goals by inspiring me to become a teacher who uplifts students who feel unseen or underestimated. I know firsthand what it feels like to struggle academically, to need accommodations, and to wonder if success is possible while managing pain or recovering from surgeries. I also know the difference it makes when a teacher believes in you. My journey has given me the tools to understand students who learn differently or face challenges, and I plan to use those tools to create inclusive classrooms where diversity is celebrated and every child feels capable of success. My experiences have also influenced my beliefs. I believe that strength is not the absence of struggle—it is the ability to keep moving forward despite it. I believe that every person carries invisible battles, and compassion is essential in understanding those experiences. My medical journey taught me that success is possible even when the path is difficult, and that perseverance can turn obstacles into opportunities. These beliefs will guide me as a future educator, reminding me to lead with empathy and to see each child as valuable and capable. My relationships have been shaped by these challenges as well. Because I have faced misunderstanding and bullying—even in college—I value kindness, patience, and encouragement in others. My parents, who went to college but never finished, have been especially supportive. Their sacrifices and belief in me gave me strength when I doubted myself. My journey has deepened my appreciation for those who stand by me, and it has inspired me to be that source of encouragement for my peers and, eventually, for my students. Looking ahead, I plan to obtain my Bachelor’s degree and eventually my Master’s degree in education. My career will not stop at teaching; I hope to pursue leadership positions in the education field where I can advocate for equity and mentor students who face similar struggles. I want to open doors for others from underrepresented backgrounds, ensuring that diversity is celebrated and opportunities are expanded. I envision myself not only as a teacher in the classroom but also as a mentor, advocate, and leader who helps shape policies that prioritize inclusion and equity. Education has given me resilience, empathy, and purpose. It has shaped my beliefs to value equity, my relationships to prioritize kindness and support, and my career aspirations to focus on teaching and advocacy. My story is not just about survival—it is about transformation. By embracing my identity and channeling it into education, I hope to leave a legacy of empowerment and hope for the students and communities I serve. Ultimately, education has given me direction. It has shown me that my challenges are not limitations but stepping stones toward a greater purpose. My medical journey, from surviving with Subglottic Hemangioma as a baby, to recovering from reconstructive foot surgery in a wheelchair, to managing scoliosis pain, ADHD, and learning disabilities, has shaped me into someone who understands the importance of perseverance and compassion. My academic journey, from high school honors to college leadership recognition, has shown me that success is possible when you refuse to give up. And my career aspirations, to become a future educator and advocate, reflect my commitment to using education as a tool to uplift others. I want my future students to see me not only as a teacher but as someone who believes in them, someone who understands their struggles, and someone who will never give up on them. Education has given me this vision, and I intend to use it to build a future where every child feels seen, valued, and capable of success.

As a baby, my life was shaped by medical challenges that tested my strength and resilience from the very beginning. Doctors discovered that I had a benign tumor called Subglottic Hemangioma, and my airway was the size of a pinhead. Breathing was a constant struggle. After many laser surgeries, they operated on my rib cage to take a piece of rib to keep my airway open. At the same time, they placed a tracheostomy in my throat to ensure that I could breathe. These procedures were not just medical interventions—they were lifelines that allowed me to survive and grow. As a young child, I also underwent reconstructive surgery on both feet, which required me to recover in a wheelchair and relearn how to walk. The pain and limitations I experienced during that time taught me patience and perseverance. Watching other children run and play while I struggled to regain mobility was difficult, but it instilled in me the belief that progress is possible even when it comes slowly. Combined with scoliosis pain, ADHD, and a Specific Learning Disability in reading and math, my journey was filled with obstacles. At times, I struggled to keep up academically while managing pain and fatigue. Yet, instead of giving up, I chose to persist. Each obstacle became an opportunity to grow stronger. I learned to advocate for myself, to develop strategies to succeed, and to transform adversity into motivation. These experiences have influenced my beliefs by teaching me that strength is not the absence of struggle—it is the ability to keep moving forward despite it. I believe that every person carries invisible battles, and compassion is essential in understanding those experiences. My medical journey taught me that success is possible even when the path is difficult, and that perseverance can turn obstacles into opportunities. My relationships have also been shaped by these challenges. Because I have faced misunderstanding and bullying—even in college—I value kindness, patience, and encouragement in others. My parents, who went to college but never finished, have been especially supportive. Their sacrifices and belief in me gave me strength when I doubted myself. My journey has deepened my appreciation for those who stand by me, and it has inspired me to be that source of encouragement for my peers. Most importantly, these experiences have shaped my career aspirations. I want to become a future educator who uplifts students who feel unseen or underestimated. I know firsthand what it feels like to struggle academically, to need accommodations, and to wonder if success is possible while managing pain or recovering from surgeries. I also know the difference it makes when a teacher believes in you. My journey has given me the tools to understand students who learn differently or face challenges, and I plan to use those tools to create inclusive classrooms where diversity is celebrated and every child feels capable of success. Ultimately, my experience as a baby with Subglottic Hemangioma, scoliosis pain, ADHD, reconstructive foot surgery, learning disabilities, and multiple surgeries has given me resilience, empathy, and purpose. It has shaped my beliefs to value equity, my relationships to prioritize kindness and support, and my career aspirations to focus on teaching and advocacy. My story is not just about survival—it is about transformation. By embracing my identity and channeling it into education, I hope to leave a legacy of empowerment and hope for the students and communities I serve.

Throughout my life, my unwavering faith in God has been a steadfast source of strength and guidance. From the moment I was born prematurely at 30 weeks and faced numerous medical challenges, including surgeries, a tracheostomy, scoliosis, ADHD, Neurofibromatosis 1, and a Specific Learning Disability in reading and math comprehension, I have relied on faith to endure and overcome these obstacles. Instead of succumbing to defeat, I turned to prayer and unwavering trust in God, drawing upon His resilience and hope to shape my resilience. My faith reminded me that I was created with a purpose, and that my challenges were not meant to hinder my progress but rather to mold me into an individual capable of inspiring others. Furthermore, my faith has been instrumental in navigating the challenges of bullying, which I endured from elementary school through high school and even into college. At times, the hurtful words and actions of others left me feeling isolated and discouraged. However, I sought solace and strength in God, finding comfort and guidance in His teachings. My faith instilled in me the virtues of forgiveness, patience, and perseverance, reminding me that my worth is not contingent upon the opinions of others but upon the unconditional love and gifts bestowed upon me by God. This perspective empowered me to transcend negativity and persevere in my pursuit of education with unwavering determination. My faith has profoundly shaped my aspirations, inspiring me to become an educator who uplifts students who feel marginalized or undervalued. I have firsthand experience with the struggles of academic difficulties, the need for accommodations, and the uncertainty surrounding the attainment of success. I am acutely aware of the transformative power of belief and the profound impact that a supportive mentor can have on a student’s journey. My faith has cultivated compassion and empathy within me, and I am committed to embodying these values in my classroom. I envision teaching not merely as a career but as a divine calling—an opportunity to serve others, encourage them, and help them unlock their full potential. My faith has significantly influenced my personal and professional relationships. It has instilled in me the values of kindness, humility, and service. My parents, despite not completing their college education, have consistently encouraged me to pursue higher learning, and my faith has deepened my gratitude for their unwavering support. By focusing on gratitude and encouragement rather than comparison or competition, I have been able to strengthen my bonds with mentors, peers, and family. In the future, I anticipate that my faith will continue to be a valuable asset in my career as an educator. I recognize that I will encounter various challenges, including students who face difficulties, classrooms that require patience, and communities that require advocacy. My faith will serve as a guiding principle, reminding me to lead with compassion, persevere in the face of obstacles, and recognize each child as a valuable and capable individual. It will guide me in creating inclusive classrooms where diversity is celebrated and every student feels empowered to reach their full potential. Ultimately, my faith has given me resilience, empathy, and purpose. It will continue to guide me as I build a career in education, leaving a legacy of hope, equity, and inspiration for the students and communities I serve.

In my vision for the future of education, I envision a transformative experience that uplifts, empowers, and inspires students who may feel marginalized or undervalued. The concept of “building” in this context extends beyond physical construction; it encompasses the creation of nurturing classrooms, fostering meaningful relationships, and providing opportunities that embody resilience, equity, and hope. My personal journey, marked by medical challenges, bullying, and academic struggles, has instilled in me a profound belief in the transformative power of education. I am committed to establishing a career that ensures every child has access to this transformative potential. Born prematurely at 30 weeks, I faced numerous health challenges from birth, including surgeries and a tracheostomy. Subsequently, I was diagnosed with scoliosis, ADHD, Neurofibromatosis 1, and a Specific Learning Disability in reading and math comprehension. These conditions posed significant obstacles to my academic progress, and at times, I succumbed to discouragement. However, I persevered through these challenges, developing self-advocacy skills, identifying effective strategies for success, and transforming adversity into opportunities. These experiences ignited my passion for teaching. I envision creating classrooms where diversity is celebrated, where students with disabilities feel valued and respected, and where first-generation learners can see themselves reflected in their educators. My ultimate goal is to obtain both my Bachelor’s and Master’s degrees in education, enabling me to not only teach but also pursue leadership positions within the field. By building this vision, I am committed to mentoring students, advocating for equity, and establishing inclusive learning environments that have a lasting impact on their lives. I have already established a strong foundation through my academic accomplishments. I graduated from John Jay High School in the top 25% of my class, maintaining A and B Honor Roll and perfect attendance. I was also inducted into the National and Spanish Honor Societies. At Northwest Vista College, I earned my Associate’s Degree in Education with a 3.5 GPA, becoming a Presidential Member of the National Society of Leadership and Success and a member of Phi Theta Kappa Honor Society. These accomplishments demonstrate my perseverance and dedication, serving as stepping stones toward the future I am building. The positive impact of this journey will extend beyond myself. By becoming an educator, I will provide the support and belief that guided me through my own challenges. I will create classrooms where students feel empowered to succeed, communities where equity is prioritized, and a legacy of resilience and advocacy. My story is not merely about survival; it is about transformation. By pursuing a career in education, I hope to open doors for others, ensuring that every child has the opportunity to thrive.

My personal journey with mental health has profoundly impacted every aspect of my identity, influencing my aspirations, interpersonal dynamics, and worldview. Living with ADHD and a Specific Learning Disability in reading and mathematics comprehension has consistently presented challenges in the academic environment. Tasks that appeared effortless for others often required extended time and the development of specific strategies to maintain focus, organization, and motivation. At times, the weight of frustration stemming from academic setbacks or misunderstandings was overwhelming. However, these challenges have instilled in me invaluable qualities such as persistence, creativity, and empathy, which now serve as guiding principles for my personal and professional endeavors. My mental health journey has catalyzed my career aspirations in education. I have firsthand experience navigating academic struggles, the necessity for accommodations, and the lingering doubts about achieving success. Furthermore, I recognize the transformative impact of a teacher who believes in an individual and adapts lessons to accommodate their unique needs. This unwavering support has been instrumental in my progress, and I aspire to emulate this role by creating inclusive classrooms where diversity is celebrated and every child feels empowered to attain success. My mental health experiences have equipped me with the understanding to comprehend students who learn differently, and I am committed to utilizing these insights to uplift and inspire them. My interpersonal relationships have also been profoundly shaped by my mental health journey. Due to the experiences of misunderstanding and bullying, even during my college years, I have cultivated a deep appreciation for kindness, patience, and empathy in others. I have strategically cultivated a supportive network of individuals who encourage and uplift me, and I strive to be a source of encouragement for my peers. My parents, despite their unfulfilled college aspirations, have been exceptionally supportive. Their sacrifices and unwavering belief in me have provided me with the strength to persevere, and my mental health journey has deepened my gratitude for their invaluable role in my success. I carry their aspirations with me, viewing my education not only as a personal triumph but also as a means to honor their belief in me and open opportunities for others within my community. Finally, my understanding of the world has been profoundly shaped by my mental health journey. I have come to realize that struggle does not equate to weakness; rather, it presents an opportunity for growth and development. I now perceive the world through a lens of equity, recognizing that many barriers are invisible to those who have not experienced them firsthand. My experiences have instilled in me a deep sense of the importance of advocacy, emphasizing that progress often arises from the voices that refuse to be silenced. Ultimately, my mental health journey has cultivated resilience, empathy, and a profound sense of purpose within me. It has guided my aspirations to become an educator, fostering my relationships based on kindness and support, and instilling in me a commitment to prioritizing equity and advocating for change. My story transcends mere challenges; it is a narrative of transformation. By embracing my identity and channeling it into teaching, I aspire to leave a lasting legacy of empowerment, inclusivity, and hope.

Education is important to me because it has been both my greatest challenge and my greatest source of empowerment. Born prematurely at 30 weeks, I faced serious medical challenges from the start, including a Subglottic Hemangioma that required multiple surgeries and a tracheostomy. Later, I was diagnosed with scoliosis, ADHD, Neurofibromatosis 1, and a Specific Learning Disability in reading and math comprehension. These conditions made school difficult, and at times I struggled to keep up academically while managing pain and fatigue. Even now in college, I have also faced bullying. Even as an adult, peers sometimes underestimated me or singled me out because of my disabilities and differences. At times, the words and actions of others made me feel isolated and discouraged. Yet, instead of allowing bullying to break me, I chose to transform those experiences into strength. College bullying taught me empathy for others who feel unseen, resilience to persist despite negativity, and purpose to ensure that no student in my future classroom feels invisible. Despite these obstacles, education became the path that gave me hope. Each milestone I achieved—graduating from John Jay High School in the top 25% of my class with A & B Honor Roll and Perfect Attendance, earning membership in the National and Spanish Honor Societies, and later completing my Associate’s Degree in teaching at Northwest Vista College with a 3.5 GPA—proved that persistence could overcome adversity. Being recognized as a Presidential Member of the National Society of Leadership and Success and inducted into Phi Theta Kappa Honor Society affirmed that my hard work and resilience mattered. Education is important to me because it is the tool that transforms struggle into opportunity. It has taught me how to advocate for myself, how to persist when others doubt me, and how to see my challenges as strengths. Most importantly, it has shown me the power of teachers to change lives. I know firsthand what it feels like to need accommodations, to wonder if success is possible, and to be lifted up by educators who believed in me. That belief carried me forward, and it is what I want to give back to others. The legacy I hope to leave is one of empowerment, equity, and inspiration. I want to become a teacher who creates classrooms where diversity is celebrated, where students with disabilities feel valued, and where first-generation learners see themselves reflected in their educators. My goal is not only to teach but to advocate—to ensure that every child has access to the tools and support they need to succeed. Beyond the classroom, I hope to mentor students, volunteer in schools, and push for policies that make education more inclusive and equitable. Ultimately, I want my legacy to be that I turned obstacles—including bullying in college—into opportunities, and used my journey to open doors for others. I want students to remember me as someone who believed in them, who showed them that their differences are strengths, and who inspired them to pursue their dreams. Education is important to me because it is the foundation of that legacy—a legacy of resilience, advocacy, and hope.

The event that has dramatically impacted my life was being born prematurely at 30 weeks and facing serious medical challenges from the very beginning. My earliest years were marked by surgeries and a tracheostomy to help me breathe due to a Subglottic Hemangioma. Later, I was diagnosed with scoliosis, ADHD, Neurofibromatosis 1, and a Specific Learning Disability in reading and math comprehension. These conditions brought both physical pain and academic struggles, but they also shaped my resilience, empathy, and determination. Growing up with these challenges taught me that life is not always fair, but it is always an opportunity to grow. I often had to work harder than my peers to keep up, and at times I felt discouraged. On top of that, I faced bullying from elementary school through high school and even into college, where peers sometimes underestimated me because of my differences. Yet, instead of giving up, I chose to turn those experiences into motivation. I learned to advocate for myself, to persist when others doubted me, and to see my challenges as a source of strength rather than limitation. The people who have had the biggest impact on my life are my parents. They went to college but never finished, yet they have always believed in the power of education and encouraged me to pursue opportunities they did not have. Their sacrifices—working long hours, attending school meetings, and supporting me through medical procedures—gave me the strength to keep going. They reminded me that education could open doors, and their belief in me has been a constant source of motivation. I carry their hopes with me, and I see my education not only as a personal achievement but also as a way to honor their sacrifices and inspire others in my community. These experiences have shaped my proudest accomplishments. I graduated from John Jay High School in the top 25% of my class, earning A & B Honor Roll and Perfect Attendance, and was inducted into the National and Spanish Honor Societies. At Northwest Vista College, I earned my Associate’s Degree in teaching with a 3.5 GPA, becoming a Presidential Member of the National Society of Leadership and Success and a member of Phi Theta Kappa Honor Society. Each milestone reflects not only academic success but also resilience in the face of adversity. The event of overcoming medical challenges and bullying, combined with the impact of my parents’ support, has defined my identity and my goals. It has inspired me to pursue higher education, obtain my Bachelor’s and Master’s degrees, and become a teacher who uplifts students who feel unseen or underestimated. My story is not just about survival—it is about transformation. By turning obstacles into opportunities, I am prepared to pay it forward by creating classrooms where diversity is celebrated and every child feels empowered to succeed.

A time when I overcame obstacles instead of giving up was during my journey through school while facing both medical challenges and bullying. Born prematurely at 30 weeks, I endured serious health issues, including a Subglottic Hemangioma that required multiple surgeries and a tracheostomy. Later, I was diagnosed with scoliosis, ADHD, Neurofibromatosis 1, and a Specific Learning Disability in reading and math comprehension. These conditions made academics and daily life difficult, often leaving me in pain or struggling to keep up. On top of that, I faced bullying from elementary school through high school and even into college, where peers sometimes underestimated me because of my differences. There were moments when it would have been easier to give up, but I chose to persist. I learned to advocate for myself, requesting accommodations when needed and developing strategies to manage my challenges. I broke assignments into smaller steps, used visual aids, and leaned on supportive mentors. Each obstacle became an opportunity to grow stronger. Instead of letting bullying or medical struggles define me, I transformed them into motivation to succeed. My persistence allowed me to graduate from John Jay High School in the top 25% of my class with A & B Honor Roll and Perfect Attendance, and later to earn my Associate’s Degree in teaching from Northwest Vista College with a 3.5 GPA. Leadership in my life has come through resilience, advocacy, and representation. At Northwest Vista College, I was recognized as a Presidential Member of the National Society of Leadership and Success and inducted into Phi Theta Kappa Honor Society. These honors reflected not only academic achievement but also my commitment to service and leadership. I demonstrated leadership by sharing my story with peers, encouraging them to seek help when they needed it, and showing that disability or background does not define potential. I became a voice for persistence, reminding others that success is possible even when obstacles seem overwhelming. Leadership also means modeling empathy and strength. By standing firm against bullying and continuing to pursue my education despite pain and setbacks, I showed others that resilience is a form of leadership. I have mentored classmates, volunteered in schools, and supported peers who struggled academically or emotionally. My leadership is not about titles—it is about impact. It is about creating spaces where others feel seen, valued, and capable of success. These experiences have shaped my goal of becoming a teacher who uplifts students who feel unseen or underestimated. I want to lead by example, showing children that their differences are strengths and that persistence can carry them through challenges. My story is not just about survival—it is about transformation. By overcoming obstacles and demonstrating leadership through advocacy and resilience, I am prepared to continue making a difference in education and in my community.

Something unique about me is the way I have transformed adversity into purpose. Born prematurely at 30 weeks, I faced serious medical challenges from the start, including a Subglottic Hemangioma that required multiple surgeries and a tracheostomy to help me breathe. Later, I was diagnosed with scoliosis, ADHD, Neurofibromatosis 1, and a Specific Learning Disability in reading and math comprehension. These conditions brought both physical pain and academic struggles, but they also gave me resilience, empathy, and determination. Another challenge I have faced throughout my life has been bullying. From elementary school to high school, and now even in college, I have experienced being singled out because of my disabilities and differences. At times, the words and actions of others made me feel isolated and discouraged. Yet, instead of allowing bullying to break me, I chose to transform those experiences into strength. Bullying taught me empathy for others who feel unseen, resilience to persist despite negativity, and purpose to ensure that no student in my future classroom feels invisible. My motivation for seeking higher education comes from my desire to become a teacher who uplifts students who feel unseen or underestimated. I know firsthand what it feels like to struggle in school, to need accommodations, and to wonder if success is possible. I also know the difference it makes when a teacher believes in you. That belief is what carried me forward, and it is what I want to give back to others. Higher education is the path that will allow me to gain the knowledge, skills, and credentials to create inclusive classrooms where diversity is celebrated and every child feels capable of success. My identity as a first-generation student also distinguishes me. My parents went to college but never finished, yet they have been deeply supportive of my journey. They encouraged me to pursue opportunities, celebrated every milestone, and reminded me that education could open doors. Their sacrifices gave me strength, and I see my education not only as a personal achievement but also as a way to honor their belief in me and to open doors for others in my community. I graduated from John Jay High School in the top 25% of my class, earning A & B Honor Roll and Perfect Attendance. I was also inducted into the National Honor Society and the Spanish Honor Society. After high school, I attended Northwest Vista College for two years to earn my Associate’s Degree in teaching. I graduated with a 3.5 GPA and was recognized as a Presidential Member of the National Society of Leadership and Success as well as a member of Phi Theta Kappa Honor Society. What distinguishes me from other applicants is not just the challenges I have faced, but the way I have chosen to respond to them. My story is not just about survival—it is about transformation. I have turned obstacles into opportunities, pain into persistence, and struggle into strength. This scholarship will allow me to continue my education toward a Bachelor’s and Master’s degree, giving me the opportunity to become a successful teacher and to pursue higher positions in the education field. My goal is not only to achieve personal success but to pay it forward by becoming an educator who uplifts, advocates, and inspires.

I want to make a change in my life because I believe that my journey—marked by resilience, medical challenges, and academic struggles—has prepared me to transform adversity into advocacy. For much of my life, I have lived with conditions that made everyday tasks more difficult: a Subglottic Hemangioma that required surgeries and a tracheostomy, scoliosis that causes severe pain throughout my body, ADHD, and a Specific Learning Disability in reading and math comprehension. These challenges could have limited me, but instead they inspired me to pursue education as my career. I want to change my life by becoming a teacher who uplifts students, especially those who feel unseen or underestimated, and by creating classrooms where diversity and resilience are celebrated. To bring myself closer to this goal, I have taken deliberate steps. First, I learned to advocate for myself in school, requesting accommodations and seeking out resources to ensure I could succeed. This taught me that persistence and self-advocacy are not weaknesses but strengths. Second, I developed strategies to manage my challenges, such as breaking tasks into smaller steps, using visual aids, and creating routines to stay organized. These strategies helped me succeed academically and built skills I will carry into my teaching career. Third, I leaned on support systems—my parents, mentors, and teachers—who encouraged me and reminded me that education could open doors. Their belief in me gave me the confidence to keep moving forward, even when pain or setbacks made progress difficult. This scholarship will help me by easing the financial burden of higher education, allowing me to focus more fully on my studies and training. As a first-generation student, navigating college requires not only determination but also financial sacrifice. Scholarships make it possible for me to dedicate my energy to becoming the best educator I can be, rather than worrying constantly about tuition or resources. With this support, I will be able to invest more time in developing inclusive teaching practices, volunteering in schools, and preparing to serve communities that need representation and advocacy. Paying it forward is central to my vision. I plan to use my experiences to mentor students who face challenges similar to mine, showing them that disability or background does not define their potential. In my classroom, I will create an environment where every child feels valued and capable of success. Beyond teaching, I hope to advocate for equity in education, working to ensure that systems recognize and support the needs of all learners. I also plan to share my story openly, so that others can see that resilience and persistence can lead to transformation. By modeling these values, I hope to inspire the next generation to pursue their dreams and to continue increasing representation in education. My story is not just about survival—it is about transformation. I want to make a change in my life by turning adversity into opportunity, and this scholarship will help me take the next step toward that goal. In return, I will pay it forward by becoming an educator who uplifts, advocates, and inspires, ensuring that the path I walk becomes wider and more accessible for those who follow.

As an individual belonging to the disabled community, my perspective on the world has undergone a profound transformation. Living with multiple conditions, such as a Subglottic Hemangioma necessitating surgeries and a tracheostomy, scoliosis causing severe body pain, ADHD, and a Specific Learning Disability, has instilled in me a unique and deeply empathetic viewpoint. These experiences have illuminated the fact that the world is not always meticulously designed with inclusivity in mind, yet they have also highlighted the remarkable strength, creativity, and resilience that emerge when individuals adapt and advocate for themselves. My daily experiences of navigating spaces that may not be fully accessible have shaped my understanding of the world. Whether it was grappling with academic challenges, managing pain that restricted my participation in activities, or seeking accommodations to achieve success, I have come to realize that barriers often remain invisible to those who do not encounter them firsthand. This heightened awareness has fostered a profound sense of compassion and a determination to ensure that others are not overlooked. I perceive the world through a lens of equity, recognizing that true success transcends perfection and encompasses persistence, growth, and the ability to overcome obstacles. Furthermore, my involvement in the disabled community has underscored the significance of advocacy. I was compelled to learn how to assert myself—to request accommodations, communicate my needs, and persist when systems were not designed with my experiences in mind. This acquired skill has transformed my perspective, demonstrating that progress often arises from voices that refuse to be silenced. Moreover, I have come to understand that advocacy extends beyond personal survival; it encompasses the pursuit of positive change that benefits others. This experience has equipped me with valuable lessons that I intend to apply positively to my future endeavors, particularly in my career in education. My medical journey instilled in me the ability to adapt and advocate for myself, and I now aspire to empower students to do the same. My academic struggles instilled in me the virtue of persistence, and I am committed to guiding students in recognizing that learning is not solely about achieving perfection but rather about personal growth. My identity as a first-generation student instilled in me a sense of pride and responsibility, and I am determined to demonstrate to students from similar backgrounds that they have the right to belong in every classroom and can attain their aspirations. In my future classrooms, I will create inclusive environments that celebrate diversity and provide a supportive space for students with disabilities. I will embody resilience and demonstrate that identity is not a limitation but a source of strength. I will design lessons that are inclusive, accessible, and engaging, ensuring that every student has the opportunity to thrive. Beyond the classroom, I will actively advocate for equitable education policies and practices, using my voice to advocate for systems that recognize and support the diverse needs of all learners. Ultimately, my membership in the disabled community has provided me with a worldview grounded in empathy, advocacy, and resilience. These qualities will serve as guiding principles as I embark on my career in teaching, ensuring that I not only educate but also inspire. My journey is not merely about survival; it is about transformation. By embracing my identity and channeling it into my future endeavors, I aim to broaden the path for those who follow, thereby shifting the balance towards equity, inclusion, and hope. who follow, ensuring that the odds continue to shift toward equity, inclusion, and hope.

My career of choice is teaching. I am passionate about becoming an educator because my own journey has shown me the power of teachers to transform lives. Growing up with multiple medical challenges—including a Subglottic Hemangioma that required surgeries and a tracheostomy, scoliosis that caused severe pain throughout my body, ADHD, and a Specific Learning Disability—I often struggled to keep up academically and physically. Yet, the teachers who believed in me, who adapted lessons to meet my needs, and who reminded me that learning is about growth rather than perfection, made all the difference. Their impact inspired me to pursue education as a career, so I can create classrooms where every child feels seen, valued, and capable of success. I am passionate about teaching because it allows me to combine resilience with advocacy. My medical journey taught me how to adapt and advocate for myself; now I want to teach students how to do the same. My academic struggles taught me persistence; now I want to help children discover that learning is not about being perfect, but about growing. My first-generation identity taught me pride and responsibility; now I want to show students from similar backgrounds that they belong in every classroom and can achieve their dreams. Teaching is not just a profession for me—it is a calling to uplift, inspire, and open doors for others. To pursue this path, I have made sacrifices that reflect my determination. Living with severe pain throughout my body has meant giving up certain activities that my peers enjoyed, such as sports or long hours of social events. Instead, I devoted that time to managing my health and focusing on academics. I often had to miss out on typical teenage experiences because my energy was limited, and I needed to prioritize schoolwork and recovery. These sacrifices taught me discipline and reminded me that every choice I make must align with my long-term goals. Financial sacrifices have also been part of my journey. As a first-generation student, navigating higher education required me to take on responsibilities that others might not face. I learned to budget carefully and make difficult choices about how to use limited resources. At times, this meant sacrificing leisure activities, new clothes, or social opportunities so that tuition, books, and medical needs could come first. These sacrifices strengthened my independence and reminded me that every decision I make must align with my long-term goals. Emotionally, I have sacrificed comfort and certainty. Pursuing education while managing disabilities and pain has often meant stepping into spaces where I felt different or underestimated. I had to sacrifice the desire to blend in and instead embrace my identity as a source of strength. This has not always been easy, but it has given me empathy and determination to ensure that my future students never feel invisible. My sacrifices have not been in vain. Each challenge I faced has prepared me to become the kind of teacher who understands struggle, who values resilience, and who believes in the potential of every child. I am passionate about teaching because it allows me to transform adversity into advocacy, and I am committed to making an impact by creating classrooms where diversity is celebrated and every student feels empowered to succeed.

Adversity has been a constant companion throughout my journey, both physically and mentally. Born prematurely at 30 weeks, I faced numerous medical challenges from the very beginning. Doctors discovered a benign tumor called Subglottic Hemangioma, and my airway was severely restricted, measuring only the size of a pinhead. After undergoing multiple surgeries, including a rib graft to maintain my airway and a tracheostomy to facilitate breathing, I realized early on that survival demanded strength and unwavering persistence. Later, I was diagnosed with a Specific Learning Disability in reading and math comprehension, ADHD, Neurofibromatosis 1, and scoliosis. These conditions not only posed significant academic challenges but also brought about severe pain throughout my body, a daily companion for much of my life. In the face of these adversities, I made deliberate efforts to continue pursuing my career aspirations. Firstly, I recognized the significance of self-advocacy. Pain often hindered my full participation in school, but I found the courage to speak up for myself. I requested accommodations, sought flexibility, and utilized tutoring when necessary. These experiences taught me that advocating for one’s needs is not a sign of weakness but a strength that ensures equal opportunity. Secondly, I developed proactive strategies to manage the challenges I faced. Severe pain necessitated pacing myself, breaking tasks into manageable steps, and celebrating progress rather than fixating on perfection. ADHD made focus and organization arduous, so I relied on planners, routines, and visual aids to stay on track. My learning disability required a different approach to academics, so I sought mentorship and practiced persistence when concepts eluded me. These strategies not only contributed to my academic success but also honed skills that I will carry into my future as a teacher. Third, I relied on support systems. My parents, despite not pursuing higher education themselves, were deeply involved in encouraging me. They celebrated my milestones, reminded me of my potential, and provided stability during challenging times. Teachers and mentors also played a role, offering guidance and believing in my ability to succeed. By accepting help and building a network of support, I realized that resilience isn’t about facing adversity alone—it’s about knowing when to lean on others and when to push forward independently. Finally, I reframed adversity as motivation. Each obstacle, including the severe pain I live with, became a reminder of why I chose education as my career path. My medical journey taught me to adapt and advocate for myself; now, I want to teach students how to do the same. My academic struggles instilled in me persistence; now, I want to help children discover that learning isn’t about being perfect but about growth. My first-generation identity instilled in me pride and responsibility; now, I want to show students from similar backgrounds that they belong in every classroom and can achieve their dreams. Adversity hasn’t stopped me; it has shaped me. The steps I’ve taken to overcome challenges have strengthened my determination to become an educator who uplifts, advocates, and inspires. My story isn’t just about survival; it’s about transformation. By channeling my experiences into teaching, I will ensure that the path I walk becomes wider and more accessible for those who follow.

My name is Mariah, and my journey has been shaped by resilience, identity, and a deep commitment to education. Born prematurely at 30 weeks and facing significant medical challenges—including a Subglottic Hemangioma, scoliosis, ADHD, and a Specific Learning Disability—I learned early on that perseverance and self-advocacy are essential. These experiences gave me empathy for others who face invisible struggles and inspired me to pursue a career where I can uplift and empower students. I chose my degree program in education because teaching is more than a profession to me—it is a calling. My own challenges in school taught me the importance of representation, patience, and creativity in the classroom. I want to create learning environments where diversity is celebrated, where students with disabilities feel empowered, and where first-generation learners see themselves reflected in their teachers. Education is the tool that transformed my life, and I want to use it to transform the lives of others. My impact on the community will come through advocacy and representation. As a Hispanic/Latina, first-generation student with disabilities, I bring perspectives that are often underrepresented in education. By becoming a teacher, I will not only serve as a role model for students who share my background but also work to ensure that all children feel seen, valued, and capable of success. I plan to design inclusive classrooms, mentor students navigating barriers, and advocate for equity in education policy and practice. In my program, I represent a small percentage of students from underrepresented minority backgrounds. Nationally, Hispanic/Latino teachers make up about 9% of the teaching workforce, while students of color represent more than half of the K–12 population. This gap highlights the importance of increasing diversity in education. My presence in the program is not just about personal achievement—it is about shifting those odds and ensuring that more voices like mine are included in shaping the future of education. To inspire the next generation, I will share my story openly and authentically. I want students to see that disability, background, or income level does not define potential. By mentoring aspiring educators, participating in community outreach, and modeling resilience in my own classroom, I hope to encourage others to pursue careers in education. Representation matters, and when students see teachers who look like them, share their experiences, and believe in their potential, it changes what they imagine for themselves. My journey is not just about survival—it is about transformation. By embracing my identity and channeling it into teaching, I aim to widen the path for those who follow, ensuring that the odds continue to shift toward equity, inclusion, and hope.

My story begins when I was born at 30 weeks. On my very first day of life, I had to be intubated, and that procedure led to an endoscopy a year and a half later. Doctors discovered a benign tumor called Subglottic Hemangioma, and my airway was the size of a pinhead. After many laser surgeries, surgeons operated on my rib cage to take a piece of rib to keep my airway open. At the same time, they placed a tracheostomy in my throat to ensure I could breathe. These medical challenges were only the beginning. In school, I was diagnosed with a Specific Learning Disability in reading and math comprehension, and I often needed extra help to keep up. ADHD made focus and organization difficult, and later I learned I had Neurofibromatosis 1 (NF1), which causes benign tumors and café-au-lait spots across my body. By third grade, scoliosis added another obstacle, and over fifteen years my back curvature increased from thirty to sixty degrees. These conditions limited my ability to participate in activities like gym class, where I often had a doctor’s note excusing me. Living with disabilities has had a profound impact on my path. It taught me resilience, adaptability, and self-advocacy. I learned to persist when tasks took longer, to speak up when accommodations were needed, and to find creative ways to succeed when the traditional path was blocked. My disabilities also gave me empathy for others who face invisible struggles, reminding me that perseverance often matters more than perfection. These lessons shaped how I approached school, and they will continue to guide me as I prepare for higher education and a career in teaching. At the same time, my identity as a first-generation student has shaped me in unique ways. My parents had not gone through higher education themselves, but they were deeply involved in supporting me. They encouraged me to pursue opportunities, celebrated every milestone, and reminded me that education could open doors. Their sacrifices—working long hours, attending school meetings, and helping me stay motivated—gave me strength. While I often had to take initiative to navigate applications and resources, I never felt alone. My parents were my foundation, and their belief in me made the challenges feel possible. Being first-generation has taught me that education is not just about personal achievement—it is about honoring the support of those who believed in me and carrying that forward. My path is not only my own; it is a continuation of my parents’ hopes and a door I am opening for my community. This identity has instilled in me pride and determination, reminding me that every step I take forward is built on the encouragement and love they gave me. Together, my disability and first-generation identity have shaped both my past and my future. They taught me persistence, creativity, and empathy, and gave me a sense of responsibility to represent voices that are often overlooked. Looking ahead, these identities will continue to impact my path by guiding me toward teaching as more than a profession—it is a calling. I aspire to create classrooms where diversity is celebrated, where students with disabilities feel empowered, and where first-generation learners see themselves reflected in their teachers. My story is not just about survival—it is about transformation. By embracing my identity and channeling it into teaching, I aim to ensure that the path I walk becomes wider and more accessible for those who follow.

When I study a subject, I rely on a variety of online platforms, tools, and resources to deepen my understanding. Each one plays a different role in my learning process, and together they create a balanced approach that helps me absorb information and apply it in practical, creative, and meaningful ways. I often begin with scholarly databases such as Google Scholar, JSTOR, and ERIC. These platforms give me access to peer-reviewed articles and research studies that provide a strong foundation of evidence-based knowledge. Reading academic work helps me explore theories, historical perspectives, and current debates. This type of research strengthens my ability to think critically and ensures my learning is rigorous. For example, when I design a lesson or activity, I can draw on these sources to make sure my approach is grounded in proven strategies rather than guesswork. To complement this, I use structured learning platforms like Khan Academy, Coursera, and EdX. I appreciate how these sites break down complex topics into manageable lessons, often with interactive exercises that reinforce comprehension. They allow me to progress at my own pace, revisit concepts when necessary, and practice applying new skills. These platforms help me move beyond memorizing facts to actually using knowledge in problem-solving and creative contexts. Teacher-centered communities such as Teachers Pay Teachers and Edutopia are equally important. These platforms provide practical classroom strategies, printable resources, and real-world examples of pedagogy. They inspire me to adapt lessons creatively and make them accessible to diverse learners. By seeing how other educators approach challenges, I gain new ideas for differentiation and inclusion. This helps me apply my knowledge in ways that meet the needs of advanced students, struggling learners, and English language learners. For visual and multimodal learning, I rely on tools like Canva, Padlet, and Google Slides. These tools allow me to design organizers, cue cards, and interactive presentations that make information clear and engaging. They help me translate abstract concepts into visuals students can grasp more easily. In my own learning, they also make it easier to organize information and see connections between ideas. Assessment platforms such as Kahoot!, Quizlet, and Google Forms play a crucial role in how I evaluate understanding. By using these tools, I can check my progress, identify areas for improvement, and experiment with different formats of practice. They make assessment interactive and fun, which motivates me to keep learning. At the same time, they give me insight into how I can design assessments for others that are engaging and effective. I also benefit from open educational resources like OER Commons and Project Gutenberg, which provide free lesson plans, worksheets, and classic texts. The Smithsonian Learning Lab is another favorite, offering historical artifacts that bring subjects like history alive. These resources help me connect learning to real-world contexts and apply knowledge in ways that are tangible and memorable. Finally, multimedia resources such as Crash Course, National Geographic Kids, and YouTube EDU help me connect abstract ideas to everyday life. These videos blend storytelling with factual content, making learning joyful and accessible. Altogether, these platforms and tools have helped me move beyond simply acquiring information. They allow me to synthesize knowledge, design creative activities, and apply what I’ve learned in practical, differentiated ways. By weaving them together, I have become more confident in using my knowledge to teach, reflect, and create meaningful learning experiences.

My upbringing in a low-income household became the foundation of my perseverance and drive to succeed.My family instilled in me the belief that determination could open doors that seemed closed. I learned early that challenges were not barriers but opportunities to grow stronger. Whether it was balancing school with responsibilities at home or navigating medical hardships, I refused to let circumstances define my future. My journey has been marked by obstacles—premature birth, multiple surgeries, learning disabilities, ADHD, scoliosis, and Neurofibromatosis 1 (NF1), which required reconstructive surgery on both feet and months in a wheelchair. These experiences could have discouraged me, but instead they became my motivation. Each setback reminded me that progress, even in small steps, is still progress. I plan to use my life experiences to make a positive impact by becoming an educator. My challenges have given me empathy, patience, and a deep understanding of what it means to feel limited. I want to create classrooms where students feel capable, included, and inspired, no matter their background or abilities. By sharing my story, I hope to show young people that obstacles can be overcome with perseverance and faith. I am actively pursuing this dream. I graduated in the top 25% of my high school class, earned my Associate’s Degree in Education with a 3.5 GPA, and joined honor societies such as Phi Theta Kappa and the National Society of Leadership and Success. I also volunteer in my community, supporting younger students and encouraging them to believe in themselves. This scholarship would allow me to continue my education, pursue my Bachelor’s and Master’s degrees, and focus fully on preparing to become an educator who uplifts students, advocates for inclusivity, and strengthens communities.

My life has been a journey of transforming obstacles into stepping stones. Born prematurely at 30 weeks, I faced life-threatening complications, including a tumor that constricted my airway to the size of a pinhead. Surgeries, a tracheostomy, and years of medical interventions were integral to my childhood. Subsequently, I was diagnosed with a Specific Learning Disability, ADHD, scoliosis, and Neurofibromatosis 1 (NF1), which resulted in tumors, vision impairments, and reconstructive surgeries on both feet. Recovery often necessitated months in a wheelchair, but each challenge instilled in me patience, resilience, and faith. Despite these hardships, I refused to be defined by them. I graduated from John Jay High School in the top 25% of my class, achieved honor roll recognition, and was inducted into both the National and Spanish Honor Societies. At Northwest Vista College, I completed my Associate’s Degree in Education with a 3.5 GPA, joining Phi Theta Kappa and the National Society of Leadership and Success. Each milestone not only signifies academic achievement but also embodies my determination to overcome a disadvantaged background. My aspiration is to become an educator who fosters classrooms where students feel capable, inclusive, and inspired. My personal experiences with learning disabilities and medical challenges have cultivated empathy and patience within me, qualities that I will bring to my teaching. Additionally, I actively engage in community service, supporting younger students and demonstrating that obstacles can be overcome through perseverance. This scholarship would not only provide financial assistance but also serve as a symbol of hope. It would alleviate the financial burden associated with tuition and supplies, enabling me to concentrate fully on my studies. Most importantly, it would empower me to continue my journey toward becoming an educator who uplifts students, advocates for inclusivity, and strengthens communities.

Being a first-generation student means carrying both the hopes of my family and the determination to create a path that was not available to them. My parents attended college but were unable to finish, and their sacrifices instilled in me the belief that education is the key to opportunity. For me, being first-generation is not just about earning a degree—it is about breaking barriers, honoring my family’s dreams, and proving that perseverance can overcome even the greatest challenges. My journey began with challenges from the very start. I was born at 30 weeks and faced life-threatening complications, including a benign tumor called Subglottic Hemangioma that left my airway the size of a pinhead. Multiple surgeries, a tracheostomy, and years of medical interventions became part of my childhood. As I grew older, I was diagnosed with a Specific Learning Disability in reading and math comprehension, ADHD, scoliosis, and Neurofibromatosis 1 (NF1), which caused benign tumors, café-au-lait spots, vision problems. I had reconstructive surgery on both feet and spent months in a wheelchair. Those challenges taught me perseverance and faith, reminding me that even slow steps forward are victories. They strengthened my resolve to keep reaching for my dreams, no matter the obstacles. Despite these obstacles, I refused to let them define me. I worked hard in school, graduating from John Jay High School in the top 25% of my class with A & B Honor Roll, Perfect Attendance, and membership in the National and Spanish Honor Societies. At Northwest Vista College, I earned my Associate’s Degree in teaching with a 3.5 GPA, joining Phi Theta Kappa Honor Society and the National Society of Leadership and Success as a Presidential Member. Each achievement reflects not only academic success but also resilience and determination. My dream has always been to become a teacher. I want to create classrooms where children feel capable, included, and inspired to reach their potential. My own experiences with learning disabilities and medical challenges have given me empathy and patience, qualities I will bring into my teaching. I want students to know that obstacles do not define them—their determination does. This scholarship would help me move closer to my goals by allowing me to pursue my Bachelor’s degree and eventually my Master’s degree. It would ease the financial burden of tuition, fees, books, and supplies, enabling me to focus fully on my studies and future. More importantly, it would give me the opportunity to continue my journey toward becoming an educator who uplifts students, advocates for inclusion, and builds stronger communities. Being a first-generation student means I am not just pursuing my own dreams—I am carrying forward the dreams of my family and paving the way for others. NF1 and the challenges I have faced will not stop me. I know I am not in this fight alone, and with faith, perseverance, and support, I will succeed. This scholarship is not only an investment in my education but in the future of the students I will one day teach.

My passion for teaching stems from a profound sense of purpose and a deep personal interest in fostering personal growth and societal change. I firmly believe that education holds the potential to transform lives and empower individuals to become active contributors to their communities and the world at large. Teaching is not merely confined to academic instruction; it encompasses a holistic approach that shapes character, cultivates compassion, and instills in students a sense of self-worth and capability. I am committed to designing lessons that cater to the diverse needs of my students, regardless of their academic level, language proficiency, or background. By employing differentiated and engaging activities, I strive to create an inclusive learning environment that sparks curiosity, builds confidence, and empowers students to reach their full potential. I am passionate about designing lessons that meet diverse needs. Whether a student is advanced, struggling, or learning English as a second language, I want them to feel included and capable. My skills in creating differentiated, hands-on activities allow me to reach students in ways that spark curiosity and confidence. By using bilingual supports, visual cues, and movement-based strategies, I ensure that every child has equal opportunities to thrive. These practices do more than teach skills—they model empathy by showing students that their unique needs and voices matter. When children experience inclusion firsthand, they learn to extend that same respect and compassion to others. Creativity is another driving force behind my teaching philosophy. I am passionate about designing multimodal activities that seamlessly blend art, movement, and reflection, enabling students to connect academic concepts with real-world experiences. These activities encourage collaboration and teamwork, fostering the development of effective communication and the appreciation of diverse perspectives. By creating environments where students learn through shared experiences, I empower them to develop the ability to comprehend and appreciate diverse viewpoints—a crucial skill for building a more compassionate and inclusive global community. Mentorship is a cornerstone of my teaching philosophy. My goal is to foster students’ self-perception as leaders and active participants in society. Through service projects, group discussions, and reflective activities, I will guide them in recognizing their role in shaping the neighborhoods they inhabit. This emphasis on civic responsibility instills in students the understanding that education is not passive but requires active engagement. Living with NF1 disease has profoundly shaped my perspective and strengthened my resolve. It has instilled in me resilience, faith, and compassion—qualities I am eager to impart to my students. I recognize that challenges do not define individuals; rather, it is our determination that does. By sharing my story, I aspire to inspire students to confront their struggles with courage and extend empathy to others facing difficulties. Ultimately, my pursuit of teaching stems from my desire to be a transformative educator. Just as teachers once believed in me, I aspire to believe in my students and empower them to unlock their potential. Teaching is my means of contributing to the world, and I am committed to utilizing my talents to construct stronger, more compassionate communities, one student at a time.

I give back by focusing on the small, everyday moments that make a difference. When I see a child’s face light up because they finally understand a concept, I know that my efforts matter. I design lessons that are interactive and welcoming, using bilingual labels, visuals, and movement so every student feels capable—whether they are advanced, struggling, or learning English. I encourage students to see themselves as leaders, guiding them to work together and take pride in their community. I also support families by sharing resources and building partnerships that strengthen learning at home. For me, giving back is about creating confidence, connection, and resilience that ripple outward into the community. As a future educator, I plan to positively impact the world by creating classrooms that inspire curiosity, nurture resilience, and build a sense of responsibility that extends far beyond school walls. My vision is to prepare students not only for academic success but also for the challenges of life, equipping them with the tools to strengthen families, communities, and society as a whole. I will focus on building inclusive classrooms where every child feels valued. By designing differentiated lessons, I will meet the needs of advanced learners, struggling students, and English language learners. Through multimodal activities, bilingual supports, and hands-on projects, I will ensure that all students have equal opportunities to thrive. My goal is to help children see themselves not only as learners but also as leaders who can strengthen their communities through empathy, responsibility, and service. I also plan to emphasize civic engagement and character development. By teaching critical thinking, teamwork, and compassion, I will prepare students to become active citizens who contribute meaningfully to society. I envision guiding them toward service projects, leadership opportunities, and community involvement that connect classroom lessons to real-world impact. In this way, education becomes a cycle of service—students grow into leaders who return to uplift the same communities that nurtured them. This scholarship will help me pursue my Bachelor’s degree and continue toward a Master’s degree, opening doors to higher positions in the education field. With advanced training, I will be able to influence not only individual classrooms but also broader educational systems, advocating for equity and inclusion at every level. Living with NF1 disease has taught me perseverance and faith, qualities I will pass on to my students. I know that challenges do not define us; our determination does. With this scholarship, I will continue to grow as an educator, a leader, and a servant to my community, ensuring that my work strengthens society for generations to come.

Empathy and understanding are the cornerstones of a stronger global community, and my unique educational background equips me to contribute to building this foundation. Teaching goes beyond academics; it’s about shaping character, fostering compassion, and helping students recognize their place in the broader world. My expertise in designing inclusive lessons, mentoring diverse learners, and creating engaging, joyful activities positions me to leverage education as a tool for empathy and connection across cultures. One of my greatest strengths lies in my ability to design learning experiences that cater to students’ individual needs and learning styles. I create differentiated and accessible lessons for advanced learners, struggling students, and English language learners. By employing bilingual supports, visual cues, and movement-based strategies, I ensure that every child feels included and capable. These practices not only impart skills but also model empathy by demonstrating that their unique needs and perspectives matter. When children experience inclusion firsthand, they develop the capacity to extend that same respect and compassion to others, both within their communities and globally. Creativity is another talent I bring to education. I design multimodal activities that seamlessly blend art, movement, and reflection, enabling students to connect academic concepts to real-world experiences. These activities encourage collaboration and teamwork, teaching students the importance of active listening and valuing diverse perspectives. By fostering environments where students learn through shared experiences, I empower them to comprehend and appreciate diverse viewpoints—a crucial skill for building a more empathetic global community. Mentorship is a central aspect of my giving back. I encourage students to envision themselves as leaders and active participants in society. Through service projects, group discussions, and reflection activities, I guide them to recognize their role in shaping the neighborhoods we share. This emphasis on civic responsibility helps students understand that empathy is not a passive trait but requires action. Living with NF1 disease has instilled in me resilience and compassion, qualities I will impart to my students. I firmly believe that challenges do not define us; our determination and empathy do. By sharing my story, I hope to inspire students to confront their own struggles with courage and extend understanding to others facing difficulties. Ultimately, my skills in designing inclusive lessons, fostering creativity, and mentoring students will enable me to contribute to a more empathetic and understanding global community. Through education, I aim to empower young people to recognize themselves as leaders, collaborators, and compassionate citizens, ensuring that empathy flourishes across generations and borders.

My story begins when I was born at 30 weeks. On day one, I had to be intubated, and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child. Due to Neurofibromatosis 1 (NF1), I have little benign tumors that grow on my body and multiple café-au-lait spots, and I have gotten more as I get older. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. When it came to things like gym class in middle school, I had a doctor's note because I could not do what was required. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fifteen years. As a future educator, I believe teaching is more than instruction—it is a commitment to shaping lives and strengthening communities. I see myself as a community builder, guiding students while contributing to the future of the neighborhoods we share. By equipping young people with career skills and civic responsibility, I help lay the groundwork for community growth. My goal is to provide students with tools to navigate challenges, fostering resilience and confidence that strengthen families and communities. The lessons I teach—critical thinking, empathy, and responsibility—are meant to endure. I take pride in knowing that many former students return as leaders, professionals, and volunteers. Witnessing their contributions reminds me that my work is part of a larger cycle of service, one that strengthens society and inspires me to strive for excellence. This scholarship will empower me to continue that mission, ensuring I can give back to my community with the same dedication my teachers once gave to me. This scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can get a higher position in the education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. The NF1 disease is not going to stop me from obtaining my goals because I know that I am not in this fight alone. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated, and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child. Due to Neurofibromatosis 1 (NF1), I have little benign tumors that grow on my body and multiple café-au-lait spots, and I have gotten more as I get older. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. When it came to things like gym class in middle school, I had a doctor's note because I could not do what was required. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fifteen years. As a future educator, I believe teaching is more than instruction—it is a commitment to shaping lives and strengthening communities. I see myself as a community builder, guiding students while contributing to the future of the neighborhoods we share. By equipping young people with career skills and civic responsibility, I help lay the groundwork for community growth. My goal is to provide students with tools to navigate challenges, fostering resilience and confidence that strengthen families and communities. The lessons I teach—critical thinking, empathy, and responsibility—are meant to endure. I take pride in knowing that many former students return as leaders, professionals, and volunteers. Witnessing their contributions reminds me that my work is part of a larger cycle of service, one that strengthens society and inspires me to strive for excellence. This scholarship will empower me to continue that mission, ensuring I can give back to my community with the same dedication my teachers once gave to me. This scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can get a higher position in the education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. The NF1 disease is not going to stop me from obtaining my goals because I know that I am not in this fight alone. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know what they need to know to become successful in their lives. I want to make an impact on my students' lives so that they can be what they want to be in their future careers. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated in the Fall of 2022 being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know what they need to know to become successful in their lives. I want to make an impact on my students' lives so that they can be what they want to be in their future careers. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated in the Fall of 2022 being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know what they need to know to become successful in their lives. I want to make an impact on my students' lives so that they can be what they want to be in their future careers. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated in the Fall of 2022 being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. Due to Neurofibromatosis 1 (NF1), I have little benign tumors that grow on my body and multiple café-au-lait spots and I have gotten more as I get older. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. When it came to things like gym class in middle school, I had a doctor's note because I could not do what was required. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. My feet were normal at birth and then, because of the NF disease, I needed to have surgery because of tight muscles and ligaments in my feet that caused me to have reconstructive surgery on both feet. I was restricted to a wheelchair for months due to each surgery. I also have problems with my vision and I had to get glasses when I was in fifth grade. I have a prescription stronger for my right eye which is attributed to NF 1. My motivation to pursue higher education started at a young age. My parents always wanted the best for me as they went to college, but never got to finish. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know everything they need to know to become successful in their lives. I graduated from John Jay High School in the top 25% of my class with A & B Honor Roll and Perfect Attendance. I was also in the National and Spanish Honor Societies. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. The NF1 disease is not going to stop me from obtaining my goals because I know that I am not in this fight alone. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

It is important to help others because it makes me feel good inside. According to the Bible in John 15:12 from the English Standard Version (ESV), it says “This is my commandment, that you love one another as I have loved you.” Jesus tells us to do this because we can receive many things from him in many ways like healing, strength, and good health. He wants us to do good deeds like being courteous and opening the door for people, giving money to the church or charitable organizations, or even to people if they need it at the register. Another scripture from the Bible is Proverbs 19:17 from the New International Version (NIV), which says, “Those who are gracious to the poor lend to the Lord, and the Lord will fully repay them.” What I got from this is that it goes well in helping others because people can donate clothes or give money or personal time to people that need it. This will help you get a reward from the Lord by giving you more than you asked for. Giving people a place to sleep or pillows and blankets can also come back to you as a big reward. This can be looked at as if you needed something desperately and people gave you exactly what you needed to survive. According to a third scripture from the Bible Romans 12:13 from the New Living Translation (NLT) it says, "When God’s people are in need, be ready to help them. Always be eager to practice hospitality.” Even if you do something smaller and help someone out, it can make a big difference in how you show love to somebody. The Lord wants us to be good to others and it will come back eventually in the future. I have been a volunteer at my church for many years giving food and clothing to people in need. I have always had a passion to do this, and my parents taught me to love all people; I want to give my time to help someone in need. I love to meet new people and I love seeing familiar faces and having conversations with them for a few minutes and seeing them smile. I have been volunteering since I was a Junior in High school and now, I am a Junior at my University. I love that I can make a difference in people’s lives by giving a helping hand and I have a better understanding of the importance of getting along and being kind to people. All in all, we want to treat others the way you want to be treated. Serving the people in my community has been very eventful and I receive a personal satisfaction in giving of myself. I am more than happy to serve my community and I believe I will do this continually because it is a pleasure and a privilege to serve. After all, I enjoy helping others. References https://www.biblegateway.com/passage/?search=John+15%3A12&version=ESV https://www.biblegateway.com/passage/?search=PROVERBS+19%3A17&version=CEB https://www.biblegateway.com/passage/?search=Romans+12%3A13&version=NLT

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know what they need to know to become successful in their lives. I want to make an impact on my students' lives so that they can be what they want to be in their future careers. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated in the Fall of 2022 being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know what they need to know to become successful in their lives. I want to make an impact on my students' lives so that they can be what they want to be in their future careers. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated in the Fall of 2022 being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. Due to Neurofibromatosis 1 (NF1), I have little benign tumors that grow on my body and multiple café-au-lait spots and I have gotten more as I get older. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. When it came to things like gym class in middle school, I had a doctor's note because I could not do what was required. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. My feet were normal at birth and then, because of the NF disease, I needed to have surgery because of tight muscles and ligaments in my feet that caused me to have reconstructive surgery on both feet. I was restricted to a wheelchair for months due to each surgery. I also have problems with my vision and I had to get glasses when I was in fifth grade. I have a prescription stronger for my right eye which is attributed to NF 1. My motivation to pursue higher education started at a young age. My parents always wanted the best for me as they went to college, but never got to finish. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know everything they need to know to become successful in their lives. I graduated from John Jay High School in the top 25% of my class with A & B Honor Roll and Perfect Attendance. I was also in the National and Spanish Honor Societies. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. The NF1 disease is not going to stop me from obtaining my goals because I know that I am not in this fight alone. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

I see myself in the future as an educator, model and mentor. I want my students to know that they can do anything they put their minds to, they can achieve their goals and dreams and be successful in what they choose to be in their future careers.

When I was a baby, I went through many ups and downs including being born prematurely and having many laser surgeries. One surgery was to take a piece of my rib and place it in my throat so that my airway would remain open. During the same surgery, the doctors placed a tracheotomy which remained for the next six months. My parents had to go back to work after taking care of me for several months. My grandparents, who lived next door to us, would come over to take care of me by cleaning out my tracheotomy area and giving me my medicines so that I could survive. My grandparents, even though they were late in age, had to learn how to care for me since I had a tracheotomy. As I grew up, my grandparents were heavily involved in taking care of me when I got home from school and made sure that I was well taken care of and got me to do my homework. They would give me medications and give me an after-school meal before my parents came home. My grandmother was the one that knitted our family together. She used to be a teacher, and she was the one that taught me some Spanish and that taught me some of the basics. She also had me do some math problems so that I could learn and so I could get better at math. My grandmother also helped me when I had to have reconstructive surgery on both my feet. She always supported my needs and was very kind to me. I lost my beloved paternal grandmother (Tata) six months after my sixteenth birthday. It was due to diabetes, kidney failure and possibly cancer that was unknown to us if she actually had it, but that is what the doctor told us, and my parents did not want me to know until later. Some of the ways that I managed my grief while juggling a school workload was by visiting my grandfather during that time because I felt close to him. Spending some time playing board games from time to time with my grandfather, so that he would feel like he has some people in his life that cared about him and so that he felt he was not alone. During that time, I would finish my schoolwork as I would in a normal routine, and I would also go to my room quietly and grieve and have some alone time to think. I would think about the wonderful times I had with her and would remember her being there for me when I was going through a personal struggle. The different kinds of support that she gave me were countless and I truly will remember what a wonderful person she was and still lives in my heart. Losing my grandmother was one of the hardest days of my life. It has not been the same since she left this earth. My family and I had to adjust to the way we live now since it will be six years in June this year. My faith in God helps me in knowing that one day I will see my grandmother once again!

My story begins when I was born at 30 weeks. On day one, I had to be intubated and we did not realize that the intubation would lead to an endoscopy a year and a half later. It was then discovered that I had a benign tumor called “Subglottic Hemangioma” and my airway was the size of a “pinhead.” Many laser surgeries later, they operated on my rib cage to get a piece of rib to keep my airway open. At the same time, they decided to place a tracheostomy in my throat to ensure that I could breathe. In my early years of school, I was diagnosed with a Specific Learning Disability in reading and math comprehension. I had to get extra help in school in these specific areas. Due to Neurofibromatosis 1 (NF1), I have little benign tumors that grow on my body and multiple café-au-lait spots and I have gotten more as I get older. I was also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), when I was a young child, I was very unorganized along with moving around too much. I have had scoliosis since third grade. This disability has affected me because I was not able to do activities like other kids. When it came to things like gym class in middle school, I had a doctor's note because I could not do what was required. My back has gone from a thirty-degree curvature to a sixty-degree curve over the course of fourteen years. My feet were normal at birth and then, because of the NF disease, I needed to have surgery because of tight muscles and ligaments in my feet that caused me to have reconstructive surgery on both feet. I was restricted to a wheelchair for months due to each surgery. I also have problems with my vision and I had to get glasses when I was in fifth grade. I have a prescription stronger for my right eye which is attributed to NF 1. My motivation to pursue higher education started at a young age. My parents always wanted the best for me as they went to college, but never got to finish. I have always wanted to become a teacher ever since I was a young child. I have always wanted children to know everything they need to know to become successful in their lives. I graduated from John Jay High School in the top 25% of my class with A & B Honor Roll and Perfect Attendance. I was also in the National and Spanish Honor societies. I went to Northwest Vista College for two years to get my Associates Degree in teaching and I graduated being in the National Society Leadership and Success as a Presidential Member and Phi Theta Kappa Honor Society with a 3.5 Grade Point Average (GPA). I have accomplished a lot in a short period of time and this scholarship will help me obtain my Bachelor's degree and continue my education to even get my Master’s degree so that I can be a successful teacher and also have an opportunity for a higher position in the Education field. It will also help me pay for my tuition and fees and get the books and supplies I need for school. The NF1 disease is not going to stop me from obtaining my goals because I know that I am not in this fight alone. I look to a higher plan from above and know that I can succeed in accomplishing my goals as I reach for my dreams!

My name is Mariah Moreno, I was born as a premature baby at 30 weeks and had to overcome many challenges since that day. I was born with some physical challenges as well and had to undergo many surgeries until middle school. Although I was faced with these kinds of challenges, I had something within me that kept me going, I overcame despite the many operations that I had to go through, but I never quit. I had many wonderful instructors through the years who inspired me to become an Educator. I graduated from High School in the top 25% in my class and with Honors. I was in the National Honor Society and the Spanish Honor Society. I am now a sophomore at Northwest Vista College in San Antonio, Texas and I have a 3.9 GPA and am in the top 10% of my class. I started my freshman year in the Fall of 2020 during the coronavirus pandemic when everything started going online. I plan to pursue my goals by continuing to go to college and graduate in the Fall of 2022 and then transfer to Texas A & M University- San Antonio and continue my studies full time in the spring of 2023 and graduate in 2024. What I hope to achieve in life is to become an elementary school teacher and teach the next generation the skills that they need to know so that they can be successful in life so that they can grow up and be whatever they choose to be with the right education and mentorship that started with me. I believe that they should also know about the history of the greatest country in the world—the United States of America and that they know about the great price of freedom and liberty and how they can be anything they choose to be and do anything they want to do and that nothing is impossible—and I can testify to that. What excites me most about this world is that the world is so diverse. People from many countries have come to this nation to make it their home and we all learn from each other. I like that the diversity in this nation offers many choices such as food, clothes, and other goods. I have noticed recently that there are businesses that offer goods from their countries that we may not have had otherwise. The way I plan to give back to my community is to volunteer whenever I can. Before the pandemic began, I had volunteered in my church and the food bank since 2018. I assisted in the Evangelization Committee at my church during special events such as Thanksgiving and Christmas. When Thanksgiving comes around, I volunteered by sorting out cans, giving out the turkey and other foods and placing it in their vehicle due to the pandemic. I also help in the church by wrapping gifts Christmas for the children in the community so that they can get a gift from Santa. I have also volunteered at my church’s vacation bible school which is a program that helps kids know more about the bible. I currently have approximately 99 volunteer service hours since I started in the summer of 2018. I have not been able to volunteer in the past year because of coronavirus restrictions, but once those coronavirus restrictions are over, I will continue to do community service and serve wherever I can. I like giving up my time and get a great satisfaction in helping people, but my great joy is being with children and that is why I have decided to teach in the first-grade level. I love to give back to my community because I know how it feels to be a person that needs help and when they helped me out, they put a smile on my face. By giving back to my community I would be putting a smile on their face and that is what makes it all worth it!