Mental illness has had a significant impact on my life, shaping not only my emotional well-being but also how I understand resilience, empathy, and the importance of support. Living with anxiety has influenced how I navigate relationships, education, and daily responsibilities. While mental illness is often invisible, its effects are deeply felt, both by those who experience it directly and by the people who care about them. For much of my life, anxiety was something I carried quietly. I learned how to appear capable and composed while internally struggling with persistent worry, self-doubt, and emotional exhaustion. There were times when anxiety made even routine tasks feel overwhelming, affecting my focus, confidence, and sense of balance. Like many people, I believed that pushing through without asking for help was a sign of strength. Over time, I learned that this mindset only deepened my struggles and prevented me from accessing the support I needed. Mental illness also affects families, even when it is not openly discussed. I have seen how emotional stress can ripple outward, impacting communication, relationships, and understanding. When mental health challenges are misunderstood or minimized, individuals may feel isolated or unsupported. These experiences have reinforced for me how important compassion, education, and open dialogue are in addressing mental illness. Healing does not happen in isolation; it requires connection and shared understanding. A turning point in my journey came when I began therapy. Therapy provided a safe and supportive space where I could explore the roots of my anxiety and learn healthier ways to cope. Through this process, I gained tools for managing stress, challenging negative thought patterns, and developing self-compassion. I learned that mental illness does not define who I am, but it is something I must intentionally care for. Seeking help taught me that recovery is not about eliminating struggles, but about building resilience and balance over time. These experiences have shaped my perspective and goals. They have strengthened my empathy for others navigating mental health challenges and deepened my desire to contribute to supportive, trauma-informed environments. I am pursuing an education that emphasizes understanding, inclusion, and resilience because I believe mental health awareness is essential in all fields, especially those that involve working closely with individuals and families. My lived experience has given me insight into the importance of meeting people with patience, dignity, and compassion. Mental illness has challenged me, but it has also helped me grow. It has taught me the value of self-awareness, the importance of seeking support, and the strength found in vulnerability. Honoring Elizabeth Schalk through this scholarship means recognizing the real and lasting impact mental illness can have, while also acknowledging the hope that comes from education, understanding, and advocacy. With continued learning and support, I am committed to using my experiences to promote awareness, reduce stigma, and contribute to a more compassionate community.

Being a first-generation student means learning how to navigate higher education without a clear roadmap, while carrying the hopes of my family with me every step of the way. It means wanting not only to succeed for myself, but to make my family proud and to show them that their sacrifices mattered. As the first in my family to pursue higher education, I have often faced uncertainty, but that uncertainty has also strengthened my determination to keep going, even when the path feels overwhelming. Throughout my academic journey, I have encountered challenges beyond coursework. Understanding financial aid, balancing responsibilities outside of school, and overcoming self-doubt have been constant hurdles. There were moments when I questioned whether I truly belonged in higher education. What pushed me forward was my desire to be an example for my family and for others—to show that with persistence, resilience, and belief, it is possible to achieve your goals. I want to demonstrate that you can do anything you put your mind to and that giving up is never the answer. My passion lies in supporting students with autism and severe intellectual disabilities. I am pursuing a major focused on autism and severe disabilities, with an emphasis on trauma and resilience, because I believe every student deserves the opportunity to reach their fullest potential. I have seen how students thrive when educators focus on strengths, provide consistency, and create emotionally safe environments. My dream is to become an autistic support teacher who meets students where they are and supports their academic, social, and emotional growth. Understanding trauma and resilience has become central to my educational journey. Many students with disabilities also experience trauma that impacts learning and behavior. Through my coursework, I am learning how trauma-informed practices can transform classrooms into spaces of trust and belonging. I want to be the kind of teacher who builds relationships, fosters confidence, and helps students believe in themselves—especially when learning feels challenging. This scholarship would reduce financial stress and allow me to focus more fully on my education and professional development. It would help me move closer to completing my degree and achieving my goal of becoming an educator who makes a meaningful difference. More importantly, it would support my journey as a first-generation student who is committed to honoring my family, breaking barriers, and creating opportunities for others. I am driven by purpose, perseverance, and the belief that education can change lives. As a first-generation student, I hope to inspire my future students and my family to believe that no matter where you begin, determination and resilience can lead to a future full of possibilities.

Sabrina Carpenter’s career has grown alongside me in a way that feels meaningful and inspiring. From her early role as Maya Hart on Girl Meets World to her confident evolution as a musician and performer, Sabrina has consistently shown what it looks like to grow, adapt, and remain authentic. Watching her journey has reminded me that personal and creative growth does not require abandoning who you are—it requires embracing change with confidence. I first connected with Sabrina Carpenter through Girl Meets World. Her portrayal of Maya Hart stood out because Maya was outspoken, emotionally complex, and unapologetically herself. She didn’t always fit expectations, and that honesty resonated with me. Maya’s character helped normalize vulnerability and self-expression at a time when I was learning how to navigate my own identity and self-confidence. As Sabrina transitioned into music, her influence on me deepened. Songs like Please Please Please and Espresso reflect confidence, humor, and self-awareness. What I admire most about her music is that it feels empowered without being performative. Her lyrics capture growth, independence, and knowing your worth, which has been especially meaningful to me during moments of self-doubt. Her ability to balance playfulness with emotional depth has helped me feel more confident in embracing my own voice. Sabrina Carpenter’s evolution beyond her Disney beginnings also taught me that it is okay to redefine yourself. She didn’t allow early labels to limit her creativity or ambition. Instead, she leaned into growth and used her platform to express herself authentically. That example has encouraged me to pursue my own goals without fear of outgrowing past versions of myself. Beyond her talent, Sabrina represents resilience and confidence in an industry that often places unrealistic expectations on young women. Her authenticity and willingness to take creative risks remind me that success is not about perfection, but about self-belief and perseverance. This scholarship represents more than admiration for an artist. It reflects the impact that representation, creativity, and confidence can have on students like me. Sabrina Carpenter continues to inspire me to dream big, embrace growth, and remain true to myself as I move forward in my education and future career.

My experiences with mental health have been shaped by anxiety, struggles with self-image, and the lasting impact of bullying. For much of my life, these challenges quietly influenced how I saw myself and how I navigated the world. While others may have seen someone capable and driven, internally I often felt overwhelmed, self-critical, and disconnected from my own sense of worth. It has taken time, intentional effort, and support to understand these experiences and to begin building a healthier relationship with myself. From an early age, bullying and negative social experiences contributed to persistent self-doubt and body dysmorphia. I became hyperaware of my appearance and overly focused on perceived flaws that others may not have noticed, but that felt consuming to me. These distorted self-perceptions fed into my anxiety, creating a cycle of comparison, perfectionism, and fear of judgment. Over time, this internal dialogue affected my confidence, academic focus, and emotional well-being. I learned how to function outwardly while struggling inwardly, believing that pushing through discomfort was the only option. Anxiety became a constant presence in my life, showing up as racing thoughts, difficulty relaxing, and a deep fear of not being enough. I often placed unrealistic expectations on myself, equating achievement with self-worth. While this mindset allowed me to meet external goals, it came at a high emotional cost. Eventually, the weight of managing anxiety, negative self-image, and unresolved emotional pain became unsustainable, leading me to recognize the need for support. Beginning therapy was a pivotal turning point, even if it was forced by my mother. In therapy, I found a safe and nonjudgmental space to unpack the impact of bullying, challenge distorted beliefs about my body and worth, and better understand the roots of my anxiety. Through this process, I learned practical coping strategies, such as grounding techniques, cognitive reframing, and self-compassion practices. Therapy also helped me recognize how deeply internalized criticism had shaped my self-image and taught me how to respond to myself with kindness rather than judgment. This journey has led to meaningful personal growth. I have become more self-aware and intentional in how I care for my mental health. I am learning to set boundaries, challenge negative self-talk, and recognize that my value is not defined by appearance or perfection. While these patterns do not disappear overnight, I now have the tools to navigate them more effectively. I approach challenges with greater patience and resilience, understanding that healing is not linear and that progress includes setbacks. My experiences with mental health have strongly influenced my educational and professional goals. I am motivated to pursue a path that supports others, particularly individuals who are navigating anxiety, trauma, or issues related to self-worth and identity. I hope to contribute to environments—especially educational or community-based settings—that prioritize emotional safety, inclusion, and mental health awareness. Having lived experience with these challenges has strengthened my empathy and reinforced my belief in the importance of accessible, compassionate support systems. Maintaining my mental health and recovery is an ongoing commitment. My plan includes continued engagement with therapy when needed, consistent self-care routines, and the use of coping strategies that support emotional regulation. These include mindfulness practices, structured routines, physical movement, and intentional reflection. I also prioritize supportive relationships and recognize the importance of reaching out when I notice early signs of anxiety or negative self-image resurfacing. Learning to respond to myself with understanding rather than self-criticism has become central to my recovery. My journey has taught me that recovery is not about eliminating anxiety or self-doubt, but about developing the skills to navigate them with awareness and compassion. Through therapy, education, and self-reflection, I have grown into a more resilient and grounded individual. I carry these lessons with me as I continue my education and work toward a future rooted in growth, purpose, and mental well-being.

My decision to pursue a career supporting individuals with intellectual disabilities has been shaped by my professional experience in education and my growing awareness of how misunderstood and marginalized this community often is. Through my work with students who have intellectual and developmental disabilities, I have seen both the incredible strengths these individuals possess and the systemic barriers that limit their access to inclusive, supportive environments. These experiences have inspired my commitment to intellectual disability justice and to building systems that value dignity, equity, and accessibility. Working closely with students who require individualized support has taught me that intellectual disability is not a limitation of potential, but a difference that requires understanding and intentional support. Too often, individuals with intellectual disabilities are expected to conform to systems that were not designed with their needs in mind. In educational settings, this can result in exclusion, lowered expectations, or missed opportunities for meaningful engagement. Witnessing these challenges firsthand has reinforced my belief that true inclusion requires systems to adapt to individuals- not the other way around. In my professional role, I support students who benefit from structured routines, alternative communication methods, and relationship-based approaches. Progress is often rooted in trust, patience, and collaboration rather than rigid standards. These experiences have shown me the importance of person-centered practices that honor each individual's unique needs, strengths, and voice. They have also motivated me to pursue further education so I can expand my impact beyond individual classrooms and contribute to broader organizations and systemic change. Although I am not a primary caregiver or family member of an individual with an intellectual disability, I have worked closely with families who advocate tirelessly for their loved ones. I have seen how caregivers often navigate complex systems with limited guidance or support while fighting for appropriate services and inclusion. Their persistence and resilience have deeply influenced my goals and strengthened my commitment to being a professional who listens, collaborates, and advocates alongside families rather than speaking for them. My long-term goal is to help create inclusive environments where individuals with intellectual disabilities are respected, supported, and empowered to participate fully in their communities. I hope to contribute to educational and community systems that prioritize accessibility, promote independence, and challenge stigma through informed practice, leadership, and advocacy. By advancing my education, I aim to support not only individuals with intellectual disabilities but also the families and professionals who walk alongside them. This scholarship represents an opportunity to further my education and deepen my commitment to intellectual disability justice. I am motivated to continue learning and growing so I can contribute to meaningful, sustainable change. Ultimately, my goal is to help build a more inclusive society; one that recognizes the inherent worth of individuals with intellectual disabilities and provides the resources and support they deserve.

My dream of becoming a special education teacher all started when I was in the sixth grade. When growing up, I always struggled academically with a learning disability. I struggled with reading comprehension and fluency.I started noticing I was different from my peers. I went to a different classroom for reading and I received speech support. The academics were difficult for me. To complete my homework, I would have to teach with a chalkboard to my mom. This allowed me to understand the steps and concepts I was learning in school. My teachers were very supportive, having secret signals to know I needed help, and supporting my strengths in dance. By the end of sixth grade, I knew I wanted to become a teacher. In eighth grade, my embarrassment increased having different art cycles for intervention and reading class. I remember I had a new teacher and he allowed me to attend my own IEP meeting at the beginning of the year. At the end, he asked if I wanted to add anything to the meeting. I stated," I don't want to go to high school with extra support and to be in regular classes". He mentioned how it will be a long hard road ahead if that is my goal. I worked extremely hard that year in all of my classes. I got re-evaluated during the springtime and I knew that was my chance. At our end-of-the-year IEP meeting, I was informed that I no longer qualified for services and would transition to full-time general education at the beginning of high school. I was so proud of myself that I reached my goal and knew I could reach anything I put my mind to. At the end of high school, I went to college with a semester already completed and the goal to become a special education teacher. My eighth-grade teacher will always be my mentor and inspiration to become the best teacher possible. Since no one in my family attended college, I felt very isolated during my first semester in college. I had no help to assist with the transition and had to learn a new routine for life and learning. I did not allow any of the challenges to break me down. I kept my goal in my head to ensure I made everyone proud and became the special education teacher I wanted. I have finally graduated college with honors. I went back to my community as a first-year Autistic Support teacher in the schools that raised me. Being able to come back is a dream come true. I can be the role model for my community that I had to look up to when I was younger. I just completed my first year of teaching and being provided this scholarship will allow me to continue my education and better myself for my students and my community. I want to continue to break the standards and show my students they can reach all of their goals.

Mental Health has always been a big part of my life. When growing up, I was a ballet dancer for a pre-professional company. I would dance 20 hours a week, travel for weeks over the summer for training, and perform various ballets. When you are dancing 20 hours a week, starting at your body and making "perfect" shapes it wears down the mentality of your body. When I was in 7th grade my therapist diagnosed my body problems as body dysmorphia. When looking in the mirror, I would see/visualize a different body. This body dysmorphia made me feel fat and imperfect. I would never be the best ballerina while being "fat". This led to an eating disorder, where I would count my calories and severely limit my food intake. Society can be very hard as well on teens that are growing and developing. I was bullied for my body type and for being the move-in student in my district. I would be judged for my outfits, the events going on in my life, who I was friends with, etc. All on top of my body dysmorphia and self-image struggle from my dream hobby. I was not able to cope or change to a growth mindset of thinking. The bullying escalated to the point my mom would have to come pick me up from school early, and answer my panic attacks in the bathroom phone calls. My family always made sure I knew I wasn't alone. My family, therapist, and inspiring teachers were the people who helped me keep going. They helped me see the light in the dark tunnel and the amazing future I had ahead of me. I am now a teacher in my school district where I can be the support person for students who may be struggling with anything. I want to be the light for future generations just like my old teachers. I have accepted and learned how to love who I am and what I look like. I am no longer dancing, I did need to close that chapter to ensure I can build a healthy relationship with food and the gym. Finding a healthy balance is super important to ensure I do not have flare-ups in my anxiety, body image issues, etc. I have met someone who has embraced my journey to learning to love myself. They are patient, positive, and an additional support person for me. Mental Health is super important for students who are developing. I want to be the teacher who creates a safe place where students can thrive. Where we cheer on their successes and growth. Ensuring that I know my classroom is a safe place when students are on their mental health journey allows me to know that these students have someone guiding them. My mental health journey has allowed me to go back to a "scary" place my school where I was bullied and felt alone and changed the relationship. The schools are my happy, dream career home. I am changing the relationship and making it positive for just not myself but for every student I work with. Some growth mindsets that I share with my students are " Think positive and positive things will happen". Yes, not everything will be positive but finding the light in the dark will help you stay on the right path through your tunnel. Lastly, Everything happens for a reason. My therapist said we might not know why things occur or be able to control what happens in our life but, just reminding us we are not seeing the whole picture yet and that is okay. Mental Health needs to be a priority in schools and I hope I am taking my school in the right step towards supporting these future generations.

Mental Health has always been a big part of my life. When growing up, I was a ballet dancer for a pre-professional company. I would dance 20 hours a week, travel for weeks over the summer for training, and perform various ballets. When you are dancing 20 hours a week, starting at your body and making "perfect" shapes it wears down the mentality of your body. When I was in 7th grade my therapist diagnosed my body problems as body dysmorphia. When looking in the mirror, I would see/visualize a different body. This body dysmorphia made me feel fat and imperfect. I would never be the best ballerina while being "fat". This led to an eating disorder, where I would count my calories and severely limit my food intake. Society can be very hard as well on teens that are growing and developing. I was bullied for my body type and for being the move-in student in my district. I would be judged for my outfits, the events going on in my life, who I was friends with, etc. All on top of my body dysmorphia and self-image struggle from my dream hobby. I was not able to cope or change to a growth mindset of thinking. The bullying escalated to the point my mom would have to come pick me up from school early, and answer my panic attacks in the bathroom phone calls. My family always made sure I knew I wasn't alone. My family, therapist, and inspiring teachers were the people who helped me keep going. They helped me see the light in the dark tunnel and the amazing future I had ahead of me. I am now a teacher in my school district where I can be the support person for students who may be struggling with anything. I want to be the light for future generations just like my old teachers. I have accepted and learned how to love who I am and what I look like. I am no longer dancing, I did need to close that chapter to ensure I can build a healthy relationship with food and the gym. Finding a healthy balance is super important to ensure I do not have flare-ups in my anxiety, body image issues, etc. I have met someone who has embraced my journey to learning to love myself. They are patient, positive, and an additional support person for me. Mental Health is super important for students who are developing. I want to be the teacher who creates a safe place where students can thrive. Where we cheer on their successes and growth. Ensuring that I know my classroom is a safe place when students are on their mental health journey allows me to know that these students have someone guiding them. My mental health journey has allowed me to go back to a "scary" place my school where I was bullied and felt alone and changed the relationship. The schools are my happy, dream career home. I am changing the relationship and making it positive for just not myself but for every student I work with. Some growth mindsets that I share with my students are " Think positive and positive things will happen". Yes, not everything will be positive but finding the light in the dark will help you stay on the right path through your tunnel. Lastly, Everything happens for a reason. My therapist said we might not know why things occur or be able to control what happens in our life but, just reminding us we are not seeing the whole picture yet and that is okay. Mental Health needs to be a priority in schools and I hope I am taking my school in the right step towards supporting these future generations.

My dream of becoming a special education teacher all started when I was in the sixth grade. When growing up, I always struggled academically with a learning disability. I struggled with reading comprehension and fluency. When I was in sixth grade, I started noticing I was different compared to my peers. I went to a different classroom for reading and I was pulled out for speech support. The academics in sixth grade were difficult for me. To be able to complete my homework, I would have to teach with a chalkboard and whiteboard to my mom. This allowed me to fully understand the steps and concepts I was learning in school. My teachers were very supportive, having secret signals to know I needed help, and supporting my strengths in dance and performance. By the end of sixth grade, I knew I wanted to become a teacher. In eighth grade, my embarrassment grew even more going to different art cycles for intervention and pull-out reading class. I remember I had a new teacher for eighth grade and he allowed me to attend my own IEP meeting at the beginning of the year. At the end, he asked if I wanted to add anything to the meeting. I stated, " I do not want to go to high school with any extra support and to be full-time in general education". He mentioned how it will be a long hard road ahead if that is my goal. I worked extremely hard that year in all of my classes. I got re-evaluated during the springtime and I knew that was my time to shine. At our end-of-the-year IEP meeting, I was informed that I no longer qualified for services and I would transition to full-time general education at the beginning of high school. I was so proud of myself that I reached my goal and knew I could reach anything I put my mind to. At the end of high school, I went to college with a semester already completed and the goal to become a special education teacher. My eighth-grade teacher will always be my mentor and inspiration to become the best teacher possible. Since no one in my family attended college, I felt very isolated during my first semester in college. I had no help to assist with the transition and had to learn a new routine for life and learning. I did not allow any of the challenges to break me down. I kept my goal in my head to ensure I made everyone proud and became the special education teacher I wanted. I have finally graduated college with honors. I went back to my community as a first-year Autistic Support teacher in the schools that raised me. Being able to come back is a dream come true. I can be the role model for my community that I had to look up to when I was younger. I just completed my first year of teaching and being provided this scholarship will allow me to continue my education and better myself for my students and my community. I want to continue to break the standards and show my students they can reach all of their goals. Going back for my Master's will allow me to show that to my community.