I began playing rugby my freshman year at Providence College, joining the PC Rugby team with a background in hockey but no prior experience in rugby. Coming from hockey, I was used to a fast-paced, physical sport, but rugby challenged me in entirely new ways. At first, the rules, positioning, and flow of the game felt overwhelming. Unlike hockey, where play is more structured and segmented, rugby required constant movement, awareness, and adaptability. Despite the steep learning curve, I quickly became drawn to the sport because of its intensity, teamwork, and the strong sense of community within the team. During my freshman year, I played on the Providence College Rugby team for the full season. As a new player, I had to learn the fundamentals from the ground up—passing laterally, proper tackling technique, rucking, and understanding the phases of play. My hockey experience helped me adjust to the physicality and pace, but rugby required a different type of endurance and strategic thinking. Over time, through consistent practice and support from my teammates and coaches, I became more confident in my abilities and started to contribute more effectively during games. Playing rugby has had a significant influence on my character. One of the most important lessons I’ve learned is resilience. Rugby is a demanding sport that pushes you physically and mentally, and there were many moments where I felt exhausted or frustrated, especially early on. However, I learned to push through those challenges, stay disciplined, and trust the process of improvement. The sport also taught me accountability—every player has a role, and the team depends on each individual to do their job. This sense of responsibility carried over into other areas of my life, including academics and personal goals. Additionally, rugby has strengthened my ability to work as part of a team. The bond formed with teammates is unique because of the level of trust required on the field. You rely on each other for support, communication, and execution in high-pressure situations. Coming from hockey, I already understood teamwork, but rugby emphasized it in a deeper way. The inclusive and supportive culture of the team made it easier for me to grow, not only as a player but also as a person. Throughout my time playing rugby, I have developed both physically and mentally. I’ve become stronger, improved my conditioning, and gained a better understanding of the game. More importantly, I’ve grown in confidence and leadership. Even as a newer player, I learned to communicate more on the field and support my teammates. Rugby has pushed me outside of my comfort zone and helped me develop perseverance, discipline, and a stronger sense of self. Overall, joining the Providence College Rugby team my freshman year was a transformative experience. What started as stepping into an unfamiliar sport turned into a meaningful journey of growth. Rugby has shaped me into a more resilient, dedicated, and team-oriented individual, and it continues to influence who I am both on and off the field.

While volunteering as a peer model within the Massachusetts Autism Waiver Program, I met and have grown close to a seventeen-year-old boy named Christopher since we were five-years-old. I learned how to teach him to handle group activities such as play dates and talking to other kids. We worked hard on how to tolerate being outside with all of the noises like horns and different animals. Being persistent is a key aspect of being able to do something like this. One recent goal that we worked on was getting Christopher to face his fears and tolerate going to birthday parties. Listening to the birthday song and the clapping brought on extreme anxiety for him and he would persevere on it happening as soon as he entered the party. As part of his team, we came up with a plan to help Christopher overcome his anxiety so that he could enjoy birthday parties. We started by going to his house two times a week to celebrate “someone’s” birthday. We started off small by bringing over cupcakes and singing the Happy Birthday song very softly. After each successful party, we would increase our celebration and volume. After about two and a half months, he was no longer covering his ears or screaming… Christopher was sitting with us and smiling. With my persistence I helped him to overcome his fears and anxiety. It took a lot of patience, time, and effort, but it was worth it in the end. At that point, we knew that he was ready to try going to a real birthday party and had mastered that skill and overcome that fear. In working with Christopher he taught me a lot too. He taught me to never give up. After all of the work we did, I have to be persistent or else he would not overcome anything. You have to be willing to keep trying even if there are all the downfalls, you just can’t give up. Seeing the progress that Christopher made pushed me to conquer my fear of the future with my decision to attend Providence College. His attitude and the attitude of the therapists that I volunteered alongside helped me to realize majoring in special education, although scary, would be very rewarding and seeing children’s progress would be the biggest inspiration to continue. I want to pursue higher education as I want to shape and change more individuals' lives.

I began playing rugby my freshman year at Providence College, joining the PC Rugby team with a background in hockey but no prior experience in rugby. Coming from hockey, I was used to a fast-paced, physical sport, but rugby challenged me in entirely new ways. At first, the rules, positioning, and flow of the game felt overwhelming. Unlike hockey, where play is more structured and segmented, rugby required constant movement, awareness, and adaptability. Despite the steep learning curve, I quickly became drawn to the sport because of its intensity, teamwork, and the strong sense of community within the team. During my freshman year, I played on the Providence College Rugby team for the full season. As a new player, I had to learn the fundamentals from the ground up—passing laterally, proper tackling technique, rucking, and understanding the phases of play. My hockey experience helped me adjust to the physicality and pace, but rugby required a different type of endurance and strategic thinking. Over time, through consistent practice and support from my teammates and coaches, I became more confident in my abilities and started to contribute more effectively during games. Playing rugby has had a significant influence on my character. One of the most important lessons I’ve learned is resilience. Rugby is a demanding sport that pushes you physically and mentally, and there were many moments where I felt exhausted or frustrated, especially early on. However, I learned to push through those challenges, stay disciplined, and trust the process of improvement. The sport also taught me accountability—every player has a role, and the team depends on each individual to do their job. This sense of responsibility carried over into other areas of my life, including academics and personal goals. Additionally, rugby has strengthened my ability to work as part of a team. The bond formed with teammates is unique because of the level of trust required on the field. You rely on each other for support, communication, and execution in high-pressure situations. Coming from hockey, I already understood teamwork, but rugby emphasized it in a deeper way. The inclusive and supportive culture of the team made it easier for me to grow, not only as a player but also as a person. Throughout my time playing rugby, I have developed both physically and mentally. I’ve become stronger, improved my conditioning, and gained a better understanding of the game. More importantly, I’ve grown in confidence and leadership. Even as a newer player, I learned to communicate more on the field and support my teammates. Rugby has pushed me outside of my comfort zone and helped me develop perseverance, discipline, and a stronger sense of self. Overall, joining the Providence College Rugby team my freshman year was a transformative experience. What started as stepping into an unfamiliar sport turned into a meaningful journey of growth. Rugby has shaped me into a more resilient, dedicated, and team-oriented individual, and it continues to influence who I am both on and off the field.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three year old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is my role model for the type of teacher I want to become. My mom would give me instructions on what to do with the children but she noticed I was able to handle the tasks independently. She trusted me enough to give me my own one to one child, his name was Luis. Luis was the most adorable kid who loved to play. I engaged and made a connection with him by sitting with him and playing alongside him instead of sitting and watching like most other therapists did. This was seemingly natural for me to engage with the students rather than observe. I owe all of my gratitude to my mom for making this seem like second nature as it was how she had raised me. She was constantly combining play and learning in order to help me succeed and want to learn. My mom taught me the importance of creating a relationship with students before you attempt to get them to do work for you. Carney Academy was a place I felt I excel in, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying a new food. I came home each day with my mom exhausted and ready to do it all again the next day. Watching my mom each day engage with the children or lead lessons taught me just how I want to be a teacher in my own classroom. She inspired me to believe that I really was capable of doing a job like this and that although it was exhausting, the children are worth it. I submitted an application to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. Being away from the comfort of my mom’s classroom scared me but it was a challenge I was ready to face. I used what my mom had taught me in her own classroom and reflected it onto the way I taught in the new classroom. They saw what I could do and eventually seeked me for advice on their own kids. I was eighteen leaving for college in a few months and they had been there for years but wanted my advice on how to engage with the other children in the classroom. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I created relationships with the staff that were positive and willing to give feedback to one another. I hugged each kid in the mornings as they ran into the room screaming, “Ms. Mila!”, and I cried when they “graduated” from Kindergarten in August because I was so proud of the progress they had made. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice to those who might not have it. While volunteering as a peer model within the Massachusetts Autism Waiver Program, I met and have grown close to a seventeen-year-old boy named Christopher since we were five-years-old. I learned how to teach him to handle group activities such as play dates and talking to other kids. We worked hard on how to tolerate being outside with all of the noises like horns and different animals. Being persistent is a key aspect of being able to do something like this. One recent goal that we worked on was getting Christopher to face his fears and tolerate going to birthday parties. Listening to the birthday song and the clapping brought on extreme anxiety for him and he would persevere on it happening as soon as he entered the party. As part of his team, we came up with a plan to help Christopher overcome his anxiety so that he could enjoy birthday parties. We started by going to his house two times a week to celebrate “someone’s” birthday. We started off small by bringing over cupcakes and singing the Happy Birthday song very softly. After each successful party, we would increase our celebration and volume. After about two and a half months, he was no longer covering his ears or screaming… Christopher was sitting with us and smiling. With my persistence I helped him to overcome his fears and anxiety. It took a lot of patience, time, and effort, but it was worth it in the end. At that point, we knew that he was ready to try going to a real birthday party and had mastered that skill and overcome that fear. In working with Christopher he taught me a lot too. He taught me to never give up. After all of the work we did, I have to be persistent or else he would not overcome anything. You have to be willing to keep trying even if there are all the downfalls, you just can’t give up.

Billie Eilish’s music has been more than just background noise in my life it’s been a companion through some of my darkest seasons. Since my sophomore year of high school, I’ve wrestled with anxiety and depression. There were periods when I felt like I was walking through life under a heavy fog, disconnected from everyone around me, including myself. Adding to that, trying to understand and accept my identity as a bisexual teenager often left me feeling like I was outside of every group like I didn’t quite fit anywhere. In those moments, Billie’s music didn’t just resonate it felt like a lifeline. One song that’s stuck with me is “everything i wanted.” There’s something in the way it captures the quiet, invisible battles of mental health the kind that don’t always make sense to other people. That song reflected how I often felt unheard or misunderstood, even when I was surrounded by people. It gave weight to emotions I couldn’t always explain, validating the sense of emptiness and exhaustion I carried for years. “idontwannabeyouanymore” hit me in a more personal way. That track felt like an honest conversation with myself the part of me that was always trying to hide behind a smile, pretending to be fine. It mirrored how much I struggled with self-image, not just physically but emotionally. Being bisexual added to that internal conflict. I often felt like I was too much or not enough, caught in a tug-of-war between visibility and invisibility. That song made it feel okay to admit I didn’t like who I was some days. And that, in itself, was strangely healing. Then there’s “Happier Than Ever.” That one felt like a turning point. It channels a shift from quietly enduring pain to finally confronting it. Listening to it reminded me of the moments I started setting boundaries, and learning to walk away from things that hurt me, even when it was hard. It captured a kind of strength I didn’t know I had this fierce, unapologetic demand for better. That energy lit a spark in me. Billie’s music helped me feel seen when I felt invisible, helped me grieve when I didn’t have the words, and reminded me that even in pain, there’s power. Her songs gave me space to feel, to break, and slowly, to rebuild.

As an Applied Behavior Analysis (ABA) therapist at Carney Academy, I have had the privilege of working one-on-one with students who face a variety of developmental and neurological challenges. Every day, I see the power of patience, creativity, and connection in helping a child learn and grow. It’s because of these experiences that I’ve decided to pursue a degree in special education at Providence College, to become the kind of teacher who not only educates but truly understands each child’s unique world. If I were to work with a child like Rebecca who had a rare disorder and was non-verbal I would begin by building trust and forming a relationship rooted in empathy. Before teaching can happen, a student must feel safe, seen, and valued. I believe in meeting students where they are, not where we expect them to be. This means observing, listening deeply (even when there are no words), and celebrating every small victory. As an ABA therapist, I’ve learned the importance of individualized support and communication systems such as PECS (Picture Exchange Communication System), AAC devices, and sign language. But more than any specific tool, it’s about finding what works for that one child. I’d spend time learning their interests, likes, and dislikes just as Rebecca's most effective support teams did. Whether that’s integrating a favorite song into a lesson or using movement-based activities to teach a new concept, it’s about teaching in ways that are meaningful to them. Collaboration is also essential. I’ve seen firsthand how powerful it is when educators, therapists, and families come together. Family plays a vital role in the education and progress of a child with disabilities. They are the experts on their child, the historians of what has worked and what hasn’t, and the daily support system carrying the progress beyond the classroom. As a future special educator, I plan to prioritize consistent, open communication with families. I want to build partnerships where families feel heard, respected, and included in decision-making. Rebecca’s story deeply resonates with me because it reminds me why I chose this path. Her joy, her laughter, and her connection with those who took the time to understand her, that is what I aspire to bring into every classroom I enter. I believe every child, no matter their challenges, deserves to feel the excitement of learning and the warmth of being truly understood. Receiving the Rebecca Lynn Seto Memorial Scholarship would not only support me financially in continuing my education, but it would also be an honor to carry forward her legacy which is a legacy of love, individuality, and joy. I hope to be a teacher who lights up a room with a smile, just as Rebecca did, and who inspires others to see ability where others see limitation.

While volunteering as a peer model within the Massachusetts Autism Waiver Program, I met and have grown close to a seventeen-year-old boy named Christopher since we were five years old. I learned how to teach him to handle group activities such as play dates and talking to other kids. We worked hard on how to tolerate being outside with all of the noises like horns and different animals. Being persistent is a key aspect of being able to do something like this. One recent goal that we worked on was getting Christopher to face his fears and tolerate going to birthday parties. Listening to the birthday song and the clapping brought on extreme anxiety for him and he persevered on it happening as soon as he entered the party. As part of his team, we came up with a plan to help Christopher overcome his anxiety so that he could enjoy birthday parties. We started by going to his house two times a week to celebrate “someone’s” birthday. We started small by bringing over cupcakes and singing the Happy Birthday song very softly. After each successful party, we would increase our celebration and volume. After about two and a half months, he was no longer covering his ears or screaming… Christopher was sitting with us and smiling. With my persistence, I helped him to overcome his fears and anxiety. It took a lot of patience, time, and effort, but it was worth it in the end. At that point, we knew that he was ready to try going to a real birthday party and had mastered that skill and overcome that fear. In working with Christopher he taught me a lot too. He taught me to never give up. After all of the work we did, I had to be persistent or else he would not overcome anything. You have to be willing to keep trying even if there are all the downfalls, you just can’t give up. I plan to continue helping individuals with special needs as I am going to college pursuing a Special Education degree. Teaching became second nature as it was a gift I seemed to have. Putting smiles on students' faces when volunteering or working as an ABA therapist was always the best part of my day. Choosing the special education path was a simple decision. I want to make a difference and be a voice for those who might not have it.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three-year-old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make-believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is also my role model for the type of teacher I want to become. Carney Academy was a place where I felt I excelled, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying new food. I came home each day with my mom exhausted and ready to do it all again the next day. My mom inspired me to believe that I was capable of doing a job like this and that although it was exhausting, the children were worth it. I applied to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. Being away from the comfort of my mom’s classroom scared me but it was a challenge I was ready to face. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I created relationships with the staff that were positive and willing to give feedback to one another. I hugged each kid in the mornings as they ran into the room screaming, “Ms. Mila!”, and I cried when they “graduated” from Kindergarten in August because I was so proud of the progress they had made. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice for those who might not have it. Receiving a scholarship like this would be greatly appreciated as I am attempting to pay for college without the help of my parents and am drowning in student loans. I work hard to achieve my goal of being a Special Education teacher and would love the financial support of a scholarship.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three-year-old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make-believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is also my role model for the type of teacher I want to become. Carney Academy was a place where I felt I excelled, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying new food. I came home each day with my mom exhausted and ready to do it all again the next day. Watching my mom each day engage with the children or lead lessons taught me just how I want to be a teacher in my classroom. She inspired me to believe that I was capable of doing a job like this and that although it was exhausting, the children were worth it. I applied to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. Being away from the comfort of my mom’s classroom scared me but it was a challenge I was ready to face. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I created relationships with the staff that were positive and willing to give feedback to one another. I hugged each kid in the mornings as they ran into the room screaming, “Ms. Mila!”, and I cried when they “graduated” from Kindergarten in August because I was so proud of the progress they had made. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice for those who might not have it.

"Flames & Frames" is a brand-new Love Island challenge designed to test trust, stir emotions, and spark a little bit of chaos. Set against a glamorous outdoor backdrop with a red carpet, flashing lights, and a dramatic fire-themed stage, this high-stakes challenge brings together relationship trivia, awkward revelations, and strategic decision-making. With flickering LED flames and bursts of fire erupting with each reveal, the atmosphere is hot—literally and emotionally. The game kicks off with Round 1: Flashback Flame. One Islander at a time is called to the stage while their partner watches from the sidelines. On the giant screen, a mystery photo from the Islander’s life before the villa appears. These could range from flirty holiday snaps to club nights or even photos with an ex. The Islander must explain the context of the photo honestly—because their partner will then be asked a multiple-choice question about the story behind it. For every correct guess, the couple earns a point. If they get it wrong, the flame cannons erupt and a cheeky “flame warning” is added to their tally. Next is Round 2: The Heat Is On. In this round, Islanders are shown a blurred or pixelated image on the screen and must guess what’s happening in the photo before it's revealed. The catch? These are from moments inside the villa—secret kisses, stolen looks, or cheeky challenges. This adds a layer of spice, as past flings or hidden flirtations might come to light. The partner must decide whether to "cool it down" by accepting the moment as harmless fun, or "turn up the heat" and confront the Islander with a hot seat question. This dynamic injects a sense of drama and choice into the challenge, letting contestants show either forgiveness or fire. Finally, the game ends with Round 3: Burn Book Confessions. Islanders anonymously submitted short confessions earlier in the week—nothing cruel, just spicy admissions like “I think someone’s faking their connection” or “I’ve thought about recoupling.” Now, these are read aloud and each couple must guess who wrote it. Every correct guess earns points, but every wrong guess sparks suspicion and fuels fiery speculation. The couple with the highest score at the end wins a luxurious date outside the villa, complete with champagne, a sunset view, and time to reconnect away from the drama. The couple with the most “flame warnings” gets a public grilling from their fellow Islanders in the fire pit that night—adding a little social tension to the mix. "Flames & Frames" is the ultimate test of honesty, memory, and emotional connection, wrapped in a dramatic, fun, and fire-filled package. Expect shocks, laughs, and maybe even a few broken hearts as the truth comes to light.

I believe in miracles. The definition of “miracle” is the event that is not explicable by natural or scientific laws and is therefore considered to be the work of a divine agency. That divine agency is built on Christian saints who have the ability to perform these said miracles. I believe in Our Lady Fatima’s miracles that she has granted to our family. Without her miracle my mom would not be here today. In early August of 2020, my mom got hit by a car while crossing the street. She was rushed to the hospital with a brain bleed and fractured skull. My grandmother, her mom, made a promise to Fatima that if she guides my mom through this traumatic event, she would take our whole family to the Fatima shrine and circle it praying the rosary and saying the Our Father. My mom continued to fight for her life while Fatima held her hand. I believe in the strength of Fatima’s miracle because I witnessed it firsthand. I believe in the miracle that Fatima performed to heal my mom. I believe that Fatima performed yet another Miracle of the Sun and brought light back to my world. My mom is the most important person in my life and without her I would be nothing. Just another dark rain storm. Though this may seem cliché, my mom truly is the glue that holds our family together. I believe that when we fulfilled the promise my grandmother had made to Fatima a sense of peace washed over all of us. Going to Portugal and seeing the Fatima shrine made me thankful that she could do so much for my family. I believe in the miracle of my family being able to be together in Portugal. The miracle of my seven-person family all getting there without killing one another which is a miracle on its own. I believe in the miracle of having a family who has this love for one another that is so strong they are willing to make sacrifices to keep that person in their lives. A promise is a sacrifice. A promise being broken to a saint is a risk my grandmother was willing to take to save her daughter. I believe in my mom for working with Fatima to perform this miracle for our family. This miracle that my family was blessed with lead me to live a Christian life. From a young age, I have been drawn to the idea of making a difference in the lives of others, particularly in the realm of education. Growing up attending a Catholic high school, I was instilled with the values of service, compassion, and dedication to community. These values have continued to shape my aspirations as I pursue my college education at Providence College, a Catholic institution that aligns with my personal and academic goals. I am currently working toward a degree in special education, with the hope of becoming a teacher who can positively impact the lives of students with diverse learning needs. However, the journey to achieving my dreams comes with financial obstacles, as I am independently responsible for funding my college tuition. Receiving this scholarship would provide invaluable support, easing the financial burden and allowing me to focus on my academic and professional development. My passion for special education stems from my belief that every child, regardless of ability, deserves the opportunity to learn, grow, and reach their full potential. Throughout my high school years, I was actively involved in volunteer programs that worked with children with disabilities, and these experiences solidified my desire to enter the field of special education. I saw firsthand the struggles that some students faced due to a lack of proper resources, support, or individualized instruction. Witnessing their determination and resilience inspired me to dedicate my career to ensuring that all students receive the education they deserve. Choosing to attend Providence College was a decision deeply rooted in my desire to further my education in an environment that fosters personal growth, academic excellence, and a commitment to service. The college’s strong education program, combined with its Catholic values, makes it the ideal institution for me to develop the skills and knowledge necessary to become an effective special education teacher. However, affording this education has been a challenge. Unlike many students who have financial support from their families, I am solely responsible for covering my tuition, textbooks, and living expenses. The stress of managing tuition payments while maintaining my academic performance has been overwhelming at times, and this scholarship would provide much-needed financial relief, allowing me to concentrate on my studies and professional aspirations. In addition to my academic pursuits, I am deeply involved in extracurricular activities that enrich my understanding of education and community service. I actively participate in mentoring programs and volunteer at local schools, assisting students with special needs. These experiences reinforce my commitment to the field and provide valuable hands-on learning opportunities that will benefit me in my future career. However, balancing work, school, and volunteer commitments has been challenging due to the financial constraints I face. The support from this scholarship would enable me to dedicate more time to my studies and professional development rather than worrying about how to finance my education. Looking ahead, my goal is to become a dedicated and compassionate special education teacher who advocates for students with disabilities. I hope to work in an inclusive classroom setting, developing individualized learning plans that cater to each student’s unique needs. Additionally, I aspire to pursue further education and training in special education to enhance my skills and stay updated on best practices in the field. Beyond the classroom, I want to contribute to shaping policies and programs that support students with disabilities, ensuring that they receive the resources and accommodations necessary for success. Receiving this scholarship would be a transformative step toward achieving my career goals. It would alleviate some of the financial stress that comes with independently funding my education and allow me to fully immerse myself in my studies and extracurricular involvement. With this support, I would be able to focus on becoming the best educator I can be, ultimately making a meaningful impact in the lives of students who need it most. Education is more than just a career path for me, it is a calling. My experiences, values, and aspirations have led me to pursue a degree in special education, despite the financial hardships I face. With this scholarship, I would be able to continue my education at Providence College without the constant worry of financial strain. More importantly, it would bring me one step closer to achieving my dream of becoming a special education teacher who empowers students to overcome obstacles and reach their fullest potential. I am deeply committed to this journey, and with the support of this scholarship, I will be able to make a lasting difference in the lives of the students I am fortunate enough to teach.

Maintaining a connection to my Polish heritage has always been an essential part of my identity. Growing up in a household that embraced Polish traditions, I developed a deep appreciation for the culture, language, and history. One of the ways I stay connected is by celebrating traditional Polish holidays such as Wigilia (Christmas Eve) and Śmigus-Dyngus (Wet Monday). These celebrations, filled with family, food, and folklore, reinforce the importance of community and heritage. Additionally, I actively seek out Polish literature, music, and films, allowing me to deepen my understanding of the rich cultural landscape. I also make an effort to speak Polish with family members and stay involved in local Polish community events, ensuring that my heritage remains a living part of my life. One cause I am passionate about is promoting inclusivity in sports. Having played hockey and rugby, I have witnessed firsthand how sports can be both empowering and exclusionary. I strive to create environments where everyone, regardless of background, gender, or skill level, feels welcome. I actively contribute by mentoring younger athletes, advocating for equal opportunities, and volunteering at sports programs aimed at increasing accessibility. Through these efforts, I hope to break down barriers and encourage participation in sports as a means of personal growth, teamwork, and community building. A core memory from my childhood that profoundly shaped my identity was scoring my first goal in a competitive hockey game. I vividly remember the exhilaration of seeing the puck hit the back of the net and hearing my teammates cheer. This moment reinforced my love for sports and taught me the value of perseverance and hard work. It also showed me the power of support from others—my coaches, teammates, and family were all part of that success. This experience solidified my belief that effort, determination, and a strong support system can help overcome challenges, a lesson I carry with me in all aspects of life. If I could have dinner with any famous woman from history, I would choose Marie Curie. As a Polish-born scientist and the first woman to win a Nobel Prize, she broke barriers in a male-dominated field and made groundbreaking discoveries in radioactivity. Her determination and intellect continue to inspire generations. If given the chance, I would ask her, "What personal sacrifices did you make in pursuit of your scientific discoveries, and how did you stay committed to your passion despite societal challenges?" Her insights would be invaluable in understanding resilience, dedication, and the pursuit of knowledge.

Rugby has been a defining part of my life, shaping both my physical abilities and my character in profound ways. From the moment I stepped onto the field, I was drawn to the sport’s intensity, camaraderie, and the sense of discipline it instills. I have played for Providence College, and throughout my time as a player, I have grown not only in skill but also as a person. One of the most valuable lessons rugby has taught me is resilience. It is a sport that demands mental and physical toughness, and every match presents new challenges. Whether it’s bouncing back from a tough loss, pushing through exhaustion during training, or adapting to unexpected situations on the field, rugby has taught me how to persevere under pressure. This mindset has carried over into my everyday life, helping me face obstacles with confidence and determination. Teamwork is another fundamental value I have developed through rugby. Unlike other sports where individual performance can often dominate, rugby requires complete trust and synergy among teammates. From executing plays to supporting one another in tough moments, I have learned the importance of communication, accountability, and selflessness. These qualities extend beyond the game I have become a better friend, teammate, and leader because of the trust and respect rugby has taught me. As a player, I have worked hard to improve my technique, fitness, and strategic understanding of the game. Over time, I have gained confidence in my abilities, learning to push myself beyond my limits and refine my skills. However, my development extends far beyond athletic performance. Rugby has given me a sense of belonging, a support system, and a strong work ethic that influences all aspects of my life. Beyond the sport itself, rugby has also introduced me to a diverse and inclusive community. The bonds I have formed with teammates, coaches, and even opponents have reinforced the importance of respect, sportsmanship, and unity. It has been inspiring to be part of a sport that embraces people from all walks of life and fosters a culture of mutual support. The Providence College Rugby team has shaped me into a stronger, more disciplined, and more resilient person. The lessons I have learned on the field will stay with me for a lifetime, influencing the way I approach challenges, relationships, and personal growth. I am proud to be a rugby player and excited to continue growing in the sport.

Growing up as a bisexual teenager in a predominantly Republican society has been a journey of self-discovery, resilience, and courage. From a young age, I realized that who I was did not always align with the values and expectations of the community around me. Conversations about LGBTQ+ identities were often met with discomfort, misunderstanding, or outright rejection. While I have been fortunate to find pockets of acceptance, I have also faced moments of isolation, fear, and the pressure to conform. Despite these challenges, my identity has shaped me into a stronger, more determined individual—one who is committed to advocating for inclusivity, representation, and support for others in the LGBTQ+ community. One of the hardest parts of my journey has been navigating relationships with family, friends, and peers who may not fully understand or accept my identity. There have been times when I have had to hide parts of myself to avoid conflict or judgment. However, I refuse to let fear define me. Instead, I have sought out safe spaces where I can be my authentic self, and I am committed to creating more of those spaces for others. Whether it’s through LGBTQ+ advocacy groups, online platforms, or simply being a supportive friend to those who are struggling, I see myself as someone who will give back to the community. I believe that visibility and representation matter. As I continue to grow, I want to be a voice for those who feel unheard, especially for LGBTQ+ youth living in conservative areas. I know how difficult it can be to feel alone in your identity, and I want to be someone who helps others realize that they are not alone. Whether it’s through mentorship, activism, or community-building, I am dedicated to fostering a world where people can live openly and proudly without fear of discrimination. Academically, I am passionate about studying [your intended major, e.g., psychology, political science, social work, or any field that aligns with your goals]. My goal is to use my education to contribute to LGBTQ+ advocacy, whether through research, policy-making, mental health services, or community outreach. Many LGBTQ+ individuals, especially those in conservative environments, struggle with mental health challenges, lack of resources, and discrimination. I want to be part of the movement that ensures our community receives the support, rights, and representation we deserve. However, pursuing higher education comes with significant financial obstacles. My parents have chosen not to support me financially, leaving me to navigate the costs of tuition, housing, and other expenses on my own. While I am willing to work hard and take on jobs to support myself, balancing financial stability with academic success is a daunting challenge. Receiving this scholarship would relieve some of the financial burdens and allow me to focus on my studies and my contributions to the LGBTQ+ community without the constant stress of making ends meet. This scholarship is more than just financial assistance—it is an opportunity to further my education, strengthen my advocacy, and build a future where LGBTQ+ individuals can thrive regardless of where they come from. I am deeply committed to my education, my identity, and my community, and I will use every opportunity I have to uplift those who need support.

In winter of sophomore year, I had my first panic attack. I was coming home from an away hockey game, sitting next to my best friend Lily listening to music. I felt overwhelmingly hot even though everyone else seemed to be bundled up in their coats and blankets. My vision grew dark and the sweat started pouring out from my skin, it hurt to breathe. Choking on my own air I grabbed Lily who did not know what was going on. She held me as I felt like I was dying. Over the last couple weeks of winter term, I had felt nervous and shaky but never anything like this. Sara, a junior on my team, had become really close friends with me and opened up to me about her own anxiety. This made me realize that those feelings she was having I was also having and I could finally put a label on them. Lily tried her best to hold me but nothing was working, I felt like I was dying. I got up quickly, gripping the seats as I walked to the back of the bus to find Sara. I looked at her clearly scared and she grabbed me and pulled me into her arms. She helped me to calm myself down, to listen to her voice, and to distract me from my breathing. It took around thirty minutes for me to stop crying and hyperventilating. This feeling was the worst feeling I have ever felt in my life, my heart hurt and I was convinced I was dying. Sara helped me through those times that followed that I felt like this again. I opened up to my mom about how I was feeling and at first, I was yelled at. She did not understand what I was going through and it made me very closed off from our relationship. Our relationship tearing caused me even more anxiety. It ruined relationships with friends and severely decreased the scores of the grades I was receiving. I would sleep instead of hanging out with friends or doing homework, and I would have to take walks to the bathroom out of my classes to help myself calm down. One night, I could not handle the anxiety. It was too overwhelming for me to handle. I thought about dying for the first time in my life. I convinced myself that I would sneak out of the dorm and go to the bay so no one would find me. I said the words, “I don’t want to be here.” to my boyfriend at the time who immediately texted Lily. I am not sure if I would be here today to write this assignment if she had not told the houseparent who informed the infirmary. After this happened, my mom believed and attempted to understand what I was going through. She talked to my doctor who prescribed me Fluoxetine to help with my depression and anxiety. After being on these meds I noticed a significant decrease in me feeling anxious. I was able to help others just like Sara had helped me. I found a girl in my dorm alone in her room barely able to breathe. I sat with her recognising the symptoms she was feeling and used what Sara had taught me to help her. I was always ashamed of my anxiety but now I am able to use it to help people. I notice the small things people do like shake their legs or bite their nails and always check in on them to make sure they are okay. I feel obligated to check in on these people because although I may not know their stories, I know how to help them.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three year old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is my role model for the type of teacher I want to become. Carney Academy was a place I felt I excel in, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying a new food. I came home each day with my mom exhausted and ready to do it all again the next day. She inspired me to believe that I really was capable of doing a job like this and that although it was exhausting, the children are worth it. I submitted an application to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. Being away from the comfort of my mom’s classroom scared me but it was a challenge I was ready to face. I used what my mom had taught me in her own classroom and reflected it onto the way I taught in the new classroom. They saw what I could do and eventually seeked me for advice on their own kids. I was eighteen leaving for college in a few months and they had been there for years but wanted my advice on how to engage with the other children in the classroom. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I hugged each kid in the mornings as they ran into the room screaming, “Ms. Mila!”, and I cried when they “graduated” from Kindergarten in August because I was so proud of the progress they had made. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice to those who might not have it.

Choosing to become vegan was one of the most significant and transformative decisions of my life. It was not a choice made on impulse but rather the result of deep reflection, research, and a growing awareness of the impact my dietary choices had on animals, the environment, and my health. Over time, I realized that adopting a vegan lifestyle aligned with my core values of compassion, sustainability, and personal well-being. Today, veganism is more than just a diet for me—it is a commitment to a kinder world, a healthier life, and a more sustainable future. My decision to go vegan was primarily driven by my concern for animal welfare. Learning about the cruelty and suffering that animals endure in factory farms and industrial slaughterhouses was heartbreaking. The idea that sentient beings experience fear, pain, and distress for the sake of human consumption deeply troubled me. Once I made the connection between my food choices and the suffering of animals, I knew I could no longer support industries that treated living creatures as mere commodities. Veganism became my way of living in alignment with my ethical beliefs, ensuring that my daily choices reflected my values of kindness and respect for all beings. In addition to ethical concerns, I was also influenced by the environmental impact of animal agriculture. Studies have shown that livestock farming contributes significantly to deforestation, water pollution, greenhouse gas emissions, and biodiversity loss. When I learned that adopting a plant-based diet could drastically reduce my carbon footprint, I knew that veganism was not just about personal ethics but also about protecting our planet for future generations. I want to be part of the solution to climate change, and veganism is one of the most effective ways to contribute to a more sustainable world. My passion for veganism has also driven my desire to educate and inspire others. I believe that positive change starts with awareness, and I want to use my education and experiences to grow the vegan movement. In the future, I plan to integrate my knowledge and skills into advocacy, whether through writing, public speaking, or community outreach. I dream of launching initiatives that promote plant-based education, making veganism more accessible to people of all backgrounds. Whether through social media campaigns, organizing plant-based events, or working with organizations to introduce more vegan options in schools and workplaces, I am committed to spreading awareness and encouraging others to make compassionate choices. Furthermore, I hope to pursue a career that allows me to make a tangible difference in the vegan movement. Whether it’s through policy work, sustainable business practices, or nutrition and health education, I want to be part of the growing shift toward a plant-based world. I believe that collaboration with other advocates, businesses, and policymakers can accelerate this change, creating a society where veganism is not just an alternative but a mainstream, viable, and widely accepted way of life. Veganism is more than just a personal choice for me—it is a lifelong commitment to making the world a better place. With the right education, resources, and platform, I am determined to be a voice for the voiceless, promote sustainability, and empower others to embrace a compassionate lifestyle. I am excited about the opportunities ahead and look forward to using my passion and education to advance the vegan movement in meaningful ways.

In winter of sophomore year, I had my first panic attack. I was coming home from an away hockey game, sitting next to my best friend Lily listening to music. My vision grew dark and the sweat started pouring out from my skin, it hurt to breathe. She held me as I felt like I was dying. Over the last couple weeks of winter term, I had felt nervous and shaky but never anything like this. Sara, a junior on my team, had become really close friends with me and opened up to me about her own anxiety. This made me realize that those feelings she was having I was also having and I could finally put a label on them. Lily tried her best to hold me but nothing was working, I felt like I was dying. I got up quickly, gripping the seats as I walked to the back of the bus to find Sara. I looked at her clearly scared and she grabbed me and pulled me into her arms. She helped me to calm myself down, to listen to her voice, and to distract me from my breathing. It took around thirty minutes for me to stop crying and hyperventilating. This feeling was the worst feeling I have ever felt in my life, my heart hurt and I was convinced I was dying. Sara helped me through those times that followed that I felt like this again. I opened up to my mom about how I was feeling and at first, I was yelled at. She did not understand what I was going through and it made me very closed off from our relationship. Our relationship tearing caused me even more anxiety. It ruined relationships with friends and severely decreased the scores of the grades I was receiving. I would sleep instead of hanging out with friends or doing homework, and I would have to take walks to the bathroom out of my classes to help myself calm down. One night, I could not handle the anxiety. It was too overwhelming for me to handle. I thought about dying for the first time in my life. I convinced myself that I would sneak out of the dorm and go to the bay so no one would find me. I said the words, “I don’t want to be here.” to my boyfriend at the time who immediately texted Lily. I am not sure if I would be here today to write this assignment if she had not told the houseparent who informed the infirmary. After this happened, my mom believed and attempted to understand what I was going through. She talked to my doctor who prescribed me Fluoxetine to help with my depression and anxiety. After being on these meds I noticed a significant decrease in me feeling anxious. I was able to help others just like Sara had helped me. I found a girl in my dorm alone in her room barely able to breathe. I sat with her recognising the symptoms she was feeling and used what Sara had taught me to help her. I was always ashamed of my anxiety but now I am able to use it to help people. I notice the small things people do like shake their legs or bite their nails and always check in on them to make sure they are okay. I feel obligated to check in on these people because although I may not know their stories, I know how to help them.

Attending Providence College has always been a priority for me, as I know that higher education is the key to unlocking better opportunities and building a successful future. However, my journey to college has become more challenging due to financial constraints. My parents have chosen not to provide financial support for my education, leaving me responsible for covering tuition, housing, textbooks, and other necessary expenses on my own. This scholarship would be a life-changing opportunity, allowing me to focus on my studies without the overwhelming stress of financial insecurity. Without family assistance, I have had to explore every possible avenue to fund my education. While I am determined to work part-time to contribute to my expenses, balancing school and employment can be incredibly demanding. Providence College is already rigorous, and having to work extensive hours just to afford tuition and basic living costs could impact my academic performance. A scholarship would relieve a significant portion of my financial burden, enabling me to prioritize my studies and fully immerse myself in my education. Beyond just tuition, the costs of college add up quickly. From textbooks and technology fees to transportation and housing, these expenses can be overwhelming for someone without a financial safety net. Many students who lack parental support are forced to take on substantial student loan debt, which can be a long-term financial strain. This scholarship would help me avoid excessive debt and allow me to focus on achieving academic excellence rather than constantly worrying about making ends meet. Furthermore, receiving this scholarship would give me the opportunity to engage more in extracurricular activities and campus organizations that can enrich my college experience. I want to be an active member of my school community, contribute to student-led initiatives, and develop leadership skills that will benefit me in my future career. However, without financial support, I would be forced to dedicate most of my time to working rather than participating in activities that could help me grow both personally and professionally. Ultimately, this scholarship is more than just financial aid—it is an investment in my future. It would provide me with the stability I need to complete my degree, pursue my career goals, and one day give back to students facing similar challenges. I am deeply committed to my education, and with this scholarship, I will be able to work toward a brighter future without financial hardship holding me back.

In winter of sophomore year, I had my first panic attack. I was coming home from an away hockey game, sitting next to my best friend Lily listening to music. I felt overwhelmingly hot even though everyone else seemed to be bundled up in their coats and blankets. My vision grew dark and the sweat started pouring out from my skin, it hurt to breathe. Choking on my own air I grabbed Lily who did not know what was going on. She held me as I felt like I was dying. Over the last couple weeks of winter term, I had felt nervous and shaky but never anything like this. Sara, a junior on my team, had become really close friends with me and opened up to me about her own anxiety. This made me realize that those feelings she was having I was also having and I could finally put a label on them. Lily tried her best to hold me but nothing was working, I felt like I was dying. I got up quickly, gripping the seats as I walked to the back of the bus to find Sara. I looked at her clearly scared and she grabbed me and pulled me into her arms. She helped me to calm myself down, to listen to her voice, and to distract me from my breathing. It took around thirty minutes for me to stop crying and hyperventilating. This feeling was the worst feeling I have ever felt in my life, my heart hurt and I was convinced I was dying. Sara helped me through those times that followed that I felt like this again. I opened up to my mom about how I was feeling and at first, I was yelled at. She did not understand what I was going through and it made me very closed off from our relationship. Our relationship tearing caused me even more anxiety. It ruined relationships with friends and severely decreased the scores of the grades I was receiving. I would sleep instead of hanging out with friends or doing homework, and I would have to take walks to the bathroom out of my classes to help myself calm down. One night, I could not handle the anxiety. It was too overwhelming for me to handle. I thought about dying for the first time in my life. I convinced myself that I would sneak out of the dorm and go to the bay so no one would find me. I said the words, “I don’t want to be here.” to my boyfriend at the time who immediately texted Lily. I am not sure if I would be here today to write this assignment if she had not told the houseparent who informed the infirmary. After this happened, my mom believed and attempted to understand what I was going through. She talked to my doctor who prescribed me Fluoxetine to help with my depression and anxiety. After being on these meds I noticed a significant decrease in me feeling anxious. I was able to help others just like Sara had helped me. I found a girl in my dorm alone in her room barely able to breathe. I sat with her recognising the symptoms she was feeling and used what Sara had taught me to help her. I was always ashamed of my anxiety but now I am able to use it to help people. I notice the small things people do like shake their legs or bite their nails and always check in on them to make sure they are okay. I feel obligated to check in on these people because although I may not know their stories, I know how to help them.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three year old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is my role model for the type of teacher I want to become. I engaged and made a connection with him by sitting with him and playing alongside him instead of sitting and watching like most other therapists did. This was seemingly natural for me to engage with the students rather than observe. I owe all of my gratitude to my mom for making this seem like second nature as it was how she had raised me. She was constantly combining play and learning in order to help me succeed and want to learn. Carney Academy was a place I felt I excel in, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying a new food. I came home each day with my mom exhausted and ready to do it all again the next day. She inspired me to believe that I really was capable of doing a job like this and that although it was exhausting, the children are worth it. I submitted an application to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. They saw what I could do and eventually asked me for advice on their own kids. I was eighteen leaving for college in a few months and they had been there for years but wanted my advice on how to engage with the other children in the classroom. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice to those who might not have it.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three year old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is my role model for the type of teacher I want to become. I engaged and made a connection with him by sitting with him and playing alongside him instead of sitting and watching like most other therapists did. This was seemingly natural for me to engage with the students rather than observe. I owe all of my gratitude to my mom for making this seem like second nature as it was how she had raised me. She was constantly combining play and learning in order to help me succeed and want to learn. Carney Academy was a place I felt I excel in, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying a new food. I came home each day with my mom exhausted and ready to do it all again the next day. She inspired me to believe that I really was capable of doing a job like this and that although it was exhausting, the children are worth it. I submitted an application to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. They saw what I could do and eventually asked me for advice on their own kids. I was eighteen leaving for college in a few months and they had been there for years but wanted my advice on how to engage with the other children in the classroom. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice to those who might not have it.

Peeking out from around her desk, I flashed my big brown eyes at her to get her attention. This is a tactic I realized works no matter what my mom is doing. She replied to my gesture saying, “Hi Mila”. I was around three years old when she was taking online classes to further her education to obtain a higher role as a special education teacher. Clearly, a small three year old did not understand why my mom was sitting on the computer instead of playing “School” with me. After seeing my big brown eyes, she would close her laptop and get on the floor to set up for the make believe school day we were planning for my dolls. My mom not only is my reason for wanting to become a teacher but she is my role model for the type of teacher I want to become. My mom would give me instructions on what to do with the children but she noticed I was able to handle the tasks independently. She trusted me enough to give me my own one to one child, his name was Luis. Luis was the most adorable kid who loved to play. I engaged and made a connection with him by sitting with him and playing alongside him instead of sitting and watching like most other therapists did. This was seemingly natural for me to engage with the students rather than observe. I owe all of my gratitude to my mom for making this seem like second nature as it was how she had raised me. She was constantly combining play and learning in order to help me succeed and want to learn. My mom taught me the importance of creating a relationship with students before you attempt to get them to do work for you. Carney Academy was a place I felt I excel in, whether it be making a student laugh, participating in making letter sounds at circle time, or even just trying a new food. I came home each day with my mom exhausted and ready to do it all again the next day. Watching my mom each day engage with the children or lead lessons taught me just how I want to be a teacher in my own classroom. She inspired me to believe that I really was capable of doing a job like this and that although it was exhausting, the children are worth it. I submitted an application to be a behavioral therapist in the winter of my senior year. I had been volunteering in my mom’s classroom for seven years and I wanted to do more. I was offered the position for the summer program in a Kindergarten classroom. Being away from the comfort of my mom’s classroom scared me but it was a challenge I was ready to face. I used what my mom had taught me in her own classroom and reflected it onto the way I taught in the new classroom. They saw what I could do and eventually seeked me for advice on their own kids. I was eighteen leaving for college in a few months and they had been there for years but wanted my advice on how to engage with the other children in the classroom. I experienced a lot in the Kindergarten classroom this summer whether it be positive or negative. I learned how to make mistakes and move on from them. I created relationships with the staff that were positive and willing to give feedback to one another. I hugged each kid in the mornings as they ran into the room screaming, “Ms. Mila!”, and I cried when they “graduated” from Kindergarten in August because I was so proud of the progress they had made. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice to those who might not have it. While volunteering as a peer model within the Massachusetts Autism Waiver Program, I met and have grown close to a seventeen-year-old boy named Christopher since we were five-years-old. I learned how to teach him to handle group activities such as play dates and talking to other kids. We worked hard on how to tolerate being outside with all of the noises like horns and different animals. Being persistent is a key aspect of being able to do something like this. One recent goal that we worked on was getting Christopher to face his fears and tolerate going to birthday parties. Listening to the birthday song and the clapping brought on extreme anxiety for him and he would persevere on it happening as soon as he entered the party. As part of his team, we came up with a plan to help Christopher overcome his anxiety so that he could enjoy birthday parties. We started by going to his house two times a week to celebrate “someone’s” birthday. We started off small by bringing over cupcakes and singing the Happy Birthday song very softly. After each successful party, we would increase our celebration and volume. After about two and a half months, he was no longer covering his ears or screaming… Christopher was sitting with us and smiling. With my persistence I helped him to overcome his fears and anxiety. It took a lot of patience, time, and effort, but it was worth it in the end. At that point, we knew that he was ready to try going to a real birthday party and had mastered that skill and overcome that fear. In working with Christopher he taught me a lot too. He taught me to never give up. After all of the work we did, I have to be persistent or else he would not overcome anything. You have to be willing to keep trying even if there are all the downfalls, you just can’t give up.

Being a high school junior grappling with my sexuality, I was faced with hardships from my mental health and peoples judgement. High school is hard on its own but going through a catholic high school being a bisexual teenager was especially hard. I opened up to my mom about how I was struggling and at first, I was yelled at. She did not understand what I was going through and it made me very closed off from our relationship. Our relationship tearing caused me even more anxiety. It ruined relationships with friends and severely decreased the scores of the grades I was receiving. I would sleep instead of hanging out with friends or doing homework, and I would have to take walks to the bathroom out of my classes to help myself calm down. One night, I could not handle the anxiety. It was too overwhelming for me to handle. I thought about dying for the first time in my life. I convinced myself that I would sneak out of the dorm and go to the bay so no one would find me. I said the words, “I don’t want to be here.” to my girlfriend at the time who immediately texted my best friend who has always loved me for who I am. I am not sure if I would be here today to write this assignment if she had not told the dorm parent who informed the infirmary. After this happened, my mom believed and attempted to understand what I was going through. She talked to my doctor who prescribed me Fluoxetine to help with my depression and anxiety. After being on these meds I noticed a significant decrease in me feeling anxious. I was able to help others just like Sara had helped me. I found a girl in my dorm alone in her room barely able to breathe. I sat with her recognising the symptoms she was feeling and used what Sara had taught me to help her. I was always ashamed of my anxiety but now I am able to use it to help people. I notice the small things people do like shake their legs or bite their nails and always check in on them to make sure they are okay. I feel obligated to check in on these people because although I may not know their stories, I know how to help them.

Being a high school junior grappling with my sexuality, I was faced with hardships from my mental health and peoples judgement. High school is hard on its own but going through a catholic high school being a bisexual teenager was especially hard. I opened up to my mom about how I was struggling and at first, I was yelled at. She did not understand what I was going through and it made me very closed off from our relationship. Our relationship tearing caused me even more anxiety. It ruined relationships with friends and severely decreased the scores of the grades I was receiving. I would sleep instead of hanging out with friends or doing homework, and I would have to take walks to the bathroom out of my classes to help myself calm down. One night, I could not handle the anxiety. It was too overwhelming for me to handle. I thought about dying for the first time in my life. I convinced myself that I would sneak out of the dorm and go to the bay so no one would find me. I said the words, “I don’t want to be here.” to my girlfriend at the time who immediately texted my best friend who has always loved me for who I am. I am not sure if I would be here today to write this assignment if she had not told the dorm parent who informed the infirmary. After this happened, my mom believed and attempted to understand what I was going through. She talked to my doctor who prescribed me Fluoxetine to help with my depression and anxiety. After being on these meds I noticed a significant decrease in me feeling anxious. I was able to help others just like Sara had helped me. I found a girl in my dorm alone in her room barely able to breathe. I sat with her recognising the symptoms she was feeling and used what Sara had taught me to help her. I was always ashamed of my anxiety but now I am able to use it to help people. I notice the small things people do like shake their legs or bite their nails and always check in on them to make sure they are okay. I feel obligated to check in on these people because although I may not know their stories, I know how to help them.

While volunteering as a peer model within the Massachusetts Autism Waiver Program, I met and have grown close to a seventeen-year-old boy named Christopher since we were five-years-old. I learned how to teach him to handle group activities such as play dates and talking to other kids. We worked hard on how to tolerate being outside with all of the noises like horns and different animals. Being persistent is a key aspect of being able to do something like this. One recent goal that we worked on was getting Christopher to face his fears and tolerate going to birthday parties. Listening to the birthday song and the clapping brought on extreme anxiety for him and he would persevere on it happening as soon as he entered the party. As part of his team, we came up with a plan to help Christopher overcome his anxiety so that he could enjoy birthday parties. We started by going to his house two times a week to celebrate “someone’s” birthday. We started off small by bringing over cupcakes and singing the Happy Birthday song very softly. After each successful party, we would increase our celebration and volume. After about two and a half months, he was no longer covering his ears or screaming… Christopher was sitting with us and smiling. With my persistence I helped him to overcome his fears and anxiety. It took a lot of patience, time, and effort, but it was worth it in the end. At that point, we knew that he was ready to try going to a real birthday party and had mastered that skill and overcome that fear. In working with Christopher he taught me a lot too. He taught me to never give up. After all of the work we did, I have to be persistent or else he would not overcome anything. You have to be willing to keep trying even if there are all the downfalls, you just can’t give up. Christopher's story has helped me to decide what I want to do in my future career path. After working a summer at Carney Academy, I finally realized that I could excel in the role of a Special Education Teacher. I learned how to make mistakes and move on from them. I created relationships with the staff that were positive and willing to give feedback to one another. I hugged each kid in the mornings as they ran into the room screaming, “Ms. Mila!”, and I cried when they “graduated” from Kindergarten in August because I was so proud of the progress they had made. I realized this summer that my free time was limited to hanging out with friends or going to the beach but, I would not change anything about the summer and getting to spend all my time with such great kids. My mom has truly inspired me into the person I am today and the teacher I will become. Her constant support to those around her and her ability to light up any room she walks into are traits I hope to have. My mom has been a teacher for over twenty years at Carney Academy and past students' parents will still message her and thank her for changing not only their children’s lives but their family’s lives. I hope to be half as good as the teacher she is and to follow in her footsteps of teaching preschoolers with autism. Choosing the special education path was a simple decision. I want to make a difference and be a voice to those who might not have it.