"I am calling your mom if you don't stop talking," my second-grade teacher warned. Growing up, I was not the best English speaker, as my parents had immigrated from Mexico to provide me with opportunities they never had. Spanish was my only language, and I had to learn English at school. While most of my teachers were very supportive and patient, my second-grade teacher differed slightly. Rather than receiving the help I needed from the teacher, I had to improvise by asking my classmates for assistance. Each time I asked for help from my peers, my teacher would interpret it as disruptive behavior, and my mom would receive calls home, scolding me for 'talking too much.' However, twice a week, I was pulled out of class to practice reading and writing with a small group of teachers. This extra help, which I have been receiving since the start of first grade, was one of the things I was most grateful for. It significantly improved my reading skills and literature comprehension. The teachers were patient and caring, and their support helped me push through my struggles. Although this extra attention was intended to help me catch up, it left me feeling isolated and embarrassed. Being the only student taken out of the room made me feel different—like I did not belong. As I progressed through school, especially beyond second grade, I often felt like I was lagging behind while my peers seemed to grasp concepts effortlessly. However, as I matured physically and mentally, I began to realize that I was not as far behind as I had thought. This realization boosted my confidence, and soon, my grades began to reflect the progress I was making. Once I became older, sometimes I questioned if I was good enough or if I was going to be able to get into college because I always carried what my second-grade teacher told me all throughout school, but here I am today. I am finally able to do something I have always worried about and questioned if I would be able to do, which is apply to college. Although it's something that others knew that they'd be able to do easily, it was a struggle for me. Today, I am proud of how far I have come and of being able to conquer the challenges I never thought I was going to be able to do. All the minor traumas I have gathered from a young age in school have made me want to be the change in the community. Through our school’s Teachers Academy, I have been able to work with 4th grade and middle school students who have had the same linguistic challenges I faced. I have also volunteered for Causey's Learning Center so Spanish-speaking families can sign their children up to learn English at a young age. Hopefully, they have found support and inspiration through me. After high school and college, I want to help Latino and Hispanic families who are going through the same things I have had to go through. Being a bilingual Latino radiologist, I'm going to make sure people, especially families of Hispanic and Latino descent, get good medical care. Instead of letting the challenges I’ve experienced discourage me, they have only fueled my determination to be the best version of myself and help others. My journey has taught me the value of resilience, the importance of seeking help, and the power of self-belief—even when others doubt me. I know I have what it takes to make a difference and college is the next step on my journey.

"I am calling your mom if you don't stop talking," my second-grade teacher warned. Growing up, I was not the best English speaker, as my parents had immigrated from Mexico to provide me with opportunities they never had. Spanish was my only language, I had to learn English at school. While most of my teachers were very supportive and patient, my second-grade teacher differed slightly. Rather than receiving the help I needed from the teacher, I had to improvise by asking my classmates for assistance. Each time I asked for help from my peers, my teacher would interpret it as disruptive behavior, and my mom would receive calls home, scolding me for 'talking too much.' However, twice a week, I was pulled out of class to practice reading and writing with a small group of teachers. This extra help, I have been receiving since the start of first grade, was one of the things I am most grateful for. It significantly improved my reading skills and literature comprehension. Although this extra attention was intended to help me catch up, it left me feeling isolated and embarrassed. Being the only student taken out of the room made me feel different—like I didn't belong. As I progressed through school, especially beyond second grade, I often felt like I was lagging behind while my peers seemed to grasp concepts effortlessly. However, as I matured physically and mentally, I began to realize that I was not as behind as I had thought. This realization boosted my confidence, and soon, my grades began to reflect the progress I was making. All the minor traumas I have gathered from a young age in school have made me want to be the change in the community. Through our school’s Teachers Academy, I have been able to work with 4th grade and middle school students who have had the same linguistic challenges I faced. I have also volunteered for Causey's Learning Center so Spanish-speaking families can sign their children up to learn English at a young age. Hopefully, they have found support and inspiration through me. After high school and college, I want to help Latino and Hispanic families who are going through the same things I had to go through. Being a bilingual Latino radiologist, I'm going to make sure people, especially families of Hispanic and Latino descent, get good medical care.