My journey as a single mother pursuing education has been both challenging and deeply rewarding. Balancing the responsibilities of raising two young children, including my six-year-old nonverbal disabled son with medical complexities, alongside my educational goals, has tested me in ways I never imagined. There have been countless late nights, early mornings, and moments where it felt impossible to keep all the pieces moving. Between navigating medical appointments, school meetings, and the day-to-day needs of my children, I have often felt stretched thin. At the same time, these challenges have fueled my determination. My experiences as a neurodivergent individual, navigating ADHD and dyslexia, have given me firsthand insight into the obstacles faced by students who learn differently. I understand what it feels like to struggle in an environment that isn’t designed for your needs, and I bring that empathy and resilience into every step of my educational journey. Becoming a single mother has strengthened these qualities even more, teaching me patience, creative problem-solving, and how to advocate effectively not only for my children but also for myself. The most fulfilling part of this journey has been witnessing small victories—both in my personal growth and in my children’s development. Moments when my son communicates in his own way, or when I find a balance between schoolwork and parenting, remind me why I chose this path. Every step forward, no matter how small, reinforces that my efforts are meaningful and that I am capable of achieving my goals while supporting my family. Pursuing education as a single mother has also given me the opportunity to model perseverance, curiosity, and the value of learning for my children, showing them that challenges can be met with determination and hope. I hope to uplift myself and my family through further education by building the knowledge, skills, and confidence to create a stable, fulfilling future. Earning my degree will not only allow me to pursue a career in special education, where I can advocate for and empower neurodivergent students, but it will also provide a pathway for financial stability and professional growth. I want to create opportunities for my children, to show them that hard work and dedication can open doors, and to give my son access to the support and understanding he deserves. Ultimately, this journey is about more than academic achievement—it’s about resilience, empowerment, and creating a life where both I and my children can thrive. Every challenge I face as a single mother and student has strengthened my resolve to persevere, and every fulfilling moment reminds me of the impact education can have on my family and the lives of others. Through further education, I hope to continue growing personally and professionally, uplifting my family, and using my experiences to inspire, advocate for, and support those who face similar challenges.

My inspiration to pursue a career supporting the neurodivergent community comes from both my personal experiences and my role as a parent. Growing up, I faced challenges navigating ADHD and dyslexia in a traditional learning environment. I often struggled to keep up with my peers, felt overlooked, and lacked the advocacy to ensure my needs were met. These experiences taught me resilience, patience, and empathy, and gave me a deep understanding of how isolating and frustrating it can feel when the world isn’t designed for your way of thinking. These insights became even more profound when I became a single mother to two young children, including my six-year-old son, who is nonverbal and disabled, with additional medical complexities. Supporting him has been both challenging and transformative. I have witnessed his incredible potential, resilience, and unique ways of interacting with the world, while also seeing the obstacles he faces without proper support. Being his primary advocate has shown me how essential individualized strategies, patience, and encouragement are in helping him thrive. At the same time, raising my two-year-old alongside him has strengthened my ability to manage multiple responsibilities, remain patient under pressure, and find creative solutions to daily challenges. I hope to make a difference by creating classrooms and learning environments that are inclusive, supportive, and empowering for all students, particularly those who are neurodivergent or face unique learning challenges. I want to help students build confidence in their abilities, celebrate their progress, and develop skills to advocate for themselves. My goal is not only to teach academic skills but also to foster independence, emotional resilience, and a sense of belonging. I want every student to leave the classroom knowing their differences are recognized as strengths and that they are capable of achieving their full potential. My experiences as a neurodivergent individual and as a single mother supporting a nonverbal, profoundly autistic 6 yr old little boy with medical complexities have strengthened my empathy and understanding for families navigating similar challenges. I understand the hopes, concerns, and frustrations that come with raising and supporting children who learn differently, and I aim to partner with families to ensure students succeed. These experiences guide my educational goals every day and inspire me to create learning spaces where every child feels seen, valued, and empowered. Ultimately, my journey—both as someone who has faced learning challenges and as a single mother raising a nonverbal, disabled child alongside a young toddler—has inspired me to dedicate my career to helping others thrive. I want to use my lived experiences, empathy, and determination to empower neurodivergent learners, ensuring they feel seen, valued, and capable of reaching their fullest potential.

One of the biggest challenges I’ve faced was navigating school while managing ADHD and dyslexia. Growing up, I often struggled to keep up with my peers, and I sometimes felt invisible in the classroom. Tasks that came easily to others required extra effort and focus from me, and I frequently felt frustrated and discouraged. I also lacked strong advocacy at home—my parents loved and supported me, but they didn’t always know how to help me navigate the school system. At the time, it was hard to see a way forward, and I often questioned my own abilities. This challenge, however, became an opportunity for personal growth. I had to learn how to advocate for myself, identify the strategies that worked best for me, and develop resilience in the face of setbacks. I discovered the value of persistence, patience, and creative problem-solving. Over time, I became more self-aware and proactive in seeking the support and tools I needed to succeed. I realized that my learning differences were not limitations, but simply part of who I am—and that with the right strategies and mindset, I could achieve my goals. Another layer of growth came from becoming a parent to a child with special needs. Supporting my child has required me to navigate systems, advocate for resources, and learn how to communicate effectively with teachers and support staff. There have been moments of frustration, fear, and uncertainty, but each challenge has strengthened my empathy, patience, and problem-solving skills. I have learned to celebrate small victories and to focus on progress rather than perfection. These experiences have taught me how to see potential in situations that initially feel impossible and to approach obstacles with both compassion and determination. Through these challenges, I have grown into someone more resilient, empathetic, and solution-oriented. I have learned that personal growth often comes from confronting discomfort, asking for help, and refusing to give up even when the path feels daunting. These lessons have shaped my approach to life and have inspired my desire to pursue a career in special education. I want to use what I have learned to help students who face challenges feel supported, capable, and empowered to succeed. Ultimately, these experiences taught me that challenges do not define us—they are opportunities to discover our strengths, develop new skills, and grow in ways we may not have imagined. I am proud of the perseverance and adaptability I have cultivated, and I carry these lessons with me in every aspect of my life. They have not only helped me overcome obstacles but also fueled my commitment to making a positive impact on others, particularly students with unique learning needs.

I am someone who has learned firsthand what it feels like to face challenges in learning, both as a student and as a parent. Growing up, I struggled with ADHD and dyslexia, which made keeping up with my peers difficult. Those experiences gave me empathy for students who learn differently, but my perspective deepened even more when I became a parent to a child with special needs. Supporting my child has shown me both the beauty and the challenges of helping someone with unique learning differences thrive. It has made me more aware of how critical it is to have educators who notice each student’s strengths, advocate for their needs, and create environments where they feel seen, valued, and empowered. I plan to make a positive social impact in my career by becoming a special education teacher who brings that same awareness, advocacy, and compassion into the classroom. I want to create a space where students feel safe to learn at their own pace, explore their strengths, and build confidence in their abilities. As a parent, I understand how important it is for a teacher to partner with families, communicate openly, and actively work to help each student succeed. I want to provide strategies, accommodations, and encouragement that are individualized, ensuring every student has the tools to reach their potential and feel proud of their progress. My goal is to help students develop not just academically, but emotionally and socially, so they can advocate for themselves and navigate challenges confidently. Knowing what it’s like to support a child with special needs has given me a unique perspective on patience, empathy, and resilience—qualities I will bring to every classroom I teach. I want students to feel empowered to embrace their differences and recognize that those differences do not define their potential. Ultimately, teaching special education is about making a lasting difference in the lives of students who are often overlooked or underestimated. I want to be the teacher who notices the small victories, understands the unique challenges, and provides the encouragement and support that can transform a student’s experience. By combining my personal experience as both a student who learned differently and a parent who advocates for a child with special needs, I hope to make a meaningful social impact—helping students feel seen, valued, and capable of achieving their goals, and inspiring them to believe in themselves even when the path feels difficult.

I am interested in pursuing a career in teaching because I know firsthand the profound impact a dedicated teacher can have on a student’s life. My own journey as a student was not always easy—I faced challenges that made learning feel overwhelming at times—but it was the guidance and care of one teacher that changed how I saw myself and my abilities. That teacher was my eighth-grade teacher, Mrs. Rand, whom I now have the honor of working with. I was in her second year of teaching when I entered her classroom. I spent much of that year in a wheelchair, recovering from a broken leg, and navigating the usual struggles of middle school while also dealing with my own learning differences. I often felt invisible in classrooms and unsure of how to advocate for myself. My parents, despite their love and support, didn’t always know how to navigate the school system or speak up for the help I needed. Mrs. Rand noticed things about me that others overlooked. She saw my struggles, recognized my potential, and took the time to take action, even when I couldn’t. Her support went beyond academics. She helped me feel capable and included, making sure I could participate fully in class and giving me strategies to keep up with the material in ways that worked for me. She checked in on me, encouraged me, and made me feel like my challenges didn’t define me. That year taught me what it means to have a teacher who truly sees their students—not just their grades or behavior, but the whole person. Mrs. Rand’s guidance showed me the power of patience, understanding, and advocacy in education. Having experienced the difference one teacher can make, I want to be that teacher for others. I want to create classrooms where students feel supported and understood, especially those who face challenges that might otherwise go unnoticed. I want to notice the quiet struggles, the unspoken frustrations, and the untapped potential. I want to empower students to advocate for themselves while also stepping in to provide the guidance and support they need to succeed. Teaching is not just about delivering lessons—it’s about fostering confidence, resilience, and a love of learning. I know from my own experience that a teacher can be the difference between a student giving up and discovering their strengths. Mrs. Rand inspired me not only to keep going but also to pursue a career where I can provide the same kind of encouragement and care to others. My goal is to create a classroom where every student feels seen, valued, and capable of achieving their potential, just as I did with her guidance.

I want to be a special education teacher because I know what it feels like to struggle in a learning environment that wasn’t designed for me. Growing up, I attended a Catholic school where I quickly realized I wasn’t keeping up with my peers. I have ADHD and dyslexia, which made certain tasks more challenging for me than they seemed to be for everyone else. Instead of receiving the support I needed, I often felt pushed aside or left behind. That experience left a lasting impression on me—it showed me how critical it is for students to have teachers who notice their individual struggles and advocate for their success. Because of those challenges, I developed a deep sense of empathy for students who learn differently. I understand the frustration, the self-doubt, and the moments when learning feels impossible. I don’t want any student to feel like they are less capable simply because their brain works in a way that’s different from the “standard.” I want to create a classroom where students feel safe to ask questions, make mistakes, and grow at their own pace. I want to be the kind of teacher who notices when a student is struggling and knows the right way to support them, whether that’s through extra time, personalized strategies, or encouragement. I am drawn to special education because it’s about more than academics—it’s about building confidence, independence, and self-advocacy. I want to help students discover their strengths and see that their differences don’t define their potential. I also want to challenge the systems that often overlook students with learning disabilities, making sure every child has access to the tools and attention they need to thrive. I see teaching special education not just as a job, but as a chance to make a real, lasting difference in the lives of children who might otherwise feel invisible in the classroom. Finally, I bring to this work my personal resilience and firsthand knowledge of what it means to struggle and succeed. I know how transformative it is when a teacher takes the time to understand you, to adapt their teaching, and to believe in your abilities. That’s the kind of teacher I want to be—the one who helps students not just academically, but emotionally and socially, so they can leave the classroom feeling capable, supported, and ready for whatever comes next. I want to dedicate myself to making learning accessible and meaningful for every student, because every student deserves to be seen, heard, and empowered to succeed.

My path toward a career in special education has been shaped by both personal experience and the challenges I have faced as a parent and student. Growing up with dyslexia and ADHD, I often struggled in school and felt misunderstood. Instead of receiving the support I needed, I was frequently labeled as one of the “bad kids.” Looking back now, I realize that I was not a bad student—I simply learned differently. Those experiences stayed with me and helped shape the way I view education today. After graduating from high school, I began my first career as an EMT with a local ambulance company while also volunteering as a firefighter at a local firehouse. I was drawn to helping people during some of the most difficult moments of their lives. However, when my first child began developing serious medical complications, balancing that career became increasingly difficult. Eventually, I stepped away from that work to focus on caring for my children and navigating their medical needs. Today, I am the single mother of two young children with significant health and developmental challenges. My six-year-old son is profoundly autistic and nonverbal, and my two-year-old has epilepsy. Navigating therapies, medical appointments, and the education system has given me a unique perspective on the importance of strong advocates for children with special needs. Last year, I decided to return to the workforce and accepted a position as a paraprofessional in the same school district where I grew up and where my son attends school. Working in the classroom has strengthened my passion for special education and confirmed my desire to become a teacher. I have seen firsthand how important it is for students who learn differently to have educators who are patient, understanding, and willing to advocate for them. I am currently a full-time online student at Grand Canyon University pursuing a dual Bachelor’s degree in Special Education and Elementary Education, with plans to graduate in March 2029. My goal is to create a classroom where students with learning differences and disabilities feel supported, capable, and valued. Through my volunteer experiences as a firefighter and my work as a paraprofessional, I have learned the importance of compassion, teamwork, and advocacy. Both roles require patience and the ability to support people during challenging situations. These experiences have taught me that meaningful change often begins with someone willing to listen, understand, and stand up for others. Receiving financial support would make a significant difference in my ability to continue my education. As a single parent working full-time while raising two children with complex medical needs, the cost of tuition and educational materials can be challenging. Despite these obstacles, I am committed to completing my degree and becoming the kind of teacher who ensures that students with special needs are supported and allowed to reach their full potential. My goal is to use my experiences to create a classroom environment where students feel seen, understood, and empowered to succeed.

The inspiration for me to become a teacher did not come from one single person or moment. Instead, it came from a lifetime of experiences that showed me both the impact educators can have and the consequences when students are misunderstood. My own struggles in school, along with my experiences as a parent of children with complex needs, have shaped my desire to become a teacher who advocates for every student. Growing up with dyslexia and ADHD, school was often a place where I felt frustrated and out of place. I struggled to keep up with my peers and often felt like I was falling behind. Instead of receiving the support I needed, I was frequently labeled as one of the “bad kids.” Looking back, I now understand that I was not a bad student. I was simply a student who learned differently. Unfortunately, at the time, not all teachers recognized that difference or understood how to support it. Those experiences left a lasting impression on me and helped shape my understanding of how important it is for students to feel seen and supported. After graduating from high school, I began my first career as an EMT with a local ambulance company while also volunteering as a firefighter. I was drawn to helping people during some of the most difficult moments of their lives. However, when my first child began developing serious medical complications, balancing that career became increasingly difficult. Spending my days caring for sick patients and then returning home to care for my own medically fragile child became emotionally and physically overwhelming. Eventually, I stepped away from that career to focus on raising my children. During that time, I also found myself navigating a toxic and abusive relationship that lasted ten years. For much of that time, I was essentially raising my child on my own while trying to maintain stability for our family. Later, I welcomed my second child, who was diagnosed with epilepsy. My focus during those years was simply protecting my children and doing everything I could to give them the care and support they needed. The moment that truly solidified my desire to become a teacher came during one of my son’s school meetings. My six-year-old son is profoundly autistic and nonverbal. During an Individualized Learning Plan meeting, I sat with teachers and specialists discussing his progress and his needs. While everyone in the room was there to help, I realized how easily a child can become a list of challenges on paper instead of the unique and capable person they truly are. In that moment, I understood how important it is for children like my son to have someone advocating for them. Last year, I made the decision to rebuild my life and pursue a new path. I accepted a position as a paraprofessional in the same school district where I grew up and where my son now attends school. Being back in the classroom environment gave me a new perspective on education. I saw students who reminded me of my younger self—students who struggled, who felt misunderstood, and who needed someone to believe in them. Working in that environment strengthened my passion for education and inspired me to continue my own schooling. I am now a full-time online student at Grand Canyon University pursuing a dual Bachelor’s degree in Special Education and Elementary Education, with plans to graduate in March 2029. As a future teacher, I plan to use my experiences to create a classroom where students feel safe, supported, and understood. I want to help students recognize their strengths, even when learning feels difficult. I also want to advocate for students with disabilities and learning differences so they are not defined by their challenges but empowered by their abilities. My experiences have taught me resilience, empathy, and the importance of advocacy. I understand how it feels to struggle in school, and I understand how overwhelming the education system can feel for families navigating special education. Because of this, I want to be the kind of teacher who listens, supports, and works closely with both students and their families. Most importantly, I want my students to know that their challenges do not define their potential. With the right support, encouragement, and belief in their abilities, every child is capable of growth and success. My goal as a teacher is to provide that support and inspire students to believe in themselves as I hope to believe in them.

Receiving this scholarship would help me continue pursuing my education while supporting my family. As a single mother of two young children with significant medical needs, balancing work, school, and parenting responsibilities can be financially challenging. This scholarship would help cover the cost of tuition, textbooks, and other educational expenses so that I can stay focused on completing my degree and building a better future for my children. I am currently a full-time online student at Grand Canyon University living in small town Connecticut pursuing a dual Bachelor’s degree in Special Education and Elementary Education, with plans to graduate in March of 2029. At the same time, I work full time as a paraprofessional in the same school district where I grew up and where my son attends school. Working in the classroom every day has strengthened my passion for becoming a teacher and has shown me how important strong, compassionate educators are for students who learn differently. My goal is to become a special education teacher who advocates for students who are often misunderstood or overlooked. Growing up with dyslexia and ADHD, I personally experienced how easily students can be labeled instead of supported. Those experiences stayed with me and continue to shape how I view education. Today, I also see the education system from the perspective of a parent. My six-year-old son is profoundly autistic and nonverbal, and my two-year-old has epilepsy. Navigating their medical and educational needs has shown me how important it is for children with disabilities to have teachers who truly understand them and are willing to advocate for their success. I want to be that teacher for other children and families. In the future, I hope to create a classroom where students who struggle feel safe, supported, and encouraged rather than judged. I want to help students develop confidence in their abilities and learn the skills they need to succeed both in school and in life. I also hope to work closely with families, especially those navigating special education for the first time, to help them feel supported and informed throughout the process. Receiving this scholarship would be incredibly meaningful to me because it would ease some of the financial pressure that comes with raising two children while working and attending school full time. More importantly, it would help me stay on the path toward becoming the teacher and advocate I know many students need. My experiences have shaped my goals, and I am determined to use them to make a difference in the lives of children who deserve to be seen, supported, and believed in.

The moment I realized how vital it is for children to have someone truly advocating for them did not happen in a classroom—it occurred during a meeting about my son. My six-year-old son is profoundly autistic and nonverbal. During one of his school meetings, I sat with teachers, specialists, and administrators discussing his progress and needs. It was an Individualized Learning Plan (ILP) meeting, where educators and families collaborate to create a plan that supports a student’s unique learning needs and accommodations. As I listened, I saw how easily a child can become a list of challenges on paper instead of the capable person they truly are. In that moment, I understood how crucial it is for children like my son to have someone advocating for them. My journey toward becoming a special education teacher has been shaped by many obstacles, beginning with my own experiences as a student. Growing up with dyslexia and ADHD, school was often frustrating and isolating. Instead of receiving the support I needed, I was frequently labeled as one of the “bad kids.” Looking back now, I realize I was not a bad student—I was simply a student who learned differently. After high school, I began my first career as an EMT for a local ambulance company while also volunteering as a firefighter. I was drawn to helping people during some of the most difficult moments of their lives. However, when my first child began developing serious medical complications, balancing that career became increasingly difficult. Caring for sick patients all day and then returning home to care for my medically fragile child became emotionally and physically exhausting. At the same time, I was navigating a toxic and abusive relationship that lasted ten years. For five of those years, I was essentially raising my child on my own while trying to hold everything together. Eventually, I became a stay-at-home mother and later welcomed my second child, who was diagnosed with epilepsy. Last year, I decided that enough was enough and chose to rebuild my life. I accepted a position as a paraprofessional in the same school district where I grew up and where my son now attends school. Being back in that environment was eye-opening, and I saw firsthand that many of the same problems I experienced as a child still existed. Soon after starting that job, my children’s father abandoned our son at home while I was at work. In an instant, I became a single parent responsible for rebuilding our lives from scratch while providing for two children with complex medical needs. Working in the classroom helped me rediscover something I had been searching for—purpose. I am now a full-time online student at Grand Canyon University pursuing a dual Bachelor’s degree in Special Education and Elementary Education. I will be entering my sophomore year and plan to graduate in March 2029. My goal is to become the teacher I needed when I was younger, and the advocate my son deserves today. I want to support students who are often labeled as the “bad kids,” because many of them are simply children who learn differently and need someone to believe in them. The obstacles I have faced did not stop my path—they shaped it. They gave me resilience, empathy, and a deep understanding of the students I hope to serve.

Ever since I can remember, I have struggled with my mental health. Even as a young child, I was labeled a “troublemaker” and “handful,” words that never captured the real battle I was fighting inside. My early years were marked by chaos in my mind—a constant state of overwhelm, fear, and confusion. In 1999, I was diagnosed with ADHD and dyslexia, but I didn’t always have access to the medication or support I needed. Because my ADHD and dyslexia often went untreated, I struggled tremendously in elementary school. I fell behind and was held back in third grade, placing me in the same grade as my little sister, who is only 14 months younger. While I loved my sister, this deepened my feelings of shame and added to the mental health challenges that continued throughout middle school. Again, I didn’t have someone advocating for me, and the weight of my learning differences and untreated ADHD left me feeling constantly overwhelmed. As I entered middle school, the situation didn’t improve. My struggles with focus and reading made each day feel like a battle. Eventually, I was placed in an outpatient intensive therapy center—a place that many of my own students now attend. There, I received additional diagnoses of depression, anxiety, and PTSD, stemming from a past filled with abuse and trauma. It was also there that I first experimented with substances, further complicating my mental health journey. High school became a turning point for me. Despite the chaos in my personal life, I began to advocate for myself, determined to succeed. I graduated a year early, completing high school in three years while working full-time as an EMT and in fast food. It was challenging and exhausting, but it proved that I was capable of much more than I had been led to believe. Those diagnoses and early struggles followed me into adulthood. In 2017, burned out from working two demanding jobs while grappling with unmedicated ADHD, dyslexia, and the weight of my past trauma, I attempted to take my own life. The events leading up to that moment are too painful to recount, but I know now that not prioritizing my mental health nearly cost me everything. Over the years, I made multiple attempts to attend college, but without proper treatment and support, I would stop attending within a week. It wasn’t until I committed to getting help—seeking therapy, returning to ADHD medication, and using tools to support my dyslexia—that I began to see real change. Today, I’m a full-time student, a full-time employee, and a single mom to two young boys. Balancing it all is challenging, but I no longer feel like I’m drowning. To manage my mental health and learning differences, I’ve built a system that works for me. I stay consistent with my medication, attend therapy, and use accommodations like extra time for exams and text-to-speech software for my dyslexia. I also make sure to carve out moments of calm—like practicing mindfulness, spending time outdoors, or playing with my boys. These small moments of self-care make a world of difference. My mental health and learning journey has been anything but easy. But I’m proud of how far I’ve come and the resilience I’ve developed. I’ve learned that mental health and learning needs can’t be ignored—they have to be nurtured and protected. By prioritizing my mental health and using the resources available, I’ve been able to pursue my academic goals, provide for my family, and, most importantly, build a life I’m proud of.

I’ve faced many obstacles in my life, and each of them has shaped me into the person I am today—someone deeply committed to working in education and advocating for kids who need support. My journey has been marked by personal challenges, family struggles, and ultimately, a mission to be the advocate I once wished I had. I was diagnosed with ADHD and dyslexia in 1999, but back then, those labels were more confusing than helpful. I didn’t get the right support or proper medication, and school was a daily battle. I remember sitting in classrooms, feeling lost and restless, watching other kids grasp concepts that seemed to float just out of my reach. I attended the same middle school where I now work, and back then, I was very much like the students I support today—troubled, misunderstood, and desperate for someone to see my potential. Instead, I turned to drugs, searching for an escape from the frustration and a way to calm the chaos in my head. It wasn’t until high school that things started to change. I found the courage to speak up for myself and advocate for the services I needed. With that newfound voice, I turned things around completely. I not only managed to get through high school—I graduated a year early, finishing in just three years with a 3.14 GPA. At the time, I was also working as an EMT, driven by a deep desire to help others and to find a way to give back after so many years of feeling like I was just surviving. But it was becoming a mother that truly gave me purpose. My son, Ezra, is profoundly autistic, with a high elopement and safety risk. When he was diagnosed, it was as if the pieces of my own story finally clicked into place. I saw in him the same struggles I had faced: the frustration of not being understood, the potential overshadowed by behaviors that others didn’t know how to handle. It gave me a new level of determination. I knew I had to be his advocate—and not just his, but also for students like him. That’s why I became a paraprofessional at the very school that had once failed to support me. Working with middle schoolers, I see every day how important it is to have someone who truly understands what it’s like to feel different or left out. My past gives me a connection to my students—especially those who are often dismissed as “troubled.” I know what it feels like to be them, and I want them to know they are not alone. I’ve also seen how critical it is to make sure kids get the right educational setting and resources. For my son, that might mean specialized services and a safe environment where he can learn without constant fear. For my students, it means someone who listens, advocates, and adapts lessons to meet them where they are. It means creating a space where they can feel safe enough to learn and thrive. Every obstacle I’ve faced—from my own learning disabilities to the struggles of leaving a domestic violence relationship—has shown me that kids deserve more than just a seat in a classroom. They deserve a champion. They deserve someone who will never stop fighting for them, someone who sees them as more than their challenges. That’s who I strive to be every day, for my son and for my students.

The person who has had the most profound impact on my decision to work in education is my five-and-a-half-year-old son, Ezra. Ezra is profoundly autistic, with a high risk for elopement and complex safety challenges. His journey, and mine as his mother, has taught me more about empathy, advocacy, and the urgent need for educational spaces that truly serve every child. When Ezra was diagnosed, I was a stay-at-home mom, newly single with a one-year-old in tow. We had recently and successfully left a domestic violence relationship, and I was determined to build a better future for both of my children. Ezra’s needs were overwhelming—his IEP meetings felt like a blur of jargon and data that never quite captured who he was. But I knew one thing for certain: my son deserved more than just a seat in a classroom. He deserved a teacher who would see him, understand him, and fight for what he needed. When I got a job as a paraprofessional in a middle school classroom, I carried that lesson with me. Every day, I saw so many students who, like Ezra, needed more than the standard approach. Some were shut down, some acted out, and some had quiet struggles they didn’t know how to share. But what they all had in common was this: they deserved to be seen and valued, just as my son does. I realized that kids with special needs, like Ezra, deserve teachers and staff who want to advocate for them—people who understand that inclusion is not just about sharing a classroom space, but about giving every child the chance to succeed in the environment that best fits them. Sometimes, that means fighting for them to be in a different educational setting—one that can meet their unique needs and help them thrive. And it also means making sure that public school classrooms are safe and focused spaces, where every child—whether they have special needs or not—can learn without fear or constant disruption. Ezra has shown me that education is not a one-size-fits-all endeavor. His communication is different—more gestures and smiles than words—but his desire to be understood is universal. Watching him navigate a world that doesn’t always make space for kids like him has strengthened my resolve to be the kind of educator who will never stop advocating for the kids who need it most. Working in the middle school setting has confirmed what I learned from Ezra: every child deserves the chance to learn in an environment that is truly right for them. When we find that fit—whether it’s in a specialized setting or a mainstream classroom—we create the conditions for every student to grow. And when we advocate for kids with special needs to have the right supports, we also protect the right of every other student to learn in a safe and focused environment. Ezra has given me the gift of perspective. He has taught me that every child’s potential is worth fighting for—and that real education happens when we meet each child where they are, not where we think they should be. His journey is why I am committed to working in education, and why I will always be a voice for the kids who need someone to see them.

Growing up I was always felt like I was on the outside looking in. I felt as if I was different at least in an academic sense in comparison to my peers. In 2000 I was diagnosed at the age of 6 with ADHD, soon after I would also obtain my dyslexia diagnosis. It wasn't until I got to the 8th grade or even high school that I finally felt "seen". This was because I started advocating for myself and for the accommodations that I needed to help MYSELF succeed. These diagnoses made some difficulties with schooling. Including social anxieties, testing anxieties, trouble reading, trouble with comprehension, just to name a few. These difficulties seemed to be heightened while in school, making me feel a deep sense of shame for not being like my peers. I got through high school as fast as possible graduating in 3 years. While completing high school I also completed my EMT class. That left me with a fulltime job coming straight from graduation. Fast forward to 2019, on November 29th, I gave birth to a seemingly perfect little boy. Within minutes that perfect little boy stopped breathing for the first time. Little did we know that we had to look forward to in the years to come. For years my son struggles to just do the simple task of breathing. This will continue for years, and he would be deemed medically complex. At around 14 months that same little boy began to have his first major regression. After months of fighting, we finally got an autism diagnosis. Going into his appointment to get diagnosis my gut knew that we would be leaving that office with the ASD diagnosis in hand. However, nothing ever prepares you for when you are told by a medical professional that your child has a diagnosis of severe Autism. These words felt like a knife going into my chest, at that moment I began openly mourning the motherhood journey I once imagined myself having. I mourned my dream of being a sports mom bringing my kiddos to sports games and practices, and traded it in for therapies and specialist appointments. As my child got older, he began his adventures within the public school system. A system that isn't always kind to children like my son, and a system that wasn't very kind to me. Through his experience I began my experience with PPTs, IEPs, and all the other fun things that comes along with having a special needs child in the US. At first this transition into the school system felt like a direct punch to the gut. Endless appointments to verify that my child is in fact disabled, endless phone calls from the school, PPT meetings, and endless questions about the ways my child was "behind" in comparison to his peers. During this time as a parent, I felt alone, I felt as if my child was being using as just a number for "data". This however wasn't the case. After sometime passed and come staffing changes at my child's school. I began to feel more comfortable with sending my nonverbal child into a school in which I wouldn't be present. Through some simple changes in staffing including my child's teacher made a huge impact on my sons ongoing success in the classroom. His prior teacher lacked communication, professionalism and what seemed to be empathy for the families and/or students. While his new teacher enlisted all these qualities plus some. Seeing how just a simple change to a teacher with a more positive outlook effects the families and students within one’s classroom, in addition to knowing that students like my son deserve better in this time and age has drastically impacted my choice of being an educator.