In 9th grade, I read about the concept of delta (∆v). Most physicists will tell you that ∆v is just the change in velocity, and while that is true, I was far more drawn to a different definition. ∆v, as defined in orbital mechanics, is the change in velocity as a measure of the thrust per unit of a ship’s mass that is needed to perform a launching, landing, or fully orbital maneuver. After reading that article, I knew I wanted to be an aerospace engineer. Recently, I was accepted to NCSU, majoring in Aerospace Engineering. I am excited to get started and hope to work on Electric and Hybrid-Electric Propulsion. This can make flights shorter, and reduce emissions, noise, and operating costs, aiding in the growing concern of issues like global warming. This passion has been fueled by my own journey. I was diagnosed with autism at age 2. I faced many sensory challenges making everyday tasks like eating and dressing feel impossible. When I was in 4th grade, ADHD made an appearance making tasks at school feel like I was climbing Mount Everest each day. Through years of therapies, medications, dedication and perseverance, I have been able to turn these obstacles into strengths. I have intense focus on things that I love, like guitar, music composition, advanced math and physics making aerospace engineering a perfect fit! This intense focus helps me tackle complex problems like debugging a TSA project design or deriving orbital equations, while my creative side from music composition brings new perspectives to engineering challenges. I have become a leader in my advanced classes and often stay after to assist peers with complex material. Academically, I am now enrolled in an early college high school taking classes like calculus 3 and physics 1 while earning A's and making it on the dean's list each semester. For the first time, the Technology Student Association (TSA) club is being offered at my school. This is giving me hands-on collaboration as I prepare for my first competition this February. Socially, I have been able to give back to my community by volunteering at organizations like the Kindness Closet. This is a hygiene pantry that gives back to my immediate community. With my experience at overcoming challenges and my drive to innovate, I hope to help advance sustainable propulsion at NC State and beyond by making aviation greener, more accessible, and inspiring others facing similar challenges to pursue their own STEM dreams.

For as long as I can remember, I have been captivated by the mysteries of space. When I was a little kid, I always asked my parents for space-related toys like aliens, space shuttles, and moon bases. I still have many of these toys today, using them as a reminder of how it all started, and how far I’ve come since then. Out of curiosity, I decided to look for a way to experiment with the aerospace concepts I was reading about without needing to know the actual math behind them. Luckily, I found a game that allowed me to do just that: Kerbal Space Program. Kerbal Space Program is a game where you can build rockets and planes and launch them into space. The game accurately simulates all of the physics necessary for good simulations of in and out-of-atmosphere mission scenarios. I have also been fascinated with planes since I was a little kid. I would always ask my parents for toys of planes from my favorite movies and tv-shows, trying to deconstruct them to see how they work. In ninth grade, I chose to commit to my lifelong passion by deciding to work towards becoming an aerospace engineer. My calculus and physics classes have only re-enforced my commitment to my goal. Around the same time, I read about the concept of ∆v. Most physicists will tell you that ∆v is just the change in velocity, and while that is true, I was far more drawn to a different definition. ∆v, as defined in orbital mechanics, is the change in velocity as a measure of the thrust per unit of a ship’s mass that is needed to perform a launching, landing, or fully orbital maneuver. After reading that article, I knew I wanted to be an aerospace engineer. Now, in my super-senior year, I am looking to broaden my horizons even further. For the first time in my five years at Crossroads Arts and Science Early College, a teacher is running the Technology Student Association (TSA) club. TSA will allow me to compete in county and regional engineering competitions, expanding my knowledge and interest in the subject even further. I am looking forward to participating further in TSA and trying to make a real impact with this club. Receiving this would change my life in so many positive ways. As a first generation college student, the Scholarship would allow me to go to my first-choice university without being crushed by enormous debt. This will allow me to focus on my education while in school, and I can start building a good life for myself once I graduate, rather than trying to dig myself out of a hole.

Living with a learning disability has never meant that I could not succeed. It has simply meant that I have had to find my own path to get there. With an Individualized Education Plan (IEP) in place since early elementary school, I have spent most of my academic life learning how to adapt, advocate for myself, and push through challenges that often go unnoticed by others. One of the biggest obstacles I have faced is processing speed. While my mind is creative and full of ideas, it can take me longer to organize and express them in a way that meets classroom expectations. Tests that others finished quickly left me racing the clock. Group discussions often moved faster than I could mentally follow. In earlier years, this led to frustration, self-doubt, and the fear that I was not measuring up, even though I knew I had the ability. What helped me move forward was more than just academic accommodations, although those were important. I learned to take ownership of my education. I became more proactive by asking for help when I needed it, clearly communicating with my teachers about what worked for me, and developing my own strategies for success. For example, I began breaking down large tasks into smaller parts, using visual organizers to map out ideas, and practicing presentations aloud to build confidence. Over time, these strategies became tools I could rely on. They were not crutches but bridges that helped me grow stronger and more independent. Another challenge has been managing the emotional toll that can come with having a learning disability. There were moments when I felt isolated, especially when comparing myself to classmates who seemed to breeze through assignments or tests. Instead of letting those feelings defeat me, I used them as motivation. I came to understand that everyone has their own set of struggles, even if they are not always visible. This awareness helped me develop greater empathy for others and made me a better listener, friend, and teammate. What motivates me to continue my education is the desire to turn these experiences into strengths, not just for myself but for others as well. I want to prove that a learning disability does not define a person’s potential. It shapes how we learn, but not what we are capable of learning or contributing. My long-term goal is to pursue a career where I can use both my creativity and empathy to make an impact. I am interested in education, engineering, or possibly advocacy work for students with disabilities. I want to be part of a future where students like me feel seen, supported, and confident in their abilities. Receiving this scholarship would mean more than financial support. It would be a vote of confidence in everything I have worked for and everything I am striving to achieve. I know that the transition to college will come with new challenges. I will be navigating a larger, less personalized environment, managing my time independently, and continuing to advocate for my needs. But I feel ready. I have already faced obstacles that forced me to grow, and I have built the resilience to keep going. In many ways, my learning disability has taught me lessons I might not have learned otherwise. I have learned how to persevere, how to be patient with myself, and how to see success not as perfection but as progress. Those lessons will continue to guide me through college and beyond.

I was diagnosed with autism at a young age, but for a long time, I didn’t fully understand what that meant. I just knew that certain things came harder to me than to other kids. Making eye contact, understanding sarcasm, or feeling comfortable in loud, unpredictable environments were often difficult. I often felt like an outsider, not because I didn’t want to connect with others, but because I didn’t always know how. Growing up, I struggled with social situations and group work. I worried about saying the wrong thing, missing social cues, or being misunderstood. This led to periods of isolation and low self-esteem. At times, I wondered if I would ever find a space where I felt accepted, not just tolerated but truly valued. That changed when I joined my middle school's band. The structure and rhythm of music felt like a language I could understand. More importantly, the group became a place where I could connect with others through a shared passion. Over time, I took on a leadership role, helping new members learn their parts and forming friendships that extended beyond rehearsals. That experience showed me that connection doesn’t have to look the same for everyone; what matters is that it is genuine. Gradually, I began to see my autism not as something to hide or "fix," but as an important part of who I am. I learned to advocate for myself by explaining to teachers when I needed more processing time, working with counselors to manage sensory overload, and developing strategies for stressful social situations. I also became more open about my diagnosis with friends and classmates. Many responded with kindness and curiosity instead of judgment, which helped me feel seen and supported. In high school, I challenged myself to participate in group projects, clubs, and school events. These experiences were not always easy, but they helped me grow. I also started mentoring younger students, sharing the tools and confidence I had developed over the years. That mentorship has been one of the most rewarding parts of my journey. It reminded me that growth is not just about overcoming personal challenges. It is also about using what you’ve learned to help others. College is my next step, and I know it will bring new challenges. However, I feel prepared. I have built the self-awareness, resilience, and support systems I need to succeed. I am excited to join a community where neuro-divergent students are supported and valued. With the help of the Laurette Scholarship, I will be able to access the resources I need, from academic accommodations to social support, to thrive both as a student and as an advocate. Autism will always be a part of my story, but it is no longer something I feel I need to apologize for. It is the lens through which I have learned empathy, persistence, and authenticity. I have grown not in spite of my diagnosis, but because of it. And I am ready to keep growing.