When people ask why I chose early childhood education, my answer has changed over the years. At first, I would have said it was because I loved working with children. While that is still true, five years in the classroom have shown me something bigger. I have learned that the quality of a child’s experience is shaped not only by the teacher in front of them but also by the culture of the entire program. The way educators are supported, the relationships they build with families and the decisions made behind the scenes influence children’s lives every day. That realization changed the direction of my career. As I complete my bachelor’s degree in Child and Adolescent Studies with a concentration in Early Childhood Development, my goal is to become a leader who helps create programs where children feel safe, capable and excited to learn. I want every child to feel like they belong at school. I also want teachers to feel valued because when educators receive encouragement and support, they are better able to give those same things to the children in their care. The people who inspire me most are the children I work with every day. They remind me that small moments matter. A child who finally believes they can do something on their own, a family who feels heard during a difficult conversation or a teacher who gains confidence after being encouraged may not seem like life-changing events at the time. They happen every day and shape how children see themselves long after they leave the classroom. I have also been fortunate to learn from mentors who trusted me with responsibilities beyond teaching. They invited me into conversations about leadership, program development and supporting other educators. Those experiences taught me that leadership is not about a title. It is about helping people solve problems, creating environments where others succeed and making thoughtful decisions that put children first. Those lessons have shown me that one supportive leader can influence far more lives than they ever see directly. As my career continues, I hope my impact reaches beyond one school. I want to help design innovative early childhood programs that respond to the needs of today’s children and families while staying grounded in research. I also want to work with policymakers to strengthen early childhood systems, improve access to high-quality programs and advocate for children whose voices are often overlooked. Early childhood education is often underestimated even though these years shape lifelong learning, relationships and future success. I want to help change that by contributing new ideas and helping create policies that give every child the opportunity to thrive. This scholarship would allow me to continue pursuing that vision. I have balanced college with work while financing my education, and every opportunity I have received has been possible because someone believed in my potential. Their support motivates me to work hard and continue pursuing goals that once felt out of reach. In the future, I plan to earn a master’s degree in Educational Leadership so I can expand the ways I serve my community. Whether I am mentoring teachers, developing new programs, advocating for children or working with policymakers, I want every decision I make to reflect one simple belief: every child deserves the opportunity to learn in an environment where they are safe, respected and encouraged to reach their full potential. If I can help create systems that give more children that opportunity, I will know I have made the impact I hoped to make.

My grandmother immigrated to the United States from a small village in Greece with almost nothing. She began working when she was only nine years old and never had the opportunity to receive an education. Because she understood what it meant to go without, she made one goal the center of her life: ensuring that her children would have opportunities she never did. Through her sacrifices, my father was able to go to medical school and become a doctor. Rather than raising me to simply accept his beliefs, he taught me to think critically, ask difficult questions, and come to my own conclusions. Looking back, I am incredibly grateful for that gift because when I chose to be baptized at twenty-one years old, it was a decision I made with complete conviction. Accepting Christ was the most meaningful decision of my life, and my only regret is that I did not know Him sooner. Or at least, that is what I thought. When I was baptized, I thought I had met Jesus for the first time. As my faith grew, I realized I had known His love my whole life through the people who lived out His example. Looking back, I can see that God had been working in my life long before I recognized it. No one reflected His love more than my yia yia. Although she grew up with very little education and could not read the Bible herself, she taught me what Christlike love looked like through her actions. She worked seventeen-hour days, seven days a week, at the deli she owns in New Jersey, yet she never stopped serving others. She cooked meals for neighbors, welcomed strangers, and cared for anyone who needed help. Even today, after working exhausting days, she still insists on giving me every dollar she has in her pocket to help me through college, despite my own efforts to work and support myself. She has never had much, but she has always given abundantly. When I read the Gospels now, I recognize the same humility, generosity, and selfless love that I watched my grandmother live every day. Before I fully understood who Jesus was, she had already shown me what it looked like to follow Him. As I pursue a career in early childhood education and, ultimately, educational leadership, my faith continues to shape the way I hope to serve others. It reminds me that every child has inherent worth, every family deserves compassion, and true leadership begins with humility. I want to build educational programs where children are known, families feel supported, and educators lead with integrity rather than ego. I hope my career reflects Christ not only through the work I accomplish, but through the way I treat every person I encounter. The opportunities I have today exist because of my grandmother’s sacrifices and God’s faithfulness throughout my family’s story. I hope to honor both by living a life marked by hard work, humility, generosity, and service to others. Without my yia yia, I would not be where I am today. More importantly, without God’s hand in both of our lives, neither of us would be who we are.

Every child deserves to feel understood, valued, and capable. Throughout my five years as a preschool teacher, I have learned that meaningful growth happens when adults take the time to understand how each child experiences the world instead of expecting every child to learn or communicate in the same way. That belief is what inspires me to support children with Autism Spectrum Disorder. In my classroom, I have worked with children who communicate, learn, and regulate their emotions in different ways. Some children benefit from visual supports, predictable routines, sensory accommodations, or extra processing time. Others need an adult who is willing to slow down, observe, and respond with patience instead of frustration. These experiences have taught me that challenging behavior is often communication, and that children thrive when they feel safe, respected, and understood. My education has reinforced these experiences. As I complete my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development, I have intentionally pursued coursework related to autism and inclusive practices because I believe every educator should understand how to create environments where all children can succeed. Rather than expecting children to fit into one teaching style, I believe educators should adapt their instruction to meet children’s individual strengths and needs. What inspires me most is the opportunity to help children build confidence. When an autistic child is provided with the right support, relationships, and environment, they are able to demonstrate strengths that others may have overlooked. Watching children gain confidence, communicate in new ways, develop friendships, or accomplish something they once believed was impossible reminds me why inclusive education matters. In the future, I plan to earn a master’s degree in Educational Leadership so I can expand my impact beyond my own classroom. I want to help develop inclusive early childhood programs, support educators, and advocate for policies that improve access to services, resources, and funding for autistic children and their families. Too often, effective supports exist but are unavailable, unaffordable, or unevenly distributed. My long-term goal is to help create systems in which a child’s access to meaningful support does not depend on their family’s income, location, or ability to navigate a complicated system. I believe inclusion is more than placing children in the same classroom, it is creating an environment where every child genuinely belongs. By combining direct experience with leadership and advocacy, I hope to improve educational opportunities for autistic children not only in one classroom, but across schools and communities.

For the past two years, I have lived with chronic idiopathic pericarditis, a chronic heart condition that has caused persistent chest pain, heart palpitations, fatigue, dizziness, and brain fog. What began as unexplained symptoms has become years of testing, treatment, and uncertainty. Although I have received a diagnosis, my physicians continue evaluating additional conditions, including POTS and Mast Cell Activation Syndrome (MCAS), while I continue to live with Inappropriate Sinus Tachycardia (IST) and ongoing symptoms. One of the hardest parts of living with a chronic illness has been never knowing what each day will bring. Some mornings I wake up feeling relatively normal, while other days simply getting out of bed feels overwhelming. Studying, teaching, and concentrating through brain fog often require far more effort than anyone realizes. I have also experienced frequent sprains and recurring injuries that have affected my daily life. As my healthcare providers continue searching for answers, the uncertainty surrounding my health has become one of the greatest challenges I have faced. Beyond the physical symptoms, one of the most difficult experiences has been feeling like I had to fight to be heard. Invisible illnesses are often misunderstood, and there were times when I felt discouraged because my symptoms were difficult to explain and were not immediately believed. Learning to advocate for myself while continuing to search for answers has required resilience I never imagined I would need. Despite these challenges, I have refused to let my illness define my future. For more than five years, I have worked as a preschool teacher while earning my degree. Today, I am completing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development at California State University, Fullerton while maintaining a 3.93 GPA. Balancing work, school, and medical care has required perseverance and determination. There were days when I questioned how I would make it through work or finish an assignment, but I kept showing up because the children in my classroom deserved consistency and encouragement. Ironically, the children I teach have become one of my greatest sources of strength. They remind me that growth rarely happens all at once. Sometimes progress is found in small victories, whether it is a child learning to believe in themselves or me simply making it through a difficult day. My illness has also made me a more compassionate educator. I understand that many of the struggles people carry are invisible, and because of that, I approach every child and family with greater patience, empathy, and understanding. Receiving this scholarship would help ease the financial burden of completing my degree while continuing to manage a chronic illness. Throughout college, I have worked to support myself while paying for my education, but the cost of ongoing medical care has become overwhelming. Between specialist appointments, testing, medications, and follow-up care, I have had to make difficult financial decisions. I have had to postpone or go without recommended care, including appointments with an allergist, neurologist, and physical therapist, simply because I could not afford them. Receiving this scholarship would help me continue my education while easing the financial burden of managing a chronic illness. More importantly, it would allow me to continue pursuing my goal of becoming a leader in early childhood education. I hope every child I teach leaves my classroom feeling capable, understood, and confident in themselves. Living with chronic illness has taught me resilience, patience, and empathy in ways I never would have chosen, but those lessons have made me a stronger educator and a stronger person.

Growing up in a single-parent household taught me the value of independence long before I reached adulthood. After my parents divorced, my father raised me, and I learned early that achieving my goals would require perseverance, responsibility, and initiative. As I began thinking about college, I knew I wanted to find a path that would allow me to earn a degree while taking responsibility for my own education and future. Graduating from high school during the COVID-19 pandemic made that journey even more challenging. Like many students, I experienced uncertainty during an important transition in my life, but I also lacked much of the guidance and support that many of my peers relied on while navigating college applications and planning for their futures. Rather than allowing those obstacles to stop me, I chose to begin my education at Orange Coast College, where I could pursue an affordable path toward my bachelor’s degree while continuing to work. While attending Orange Coast College, I worked as a preschool teacher and earned my Associate Degree in Child Development. Balancing work and school was not always easy, but it strengthened my time management, resilience, and commitment to my goals. Today, I am completing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development at California State University, Fullerton while maintaining a 3.93 GPA. Throughout my college journey, I have continued working at the same preschool, taking on increasing leadership responsibilities while financing my education myself. Working with young children has shown me that education has the power to change lives long before a child enters elementary school. Every day, I have the opportunity to help children build confidence, develop problem-solving skills, and discover that they are capable of more than they realize. I also work closely with families because I know how important supportive, caring adults are during a child’s development. My own experiences have shown me how much a stable and encouraging adult can influence a child’s future, and I strive to provide that same support for the children in my classroom. In the future, I hope to continue giving back by growing into a leadership role in early childhood education. I want to support not only children, but also families and educators by helping create high-quality learning environments where every child feels safe, valued, and encouraged to succeed. I also hope to mentor new teachers, strengthen preschool programs, and advocate for developmentally appropriate practices that give every child the opportunity to thrive. Being raised by a single father taught me resilience, responsibility, and determination. Those lessons have shaped every step of my educational journey and continue to influence the educator I am becoming. My goal is to give children the encouragement, stability, and opportunities that every young person deserves, regardless of the circumstances they were born into. If I can become the trusted adult who helps even one child believe in themselves and their future, I will know I have carried those lessons forward in a meaningful way.

Please tell us a bit about yourself and how you plan to make a positive impact on the world through your career. One of the greatest lessons I have learned is that helping people rarely comes from one grand gesture. More often, it comes from showing up consistently, building relationships, and being the person someone knows they can count on. That belief has shaped both my education and the career I hope to spend my life pursuing. I am currently completing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development at California State University, Fullerton while maintaining a 3.93 GPA. For the past five years, I have worked as a preschool teacher, where I have grown from a new teacher into someone who takes on leadership responsibilities, supports coworkers, partners with families, and helps create a positive environment for young children. Every day reminds me that the work educators do extends far beyond teaching letters and numbers. We help children build confidence, learn how to solve problems, develop healthy relationships, and discover that they are capable of more than they realize. My desire to work in education comes from my own experiences growing up. During difficult periods of my childhood, the teachers and coaches who invested in me became a source of stability and encouragement. They showed me that one caring adult can completely change the direction of a child’s life. Their kindness inspired me to become the kind of educator who provides that same sense of safety and support for others. Today, I strive to do exactly that. I encourage children to work through challenges instead of immediately solving problems for them because I want them to develop confidence in their own abilities. I celebrate their successes, comfort them during difficult moments, and work closely with families because I know children thrive when the adults in their lives work together. I have also enjoyed mentoring newer teachers and sharing ideas that help create stronger classrooms for everyone. Looking ahead, my goal is to continue growing into a leadership role within early childhood education. I hope to support not only children but also educators and families by helping build high-quality preschool programs where every child feels safe, valued, and encouraged to reach their full potential. I believe improving children’s lives begins with supporting the people who care for them every day. Robert F. Lawson dedicated his life to serving others, and that commitment deeply resonates with me. I want my career to reflect those same values of service, compassion, and leadership. Whether I am teaching a child, supporting a family, or mentoring another educator, my hope is that the work I do creates lasting positive change that extends far beyond the walls of my classroom.

Why I Want to Pursue a Career in the Nonprofit Sector Growing up, I learned how much one caring adult can change a child’s life. During difficult periods in my childhood, the teachers and coaches who believed in me became a source of stability, encouragement, and hope. They showed me that education is about much more than academics. It is about creating a safe place where children feel seen, valued, and capable of succeeding. Those experiences inspired me to dedicate my life to helping children in the same way they helped me. Today, I work as a preschool teacher while completing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development at California State University, Fullerton. Every day, I have the opportunity to be that trusted adult for the children in my classroom. Whether I am helping a child build confidence by encouraging them to solve a problem independently, celebrating a milestone they have worked hard to achieve, or simply being a consistent and caring presence in their day, I know that those moments matter. Early childhood is one of the most important stages of development, and I want every child to leave my classroom believing in themselves and excited to learn. My experiences have also shown me that supporting children means supporting the adults around them. Over the past five years, I have taken on increasing leadership responsibilities at my preschool by mentoring newer teachers, helping families navigate challenges, and assisting with the daily operations of our program. Those experiences have helped me realize that my passion extends beyond teaching. I want to help build stronger educational programs that empower both educators and families. In the future, I hope to work with nonprofit organizations and community partners that expand access to high-quality early childhood education, especially for children who may not otherwise have those opportunities. I would also like to grow into a leadership role where I can mentor educators, strengthen preschool programs, and advocate for practices that support children’s healthy development. I believe that when teachers feel supported, children benefit as well. The nonprofit sector appeals to me because its mission is centered on serving others rather than profit. My goal has never been simply to teach in a classroom. It is to create lasting change by improving the lives of children, strengthening families, and supporting educators who make that work possible. The encouragement I received from caring adults changed the direction of my own life, and I hope to spend my career creating that same sense of hope, belonging, and opportunity for the next generation.

1. Please describe your current experience with working part-time while pursuing a degree. For the past five years, I have worked as a preschool teacher while pursuing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development at California State University, Fullerton. Balancing work and school has taught me strong time management, responsibility, and resilience. Working in the same field I am studying has also allowed me to immediately apply what I learn in the classroom to real-life experiences with children, making me both a stronger student and a more effective educator. While juggling work and school has not always been easy, it has strengthened my commitment to becoming an educator. Every day I am reminded why I chose this career. I have the opportunity to watch children develop confidence, solve problems, and reach milestones that may seem small to others but are incredibly meaningful to them. Those experiences motivate me to continue working hard in my classes because I know the knowledge I gain in college directly benefits the children I teach. Although balancing multiple responsibilities requires careful planning and sacrifice, it has taught me perseverance and prepared me for the demands of a career in education. 2. Describe a time in the past when balancing work and school life was particularly challenging, and how you overcame that challenge. One experience that stands out happened during finals week. I had planned to spend the day studying for my Child Care Administration final before attending my evening class from 6:30 to 10:00 p.m. Around 3:00 a.m., one of my coworkers texted to say she couldn’t make it to work because she was sick. I woke up around 4:00 a.m., saw the message, and immediately adjusted my plans. Before getting ready for work, I studied as much as I could, then worked a full shift from 7:30 a.m. to 4:30 p.m. After work, I went straight to my evening class to take my final. It was an exhausting day, but I knew how important it was to support my coworkers and provide consistency for the children in our classroom. Young children thrive when they have familiar, dependable adults in their environment, and I understood that my presence mattered. That experience reminded me that balancing work and school often requires flexibility and sacrifice. Instead of seeing unexpected challenges as obstacles, I learned to adapt, stay organized, and keep moving forward. Looking back, I am proud that I was able to meet my responsibilities to both my students and my education. That experience reinforced that success is not always about having the perfect circumstances, but about making the most of the circumstances you are given. The resilience, dedication, and problem-solving skills I developed through balancing work and school continue to shape me as both a student and an educator, and I know they will continue to serve me throughout my career.

Growing up, I was fortunate to have teachers who saw me as more than just a student. Every English teacher I had, from elementary school through high school, took the time to get to know me as a person. They celebrated my successes, encouraged me when I struggled, and became trusted adults during some of the hardest years of my life. Looking back, they weren’t just teaching me literature or writing. They were showing me what it felt like to be seen, valued, and supported. One teacher, in particular, changed my life. During high school, I was going through difficult personal challenges and sought help through my school’s counseling office. Instead of feeling supported, I left feeling discouraged and misunderstood. When I told my English teacher that I didn’t want to go back, she quietly tore up the pass that would have sent me to the counseling office. She didn’t tell me I was overreacting or dismiss my feelings. She simply reminded me that I deserved compassion and respect. It was a small act, but it made me feel like someone was finally standing beside me. That moment changed the way I viewed teaching. I realized that students don’t just remember what their teachers taught them. They remember how those teachers made them feel. Sometimes the greatest impact an educator has isn’t through a lesson plan, but through kindness, consistency, and believing in a child when they need it most. Today, I have the privilege of working as a preschool teacher while pursuing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development. Every day, I try to create the kind of classroom I once needed. I celebrate children’s successes, help them work through challenges instead of solving problems for them, and encourage them to believe in themselves. One of my favorite moments as a teacher was helping a young boy learn to unzip his own lunchbox after he insisted he couldn’t do it. Rather than doing it for him, I encouraged him to keep trying until he succeeded. The pride on his face reminded me why I chose this profession. Moments like that reinforce my belief that confidence is something we help children build one experience at a time. My long-term goal is to become a leader in early childhood education, where I can support not only children but also families and fellow educators. I want to help create classrooms where every child feels safe, respected, and capable, regardless of what they may be experiencing outside of school. The teachers who believed in me changed the direction of my life, and I hope to spend my career providing that same encouragement and stability for the next generation.

When people think about the lessons learned from sports, they often think about teamwork, discipline, and perseverance. While softball certainly taught me those things, it gave me something even more valuable: a sense of belonging and positive role models during a time when I needed them most. I played varsity softball through my junior year of high school until the COVID-19 pandemic unexpectedly ended our season. Looking back, I realize the memories I treasure most have very little to do with wins and losses. Every year, our team participated in a special education softball game, and one of my favorite memories was getting to play alongside my sister. Growing up, life at home was difficult, and softball became one of the few places where we could simply enjoy being sisters. Those games gave us time together that I will always cherish. Even today, no matter how much time has passed, we still make a point to play catch whenever we see each other. The friendships I built through softball have lasted long after I left the field. My best friend was my teammate, and another close friend played beside me while her mom served as one of our coaches. Looking back as an adult, I now understand how much my coaches influenced my life. They created an environment where every player felt supported, challenged, and valued. They expected us to work hard while also reminding us that our worth was never determined by a single mistake or bad game. Those relationships showed me the incredible difference that caring, consistent adults can make in a young person’s life. Because of my own childhood experiences, that lesson stayed with me. I realized that positive adult relationships have the power to change the way children see themselves and their future. My coaches may never have realized the impact they had on me, but they helped shape the person I wanted to become. Today, I work as a preschool teacher while completing my Bachelor of Science in Child and Adolescent Studies with a concentration in Early Childhood Development at California State University, Fullerton. Every day, I try to be the kind of mentor my coaches were for me. I want children to know they are capable, valued, and supported, especially during the moments when they doubt themselves. Whether I am encouraging a child to solve a problem independently or simply offering patience and reassurance, I hope to provide the same sense of confidence and belonging that softball gave me. Softball taught me perseverance, discipline, and teamwork, but more importantly, it taught me the lasting impact of mentorship and community. Those lessons continue to guide both my life and my career. My hope is that, just as my coaches influenced me, I can become the trusted adult who helps shape the future of the children I have the privilege to teach.