When I imagine my future classroom, I do not picture students sitting silently at their desks while I stand at the front of the room talking. I picture a classroom filled with movement, creativity, questions, laughter, and students who are genuinely excited to discover what comes next. I want my students to see learning as something they get to experience, not something they simply have to complete. My experiences working with children have already taught me that there is no single way to teach every student. I have worked in preschool and daycare settings, assisted in elementary classrooms, supported students with different needs, and taught dance. Through these experiences, I have seen how differently children learn. Some students understand something immediately after hearing it explained, while others need to see it, move through it, draw it, practice it, or connect it to something they already love. As a teacher, I want to find the method that makes learning click for each child. Creativity will be a major part of my classroom. Instead of only reading about a topic, my students might create a project, act out a story, play an educational game, or complete a hands-on experiment. I want to incorporate art and movement into lessons whenever possible. For example, students learning vocabulary could create motions to help them remember new words, while a history lesson could become a classroom museum where students create exhibits and teach one another. Even subjects that students sometimes find intimidating, like math, can become more exciting when they are connected to games, challenges, and real-life situations. Teaching dance has especially shown me how powerful encouragement can be. When a student is struggling with a new skill, repeatedly telling them what they are doing wrong rarely builds confidence. Breaking the skill into smaller pieces, finding another way to explain it, and celebrating their progress can completely change their attitude. I want to bring that same mindset into my classroom. Mistakes will not be something students are embarrassed by; they will be a normal part of learning. I also want my students to have a voice in our classroom. I can give them choices in projects, learn about their interests, and use those interests to make lessons more meaningful. A child who loves animals, sports, art, music, or space should be able to see pieces of themselves reflected in what we learn. Ultimately, I want to create the kind of classroom where students are curious enough to ask questions, comfortable enough to make mistakes, and confident enough to try again. If my students leave my classroom knowing more academically but also believing that they are capable, creative, and important, I will know I have accomplished something meaningful. My goal is not simply to teach lessons. It is to help children develop a love of learning that continues long after they leave my classroom.

To me, selflessness is not about one huge act of kindness. It is about consistently noticing when someone needs help and choosing to show up for them, even when there is nothing you will receive in return. I try to embody selflessness through patience, compassion, and the time I dedicate to helping children become more confident in themselves. One of the most meaningful experiences I have had was helping in a Life Skills classroom. Working with students with different abilities taught me that everyone deserves to have someone who is willing to meet them where they are. There were times when a student needed extra help completing an assignment, understanding directions, or staying focused. Instead of becoming frustrated or rushing them, I learned to slow down, explain things differently, and give them the time they needed. Sometimes the most important thing I could do was simply sit beside a student, encourage them, and remind them that they were capable of completing something on their own. I have carried that same mindset into my experiences working in preschool and elementary classrooms, at daycare, and as a dance teacher. Working with children has shown me that helping someone does not always look dramatic. Sometimes it is noticing the child who is struggling while everyone else has moved on. Sometimes it is repeating an instruction for the fifth time without making a child feel embarrassed for not understanding it the first four times. Other times, it is comforting a child who is overwhelmed or giving extra encouragement to someone who does not believe they can do something. As a dance teacher, I have also learned how important it is to recognize that every student progresses differently. Some dancers pick up choreography immediately, while others need me to demonstrate a step multiple times or work individually with them. It would be easier to focus only on the students who understand quickly, but teaching has taught me that the student who is struggling often needs me the most. Watching a child finally accomplish something they once thought they could not do is worth every extra minute spent helping them. These experiences are a major reason I want to become an elementary school teacher. I want my future career to be centered around helping children learn, grow, and recognize their own potential. I know that teaching will require me to give my time, patience, and energy to students who may never realize how much effort happened behind the scenes, and I am okay with that. Selflessness does not require recognition. To me, it means choosing to help because another person needs you. If I can make someone feel supported, included, or more confident in themselves, then the time I gave them was worth giving.

Books have taught me that reading is about much more than understanding words on a page. A book can allow you to experience a life completely different from your own, recognize pieces of yourself in someone else’s story, or understand a feeling you have never been able to put into words. That is what I love most about reading, and it is one of the reasons I want to become an elementary school teacher. Growing up, books showed me how many different experiences can exist beyond my own. Through characters, I have learned about perseverance, kindness, grief, friendship, identity, and what it means to keep going when life does not turn out the way you expected. Reading has taught me to look at situations from more than one perspective. Even when I cannot personally relate to a character’s experience, I can understand why they feel or act the way they do. That lesson in empathy is something I want to carry into my future classroom. My experiences working with children have made me appreciate reading even more. I have worked in preschool and elementary classrooms and have spent time teaching and supporting children of different ages and abilities. Those experiences have shown me that every child learns differently. They have also shown me how special it is when a child becomes excited about something they are learning. I want books to be part of creating that excitement in my classroom. As a future elementary teacher, one of my goals is to create a classroom where children can find books that make them want to read. I want my students to see characters who remind them of themselves, but I also want them to read about people whose lives are completely different from theirs. I want books to help them become stronger readers while also helping them become curious, compassionate people. Books have also influenced the type of teacher I hope to become. A good book does not simply hand a reader every answer. It encourages them to wonder, imagine, question, and discover. I want to teach in the same way. Rather than making students afraid of being wrong, I want to create an environment where they feel comfortable asking questions and discovering what they are capable of. One day, I hope a student remembers my classroom as a place where they discovered a book they could not put down. Maybe that book will make them feel understood, introduce them to something they never knew existed, or even influence what they choose to do with their life. Books have done all of those things for me. Now, I want to spend my career helping children discover what books can do for them.

I love math because there is something incredibly satisfying about turning “I have no idea how to do this” into “I figured it out.” Math has not always been about getting the answer immediately for me. In fact, some of the best moments happen when I do not understand a problem at first. I can try a different approach, go back through my work, find where I went wrong, and eventually watch everything fall into place. That feeling of finally solving a problem that once looked impossible is one of the reasons I enjoy math so much. I also love that math has structure. In many subjects, there can be several interpretations of the same question, but math gives me steps I can follow and a goal I can work toward. Even when a problem is difficult, I know there is a reason behind the answer. Learning how to find that reason has taught me patience, persistence, and how to think through problems instead of immediately giving up. Those skills matter to me beyond a math classroom. I plan to become an elementary teacher, and I want to help students experience math as something they are capable of understanding rather than something they should be afraid of. I know how much confidence can grow from finally understanding something that was confusing before, and I want to create those moments for my future students. To me, loving math does not mean every problem is easy. It means I enjoy the challenge of getting from the question to the answer. Math reminds me that being confused is not the end of learning—it is often the beginning. And few things compare to the moment when all the work finally clicks.

The impact I want to make begins with children. I believe every child deserves a teacher who sees their potential, believes in them, and creates a classroom where they feel safe, valued, and excited to learn. My goal is to become an elementary school teacher who not only teaches reading, writing, and math, but also helps students build confidence, resilience, kindness, and a lifelong love of learning. I want every child who walks into my classroom to know they belong and that someone genuinely believes in their ability to succeed. My passion for education has grown through years of hands-on experience. During high school, I completed an early childhood education program, served as a teacher’s aide in a fourth-grade classroom, and volunteered with students with disabilities through Partners Club. I also worked at a daycare last summer and currently work as a daycare floater teacher, caring for children between the ages of two and nine. This summer, I also became a full-time dance teacher, giving me another opportunity to mentor young people and help them develop confidence, discipline, and teamwork. In addition, I have been working toward earning my Child Development Associate (CDA) credential through both my early childhood education class and my daycare experience. Every one of these opportunities has confirmed that helping children grow is exactly what I want to do with my life. The people who inspire me most are the teachers and mentors who took the time to encourage me and the children I have worked with throughout the years. Watching a child master a new skill, gain confidence, or simply smile because they finally believe in themselves reminds me why education is so important. I have learned that some of the biggest lessons children remember are not from textbooks—they come from adults who make them feel seen, supported, and capable. Those experiences have shaped the kind of teacher I hope to become. I plan to use my education at Eastern Washington University to prepare myself to make a lasting difference in my community. After earning my teaching degree and certification, I want to teach in an elementary school where I can build meaningful relationships with students and their families. I hope to become involved beyond the classroom by leading after-school activities, supporting literacy programs, mentoring students, and creating opportunities for families to become engaged in their children’s education. I also hope to continue teaching dance because it allows me to encourage children in a different way and helps them develop confidence, creativity, and perseverance. The future I want to help create is one where every child feels supported, regardless of their background or challenges. I know I cannot change the world overnight, but I believe I can change the world for the students who walk into my classroom each year. If I can help one child discover their confidence, inspire them to love learning, or simply give them a safe place where they feel valued, then I have made a meaningful impact. By combining my education, professional experience, and passion for helping children, I hope to create positive change one student, one classroom, and one community at a time.

My primary goal is to earn a degree in elementary education and become a teacher who creates a safe, inclusive, and encouraging classroom for every student. My passion for teaching has developed through several years of hands-on experience with children of different ages and abilities. During high school, I completed an early childhood education course, served as a teacher’s aide in a fourth-grade classroom, and worked with students with disabilities through Partners Club. I also spent last summer working at a daycare. Currently, I work as a daycare floater teacher with children ranging from ages two to nine, and I teach dance full-time during the summer. These experiences have allowed me to practice classroom management, lesson preparation, communication, patience, and adapting activities for children at different developmental levels. I have also been working toward earning my Child Development Associate, or CDA, credential through both my early childhood education class and my daycare experience. Completing the classroom hours, professional experience, and other CDA requirements has given me a stronger foundation in child development, health and safety, family relationships, and age-appropriate teaching practices. My goal is to complete the credential and use it as an important first step in my professional journey. My next major step is attending Eastern Washington University and completing the requirements for an elementary education degree. During my first two years, I plan to focus on my general education courses, education prerequisites, and maintaining a strong GPA. The resources necessary to achieve my goal include tuition, housing, meals, textbooks, transportation, technology, certification fees, professional clothing, and classroom supplies. I estimate that my annual college expenses will be approximately $28,000 to $34,000. I may also need several hundred dollars for background checks, fingerprinting, teaching examinations, certification applications, and student-teaching supplies. To pay for these expenses, I plan to combine scholarships, grants, financial aid, personal savings, and employment. I will complete the financial-aid application every year and continue applying for scholarships throughout college. I will also explore work-study positions, especially those connected to education, childcare, or campus youth programs. During summers and school breaks, I hope to continue working in daycare or teaching dance. I plan to purchase used or digital textbooks when practical, track my spending, limit unnecessary expenses, and build a small emergency fund. My goal is to reduce the amount I need to borrow and avoid private student loans whenever possible. I have considered multiple paths to success in case challenges affect my original plan. If financial difficulties arise, I could take lower-cost transferable classes, reduce my course load, increase my work hours during school breaks, or seek additional grants and scholarships. If my experiences lead me toward a specific area of education, I would consider specializing in early childhood education or special education while continuing to pursue a career helping children. After graduation, I plan to earn my teaching license and apply to multiple school districts. I also hope to continue professional development and eventually consider earning a master’s degree. My experience in early childhood classrooms, a fourth-grade classroom, multiple daycare settings, and dance education has confirmed that teaching is more than an interest for me. It is a career I have already begun preparing for. Every step—from working toward my CDA to caring for children ages two through nine—is helping me become a more knowledgeable, flexible, and compassionate educator. Although my plan may require adjustments along the way, I am prepared to use the available resources, learn from challenges, and remain focused on my goal of helping children feel supported and capable of success.

I’ve been a fan of Sabrina Carpenter because she represents resilience, authenticity, and the confidence to grow into who you are. What I admire most is that she didn’t become successful overnight. She started as a young actress and singer, faced criticism and setbacks, and continued working toward her goals without letting public opinions define her. Watching her career evolve has shown me that success is built through perseverance, hard work, and believing in yourself even when progress feels slow. As someone who has always loved dance and plans to become an elementary school teacher, I appreciate the way Sabrina encourages people to embrace their individuality. Her music often explores themes of self-worth, confidence, and personal growth, reminding listeners that it’s okay to make mistakes and learn from them. Those messages have resonated with me as I’ve navigated high school, balanced academics with extracurricular activities, and prepared to begin college. Her ability to stay true to herself despite constant public attention has inspired me to approach my own goals with confidence and authenticity. Sabrina’s career has also reinforced the importance of resilience. Whether she was acting, touring, writing music, or pursuing new opportunities, she continued to grow instead of staying in one lane. That mindset has encouraged me to embrace new challenges, from becoming a full-time dance teacher this summer to pursuing my dream of becoming an educator. Her example reminds me that growth often comes from stepping outside of your comfort zone and trusting the process. More than anything, Sabrina Carpenter has inspired me to believe that success doesn’t require perfection—it requires persistence. Her journey has motivated me to continue working toward my own dreams, even when obstacles arise. As I begin college and work toward a career in education, I hope to carry that same resilience, positivity, and willingness to keep learning. Just as Sabrina has used her platform to encourage others to be confident in who they are, I hope to encourage future students to believe in themselves and never stop chasing their goals.

Living with a congenital heart defect has shaped many parts of my life, including my education. While many people only see the surface, they don’t always realize the physical and emotional challenges that come with having a chronic heart condition. There have been times when I had to be more mindful of my energy, my health, and my physical limitations than many of my peers. Even as someone who loves to stay active, I have learned that listening to my body is just as important as pushing myself to achieve my goals. Despite these challenges, I have never allowed my heart condition to define what I am capable of accomplishing. I have remained committed to my education while balancing extracurricular activities, volunteer work, and my passion for teaching and mentoring children. Throughout high school, I served as a teacher’s aide, worked with students with special needs through Partners Club, gained experience in early childhood education, and dedicated countless hours to dance. This summer, I became a full-time dance teacher, an opportunity that has strengthened my leadership skills and reinforced my passion for helping young people grow in confidence. Although there have been days when my condition made things more difficult, I have learned to adapt rather than give up. Living with a chronic illness has also taught me resilience in ways that extend far beyond the classroom. It has taught me patience, perseverance, and empathy for others who face invisible struggles. Because I understand what it feels like to overcome obstacles that others may not see, I strive to create environments where everyone feels supported and encouraged. These experiences are a large part of why I have chosen to pursue a career in elementary education. I want to become the kind of teacher who recognizes that every student carries their own challenges and deserves compassion, understanding, and someone who believes in them. Receiving this scholarship would help relieve the financial burden of earning my college degree, allowing me to focus more fully on my education and future career. I will be attending Eastern Washington University to study elementary education, where I hope to gain the knowledge and experience necessary to make a lasting difference in the lives of children. By reducing financial stress, this scholarship would allow me to dedicate more time to my coursework, classroom experiences, and continued service to my community. More importantly, it would be an investment in my goal of becoming an educator who inspires resilience, kindness, and confidence in every student who walks through my classroom doors. Living with a congenital heart defect has not made my path easier, but it has made me stronger. It has taught me that resilience is not about never facing obstacles—it’s about continuing to move forward despite them. I am proud of the perseverance that has brought me to this point, and I am excited to continue my academic journey, knowing that the challenges I have overcome will make me a more compassionate teacher and a stronger advocate for the students I will one day serve.

Education is important to me because it has the power to change the direction of a person’s life. Every child deserves a teacher who believes in them, encourages them, and helps them discover what they are capable of. A great teacher doesn’t just teach reading, writing, or math—they help students build confidence, develop kindness, and believe that they can overcome challenges. That is the kind of impact I hope to have throughout my career. My passion for education comes from working with children and seeing how much they grow when they are supported. Through my experiences in preschool classrooms, serving as a teacher’s assistant, and working with students of different abilities, I have learned that every child learns differently. Some students need extra encouragement, some need lessons presented in a different way, and others simply need someone to believe in them. Watching a child finally understand a concept after struggling or seeing them become proud of something they once thought they couldn’t do has shown me just how meaningful teaching can be. Education has also shaped who I am as a person. Like many students, I have faced challenges throughout school that tested my confidence. There were times when I questioned myself, but I also had teachers who showed me patience, encouragement, and compassion. Those experiences taught me that the classroom is about much more than academics. It is a place where students develop resilience, build relationships, and begin to discover who they are. I want to create that same kind of environment for my future students. As I pursue my degree in elementary education, my goal is to create a classroom where every child feels welcomed, respected, and capable of succeeding. I want my students to know that making mistakes is part of learning and that asking questions is something to be proud of. I hope to make learning exciting through creativity, hands-on activities, and lessons that encourage curiosity. I also want families to know that they have a partner in their child’s education and that we are working together to help each student grow. The legacy I hope to leave is not measured by awards or recognition but by the lives I help shape. Years after leaving my classroom, I hope my students remember that they had a teacher who believed in them, celebrated their successes, and encouraged them through their struggles. If they grow into kind, confident, and compassionate adults who continue to believe in themselves because of the foundation we built together, then I will know I succeeded. Teaching is one of the few professions that has the opportunity to influence countless lives across generations. Every lesson taught, every word of encouragement, and every act of kindness has the potential to be passed on. My hope is that the students I teach will not only become lifelong learners but also people who show empathy, help others, and make a positive difference in their own communities. If I can inspire even a small part of that, then I will have left the kind of legacy that matters most.

Education has always represented something bigger than a degree to me. As a first-generation college student and a young woman of Black, Korean, and White heritage, I know that every opportunity I receive has the potential to change not only my future but also the lives of the students I hope to teach one day. My journey has not been perfect, but every challenge has strengthened my determination to create a future built on compassion, resilience, and education. Growing up, I often felt like I had to prove myself. Throughout middle school and high school, I experienced years of bullying that affected my confidence and made me question where I belonged. School became a place I had to get through instead of a place where I always felt safe. Over time, however, those experiences gave me something unexpected: a purpose. They inspired me to become the kind of teacher every child deserves—someone who notices the quiet student, celebrates every success, and makes every child feel seen and valued. My passion for teaching has grown through hands-on experiences working with children. I have spent time assisting in preschool classrooms, working with elementary students, and supporting children with different learning needs. Those experiences confirmed that education is where I belong. I especially enjoy finding creative ways to help students learn because I am a visual learner myself. I know firsthand that every child learns differently, and I want my future classroom to reflect that by being engaging, welcoming, and inclusive. Being a woman of color has also shaped my perspective. Representation matters, especially in education. I want students from every background to see someone in front of the classroom who believes in them, celebrates their individuality, and encourages them to dream beyond the limitations others may place on them. I hope to help build classrooms where diversity is celebrated and every student feels that they belong. This fall, I will begin studying Elementary Education at Eastern Washington University. As the first in my family to attend college, pursuing a degree is both exciting and financially challenging. Receiving the Concrete Rose Scholarship would help ease the financial burden of tuition, books, classroom materials, and other educational expenses. More importantly, it would allow me to devote more of my time and energy to becoming the best educator I can be instead of worrying about how I will afford each semester. My career goal is to become an elementary school teacher who leaves a lasting impact on students both academically and emotionally. I want my classroom to be a place where children feel safe asking questions, making mistakes, and discovering who they are. Every child deserves someone who believes in them, and I hope to be that person. Like the story that inspired the Concrete Rose Scholarship, I believe difficult circumstances do not define our future—our perseverance does. This scholarship would not simply help me earn a college degree; it would help me continue breaking barriers, opening doors, and creating opportunities for the next generation of students. My dream is to become the teacher who changes a child’s life, just as education is changing mine.

Going to college means far more to me than simply earning a degree. It represents opportunity, growth, and the chance to turn my passion for helping children into a lifelong career. As a first-generation college student, attending college is something I have worked toward for years. The process has often felt overwhelming because I have had to learn so much on my own, from researching colleges and scholarships to understanding financial aid and enrollment. However, those challenges have made me even more determined to succeed. My goal is to attend Eastern Washington University and earn a degree in Elementary Education. I have always enjoyed working with children, but my experiences as a teacher’s assistant in preschool classrooms and my work supporting students with special needs helped me realize that teaching is exactly what I want to do. I love watching children learn new skills, gain confidence, and discover their potential. Even the smallest accomplishments can have a huge impact on a child’s self-esteem, and I want to be a part of that growth. My desire to become a teacher is also influenced by my own experiences. Throughout middle school and high school, I faced years of bullying that often made me feel isolated and invisible. Those experiences taught me how important it is for students to feel accepted, supported, and valued. I want to create a classroom where every child feels safe, respected, and encouraged to be themselves. I hope to be the teacher who notices when a student is struggling and helps them find confidence in their abilities. In addition, I was born with a congenital heart defect, which taught me perseverance from a young age. There were times when I faced obstacles that seemed difficult to overcome, but those experiences helped me develop resilience and determination. They taught me that success is not about having an easy path; it is about continuing to move forward despite challenges. College will provide me with the knowledge, skills, and experiences necessary to become the educator I aspire to be. More importantly, it will allow me to make a meaningful difference in the lives of future students. I want my classroom to be a place where children feel inspired to learn, supported when they struggle, and celebrated for who they are. For me, going to college is not just about achieving a personal goal. It is about building a future where I can positively impact others every day. By becoming an elementary school teacher, I hope to help students believe in themselves, overcome their own challenges, and discover that they are capable of achieving more than they ever imagined.

Being a first-generation college student means stepping into unfamiliar territory with determination, hope, and a willingness to learn. While many students grow up with parents who can guide them through the college process, I have had to figure out much of it on my own. From researching colleges and scholarships to understanding financial aid and enrollment requirements, every step has been a learning experience. Rather than discouraging me, it has motivated me to work harder and appreciate every opportunity that comes my way. Throughout my life, I have faced challenges that have shaped who I am today. I was born with a congenital heart defect, which taught me resilience from an early age. I also experienced years of bullying throughout middle and high school, which affected my confidence and made some days difficult. However, those experiences taught me empathy, perseverance, and the importance of treating others with kindness. Instead of allowing those challenges to define me, I used them as motivation to become stronger and to help others feel seen and supported. Those experiences inspired my dream of becoming an elementary school teacher. Through my work as a teacher’s assistant in preschool classrooms and my experiences supporting students with special needs, I discovered how much I love helping children learn and grow. I want to create a classroom where every student feels safe, valued, and encouraged to reach their full potential. This fall, I will attend Eastern Washington University to pursue a degree in education. Receiving this scholarship would help reduce the financial burden of college and allow me to focus more fully on my studies and professional development. More importantly, it would bring me one step closer to achieving my goal of becoming a teacher who makes a lasting difference in the lives of children. As a first-generation student, I am not only pursuing a degree for myself but also creating new opportunities for my future. I hope to show my students that challenges do not determine what they can achieve—hard work, perseverance, and belief in themselves do.

One of the reasons I connect so deeply with Olivia Rodrigo’s music is because she writes about emotions that many people feel but are often afraid to admit. Her songs are honest about insecurity, comparison, and self-doubt, and those themes reflect many of the challenges I have faced throughout my own life. The lyric that resonates with me most comes from “jealousy, jealousy”: “comparison is killin’ me slowly.” That line perfectly describes how I felt during much of middle school and high school. For years, I struggled with bullying and constantly compared myself to the people around me. It seemed like everyone else was prettier, more confident, and more accepted than I was. I spent a lot of time wondering what was wrong with me and why I couldn’t be more like everyone else. Social media only made those feelings stronger. Every time I opened my phone, it felt like I was seeing people with perfect lives, perfect friendships, and perfect appearances. Even though I knew those images weren’t the full story, it was difficult not to compare myself. Olivia’s music helped me realize that those feelings are more common than I thought. Knowing that someone I admired experienced similar emotions made me feel less alone. Another song that has had a major impact on me is “pretty isn’t pretty.” The title itself carries a powerful message. Throughout my teenage years, I often felt pressure to look a certain way or change parts of myself in order to fit in. Like many young women, I sometimes believed that if I could just fix one more thing about myself, I would finally feel confident. However, Olivia’s song highlights an important truth: insecurity does not disappear simply because you meet someone else’s standards. The real challenge is learning to accept yourself. While those experiences were painful, they also taught me valuable lessons. The bullying and self-doubt I experienced helped me develop empathy for others who are struggling. Instead of allowing those challenges to make me bitter, they inspired me to pursue a career in education. I plan to become an elementary school teacher because I want students to feel supported, valued, and understood. I know what it feels like to doubt yourself, and I want to help children build confidence before those feelings take root. Olivia Rodrigo’s music has shown me that vulnerability can be a source of strength. Her songs do not pretend that growing up is easy. Instead, they acknowledge the messy emotions that come with finding your identity. Through her lyrics, I learned that my struggles do not define me. The comparisons, insecurities, and challenges I faced are only part of my story. What truly matters is how I chose to grow from them. Today, I am proud of the person I am becoming. Olivia’s music reminds me that everyone is fighting battles others cannot see, and that self-acceptance is a journey rather than a destination. Her lyrics helped me understand that while comparison may be a part of growing up, it does not have to control who I become.

One of the biggest roadblocks I have faced in my pursuit of higher education was experiencing bullying throughout much of my school years. From sixth grade through twelfth grade, I often struggled with feeling accepted and confident in myself. Being bullied affected my self-esteem, my mental health, and sometimes even my motivation to attend school. There were days when it felt easier to give up than to continue facing the negativity and judgment of others. For many years, I questioned my worth because of the comments and actions of my peers. Instead of feeling excited to go to school, I often felt anxious about what might happen that day. As a young student, it was difficult to understand why people chose to be unkind, and there were times when I felt isolated and alone. The emotional impact of bullying followed me throughout much of my middle and high school experience. Despite these challenges, I refused to let bullying define who I was or determine my future. Over time, I learned to focus on the people who supported me, including my family, teachers, friends, and mentors. I became involved in activities that gave me confidence and a sense of belonging, especially dance. Dance became a place where I could express myself, build friendships, and remember my strengths when I was struggling to see them. Through dance and other positive experiences, I slowly rebuilt my confidence and learned that my value was not determined by the opinions of others. The experience of being bullied also taught me empathy and compassion. Because I know what it feels like to be excluded, judged, and misunderstood, I am especially aware of the importance of creating environments where everyone feels welcomed and valued. This is one of the main reasons I have decided to pursue a career as an elementary school educator. As a future teacher, I want to be the adult who notices when a student is struggling and makes sure they know they are not alone. I want to create a classroom where kindness, respect, and inclusion are expectations, not exceptions. Every child deserves to feel safe when they walk into school each day. Students learn best when they feel accepted, supported, and encouraged to be themselves. My experiences with bullying have shaped me into a stronger and more compassionate person. Although those years were difficult, they taught me resilience, perseverance, and the importance of treating others with kindness. Instead of allowing those experiences to hold me back, I have used them as motivation to pursue a career where I can make a positive difference in the lives of children. As I continue my education, I carry these lessons with me. They have strengthened my determination to become a teacher who not only helps students succeed academically but also helps them feel valued, respected, and confident in who they are. I hope to be the kind of educator who makes a lasting impact on students by creating the supportive environment that every child deserves.

My passion for early childhood education comes from my belief that the earliest years of a child’s life are some of the most important. During these years, children develop the foundation for their future learning, social skills, confidence, and emotional well-being. I have always enjoyed working with children, but my experiences in preschool classrooms and educational settings have shown me just how much of an impact early childhood educators can have on a child’s life. Through my Early Childhood Education courses and hands-on experiences working with young children, I have learned that teaching is about much more than helping students learn letters, numbers, and basic academic skills. Early childhood educators help children develop confidence, curiosity, independence, and a love of learning. They create environments where children feel safe, supported, and encouraged to explore the world around them. Seeing this process firsthand has strengthened my desire to become an educator. One of the things I enjoy most about working with young children is their excitement and enthusiasm for learning. Preschoolers approach the world with curiosity and wonder. They ask questions, make discoveries, and celebrate even the smallest accomplishments. Whether a child is learning to write their name, count to ten, share with a friend, or solve a problem independently, every achievement is meaningful. Being able to support and encourage children during these moments is incredibly rewarding. My experiences working in preschool classrooms have also taught me the importance of patience, creativity, and flexibility. Every child learns differently and develops at their own pace. As someone who is a visual learner myself, I understand that there is no single approach that works for everyone. I believe it is important for educators to recognize each child’s unique strengths and learning styles. I enjoy finding creative ways to make learning engaging and accessible so that every child has the opportunity to succeed. Another reason I am passionate about early childhood education is the opportunity to make a lasting difference in children’s lives. Young children often remember the teachers who made them feel valued, capable, and cared for. A positive early learning experience can help build confidence that lasts for years. I want to be the kind of teacher who creates a welcoming classroom where students feel safe taking risks, asking questions, and being themselves. In addition to supporting children academically, early childhood educators play an important role in helping children develop social and emotional skills. Learning how to communicate, cooperate, solve problems, and manage emotions are essential life skills that begin developing at a young age. I believe helping children build these skills is just as important as teaching academic content. My passion for early childhood education continues to grow because I have seen the impact that dedicated educators can have on young learners. I am excited about the opportunity to pursue a career where I can help children discover their strengths, build confidence, and develop a lifelong love of learning. Knowing that I can positively influence a child’s educational journey and help shape their future is what inspires me to become an early childhood educator.

I believe I should be considered for this scholarship because I have dedicated my high school years to personal growth, academic achievement, leadership, and service to others. Throughout my education, I have worked hard to balance academics, extracurricular activities, and career preparation while remaining focused on my goal of becoming an elementary school teacher. The experiences I have gained through education programs, dance, and working with children have shaped me into a determined, compassionate, and hardworking individual who is committed to making a positive impact on future generations. Education has always been important to me because I believe teachers have the power to change lives. Throughout high school, I have actively pursued opportunities that would help me prepare for a career in education. I have taken Early Childhood Education courses, worked in a preschool setting, served as a teacher’s assistant, and assisted in a Life Skills classroom. These experiences have allowed me to work directly with students of different ages, abilities, and backgrounds. I have learned how important patience, understanding, creativity, and encouragement are in helping children succeed. One of the most rewarding aspects of these experiences has been seeing students grow in confidence. Whether I was helping a preschooler learn a new skill, assisting a student with a classroom activity, or supporting a child who needed extra encouragement, I discovered how meaningful it is to help students realize their potential. These experiences confirmed that teaching is not just a career I am interested in—it is a career I am passionate about. In addition to my educational experiences, dance has played a major role in shaping who I am today. I have participated in both recreational and competitive dance for many years. Dance has taught me valuable life lessons that extend far beyond the studio. Through dance, I have learned discipline, commitment, teamwork, and perseverance. Success in dance requires consistent effort, even on days when motivation is low. It requires accepting constructive criticism, setting goals, and continuously working to improve. As I grew older, I also had opportunities to assist younger dancers and serve as a role model for them. Helping younger students learn new skills reminded me of why I want to become a teacher. I enjoy encouraging others, celebrating their accomplishments, and helping them work through challenges. Watching students gain confidence in themselves is one of the most rewarding experiences I have had. One challenge I faced during school was balancing the many responsibilities and commitments in my life while also navigating personal struggles and obstacles. Like many students, I experienced times when I felt overwhelmed by the demands of academics, extracurricular activities, work, and planning for my future. There were moments when managing everything at once felt difficult, and I questioned whether I would be able to meet all of my responsibilities successfully. Rather than allowing those challenges to stop me, I learned how to adapt and persevere. I developed stronger time-management skills, learned how to prioritize important tasks, and became more comfortable asking for support when I needed it. I discovered that success does not require perfection. Instead, success comes from continuing to move forward, even when things are difficult. Every challenge taught me something valuable about resilience, determination, and self-confidence. Another challenge I faced involved learning to believe in myself and recognize my own strengths. It is easy for students to compare themselves to others and focus on areas where they feel they fall short. Throughout high school, I learned that everyone has a unique path and that growth happens at different rates for different people. By focusing on my own progress and continuing to work toward my goals, I became more confident in my abilities and more willing to take on new opportunities. What I believe makes me a strong candidate for this scholarship is not just my accomplishments, but my commitment to serving others. Whether I am working with children in a classroom, helping younger dancers, assisting teachers, or supporting my peers, I strive to make a positive difference. I genuinely care about helping others succeed and feel valued. I believe education is one of the most powerful tools we have to improve lives, and I want to dedicate my career to creating supportive and engaging learning environments where students can thrive. My long-term goal is to earn a degree in education and become an elementary school teacher. I want to create a classroom where students feel safe, encouraged, and excited to learn. As someone who is a visual learner, I understand the importance of adapting teaching methods to meet the needs of different students. I hope to use creative and engaging strategies to help students build confidence, develop a love of learning, and achieve their goals. Receiving this scholarship would help me continue pursuing my educational goals and reduce some of the financial challenges associated with earning a college degree. More importantly, it would serve as an investment in my future as an educator. I am committed to using my education to make a positive impact on the lives of children and to give back to my community through teaching. Throughout my high school journey, I have worked hard, overcome challenges, and remained dedicated to my goals. My experiences in education, dance, and leadership have prepared me for the next chapter of my life. I am excited to continue learning, growing, and working toward a career where I can inspire and support future generations. For these reasons, I believe I would be a deserving recipient of this scholarship.

One of the most moving performances of Taylor Swift’s career is her performance of illicit affairs during The Eras Tour. While Taylor has countless incredible performances, this one stands out to me because of the raw emotion she brings to the stage. The original version of the song is soft, quiet, and full of heartbreak, but during The Eras Tour, Taylor transforms the bridge into a powerful emotional moment that captures the attention of everyone in the stadium. The part that moves me the most is when she sings, “Don’t call me kid, don’t call me baby.” The way she delivers these lyrics with such intensity makes it feel like she is reliving the emotions behind the song. Even though there are thousands of people watching, the performance feels personal and intimate. Her voice, facial expressions, and body language all work together to tell the story in a way that goes beyond the lyrics alone. I also connect this performance to this is me trying, another song that has always resonated with me. Both songs explore complicated emotions, vulnerability, and the challenges people face when trying to move forward from difficult situations. As someone who appreciates music that tells a story and makes people feel understood, I find these songs incredibly meaningful. What makes this performance so special is that it demonstrates Taylor’s ability to connect with her audience through honesty and emotion. She reminds listeners that it is okay to struggle, make mistakes, and experience heartbreak. Through her music, she creates a space where people feel seen and understood. That is why her Eras Tour performance of illicit affairs is the Taylor Swift performance I find most moving and unforgettable.

If I were creating a brand-new Love Island challenge, I would design one called Heart’s True Compass. The challenge would test communication, trust, compatibility, and how well couples truly know each other beyond physical attraction. The challenge would begin with each Islander privately answering twenty questions about themselves. The questions would range from fun topics, such as their dream vacation or favorite childhood memory, to deeper questions about future goals, family values, and what they look for in a long-term relationship. Once everyone has completed their questionnaires, the villa would be transformed into a giant maze called the “Compass Course.” One partner from each couple would be blindfolded and placed at the entrance of the maze. The other partner would stand on a viewing platform above the maze and guide them through using only verbal instructions. Along the course, the blindfolded Islander would encounter stations where they must answer questions about their partner. Correct answers would earn shortcuts, while incorrect answers would lead them through longer routes. As the challenge progresses, couples would face increasingly meaningful questions. For example, contestants might be asked about their partner’s biggest life goal, favorite family tradition, greatest fear, or ideal future. This would reveal whether the couples have truly taken the time to get to know one another on a deeper level. At the end of the maze, each blindfolded Islander would arrive at a final “Compass Chamber.” Here, they would receive a surprise prediction card showing how compatible they are based on their answers. Categories would include communication, trust, shared values, life goals, humor, and emotional connection. The scores would not determine winners but would spark meaningful conversations among the couples. The winning couple would be the pair that completes the maze in the fastest time while maintaining the highest accuracy on their answers. Their prize could be an exclusive romantic date outside the villa and first choice during the next recoupling event. What makes Heart’s True Compass unique is that it combines teamwork, trust, communication, and genuine emotional connection. Many Love Island challenges focus on attraction or competition, but this challenge would encourage Islanders to learn more about each other and build stronger relationships. It would also provide entertaining moments for viewers as couples discover surprising facts about one another, celebrate how well they connect, or realize they still have much more to learn. Overall, Heart’s True Compass would create drama, laughter, romance, and self-discovery while highlighting the qualities that matter most in a lasting relationship.

Visual learning plays a critical role in helping students understand, retain, and apply academic concepts. As someone who learns best through visual methods, I have experienced firsthand how images, colors, layouts, and other design elements can transform difficult information into meaningful learning. If I were designing instructional materials for a classroom, I would focus on the curriculum standard of reading comprehension and vocabulary development because strong literacy skills are foundational to success in every academic subject. The specific standard I would choose is helping students identify the meaning of unfamiliar words and understand how vocabulary contributes to the overall meaning of a text. Vocabulary instruction is especially important because students cannot fully comprehend what they are reading if they do not understand key words and concepts. This skill is critical in modern classrooms where students are expected to analyze texts, communicate effectively, and access information across multiple content areas. To support this standard, I would intentionally use visual design principles. Color theory would be one of the most important elements. Different colors can help students categorize information and make connections between concepts. For example, vocabulary words could be highlighted in blue, definitions in green, and examples in yellow. This color-coding system creates visual organization and helps students quickly identify relationships between ideas. Research has shown that color can improve attention and memory, making it a valuable instructional tool. Layout is another essential component. Information should be presented in a clear and organized format that reduces cognitive overload. Students benefit from visual spacing, headings, graphic organizers, and predictable structures. A well-designed vocabulary page might include the target word, a student-friendly definition, an image, a sentence example, and a section for personal connections. This organized layout allows students to process information in manageable chunks rather than becoming overwhelmed by large amounts of text. Typography also contributes to student understanding. Fonts should be easy to read and appropriately sized for the age group being taught. Important information can be emphasized through bold text or larger headings. Clear typography ensures that students can focus on learning the content rather than struggling to read the material itself. Imagery is perhaps the most powerful visual element. Pictures, icons, and illustrations provide students with concrete representations of abstract ideas. For visual learners, images create mental connections that strengthen memory and comprehension. This is particularly beneficial for students with disabilities, English language learners, and younger children who may need additional support in understanding vocabulary concepts. Visual learning is especially important in both general education and special education classrooms because students learn in diverse ways. Modern classrooms include learners with different strengths, abilities, and backgrounds. By incorporating color theory, effective layout, readable typography, and meaningful imagery, teachers can create accessible learning experiences that support all students. These visual strategies not only improve comprehension and retention but also increase student engagement and confidence. Ultimately, literacy is one of the most important skills students develop during their education. When visual design is intentionally integrated into instruction, it helps students build stronger vocabulary, deepen comprehension, and become more successful learners. As a future educator, I hope to create learning environments that recognize the power of visual learning and provide every student with the opportunity to succeed.

The statement, “I have learned that the purpose of teaching is to guide the student to his or her realization of their own presence,” means that teaching is more than helping students learn academic skills. It is about helping students understand who they are, recognize their value, discover their strengths, and develop confidence in themselves. A student’s “own presence” refers to their sense of identity, purpose, abilities, and place in the world. As educators, our role is to help students see their potential and understand that they are capable of learning, growing, and making meaningful contributions. As a future special education teacher, this statement strongly connects to my personal mission. Every student deserves to feel seen, heard, respected, and valued. Students with disabilities often face challenges that may impact their confidence or how they view themselves. My mission is to create a classroom environment where students feel safe to be themselves and are encouraged to recognize their unique strengths. I want my students to understand that their disabilities do not define them and that they have talents, abilities, and gifts that make them special. I would guide my students toward experiencing a sense of their own presence by building strong relationships with them and focusing on their individual strengths rather than their limitations. I would celebrate every achievement, no matter how small, because each accomplishment helps build confidence and independence. I would provide opportunities for students to make choices, express their opinions, and participate in activities that allow them to experience success. When students feel successful, they begin to believe in themselves and develop a stronger sense of self-worth. One way I would accomplish this mission is by creating individualized goals that allow students to experience meaningful progress. For example, if a student struggles with communication, I would work with them to develop skills that help them express their needs and thoughts. When that student successfully communicates independently, they gain confidence and recognize their own abilities. Similarly, if a student struggles academically, I would provide support and accommodations that allow them to achieve success at their own pace. These experiences help students understand that they are capable learners. Ultimately, I believe the purpose of teaching is to help students discover who they are and what they can achieve. As a special education teacher, I want my students to leave my classroom not only with new skills and knowledge but also with confidence, self-respect, and a belief in their own potential. By helping students recognize their strengths and value, I can guide them toward experiencing a true sense of their own presence and empower them to succeed both in school and in life.

My drive to become a teacher comes from the experiences I have had working with children and the incredible teachers and mentors who have influenced my life. Ever since I was young, I have always enjoyed helping others, especially children. As I grew older and gained opportunities to work in classrooms, I realized that teaching was not just something I enjoyed—it was something I was passionate about. One of the biggest reasons I want to become a teacher is because of the impact educators have had on me throughout my life. I have been fortunate to learn from teachers who believed in me, encouraged me, and helped me grow both academically and personally. They taught me that a teacher’s job is about much more than lessons and assignments. Teachers help students build confidence, discover their strengths, and overcome challenges. Seeing the difference these educators made in my own life inspired me to want to provide that same support for future students. My experiences working with children have also played a major role in shaping my career goals. Through my Early Childhood Education classes, my work as a teacher’s assistant, and my time helping in preschool classrooms, I have had the opportunity to build relationships with young children and watch them learn and grow. There is something incredibly special about seeing a child understand a new concept, gain confidence, or accomplish something they once thought was impossible. Being able to witness those moments has strengthened my desire to become a teacher. One experience that especially influenced me involved working with a child who struggled with confidence and participation. I spent time encouraging them, helping them work through frustrations, and reminding them that they were capable of succeeding. Over time, I watched them become more confident, participate more often, and believe in themselves. Seeing that growth reminded me that even small acts of patience and encouragement can make a lasting impact on a child’s life. It was in moments like these that I realized teaching is where I feel I can make the greatest difference. My passion for teaching also comes from my desire to create a positive and welcoming environment for every student. I understand that every child comes to school with different experiences, strengths, and challenges. I want to be the kind of teacher who makes students feel safe, valued, and supported. I want my classroom to be a place where children are excited to learn, comfortable asking questions, and confident in who they are. As I prepare to pursue a degree in education, I am motivated by the opportunity to positively impact future generations. Teaching is not simply a career to me; it is a chance to help children learn, grow, and believe in themselves. My drive to become a teacher comes from the people who inspired me, the experiences that shaped me, and the joy I feel when helping children succeed. I cannot imagine a more meaningful way to spend my life than helping young learners discover their potential and achieve their dreams.

One movie that has had the greatest impact on my life is Wonder. The story follows a young boy, Auggie, who was born with a facial difference and faces bullying when he enters school for the first time. What makes the movie so powerful is not just what Auggie goes through, but how the people around him respond — his family, his classmates, and even those who struggle to understand him at first. This movie impacted me deeply because I connected with the theme of bullying and the way it shapes a person’s confidence. Watching Auggie walk into school every day despite knowing he might be stared at or teased reminded me of how much courage it takes just to show up when you feel different or targeted. The film highlights how words and actions, even small ones, can either hurt someone deeply or completely change their day for the better. What stood out to me most was the message, “When given the choice between being right or being kind, choose kind.” That line stuck with me because it’s simple but powerful. It reinforced something I’ve learned through my own experiences: kindness is not weakness. It takes strength to stand up for someone, to include others, and to treat people with compassion even when it’s not the popular choice. As someone who wants to become an elementary school teacher, this movie feels especially meaningful. Elementary school is often where children first experience exclusion or bullying. Watching Wonder helped me see how much influence adults have in shaping a school’s culture. Teachers in the film who took bullying seriously and encouraged empathy made a lasting difference. It reminded me that a classroom can either be a place of fear or a place of belonging — and that educators play a major role in that. The movie also helped me understand different perspectives. It doesn’t just focus on Auggie; it shows how his sister and classmates are affected too. That reminded me that everyone is carrying something unseen. We may not always know someone’s full story, but we can always choose to respond with compassion. Overall, Wonder impacted my life because it affirmed my belief in kindness, resilience, and the power of supportive communities. It strengthened my desire to create safe spaces for children, both in person and online. More than anything, it reminded me that even when someone feels different or alone, they deserve dignity, patience, and understanding.

Growing up, I learned early how much words can hurt. My experience with bullying began in elementary school. At first, it was small comments and exclusion, the kind adults sometimes dismiss as “kids being kids.” But it didn’t stay small. Over time, it followed me online and grew into cyberbullying, where the hurt didn’t stop when I left school for the day. It felt constant and isolating. During a time in my life when I should have felt safe and supported, I often felt anxious and alone. Those experiences shaped me deeply, but they also shaped my purpose. I want to become an elementary school teacher because I know firsthand how critical those early years are. Elementary school is where children form their sense of identity and self-worth. It is where they begin to understand friendship, belonging, and confidence. When bullying starts at that age, it can leave lasting scars. I want to be the teacher I needed — someone who notices the quiet child, who takes concerns seriously, and who creates a classroom built on kindness and respect. In my community, I try to promote inclusion and safety whenever I can. I make an effort to sit with people who seem left out and check in on friends who seem overwhelmed. If I see bullying, whether in person or online, I don’t ignore it. I believe silence allows harm to grow. Online, I support positive digital behavior by encouraging accountability and reminding others that there is a real person behind every screen. In person, I stand up for others or offer support privately so they don’t feel alone. Even small acts of kindness can interrupt cruelty. As I enter higher education, financial need is a major consideration. Being from Alaska, the cost of tuition, housing, travel, and materials adds up quickly. My family supports me emotionally, but college is a significant financial responsibility. Because I plan to pursue a career in education — a field driven by passion more than high income — scholarships and financial aid are essential. Financial support would allow me to focus fully on becoming the best educator I can be, rather than constantly worrying about expenses. My past experiences with bullying do not define me, but they do motivate me. They have given me empathy, resilience, and a strong desire to protect others. I want to create a classroom where every child feels safe walking through the door — and safe logging online. I want my students to grow up knowing their voices matter, their feelings are valid, and kindness is not optional.

Struggles with mental health and experiences related to suicide have shaped me in ways I never expected. For a long time, I felt like I was carrying something invisible that no one else could see. On the outside, I tried to keep up with school, friendships, and responsibilities, but internally I was fighting thoughts that made everything feel overwhelming. Simple tasks felt exhausting, and my confidence slowly faded. I began to question my worth and whether I was enough. It was difficult to explain what I was going through because sometimes I didn’t even understand it myself. There were moments when the weight of everything felt unbearable. During those times, I learned how powerful the mind can be — both in negative and positive ways. Negative thoughts can grow quickly when they are left alone, especially when you isolate yourself. I started to withdraw from people, believing I was a burden or that no one would truly understand. Looking back, I realize that isolation made things worse. It wasn’t that I didn’t have support; it was that I struggled to reach for it. Over time, I began to understand that mental health struggles are not a sign of weakness. They are part of being human. Opening up to someone, even in small ways, became one of the hardest yet most important steps I took. Talking about my feelings didn’t magically fix everything, but it made me feel less alone. I also learned healthier ways to cope with stress and overwhelming emotions. I discovered that healing is not linear. Some days are better than others, and setbacks do not erase progress. These experiences have made me more self-aware and compassionate. I am more sensitive to the struggles others might be facing, even if they don’t show it outwardly. I have learned to check in on friends, to listen without judgment, and to take mental health seriously. Most importantly, I have learned resilience. Surviving difficult mental health challenges has shown me that I am stronger than I once believed. Although those periods were some of the hardest in my life, they have shaped my perspective. I now understand the importance of support systems, honest conversations, and self-care. My experiences have taught me that even in the darkest moments, growth is possible. I am still learning, still healing, and still growing — but I am proud of how far I have come and the strength I have built along the way.

One way I have demonstrated resilience is through living with a congenital heart condition called an interrupted aortic arch. Since I was little, I have had to travel from Alaska to Seattle for heart surgeries and appointments. Most kids don’t have to think about hospitals or missing school for medical trips, but that has always been part of my life. It hasn’t been easy, but it has made me stronger in ways I didn’t understand at first. Growing up, I had to learn how to balance being a normal student while also being a heart patient. There were times when I felt frustrated because I couldn’t always do everything other people could do. I had scars on my chest and long recovery times after surgery. Sometimes I felt different from everyone else. But instead of letting that stop me, I decided to see it as proof of what I have survived. Every scar tells a story about strength. One of the hardest parts was missing school and falling behind. After surgeries, I would come back tired and overwhelmed by the work I missed. It would have been easy to give up or make excuses, but I didn’t. I would email my teachers, ask for help, and stay up late catching up on assignments. I learned how to advocate for myself and communicate clearly about what I needed. That experience helped me become more responsible and independent than many of my classmates. I also think I inspire others by being open about my condition. When people ask about my scar or why I travel so much for medical care, I don’t hide it. I explain it in a simple way. A few people have told me that hearing my story helped them feel less alone with their own struggles, even if their challenges are different from mine. That means a lot to me. It shows that resilience is not just about surviving something hard. It’s about using your experience to help others feel stronger too. Living with a heart condition has taught me patience, courage, and gratitude. It showed me that resilience doesn’t mean you aren’t scared. It means you keep going anyway. I may not have chosen this challenge, but I have chosen how I respond to it. By continuing to work hard in school, staying positive, and sharing my story, I hope I show others that difficult circumstances do not define your future. They can shape you into someone stronger, more understanding, and more determined to succeed.

When I first started high school, I was not very confident. I cared a lot about what other people thought of me, and when I started getting bullied, it made everything worse. There were days I did not want to go to school because I felt judged and left out. I started to believe the negative things people said about me. But over time, high school changed my heart and my mindset in a way I never expected. One moment that really changed me was during my sophomore year. After a rough day, one of my teachers noticed I was quieter than usual and asked if I was okay. It was such a small thing, but it meant everything. For the first time, I felt seen instead of invisible. That moment helped me realize that I mattered, even if some students tried to make me feel like I didn’t. Instead of letting bullying define me, I decided I would become someone who helps others feel safe and valued. As the years went on, I got more involved in class discussions and group projects. I started focusing on my goals instead of other people’s opinions. High school taught me resilience. It showed me that challenges can either break you or build you. For me, it built me. Because of my experiences, I want to become an elementary school teacher and attend Eastern Washington University. My goal is to create a classroom where every student feels included, supported, and encouraged. I know what it feels like to struggle silently, and I want to be the teacher who notices. I want to be the adult who makes school a positive place for kids who may be going through their own challenges. The bullying I faced does not define me anymore. Instead, it shaped my direction in life. High school helped me grow stronger, more compassionate, and more determined. The lessons I learned about kindness, resilience, and empathy will continue to guide me as I move forward into college and my future career as a teacher.

My experience with mental health has deeply influenced my beliefs, relationships, and career aspirations, shaping the way I view both myself and the world around me. Navigating mental Health Has just taught me that well-being is just as important as achievement, and that success is most meaningful when it's balanced with self-care, understanding, and compassion. One of the biggest shifts in my beliefs came from learning that strength does not mean ignoring struggles; rather, it means overcoming them. For a long time, I believed I had to push their difficulties on my own. But my experience just showed me the importance of acknowledging challenges and seeking support. I now believe that growth comes from honesty and self-awareness and that vulnerability can be a powerful form of strength. This perspective has changed how I approach obstacles allow me to focus on progress rather than performance And Perfection. Mental health experiences also transformed my relationships. They taught me the value of communication, empathy, and patience. I became more aware of how easily people struggle. Can go unnoticed, which made me more attentive and understanding in my interactions with others. At the same time, learning to advocate for my own needs helped me build healthier, more supportive relationships. I now value connections that are rooted in trust and compassion. And mutual respect, and I strive to be someone who offers the same understanding to others. Those experiences have played a major role in shaping my career aspirations. It inspired me to pursue a path centered on care education and support. I want a career where I can make a positive impact by helping others feel seen, valued, and capable. My goal to become an elementary educator is driven by the understanding that emotional well-being is foundational to learning. I want to create classrooms where students feel safe to express themselves, take risks, and both academically grow and emotionally grow. Because of my mental health journey, I'm especially passionate about advocating for inclusive and supportive environments. I understand how powerful it isFor someone to feel supported during difficult moments, and I hope to be that source of encouragement for others. Whether through education, mentorship, or everyday interactions, I aim to foster spaces that prioritize understanding and emotional safety. Overall, my experience with mental health shaped me into a more empathetic, resilient, and purpose-driven individual. It influenced my beliefs by redefining strength strengthen my relationships through compassion and communication, and guiding my career aspirations toward helping others. These lessons continue to motivate me to live with intention and contribute positively to the lives of those around me.

Mental health is essential to me as a student because it directly affects how I learn, grow, and show up in my everyday life. Academic success is not just about grades or achievements; it is also about emotional well-being, balance, and self-understanding. When mental health is supported, students are better able to focus, manage stress, and build confidence. Through my own experiences, I have learned that prioritizing mental health is essential to sustaining motivation and maintaining a healthy relationship with school. As a student, I have faced moments when stress, anxiety, or self-doubt made academic responsibilities feel overwhelming. These experiences taught me that mental health challenges can impact concentration, energy, and self-worth just as much as any physical obstacle. Learning how to ask for help, manage stress, and practice self-care has allowed me to grow stronger and more resilient. It has also helped me understand that taking care of my mental health is not a weakness. But a necessary part of being successful is being balanced. Mental health awareness has also shaped how I interact with others in my school and in my community. I am more mindful of the fact that many students are carrying invisible struggles. Because of this, I strive to be patient, supportive, and kind in my interactions. I believe that creating a positive and understanding environment starts with everyday actions, let's just check in on friends, listen without judgment, and encourage others to seek help when they need it. Advocate for mental health in my community by helping to normalize conversations around emotional well-being. I try to be open and honest about the importance of mental health, especially among peers who may feel pressured to hide their struggles. By modeling healthy coping strategies and encouraging balance between academic activities and rests I aim to show that it's okay to promote well-being. In education and youth settings, I also support mental health by creating safe, inclusive spaces where people feel valued and heard. Additionally, my future goals reflect my commitment to mental health advocacy. I plan to pursue a career in education where I can support students not only academically but also emotionally. I want to be an educator who recognizes the importance of mental health and helps students feel safe, confident, and capable. Overall, mental health is important to me because it influences every aspect of a student's life. By advocating for awareness, compassion, and balance, I hope to contribute to a community where mental health is valued, supporte,d and openly discussed.

My experience with mental health has played a significant role in shaping who I am, how I relate to others, and the goals I set for my future. While it has brought me challenges, it has also given me a deeper understanding of myself and the world around me. Navigating mental health struggles has forced me to reflect, grow, and develop strengths that continue to guide my decisions and values. At Times Mental Health challenges made everyday tasks feel overwhelming. Moments of self-doubt, anxiety, and emotional exhaustion affected how I saw myself and my abilities. However, working through these experiences taught me resilience and self-awareness. I learned that progress is not always linear and that setbacks do not erase growth. This understanding has shaped my goals by teaching me to prioritize balance, perseverance, and purpose rather than perfection. Instead of chasing success at any cost, I strive for goals that align with my well-being and allow me to grow in healthy, sustainable ways. My experience with mental health has also deeply influenced my relationships. They taught me the importance of communication, empathy, and boundaries. I became more aware of how powerful it is to simply listen and show up for someone without judgment. At the same time, I learned to advocate for myself and express what I need: support. These lessons strengthen my relationships, allowing them to be built on honesty and understanding rather than assumptions. I now value connections that are supportive, patient, and rooted in mutual care. Perhaps most importantly, mental health struggles reshaped how I understand the world. I became more aware that many people carry invisible challenges. Someone's silent behavior or withdrawal often reflects something deeper then why is visible on the surface. This realization made me more compassionate and less quick to judge. I approach others with greater patience, knowing that everyone is navigating their own internal battles, whether or not they choose to share them. These experiences have also influenced my future path. I am motivated to pursue a career in centers on care, understanding, and support. I want to create environments especially for children where emotional well-being is valued just as much as achievement. Because of my own experiences, I understand how powerful it can be to feel seen, supported, and safe, and I want to provide that sense of security for others. Well, mental health challenges have tested me; they've also shaped my character in meaningful ways. They taught me resiliency, empathy, and the importance of self-compassion. Rather than defining me by struggle, these experiences have strengthened my understanding of what it means to grow, connect, and move forward. For the most part, I've gained a deeper appreciation for kindness both toward myself and others in a clear sense of the impact I hope to make in the world.

I am someone who is deeply modified by connection, care, and belief that small moments can have lasting impact. Throughout my life I've been drawn to environments where I can support, encourage,and uplift others especially children. These values have shape not only who I am,but also my choice of career path: becoming an elementary school teacher. My passion for education began through Hands-On experiences working with young children. Whether in classroom settings ,Early Childhood education courses, or daily interactions with kids I discovered how powerful a safe and supportive learning environment can be. I saw how teachers influence more than academics they shape confidence ,emotional growth, and child sense of belonging. I realized that I wanted to be the kind of teacher who notices the quiet child, encourages the struggling learner, and celebrates effort just as much as success. This passion is also personal.Living with a congenital heart defect has shape my perspective from a young age. It has taught me resilience, patience, and empathy and it made me aware of that every child carries experiences that may not be visible. Because of this I'm especially passionate about creating inclusive classrooms where students feel understood and supported as individuals. I believe that education should meet children where they are both academically and emotionally and help them grow with confidence. Elementary education excites me because these early years are foundational. The way children experience school at a young age often shapes how they feel about learning for the rest of their lives. I am passionate about helping students build strong literary skills, curiosity, and self-belief will also learning kindness, responsibility ,and empathy. Teaching at this level allows me to positively influence children during one of the most important stages of their development. Through my career, I plan to pay it forward by being an educator who gives more than just instruction. , i want it to be a trust adult who students feel safe turning to. And a teacher who partners with families to support the whole child. I hope to advocate for inclusive education Support students with diverse learning needs and create a classroom culture rooted in respect and encouragement. By modeling compassion and perseverance I aim teach each students not only academic skills but lifetime skills they will carry with them beyond the classroom. Additionally I plan to continue giving back to my community by supporting Early Childhood education initiatives, mentoring younger students, an advocating for accessible Equitable education. I believe that teachers have a responsibility to uplift not only their students but also their communities they serve. Ultimately I am passionate about becoming an elementary educator because I believe the power of Education to change life. My goal is to help children feel capable value and inspired by investing in students early and teaching with purpose and a heart. I hope to create a ripple effect that extends far beyond my classroom and into the future.

Living with a congenital heart defect has shaped my life in many ways that go far beyond the medical definition of the condition. Because I was born with it, my heart defect has never been something I suddenly developed; It has been a constant presence, quietly influencing how I move through the world, how I understand my body, and how I respond to challenges. While it has created limitations and moments of fear, It also has shaped my resilience, empathy, and perspective on what it means to keep going even when things are difficult. From a young age, i learned that my body did not always function the same way as others'. Medical appointments, monitoring, and conversations about my heart became a normal part of my life. There were times when physical exhaustion or restrictions reminded me that I had to be more aware of my limits. Well this could be frustrating, especially when I wanted to push myself or keep up with others, it taught me in early lesson in self-awareness. I learned to listen to my body, respect its signals, and advocate for myself when something didn't feel right. Emotionally, having a congenital heart defect brought moments of anxiety and uncertainty. Knowing that something as vital as my heart required extra care made me more aware of my own vulnerability. However, instead of allowing fear to control me, I learned how to live alongside it. Over time, I developed patients and mental strength, understanding that setbacks did not define my abilities or my future. Each challenge forced me to adapt, adjust, and keep moving forward in my own way. One of my most meaningful impacts of my heart defect has been the empathy as given me for others. Experience hospitals, doctors, and health related stress has made me more sensitive to people who are struggling whether their challenges are visible or not. I understand how overwhelming it can feel when something is out of your control, and the awareness has shaped how I interact with others. I am more compassionate, patient, and more willing to support those who need understanding rather than judgment. Rather than limiting my goals, my congenital heart defect has strengthened my determination to live fully and purposefully. It has shown me that strength is not about ignoring obstacles but about facing them honestly and continuing anyways. I have learned that perseverance does not always look dramatic; sometimes it is simply choosing to keep showing up, even when things are hard. Overall my congenital heart defect has played a significant role in shaping who I am today. It is challenge me physically and emotionally, but it also taught me a resilience, empathy,and gratitude. Instead of defining me by what I cannot do, it has helped me recognize the depth of what I can overcome, and that understanding will continue to guide me as I moved forward in my education, career, and life.

Sometimes the most influential people in our lives aren't the ones we expect. In high school I never would have guessed that someone I didn't even have as a teacher would end up being the person who changed the way I approached life. But that's exactly what happened. During my freshman year I met a teacher assistant who at the time was helping out around the school. We didn't have any formal interaction. He was not one of my instructors and I was not one of his students. But over time we started talking casually in the halls and those small conversations quickly became something more. He started asking how I was doing not just academically but mentally and emotionally. I did not realize how much I needed that kind of support until he offered it. As I went through high school this teacher assistant who later became a full-time teacher became the person I relied on the most. Even though I never sat in his classroom he always made time to listen, offer advice, and check in when he noticed I wasn't being myself. He never judged me for having a bad day or feeling overwhelmed. Instead he gave me the space to talk and reminded me that I had value and potential even when I didn't see it in myself. The impact on me wasn't just emotional, it changed how I approached my life. Before meeting him I used to think everything to myself. I thought I had to carry all my Stress, self-doubt and Anxiety alone. But he showed me the importance of reaching out, trusting others and letting other people in. Because of him I started to open up not only to teachers but to friends and family too. I began to understand that vulnerability isn't weakness, it's stength. Most of all he taught me the kind of person I want to be. He showed me that being kind, consistent, and genuinely present for others can change lives. I carry that lesson with me everyday and it is a huge reason why I want to become a teacher myself. If I can be to someone else what he wants to me I know that I've done something meaningful. Sometimes the person who makes the biggest difference are the ones who don't have to but choose to anyway. I'll always be grateful that he chose to be that person for me.

I'm pursuing a career in education because I believe in the power of connection, guidance, and opportunity. Education has always been more than books in classrooms. To me it is about the people who show up for you, the space where you feel safe to grow, and the moments when someone believes in your potential even before you see yourself. Throughout my school years I've witnessed how powerful a supportive adult can be in a student's life. I also have seen how many students do not have that support and how much of a difference it makes when someone steps in. That is exactly what I wanted to do. I want to be that person for someone else, the one who notices when the student is struggling, who encourages them to keep going, and creates a classroom that makes theme feel respected and capable. My passion for education is not just based on my love of learning, it is based on my experiences. In high school I had a unique experience of being supported by a teacher I never actually had. He started as a teaching assistant and became a full-time educator and although he was never on my schedule he became one of those important people in my high school career. He helped guide me through tough academic moments and personal challenges in everyday stresses. His support showed me that teaching isn't just about delivering lessons, it is about presence, patience and showing students they matter. That experience taught me that education really is not just about the transfer of knowledge but the building of trust. It inspired me to choose the path for myself. I want to be the kind of educator who sees each student as more than a grade or a name on the roster. I want to teach content, yes but most importantly I want to teach confidence, kindness and courage. A career in education gave me the opportunity to change and shape lives, to be a constant source of support and help young people discover what helps make them unique. I know the impact one teacher can have and I'm ready to become that teacher. My goal is to walk into a classroom not just to teach but to make sure every student leaves feeling stronger and capable of success. I want students to know that their voices matter, that their differences are strengths, and that their futures are full of possibility. Whether it is by encouraging a shy student to speak up, helping someone rediscover their love for learning, or simply being someone who listens without judgement, I want to make a daily difference. I want my students to remember my class not just for what they learned, but for how they felt valued, understood, and inspired to keep growing.

I've always believed that people we meet shape who we become. For me, one of the most important people in my high school journey was someone I never even had as a teacher. He was my teacher assistant I met during freshman year. Although he never had me in a classroom, he still found ways to support me, and over time he became one of the most trusted adults in my life. What stood out about him was that he didn't have to help me. He had no obligation to check in, listen, or to guide me but he did all of those things without hesitation. I would see him in the hallway, in the lunchroom, or sometimes just passing by, and no matter what, he always had time for me. He encouraged me when I was going through difficult times, gave me space to vent when I needed it, and never let me feel like I was going through High School alone. As the years went on, he became someone I could go to for everything: school advice, personal struggles, or just someone to talk to when I felt overwhelmed. Even now, I've still never had him as a teacher, but he had a greater impact on my life than anyone else in the building. That speaks volumes about the kind of educator he is, one who does not need a classroom to make a difference. His support has helped me grow not only as a student but as a person. That experience is the reason I want to become a teacher. I want to show students that someone believes in them even if no one else does. Teaching to me is not just about lessons or curriculum, it is about being present. It is about building relationships, offering support, and creating a safe space for students to feel valued. My dream is to create a classroom for every student to feel seen and heard whether they're the loudest voice or the quietest one in the room. I want to be a teacher who notices when a student is struggling and the one they feel safe enough to turn to even if I'm not their official teacher. Teaching is the career where I know I can make a real difference just like it was made for me. And If I can be to my future students what that teacher was to me, than I know I will be doing something truly meaningful.

My name is Sophia Robinson, and I am currently a senior at Service High school. Next fall I plan to attend either Eastern Washington State or University of Hawaii, where I will pursue a degree in Elementary Education. My high school experience has shaped me in many ways, but one of the most important lessons I have learned is the value of mental health and the power of taking care of yourself emotionally as well as physically. As I prepare for the next chapter of my academic and personal journey, I am more aware than ever of the need to prioritize emotional well-being, both for me and those around me. When I first started high school mental health was not something I thought much about. Like most students , I focused on grades, sports, extracurriculars, and social expectations. Over time, I began to realize how much pressure I was under, often pushing myself to exhaustion just to meet deadlines or maintain an image of being " on top of everything." I noticed the same things were happening to my classmates: we were all trying to look fine on the outside while silently struggling on the inside. Through open conversations with friends, guidance counselors, and teachers, I began to understand that struggling with mental health is not something to be ashamed of, it is something many people go through, and it is okay to ask for help. I learned how to set boundaries, manage my time more realistically, and take mental breaks when needed. I also started to develop healthy coping strategies, like coloring, exercising, and talking honestly with people I trust. These experiences have taught me that mental health is not just about managing stress, it is about resilience, self-awareness, and compassion. It is about knowing when to push through and when to pause. It is also about building a support system and being a part of someone else's support system when they need it. As I transition into college, I plan to take everything I have learned and apply it in a proactive way. I will be intentional about maintaining a balance between school, personal time, and social connections. I want to continue being open about mental health and contribute that to a campus culture that encourages wellness and vulnerability not just achievement. Mental health matters at every stage of life, and I am committed to making it a lifelong priority for myself and for others.