I have always been drawn to seeing the good in others and approaching every person with kindness, patience, and understanding. This way of seeing the world has shaped both who I am and the path I am pursuing. I am currently an undergraduate student majoring in special education, and I feel deeply called to a career serving individuals with special needs—not just as a profession, but as a purpose. My passion for special education began with my little sister, Gloria, who had Down syndrome and passed away in 2010. Although I never had the opportunity to grow up with her, Gloria’s life had a profound and lasting impact on me. Losing her at a young age introduced me early to grief, empathy, and the inherent worth of every individual. Her brief life opened my eyes to individuals with disabilities and inspired me to seek friendships and connections with them. Gloria taught me that a person’s value is not measured by their abilities, but by who they are. She is the reason I am pursuing special education. In addition to my family experience, I have volunteered and worked closely with individuals with disabilities in educational and caregiving settings. Two individuals who have especially shaped me are James and Brad, two autistic, non-verbal men I had the privilege of caring for. Through my time with them, I learned that communication goes far beyond words. I learned to observe closely, respond with patience, and celebrate small victories that meant everything. These experiences taught me creativity, compassion, and the importance of individualized support. They showed me that love, trust, and respect are the foundation of all meaningful learning. Through volunteering in special education classrooms, I have seen firsthand how powerful supportive professionals can be in the lives of students with disabilities. Many students face challenges that extend far beyond academics—they are often underestimated, excluded, or made to feel invisible. I want to be the kind of teacher who focuses on what students can do rather than what they cannot. By creating safe, structured, and encouraging environments, I hope to help students recognize their strengths, develop confidence, and experience the joy of success. I also bring a multicultural perspective to my work. I come from a first-generation family and speak both Portuguese and Spanish, which allows me to connect with students and families from diverse linguistic and cultural backgrounds. I have seen how language barriers and cultural misunderstandings can prevent families from accessing support. As an educator, I want to bridge those gaps by advocating for inclusive practices and ensuring that families feel heard, respected, and empowered. Looking ahead, I plan to continue my education by attending a Master’s program beginning in Fall 2026 to earn my BCBA (Board Certified Behavior Analyst) certification. This training will allow me to provide evidence-based behavioral support to students and to collaborate more effectively with families and school teams. My goal is not only to support students at school, but to equip families with strategies that help their children thrive at home and in their communities as well. Special education is more than a career choice for me—it is a calling. The lives of individuals like Gloria, James, Brad, and the students I have volunteered with have shaped my heart and my future. I am committed to using my compassion, education, and advocacy to ensure that individuals with disabilities are seen, valued, and supported. By honoring the life of Wesley Beck through this scholarship, I hope to continue making a meaningful difference—one student, one family, and one community at a time.

Education is one of the most powerful tools for creating opportunity and independence, yet for many people with disabilities, access to quality education remains limited. I am passionate about addressing this social issue because I have seen firsthand how education can transform lives. As a Special Education major with a TESOL minor and a commitment to supporting multilingual students, I aim to ensure that students with disabilities have the skills, knowledge, and confidence to pursue meaningful careers, support themselves, and build families of their own. Education is more than academics; it builds confidence, independence, and the ability to contribute meaningfully to society. My dedication to this cause began through volunteer experiences in high school and has continued into college. I spent much of my high school years volunteering at a homeless shelter in Salt Lake City, serving meals and assisting individuals who often faced multiple barriers, including disability. I also volunteered at special needs centers, providing individualized attention to students who required extra support. Through these experiences, I learned the importance of patience, empathy, and consistent encouragement. I saw how small interventions helping a student read a passage, practice a skill, or communicate effectively could have a profound impact on their confidence and independence. These experiences reinforced my belief that education is a crucial equalizer, especially for those whose abilities or circumstances might otherwise limit their opportunities. In college, I have continued to pursue this mission through classroom experiences and community service. I assist students with disabilities in both academic and social settings, helping them navigate challenges and access resources that allow them to succeed. I also participate in programs that support multilingual learners with disabilities, ensuring that language barriers do not prevent students from receiving an equitable education. By advocating for inclusive practices and collaborating with teachers, families, and administrators, I work to create environments where all students can thrive. Education, when accessible and inclusive, becomes a pathway not only to knowledge but also to independence, employment, and the ability to build fulfilling lives. My work reflects the values Jeannine Schroeder championed: service, creativity, and social impact. Just as Jeannine used her gifts to uplift her community, I hope to use my skills, education, and dedication to empower students with disabilities. I believe that by equipping students with the tools to succeed academically, we also provide them with the foundation to pursue careers, live independently, and contribute meaningfully to society. Leadership in this context is not about recognition or titles; it is about showing up, mentoring, advocating, and creating opportunities for others to succeed. Long-term, I aspire to implement programs that integrate academic support with life skills training for students with disabilities, preparing them for adulthood and independence. I want to help build a world where students with disabilities are not limited by systemic barriers, where their talents are nurtured, and where education opens doors to opportunity, stability, and self-sufficiency. By focusing on education as a means to equal opportunity, I aim to make a lasting impact on a social issue that affects thousands of families, creating a world where ability does not determine one’s future. In honoring Jeannine Schroeder’s legacy, I hope to serve my community by addressing educational inequities, empowering students with disabilities, and advocating for a society that values inclusion and opportunity. Education is not only my passion; it is my vehicle for public service, social change, and uplifting those who might otherwise be overlooked. By committing to this work, I aim to make the world a more equitable and beautiful place, just as Jeannine did through her life and service.

Navigating higher education can be challenging for any student, but it can feel especially overwhelming for students living with disabilities. I know this firsthand. At sixteen, I was diagnosed with Graves’ disease, an autoimmune disorder causing hyperthyroidism. Overnight, my life shifted from focusing on school, sports, and friendships to managing doctors’ appointments, medications, and learning how to function in a body that no longer felt like my own. Graves’ disease affected every part of my life. Academically, I struggled with focus, memory, and completing coursework due to fatigue, brain fog, and anxiety. Physically, I had to step away from sports, a key outlet for both stress and joy. Emotionally, I felt frustrated, isolated, and uncertain about my future. Spiritually, I struggled with a sense of disconnection and purpose. What made it especially difficult was how invisible the disease was; on the outside, I often appeared “fine,” while internally I battled exhaustion and fear. This experience gave me deep empathy for others facing unseen challenges and taught me the importance of patience, listening, and presence in all relationships. After seven years of treatment, I underwent surgery this past July, marking both an ending and a beginning. Living through chronic illness taught me resilience, self-advocacy, and hope. These lessons shaped my beliefs, strengthened my relationships, and guided my career aspirations. I am committed to becoming a high school teacher who creates classrooms where students feel seen, supported, and capable, regardless of the challenges they face. I want to notice and support students like myself so they feel valued and empowered. Leadership, for me, is rooted in service and presence rather than authority or titles. I mentor younger students, support peers navigating academic struggles, and volunteer in my community, demonstrating that showing up and helping others succeed is a powerful form of leadership. My experiences with illness have deepened my understanding of students’ emotional and academic needs, and I aim to use that understanding to empower students who face obstacles similar to my own. Ultimately, my experience with disability has shaped who I am as a person and as a future educator. I learned that we cannot always choose what happens to us, but we can choose our reactions. Perseverance, empathy, and consistent support are critical to helping others thrive. By carrying these lessons into my classroom, I hope to uplift students, model resilience, and show that challenges do not define one’s potential.

Volunteering has always been a central part of who I am. From a young age, I have felt called to give back to my community, to support those in need, and to make a tangible difference through service. This commitment has shaped not only my character but also my understanding of leadership. For me, leadership is inseparable from service; it is demonstrated through action, empathy, and a willingness to put others first. Throughout high school, I devoted much of my time to volunteering at a homeless shelter in Salt Lake City, where I served meals to individuals experiencing poverty and homelessness. This experience taught me the importance of consistency, patience, and compassion. I witnessed firsthand how small acts of care, a warm meal, a friendly conversation, a listening ear, can have a profound impact on someone’s life. It also taught me that leadership is not about recognition; it is about showing up and serving others even when no one is watching. In addition to my work at the homeless shelter, I have participated in Eagle Forum events, helping to support legislative advocacy by lobbying for bills and assisting with community outreach during the legislative session in Utah. While this work was different from serving meals, it was rooted in the same principle: contributing time and effort toward a cause greater than myself. Leadership through service, I realized, takes many forms, whether it is caring for vulnerable populations directly or supporting initiatives that promote positive change in society. In college, I have continued to prioritize service. I have volunteered at rest homes for elderly individuals and special needs institutions, providing companionship, support, and practical assistance. I am also currently helping organize a Red Cross blood drive, coordinating efforts to ensure that community members can donate safely and efficiently. These experiences have strengthened my belief that true leadership is about identifying needs and taking initiative to meet them, whether by organizing events, providing direct service, or encouraging others to get involved. Through all of these experiences, I have learned that leadership through service is about influence, responsibility, and empathy. A leader is someone who inspires others by example, who shows that serving others is not a duty but a privilege. By dedicating time and energy to my community, I hope to not only make a difference in the lives of those I serve but also encourage others to contribute in meaningful ways. Service transforms communities and fosters relationships built on trust, respect, and compassion. Leadership through service is especially meaningful to me because it reflects the values I was raised with as the child of immigrant parents. I have seen how sacrifice, effort, and care for others can create opportunities and uplift communities. Volunteering allows me to extend that legacy outward, supporting those who face challenges, marginalization, or loneliness, and helping build a stronger, more compassionate society. In all the volunteer work I have done, from serving meals to organizing events, I have learned that the essence of leadership is not about authority or recognition; it is about serving with purpose, building connections, and using one’s abilities to improve the lives of others. This scholarship would allow me to continue pursuing opportunities to serve, lead, and make a lasting impact on my community. Volunteering is not just something I do, it is who I am.

Leadership, to me, is not defined solely by holding titles or giving orders; it is reflected in the ways we influence, support, and uplift those around us. I consider myself a good follower, and yet I believe this quality is at the heart of my leadership. True leaders recognize the strengths of others, listen actively, and create an environment where everyone can thrive. By caring deeply about the success of those around me, I have learned that leadership is as much about empowering others as it is about guiding them. Growing up as the child of immigrants, I watched my parents dedicate themselves to building a life for our family, often quietly and without recognition. From a young age, I joined them in their work, assisting in ways both small and significant. This experience taught me that meaningful contributions often come from behind the scenes. I learned to support initiatives, anticipate needs, and work collaboratively to ensure goals are achieved. In doing so, I discovered that leadership is not always about being in front; it is about holding up others so they can succeed. In my academic and professional journey, this perspective has guided my work with students with special needs. I strive to create spaces where each student feels seen, understood, and capable. For example, when assisting students who struggle with language or learning barriers, I carefully observe their strengths, provide encouragement, and adjust strategies to meet their individual needs. I do not take the spotlight, but I ensure that students are empowered to shine. Their progress becomes my success, and through this, I demonstrate leadership rooted in empathy, patience, and dedication. Being a good follower has also taught me the importance of collaboration. Effective leaders understand when to step forward and when to step back, respecting the expertise and ideas of others. By listening, offering support, and amplifying the voices of those around me, I have influenced positive outcomes in both classroom and community settings. Leadership, in this sense, is relational: it thrives in trust, mutual respect, and a shared commitment to growth. Ultimately, my leadership is grounded in care. I measure it not by awards or recognition but by the impact I have on others’ lives, the confidence I help build, the skills I help develop, and the encouragement I provide when challenges arise. By prioritizing the success and well-being of those around me, I hope to cultivate a culture of inclusion, empowerment, and resilience. Through this scholarship, I aim to continue growing as a leader who uplifts others, particularly within the special needs community. I aspire to model leadership as a balance of influence and support, demonstrating that caring for others is not a passive act but a powerful force for positive change. Leadership, in its truest form, is service, and service rooted in compassion and dedication has the power to transform lives.

“And though I have the gift of prophecy, and understand all mysteries, and all knowledge; and though I have all faith, so that I could remove mountains, and have not charity, I am nothing.” — 1 Corinthians 13:2 Close Reading Essay: The Primacy of Charity as the Measure of Human Worth Thesis: In this passage, Paul argues that charity understood as selfless, enduring love directed toward others is the foundational force that gives meaning, value, and moral legitimacy to all human achievement. Without charity, even the highest forms of knowledge, faith, and power become empty, rendering the individual spiritually and ethically “nothing.” Paul structures this verse as a deliberate dismantling of human pride. He begins by listing qualities that are traditionally associated with greatness: prophecy, understanding of mysteries, complete knowledge, and faith capable of moving mountains. These traits represent intellectual authority, spiritual insight, and extraordinary influence, forms of excellence that societies across time have revered. By placing them together, Paul acknowledges their magnitude. Yet his argument does not elevate them; instead, it subordinates them to a single, often undervalued virtue: charity. The word “though” is crucial. It signals that Paul is not denying the existence or importance of these abilities but is reframing their significance. Knowledge and faith are portrayed as impressive but insufficient. Paul’s assertion that “I am nothing” without charity shifts the focus away from actions and accomplishments toward identity itself. The absence of charity does not merely weaken one’s deeds; it empties the self. This rhetorical move suggests that charity is not an accessory to virtue but its very essence. Who a person is cannot be separated from how they love and serve others. Paul’s use of the phrase “understand all mysteries” deserves particular attention. Mysteries imply truths hidden from ordinary perception, insight that grants power, status, and authority. By claiming that even complete understanding is meaningless without charity, Paul challenges the assumption that intellectual mastery equates to moral superiority. Knowledge, when detached from love, risks becoming a tool for dominance rather than service. Paul anticipates a danger still relevant today: the belief that education or expertise alone justifies influence, even when it lacks compassion. Similarly, Paul’s reference to faith “so that I could remove mountains” evokes miraculous power and unwavering conviction. Faith of this magnitude would seem unquestionably virtuous. Yet Paul refuses to allow faith to stand alone as the highest good. Without charity, faith becomes inward-focused, performative, or even exclusionary. Paul insists that belief must manifest in love toward others to retain its value. In this way, he unites internal conviction with external responsibility. The stark declaration “I am nothing” serves as the emotional and philosophical core of the verse. Paul does not say that these achievements are ineffective or misguided; he says they fail to confer meaning. This language suggests that human worth is not earned through talent, intelligence, or spiritual achievement but is realized through relational commitment to others. Charity becomes the lens through which all virtues are measured and validated. This passage has profound implications for how we understand education and purpose. Education, like prophecy and knowledge, holds immense potential. It can illuminate truth, create opportunity, and empower individuals to enact change. However, Paul’s message cautions against viewing education as an end in itself. Learning that is disconnected from charity risks becoming self-serving or failing to address the needs of the community. True education, in Paul’s framework, is not defined by the accumulation of knowledge but by its application in the service of others. This understanding resonates deeply with my own experiences as the child of immigrants and a first-generation college student. I witnessed my parents work tirelessly, not for recognition or status, but out of love for their family and hope for a better future. Their sacrifices reflected the very charity Paul describes: quiet, enduring, and oriented toward others. Education, in my life, has never been merely about personal advancement. It has been a means to uplift, advocate, and create opportunity for those who face barriers similar to those my family encountered. As I pursue a career in special education, Paul’s words provide a moral compass. Teaching requires knowledge, training, and expertise, but without charity, those tools lose their purpose. Students, especially those with disabilities or from marginalized backgrounds, do not need educators who simply possess information; they need educators who are guided by patience, empathy, and belief in their worth. Charity transforms instruction into advocacy and classrooms into spaces of dignity and possibility. Ultimately, Paul’s underlying message is both radical and enduring: love is the highest form of truth. Charity gives coherence to knowledge, direction to faith, and meaning to action. Without it, even the most extraordinary accomplishments ring hollow. With it, ordinary efforts become transformative. In declaring charity supreme, Paul invites readers not only to rethink success but to redefine what it means to live a life of lasting value.

Everyone faces adversity, but not everyone has the same access to support while navigating it. One of the most significant hardships I faced occurred at sixteen, when I was diagnosed with Graves’ disease, an autoimmune disorder that causes hyperthyroidism. At an age when most teenagers are focused on friendships, extracurriculars, and future plans, my life became centered around doctor’s appointments, medications, and learning how to function in a body that no longer felt like my own. Graves’ disease affected every aspect of my life. Academically, I struggled to focus and retain information due to extreme fatigue, anxiety, and brain fog. Tasks that once felt manageable became overwhelming, and I constantly worried that I was falling behind. Physically, I became very ill and had to stop playing sports, an important outlet and source of identity for me. Emotionally, the diagnosis forced me to confront uncertainty at a young age. I questioned my future, my independence, and whether my goals were still attainable. What made this hardship especially difficult was that it was largely invisible. On the outside, I often looked “fine,” but internally I was battling exhaustion, heart palpitations, and fear. This disconnect taught me an important lesson: many people carry struggles that are unseen. I learned empathy, patience, and the importance of not judging others by what is visible on the surface. After seven years of treatment, setbacks, and perseverance, I underwent surgery this past July. That moment marked the end of a long and painful chapter, but it also clarified my purpose. Living with chronic illness taught me resilience, self-advocacy, and hope. It showed me that healing is rarely linear and that consistent support from family, educators, and mentors can make a profound difference. This experience shaped the advice I would give to anyone facing adversity: advocate for yourself, allow others to support you, and remember that your struggle does not define your worth or limit your future. Progress may be slow, and setbacks may come, but perseverance paired with compassion both for yourself and others creates strength. My hardship has deeply influenced my desire to become an educator serving underserved students. I want to be the kind of teacher who notices when a student is struggling quietly, who understands that effort looks different for everyone, and who creates a classroom where students feel seen, supported, and believed in. Like Simon M. Humphrey, I believe education should be accessible to those who are determined to learn, regardless of the obstacles they face. Adversity did not stop me, it shaped me. It strengthened my empathy, resilience, and commitment to serving others. Through my future career in education, I hope to stand beside students during their hardest seasons and help them believe in what is still possible.

My desire to pursue a career serving individuals with special needs is deeply personal and rooted in my family, faith, and lived experiences. I am the second oldest of nine children, raised in a home shaped by immigration, resilience, and a belief that education can change lives. My parents immigrated to the United States in 1999, my mother from Brazil and my father from Mexico seeking greater opportunities for their family. From a young age, I witnessed their sacrifices as they navigated language barriers, financial uncertainty, and cultural adjustment to build a stable life grounded in hard work and faith. To support our family, my parents started an appliance repair business, and I grew up working alongside them. Over time, I took on responsibilities such as answering phones, scheduling service calls, and helping manage employees. These experiences taught me responsibility, perseverance, and how to remain calm under pressure. More importantly, they showed me how education and advocacy can open doors for families who face systemic barriers. The most profound influence on my life came through loss. In 2009, my family joyfully prepared for the arrival of my younger sister, Gloria. In February 2010, our excitement turned to heartbreak when she was stillborn and diagnosed with Down syndrome. Although I never had the chance to know Gloria in this life, her story shaped the direction of my own. Her existence opened my eyes to the importance of dignity, inclusion, and advocacy for individuals with disabilities and their families, and she is the reason I felt called to special education long before I understood what that calling would look like. I am currently completing my undergraduate degree in special education at Brigham Young University, with the goal of becoming a Board Certified Behavior Analyst (BCBA). Through my coursework and practicum experiences, I have developed a strong interest in Applied Behavior Analysis, particularly in supporting students with significant behavioral needs and multilingual learners. I speak Portuguese and Spanish and have earned a TESOL minor, a School of Family Life minor, and a Portuguese certificate, allowing me to support both students and families in culturally responsive ways. Throughout my practicum experiences in behavior units and an alternative high school, I have supported instruction, collected data, collaborated with educators, and translated for Spanish-speaking families. These experiences confirmed my desire to work in behavior-focused and alternative settings where students are often misunderstood and underserved. Through my future career, I plan to advocate for inclusive, evidence-based practices that empower individuals with disabilities to recognize their own potential. This scholarship would support my commitment to creating more equitable, compassionate educational environments and making a lasting impact within the special needs community.

Immigrating to a new home requires resilience, sacrifice, and unwavering determination, qualities that have shaped both my family and my own educational journey. I am the daughter of immigrants: my mother from Brazil and my father from Mexico, who immigrated to the United States in 1999 after meeting in Brazil. They came with little more than faith, hope, and a commitment to creating a better future for their family. As the second oldest of nine children, I grew up witnessing firsthand the sacrifices they made to provide opportunities they never had themselves. When my parents arrived in the United States, they faced language barriers, cultural adjustments, and financial uncertainty. To support our growing family, they started an appliance repair business. From a young age, I worked alongside them, cleaning and selling appliances, answering phones, scheduling service calls, and helping manage employees. These responsibilities taught me diligence, leadership, and how to persevere under pressure. More importantly, they instilled in me a deep appreciation for education as a pathway to stability, opportunity, and upward mobility. Growing up in Stockton, Utah on a goat farm further reinforced the values of hard work, patience, and responsibility. However, the most defining experience of my life came through loss. In 2010, my family prepared to welcome my younger sister, Gloria. Instead, she was stillborn and diagnosed with Down syndrome. Although I never had the chance to know her in this life, her story profoundly shaped my future. Losing Gloria opened my eyes early to the importance of advocacy, inclusion, and intentional support for individuals with disabilities and their families. She is the reason I felt called to special education long before I understood what that calling would look like professionally. Today, I am completing my undergraduate degree in special education at Brigham Young University. I am a first-generation college student, and navigating higher education has required persistence, sacrifice, and determination, both personally and financially. Despite these challenges, I have remained driven by my desire to make a meaningful impact. I have earned a TESOL minor, a School of Family Life minor, and a Portuguese certificate, and I speak both Portuguese and Spanish. These skills have allowed me to connect with multilingual students and families, many of whom share experiences similar to my own. Through my practicum experiences in behavior units and alternative high school settings, I have worked closely with students who are often misunderstood and underserved. I have supported instruction, collected behavioral data, collaborated with educators, and translated for Spanish-speaking families to strengthen home–school relationships. These experiences have confirmed my career aspiration to become a Board Certified Behavior Analyst (BCBA), working in behavior-focused and alternative educational settings where students need advocacy, structure, and belief in their potential. My immigrant background has shaped my ambition and drive. I know what it means to navigate systems not built with your language or culture in mind. I know the power of having someone advocate for you, understand you, and believe in you. My goal is to be that person for students and families, creating learning environments where students feel seen, supported, and capable of success. This scholarship would help ease the financial barriers that many immigrant students face and allow me to continue pursuing my education with focus and purpose. More than that, it would support my mission to turn resilience into impact, service into leadership, and opportunity into lasting change for the students and communities I will serve.

Truth or Twist Objective: To test the Islanders’ honesty, communication skills, and ability to adapt under pressure, while creating drama, laughter, and unexpected romantic connections. Setup: All Islanders gather in the villa lounge for the challenge. A “Truth or Twist” spinner is placed in the center, divided into two sections: Truth and Twist. Each Islander takes turns spinning the wheel. Rules: Truth: If the spinner lands on Truth, the Islander must answer a personal or relationship-related question honestly. Examples include: “Who in the villa are you most attracted to right now?” “Have you ever lied to your partner about your feelings?” “What’s a secret habit your partner doesn’t know about?” Questions are pre-written by the producers to encourage honesty and spark conversation. Twist: If the spinner lands on Twist, the Islander must complete a daring or humorous challenge that affects relationships in the villa. Examples include: Swap partners for one hour and plan a mock romantic date. Send a private message to another Islander revealing a secret confession. Perform a talent, compliment, or flirty message for a randomly chosen Islander. Scoring and Impact: There is no competitive “winner” for this challenge; instead, the reward is extra airtime, fun interactions, and potential relationship sparks. Islanders who answer truthfully earn Trust Tokens that can be used to unlock villa privileges, such as choosing music for the evening, getting a special dinner, or a private chat with a partner. Twists create spontaneous, entertaining moments, testing the Islanders’ ability to improvise and react in real time. Why It Adds Excitement: Truth or Twist balances heart-to-heart conversations with unexpected chaos, keeping both contestants and viewers engaged. The challenge highlights personality, emotional intelligence, and humor, creating opportunities for both tension and bonding. Viewers get a mix of drama, romance, and comedy in one challenge, making every spin unpredictable. It encourages Islanders to take risks, express themselves authentically, and explore new dynamics in the villa—all while staying fun and lighthearted. Variation: Occasionally, a Double Spin round can be added where two Islanders spin simultaneously, creating competitive or collaborative moments that further stir excitement. Truth or Twist brings a fresh combination of honesty, daring, and entertainment to Love Island, ensuring unforgettable moments and giving fans even more reasons to tune in.

Wicked has always held a special place in my heart, not just for its stunning music and captivating performances, but for the powerful lessons it teaches about friendship, courage, and individuality. From the first time I heard "Defying Gravity," I was moved by Elphaba’s determination to embrace who she truly is, even in the face of judgment and adversity. Her courage to stand for herself and her beliefs inspired me to examine my own life and consider how I can act authentically, even when doing so feels difficult or isolating. The story of Wicked resonates with me because of its honest exploration of identity. Elphaba and Glinda are both navigating the complexities of who they are and who the world expects them to be. I have often felt the pressure to conform to the expectations of others, whether in school, social settings, or within my community. Watching Elphaba and Glinda confront those pressures with courage and grace reminded me that it is possible to define myself on my own terms. Their journey taught me that individuality is not something to hide, but something to celebrate and that standing up for yourself can be an act of bravery that inspires others. Friendship is another aspect of Wicked that has profoundly impacted me. The bond between Elphaba and Glinda, despite their differences and conflicts, shows the importance of understanding, empathy, and loyalty. It reminded me that true friendships are built on acceptance and support, not on perfection or sameness. Their story encourages me to seek out relationships where I can be my authentic self while also supporting others in their growth and challenges. Finally, Wicked’s music continues to inspire me daily. Songs like "For Good" remind me of the enduring impact people can have on each other’s lives. I carry that message with me in my own interactions, striving to lift others up and make a positive difference, even in small ways. The musical has taught me that actions rooted in kindness, integrity, and courage can leave a lasting mark on the world. Wicked is more than a show it is a story about bravery, self-acceptance, and the transformative power of relationships. It inspires me to embrace who I am, to face challenges with resilience, and to support those around me in doing the same. Its lessons of courage and individuality influence the way I live my life, reminding me that, like Elphaba, we all have the power to rise and defy gravity in our own lives.

Life presents challenges in many forms, some visible and others hidden beneath the surface. For me, one of the most formative challenges has been navigating mental health struggles within my family, particularly those affecting my younger brother. When he was twelve, I discovered that he had been self-harming to cope with the isolation and pain he felt growing up as a gay teen in a community that did not always feel accepting. I became the only person who knew what he was experiencing, and for years, I carried the weight of protecting him from harm while my parents were unable to provide the support he needed. Watching someone you love struggle silently is overwhelming. I felt the responsibility to keep him safe, constantly monitoring his behavior, checking for warning signs, and trying to ensure he had someone to turn to. It was a heavy burden for a young teenager, but I knew that being present could literally save his life. I also learned firsthand how mental health struggles can go unseen, and how critical it is for individuals to have allies who recognize their pain and provide support. Even after I graduated high school, I witnessed my brother turn to alcohol and drugs to numb his emotional pain. It was devastating to see him struggle, and it reinforced for me the importance of visibility, understanding, and intervention. Over time, he entered therapy, came out, and began healing. Today, he is doing better, and while our journey has been long and difficult, it has strengthened my empathy, resilience, and commitment to helping others who feel unseen. In addition to my brother, I have been impacted by the loss of friends who struggled with mental health and substance abuse. One of my closest friends, Arianna, passed away last year due to an overdose. Her death was sudden and heartbreaking, and it was a stark reminder of the realities faced by LGBTQIA+ youth and those experiencing mental health challenges. It reinforced the importance of offering support, listening without judgment, and advocating for people whose struggles are often invisible. These experiences have profoundly shaped my aspirations. I am pursuing a career in special education so that I can work with students who are struggling with mental health challenges, self-harming behaviors, or social and emotional difficulties. I want to be the kind of teacher who notices when a student is quietly hurting, who creates a safe and supportive classroom, and who ensures that no student feels alone in their pain. I want students to know that their experiences are valid, that help is available, and that they can persevere even when life feels overwhelming. Mental health struggles, suicide, and LGBTQIA+ experiences have taught me that perseverance is not just about endurance it is about showing up for yourself and for others, even in the hardest moments. I hope to honor Elijah’s memory by carrying this lesson forward in my life and my career, supporting students who need a helping hand, and creating spaces where every young person feels seen, valued, and empowered to keep moving forward.

One of the most significant hardships I have faced occurred when I was sixteen years old, when I was diagnosed with an autoimmune disease called Graves’ disease, a form of hyperthyroidism. At an age when most teenagers are focused on school, friendships, and planning for the future, my life became centered around doctors’ appointments, medications, and learning how to function in a body that no longer felt like my own. Graves’ disease affected every part of my life. Academically, I struggled to focus, retain information, and keep up with coursework due to extreme fatigue, anxiety, and brain fog. Physically, I became very ill and had to stop playing sports something that had always been an important outlet for me. Emotionally, the diagnosis made me question my future and even the meaning of life itself. I felt isolated, frustrated, and overwhelmed by the uncertainty of a chronic illness at such a young age. What made this hardship especially difficult was how invisible it was. On the outside, I often looked “fine,” but internally I was fighting constant exhaustion, rapid heart rate, and fear. This experience taught me a lesson that I carry into every aspect of my life: everyone is fighting battles we may not see. It gave me empathy, patience, and the ability to recognize when someone might need help, even if they can’t articulate it. I learned how critical support, understanding, and encouragement are and how powerful a second chance can be in allowing someone to find their strength and purpose. Over the past seven years, I have taken deliberate steps to bring myself closer to my goals, both academically and personally. I have committed to my education, adapted my study habits to accommodate my health, and advocated for myself in medical and academic settings. I developed coping strategies to manage anxiety, fatigue, and setbacks while staying engaged in my community and planning for my future. This July, I underwent surgery to treat my Graves’ disease, which felt like the closing of a long, painful chapter and also the beginning of a deeper purpose. Through perseverance, I discovered resilience, self-advocacy, and hope. I realized that even when life feels overwhelming, change is possible when you persist and accept help. These lessons inspire my career goal of becoming a high school teacher. I want to be the kind of teacher who notices when a student is struggling quietly, understands that effort looks different for everyone, and creates a classroom where students feel safe, supported, and seen. High school is such a formative time—academically, socially, and emotionally and teachers have the ability to give students a second chance, whether that’s understanding a late assignment, helping a student navigate personal challenges, or encouraging them to persist after failure. If awarded the Second Chance Scholarship, I would use it not only to support my education but also as motivation to pay it forward. I plan to mentor students, advocate for those who feel invisible, and help create a culture in my classroom where second chances are a given, not a privilege. Just as Nelson Vecchione dedicated his life to offering others opportunities for redemption and growth, I want to dedicate mine to giving students the support and encouragement they need to thrive academically, emotionally, and personally. One second chance can ripple into a lifetime of impact, and I am committed to being part of that cycle.

Mental health and substance abuse have touched my life in ways that are both personal and deeply challenging. One of the most difficult experiences has been watching my younger brother struggle with his mental health. When he was twelve, I discovered that he was self-harming to cope with the pain of feeling isolated and misunderstood as he came to terms with being gay. At thirteen, I became the only person who knew what he was going through. My parents, due to our cultural and religious background, were not able to provide the support he needed, so I felt an overwhelming responsibility to protect him. For years, I watched over him, monitoring his behavior and trying to ensure he remained safe. It was a heavy burden for someone so young, but I knew that love and vigilance were essential to keeping him alive. Even after I graduated high school, the struggles continued. Without my constant presence, my brother turned to alcohol and drugs to numb his pain. Watching him spiral was devastating. It made me realize how easily young people can feel unseen and unsupported in their suffering, and how critical it is for someone to notice and intervene. Today, through therapy and coming out, my brother is doing much better but the experience has left a permanent imprint on me. It has shaped my understanding of mental health, resilience, and the importance of early support and advocacy. My awareness of the fragility of life and the challenges of mental health became even more real when I lost my friend Arianna last year. She passed away due to an overdose, and her death was sudden and heartbreaking. It reminded me how widespread these struggles are and how they can affect anyone, regardless of age, background, or talent. Arianna was full of potential and light, yet the weight of her struggles was too heavy to overcome on her own. Her passing reinforced for me the urgency of addressing mental health and substance abuse with compassion, attention, and tangible support. It also strengthened my resolve to be a source of care for those who feel unseen or overwhelmed. These experiences have shaped my academic and career goals. I am pursuing a degree in special education because I want to work with students who struggle with mental health issues, self-harming behaviors, and other challenges that are often overlooked in school settings. I want to create classrooms where students feel safe, seen, and understood, and where they have adults who can recognize the warning signs before situations escalate. I want to be the teacher who not only teaches academic skills, but also models empathy, resilience, and support, helping students build the tools they need to navigate life’s difficulties. My personal growth through these experiences has been significant. I have learned to manage my own emotions, maintain patience under pressure, and balance care for others with care for myself. I continue to educate myself about mental health and substance abuse, learning strategies for prevention and intervention. I have also built a support network of friends, mentors, and professionals who help me stay grounded and resilient as I pursue my goals. My plan for continuing in recovery both in supporting my own well-being and helping others includes ongoing therapy, self-reflection, and active involvement in creating safe and supportive environments for those who are struggling. Losing friends and witnessing loved ones struggle has been heartbreaking, but it has also inspired purpose. I am committed to using my education, empathy, and experience to make a tangible difference in the lives of young people. Mental health and substance abuse can no longer go unnoticed or unsupported; I want to ensure that students know they are seen, their pain is valid, and help is available. Through my future work as a special education teacher, I hope to honor the memories of those I have lost and help prevent others from feeling alone in their struggles.

One of the Taylor Swift performances that moved me the most was her Americana tour, particularly when she spoke openly about the pressure she feels as a woman with her body in the public eye. Hearing her articulate the struggles that come with constantly being scrutinized resonated with me deeply. Like Taylor, I have experienced cultural pressures about appearance and behavior, especially as a young woman in a community that often emphasizes perfection and conformity. Her honesty about the vulnerability behind her public persona reminded me that even those who seem confident and successful struggle with self-doubt and expectations. What made that moment so impactful was the authenticity she conveyed. Taylor didn’t just sing a song or perform a dance she shared a part of herself that many might try to hide. As someone who has struggled with feeling the weight of cultural standards, I found comfort and courage in her words. I realized that it is possible to pursue your goals, love yourself, and embrace your individuality, even when the world seems quick to judge. Taylor’s openness showed me that vulnerability is not a weakness; it can be a source of connection and empowerment. Beyond that particular moment, Taylor’s music as a whole has been a guide and companion for me through various challenges. Her lyrics capture both the exhilaration and heartbreak of growing up, and they remind me that emotions—whether joy, anger, or sadness—are valid and worthy of expression. Songs from 1989, reputation, and evermore have helped me process my feelings, find motivation to pursue my dreams, and recognize the importance of resilience and self-reflection. Taylor’s ability to translate personal experiences into art has inspired me to do the same in my own life, whether in writing, conversation, or the way I approach relationships. Taylor’s career also exemplifies ambition, dedication, and authenticity—qualities I strive to embody. Watching her navigate a highly public career while staying true to her voice has encouraged me to approach my own goals with focus and integrity. She has shown me that success is not just about talent, but also about perseverance, self-awareness, and using your platform to inspire others. In many ways, Taylor Swift’s Americana tour performance was more than entertainment; it was a lesson in courage and self-acceptance. Her words and artistry encouraged me to embrace my individuality, to challenge cultural pressures, and to recognize that vulnerability can be empowering. Taylor’s music continues to be a source of inspiration, motivation, and comfort, reminding me that it is possible to pursue my goals while staying true to myself.

One of the hardest moments of my life began when I was thirteen years old. I have a little brother who was not only my sibling, but my best friend. We did everything together, and for most of my childhood, he was the person I felt closest to. When he was eight years old, he experienced a traumatic injury that nearly took his life. While he survived physically, the emotional impact of that trauma stayed with him and marked the beginning of a long and painful mental health struggle that would shape both of our lives. As my brother grew older, his internal pain became more visible. When I was thirteen and he was twelve, I began to notice signs that terrified me. I found razors he was using to numb his pain, pain that came from feeling isolated, misunderstood, and deeply conflicted about being gay in an environment where acceptance felt uncertain. He wasn’t trying to end his life; he was trying to cope with feelings that felt unbearable. Watching someone you love hurt themselves is devastating, especially when you are a child yourself and don’t know how to help. I was the only one who knew. Because of our religious and cultural background, mental health and sexuality were not openly discussed in my family at the time. I was afraid that telling someone would make things worse for him, so I stayed silent. I watched over him constantly, checking his arms, monitoring his emotions, and doing everything I could to keep him safe. At such a young age, I felt an overwhelming responsibility to keep my brother alive. Carrying that weight shaped my own mental health, creating anxiety, fear, and a constant sense of vigilance that followed me for years. This experience deeply affected my relationships and my understanding of the world. I became highly sensitive to the emotions of others, always watching for signs of pain that might go unnoticed. While this made me deeply empathetic, it also taught me how isolating mental health struggles can be not only for the person experiencing them, but for those who love them. I learned that silence can be dangerous, and that suffering often hides behind smiles, grades, or “normal” behavior. When I graduated high school, my fear became reality. Without my constant presence, my brother turned to alcohol and drugs to numb his pain. Watching this happen was heartbreaking. I felt guilt for moving forward with my life and helplessness knowing that love alone could not save him. Eventually, my brother entered therapy, came out, and began to heal. Today, he is doing much better, and I am incredibly proud of the courage it took for him to seek help. But the years when I felt like his only lifeline will always stay with me. Because of this journey, I am pursuing a career in special education. I want to be the teacher who notices the quiet signs of distress, the long sleeves in warm weather, the sudden behavior changes, the withdrawal, the pain that students don’t have the words to express. I want to work with students who engage in self-harming behaviors and ensure they are not overlooked, dismissed, or misunderstood. No child should feel like their pain has to be hidden to be tolerated. My experience taught me that mental health struggles are not failures; they are human experiences that deserve compassion and support. I want to create a classroom environment where students feel safe, seen, and valued, and where seeking help is encouraged rather than stigmatized. I believe schools play a critical role in mental health intervention, and I want to be an advocate for students who are hurting in silence. Watching my brother fight to survive shaped my beliefs, strengthened my empathy, and clarified my purpose. It taught me that bringing darkness to light truly does make it fade. My goal is to be that light for students who need someone to notice, to care, and to act. Through education, advocacy, and compassion, I hope to help ensure that no student feels alone in their pain and that no struggle goes unnoticed.

Loss entered my life before I ever had the chance to truly know my little sister. In 2009, my family was filled with joy when my parents announced they were expecting a baby girl. We spent nine months preparing for her arrival, dreaming about the life she would bring into our family. Instead, in February 2010, we were met with heartbreak. My sister, Gloria, was stillborn and diagnosed with Down syndrome, a loss that reshaped my family and quietly shaped the direction of my own life. I remember how excited I was during my mom’s pregnancy. I would lie on her stomach, talking to Gloria and imagining all the things I would do with her when she was born. Then one day, my dad and Uncle David picked us up from school, and I immediately knew something was wrong. My dad drove home in silence, and when we arrived, he told us that Mom was in the hospital and Gloria didn’t make it. In that moment, our world changed. Visiting my mom in the hospital and seeing Gloria wrapped in a tiny blanket, her hands resting so still, was heart-wrenching. Attending her funeral in the cold February snow, I struggled to understand how someone so young could die without a chance. Yet even though her life was brief, her impact on me and my family has been immeasurable. Every year, we release balloons on her birthday not just to mourn her absence, but to celebrate the love she brought into our lives. Although I never got to hold Gloria, her presence—and absence—has profoundly shaped who I am. Growing up, she was spoken about with love and respect, not only sadness. I learned that a person’s worth is not measured by ability or time on earth, but by their inherent humanity. This understanding drew me to individuals with disabilities and inspired my pursuit of special education. I want to be the teacher I wish every child with a disability had someone who believes in their potential, meets them with compassion, and advocates for them when their voices are overlooked. Gloria’s life, though brief, gave me purpose. Experiencing her loss taught me resilience, empathy, and intentionality in how I approach life. Her story continues to guide my heart, my perspective, and my future. Loss changed my life, but it did not end it it gave me direction, compassion, and a reason to keep moving forward.

I’ve been a fan of Sabrina Carpenter for years, and what draws me to her goes far beyond her talent. From her early days as Maya Hart on Girl Meets World to her dynamic music career and her growing presence in film, Sabrina has consistently shown authenticity, versatility, and dedication to her craft. But what inspires me most is how genuine she remains in every project, every song, and every public appearance. Sabrina’s music, in particular, has had a personal impact on me. Songs like Please, Please, Please and Espresso resonate deeply because they encourage authenticity and self-expression. Listening to her music reminds me to embrace who I am, to have fun, and to not take life or myself too seriously. Her lyrics motivate me to enjoy life fully, celebrate my individuality, and pursue my passions with confidence and joy. Beyond entertainment, Sabrina inspires me to take action in my own life. Her energy and dedication encourage me to stay active and prioritize my health. Working out while listening to her music makes the experience feel energizing and fun rather than a chore. In a way, her artistry motivates me to integrate joy, effort, and intention into my daily routines, both physically and creatively. Sabrina also inspires me because she is unapologetically herself in a world that often pressures people to fit a mold. Whether through her acting, music, or advocacy, she demonstrates that it’s possible to chase your dreams, remain grounded, and maintain authenticity. Her career shows that success isn’t just about talent, it’s about dedication, self-expression, and staying true to your values. Seeing her navigate the entertainment industry while maintaining her voice has given me courage to do the same in my own life, whether in school, work, or personal goals. Ultimately, I am a fan of Sabrina Carpenter not just because she entertains, but because she empowers. She has taught me that being genuine and having fun are not mutually exclusive with working hard and pursuing goals. Her career has impacted me by encouraging me to approach life with the same enthusiasm, creativity, and authenticity that she embodies. She has shown me that it’s possible to be successful while staying true to yourself a lesson I carry with me every day. Sabrina Carpenter’s journey as an artist is a reminder that authenticity, joy, and dedication can coexist, and that the best work comes from a place of passion and honesty. Her music and performances inspire me to be myself, to enjoy life, and to pursue my goals with energy and integrity. For these reasons, she has had a lasting impact on my life, and I am grateful for the inspiration and motivation her artistry continues to provide.

My belief in God shapes the way I see people and influences every choice I make. From a young age, I have tried to live by the principles of kindness, compassion, and integrity that my faith teaches. I strive to love others as He teaches, to treat everyone with respect and dignity, and to look for the good in people, even when it is not immediately obvious. This perspective has guided my relationships with family, friends, and the students I work with, helping me approach each person with patience, empathy, and understanding. Faith has also been a source of strength during times of loss and challenge. Experiencing the death of my younger sister, who was stillborn and diagnosed with Down syndrome, taught me the importance of resilience, hope, and purpose. Even in the midst of grief, my faith helped me see the value of life and the impact we can have on others, no matter how brief our time may be with them. It gave me a framework to process difficult emotions while remaining focused on serving and loving others. This perspective shaped not only my character but also my career goals, inspiring me to pursue a path where I can make a meaningful difference in the lives of students with disabilities. In my future career as a special education teacher, my faith will continue to guide me. It reminds me that every student has inherent worth and potential, and it motivates me to advocate for those who are often overlooked or underestimated. When challenges arise, my belief in God helps me respond with patience, compassion, and integrity rather than frustration or discouragement. It encourages me to maintain a moral compass in every decision, ensuring that I serve my students in a way that honors both them and my values. Faith also inspires me to see beyond academics. As a teacher, I hope to nurture character, empathy, and confidence in my students. I want them to feel valued not just for what they accomplish, but for who they are. By centering my actions on faith, I am able to model perseverance, hope, and a sense of purpose, showing students that challenges can be met with courage and that every individual has the capacity to grow and contribute meaningfully. Ultimately, my faith in God is the foundation for both who I am and who I hope to become. It shapes the way I treat others, guides my decisions, and fuels my desire to make a positive impact. In my career, it will allow me to approach teaching with compassion, integrity, and a commitment to serving every student to the best of my ability. My faith is not only a personal anchor—it is also a source of inspiration that will guide me in helping others achieve their potential while staying grounded in values that reflect love, respect, and moral character

Loss entered my life before I ever had the chance to truly know my little sister. In 2009, my family was filled with joy when my parents announced they were expecting a baby girl. We spent nine months preparing for her arrival, dreaming about the life she would bring into our family. Instead, in February 2010, we were met with heartbreak. My sister, Gloria, was stillborn and diagnosed with Down syndrome, a loss that reshaped my family and quietly shaped the direction of my life. I remember how excited I was during my mom’s pregnancy. I would lie on her stomach, talking to Gloria and telling her about all the things I would do with her when she was born. I imagined being her older sister, protecting her and helping her grow. Then one day, my dad and Uncle David picked us up from school, and I immediately knew something was wrong. My dad drove home in silence. When we arrived, he told us that Mom was in the hospital and Gloria didn’t make it. In that moment, our world changed. Later that week, we visited my mom in the hospital. I saw my baby sister wrapped in a blanket, her tiny hands resting so still. I was heartbroken. I never got to experience the bond we might have shared. Attending her funeral in the cold February snow, I struggled to understand how someone so young could die without a chance. Yet even though her life was brief, her impact on me and my family has been immeasurable. Every year on her birthday, we release balloons in her memory not only as a symbol of loss, but as a celebration of the love she brought into our lives. Although I never held Gloria, her presence and absence has profoundly shaped who I am. Growing up, she was never spoken about with sadness alone. She was spoken about with love, tenderness, and respect. Through my parents, I learned that her life mattered, even if brief. That understanding planted an early awareness in me: the worth of a person is not measured by ability or time on earth, but by their inherent humanity. As I grew older, I became drawn to individuals with disabilities. What began as curiosity grew into advocacy, then purpose. I found myself noticing students who were overlooked, misunderstood, or underestimated. I saw how easily society defines people by what they lack rather than who they are. In many ways, my sister gave me eyes to see differently to see strengths before limitations and dignity before labels. Gloria’s life planted a seed that has grown into a lifelong passion. She is the reason I am pursuing a career in special education. I want to be the teacher I wish every child with a disability had someone who believes deeply in their potential, meets them with patience and compassion, and advocates for them when their voices are not heard. I do not see special education as a backup plan or a challenge to endure; I see it as a calling rooted in love, respect, and lived experience. Experiencing loss so early also shaped how I approach life. It taught me that nothing is guaranteed, making me intentional about how I show up for others. I value empathy, presence, and kindness in ways I may not have otherwise learned. My sister’s life did not unfold as we hoped, but her impact is undeniable. She shaped my heart. Loss changed my life, but it did not end it. Instead, it gave me direction, compassion, and a reason to keep moving forward.

I have always known that I want to build a life rooted in service, love, and purpose. More than anything, I want to build two things that shape communities in lasting ways: a classroom where every child feels seen and capable, and a family grounded in compassion, resilience, and belief in others. I am pursuing a degree in special education because I want to build inclusive learning environments for students who are often misunderstood or underestimated. My passion for this work is deeply personal. My little sister, Gloria, was stillborn and had Down syndrome. Although she never had the chance to grow up with us, her life profoundly shaped my heart. Through her, I learned that every person has inherent worth and deserves patience, dignity, and opportunity. That lesson is what drives me to become a special education teacher. In my future classroom, I hope to build confidence before content. Many students with disabilities move through school believing they are defined by their challenges rather than their strengths. I want to help change that narrative by focusing on what students can do, celebrating progress, and teaching skills that allow them to advocate for themselves. Education, when done with intention, builds more than academic knowledge, it builds independence, self-worth, and hope. Beyond earning my bachelor’s degree, I plan to pursue a master’s degree and become a Board Certified Behavior Analyst (BCBA). Through this training, I hope to build stronger systems of support for students who struggle with behavioral, emotional, or communication challenges. As a BCBA, I want to work not only with students, but also with families and schools, helping create consistency between home, school, and community. By equipping families with tools and understanding, I hope to build environments where children can thrive long after they leave the classroom. Alongside my professional goals, I also hope to build a family of my own one day. I believe there is no higher calling than being a parent. Parents and teachers are the foundation of a healthy community they shape values, model empathy, and influence future generations. I hope to raise children who are kind, service-oriented, and aware of their responsibility to uplift others. Through my education, I am building a future that blends leadership, service, and love. By becoming both a teacher and a mother, I hope to strengthen my community by nurturing confident learners, compassionate families, and a culture that believes every person has something meaningful to contribute.

Living with mental health challenges has profoundly shaped my beliefs, relationships, and career aspirations. For much of my life, anxiety has been an overwhelming presence, one that was deeply connected to my autoimmune disease. What many people saw on the outside was a functioning student, but internally I was often fighting fear, exhaustion, and constant worry that made everyday life feel unbearable. These experiences changed how I understand myself and others, and ultimately led me toward a career centered on compassion, advocacy, and support. My autoimmune disease triggered intense anxiety that affected every area of my life. Simple tasks became exhausting, my thoughts felt clouded, and my confidence steadily eroded. There were moments when just getting through the day felt like an accomplishment. Because anxiety is often invisible, I frequently felt misunderstood or dismissed, which made the struggle even heavier. Through this experience, I learned that mental health challenges are not weaknesses, they are deeply human experiences that deserve understanding and care. This belief now guides how I view the world: with patience, empathy, and grace for others who may be quietly struggling. My mental health journey also transformed my relationships. During my most difficult seasons, I learned how essential it is to have people who listen without judgment and offer support instead of pressure. I became more intentional about surrounding myself with healthy friendships and striving to be that same source of safety for others. I am now more attentive, compassionate, and aware of the emotional needs of the people around me. Because I know how easy it is to appear “fine” while struggling internally, I approach relationships with kindness and curiosity rather than assumptions. Mental health challenges taught me how powerful empathy can be and how deeply people need to feel seen. Most significantly, my experiences with anxiety shaped my career aspirations. As a first-generation college student, pursuing higher education has already required resilience and determination. Living with mental health challenges alongside academic pressure made that journey even more complex. However, these challenges clarified my purpose. I am pursuing a career in special education because I want to support students who face emotional, behavioral, and mental health challenges, especially those whose struggles are often misunderstood or overlooked. I know firsthand how life-changing it can be when someone believes in you, advocates for you, and helps you recognize your strengths during difficult moments. I hope to become a high school special education teacher and eventually earn my master’s degree to become a Board Certified Behavior Analyst (BCBA). My goal is to help students build confidence, develop coping skills, and experience success in environments where they feel supported and valued. I believe education can play a powerful role in shaping how students view themselves, and I want to be someone who helps students believe in their own potential. My mental health journey has not been easy, but it has given me purpose. It taught me resilience, compassion, and the importance of showing up for others. Through my future career, I hope to create spaces where students feel understood, supported, and empowered, because no one should have to face mental health struggles alone.

This scholarship opportunity is deeply meaningful to me because it represents hope, faith, and the belief that God makes a way, even when circumstances feel impossible. As a financially underprivileged student of faith, pursuing higher education has required sacrifice, perseverance, and unwavering trust in God. I am the first in my family to attend college, something I never imagined would be possible. My parents immigrated from Brazil and sacrificed everything to give me opportunities they never had. Because of them, I see education not as an expectation, but as a privilege. One of the greatest challenges I have faced has been living with an autoimmune disease that significantly impacted my physical, emotional, and mental health. I was diagnosed at sixteen years old, and for years my illness made daily life and school feel overwhelming. I went from being energetic and athletic to struggling just to get out of bed, attending constant doctor’s appointments, and relying on daily medications to live. There were many moments when my future felt uncertain and out of my control. Through prayer and faith, however, I experienced what I truly believe was divine guidance. After years of treatments and setbacks, God led me to a surgeon named Dr. Russell, whom I met through my local church near my college. He is one of the only thyroid surgeons in the United States who performs transoral thyroid removal through the lip. This connection felt nothing short of a miracle. I believe God placed the right person in my life at the exact moment I needed help the most. That surgery changed my life. It restored my health, renewed my strength, and allowed me to continue my education. I now have clarity, stability, and hope for my future. I give all credit to God, because without Him, I would not be in school today. He helped me find scholarships, provided financial support when I needed it most, and carried me through fear, recovery, and uncertainty. My faith gave me peace when I lacked answers and strength when I felt weak. Growing up with limited financial resources taught me resilience, gratitude, and trust in God’s timing. Time and time again, He provided through open doors, supportive mentors, and opportunities I could not have created on my own. These experiences shaped my desire to serve others and use my education to make a difference. My faith continues to guide my academic and personal journey. It shapes how I face challenges and how I treat others. Inspired by my younger sister, who had Down syndrome and has since passed away, I hope to become a high school special education teacher and eventually earn my master’s degree to become a Board Certified Behavior Analyst (BCBA). I want to advocate for underprivileged students with disabilities and help them recognize their worth and potential. This scholarship would ease my financial burden and affirm the journey I have walked with faith at the center. I am committed to honoring this opportunity through service, perseverance, and trust in God, carrying forward the legacy of empowering and uplifting others.

Mental health is deeply important to me as a student because I know firsthand how much it affects every part of life, academics, relationships, motivation, and self-worth. When mental health is struggling, even the simplest tasks can feel overwhelming. I believe the mind deserves the same care and attention as physical health. Just as someone would seek medical help for a broken leg, people should feel empowered and supported in seeking help when their mental health is struggling. As a college student, I have faced mental health challenges that taught me resilience, patience, and the importance of asking for help. There were times when anxiety and emotional stress made it difficult to focus in class, stay motivated, or believe in myself. These experiences helped me understand that mental health is not a side issue, it is foundational to student success. When mental health is supported, students are better able to learn, grow, and reach their potential. When it is ignored, students often suffer silently. Because of my experiences, mental health advocacy is not just something I care about it is something I actively practice in my daily life. One of the most meaningful ways I advocate for mental health is by being a supportive and understanding friend. I strive to be someone others feel safe opening up to, someone who listens without judgment and offers compassion instead of pressure. I know how powerful it can be to have even one person who truly listens when you are struggling. I also advocate for mental health by encouraging those around me to seek professional help when needed. Therapy has been an incredibly positive and life-changing experience for me, and I openly share that to help reduce the stigma surrounding mental health treatment. Many people hesitate to seek help because they feel ashamed or believe their struggles are not “serious enough.” By normalizing conversations about therapy and mental health care, I hope to remind others that seeking help is a sign of strength, not weakness. Additionally, I participate in mental health groups on my campus, where students come together to share experiences, learn coping strategies, and support one another. These spaces create a sense of community and remind students that they are not alone in their struggles. Being part of these groups has reinforced my belief that healing and growth happen best in environments rooted in understanding and empathy. Mental health advocacy matters because students facing these challenges often carry invisible burdens. Many appear “fine” on the outside while struggling internally. I want to help change the narrative surrounding mental health by promoting openness, kindness, and support. Through my actions, both big and small, I aim to contribute to a culture where students feel seen, valued, and encouraged to care for their mental well-being. Mental health is important to me because it shapes who we are and who we can become. By advocating for mental health awareness in my community, I hope to empower others to seek help, find hope, and believe in their ability to succeed despite challenges. This scholarship represents not only financial support, but also a commitment to recognizing the strength and resilience of students who continue to persevere while prioritizing their mental health.

Mental health has played a significant role in shaping who I am, how I view others, and the career path I am pursuing. Living with an autoimmune disease deeply affected not only my physical health but also my mental and emotional well-being. Through this experience, I have learned the importance of mental health care, the power of support, and how deeply someone’s struggles can influence every part of their life, even when those struggles are invisible to others. For many years, I lived with Graves’ disease, an autoimmune disorder that caused extreme anxiety, exhaustion, brain fog, and emotional instability. At times, the anxiety was overwhelming and made daily tasks, school, and relationships feel unmanageable. In addition to my health challenges, I experienced personal stressors that pushed me to seek therapy. For the past two years, I have been in therapy, and it has completely changed my life. Therapy helped me understand my anxiety, develop healthy coping strategies, and rebuild confidence in myself. It taught me that mental health struggles are not a weakness and that healing is possible with the right tools and support. Because of this, I strongly believe in the effectiveness of mental health treatment and the importance of reducing stigma around seeking help. My experiences with mental health have also shaped how I view relationships. When I was struggling the most, I learned how important it is to have people who listen without judgment and offer patience instead of pressure. This experience encouraged me to seek healthy friendships and to be a supportive, understanding friend to others. I also became more aware of how easily mental health struggles can be misunderstood. Many times, I appeared “fine” on the outside while silently battling anxiety on the inside. This awareness has made me more empathetic, compassionate, and attentive to the emotional needs of others. I now approach people with kindness, curiosity, and understanding because I know that everyone is fighting battles that may not be visible. These experiences strongly influence my career goals. I am pursuing a career in education with the long-term goal of becoming a Board Certified Behavior Analyst (BCBA). I want to work closely with students who face emotional, behavioral, and mental health challenges, particularly those with disabilities or trauma backgrounds. As a future teacher and mental health professional, I believe educators play a critical role in shaping how students view themselves. When students feel supported, encouraged, and capable, it can completely change their self-esteem and future outcomes. I believe mental health support should focus not only on treatment, but also on empowerment. I want to be someone students can rely on, someone who believes in them even when they struggle to believe in themselves. By helping students experience success, build coping skills, and feel understood, I hope to positively impact their mental health and overall well-being. My goal is to help create environments where students feel safe, valued, and capable of growth. Through my own journey with anxiety, therapy, and healing, I have learned that mental health care saves lives, restores hope, and transforms futures. I want to be part of that transformation. By combining my personal experiences, education, and passion for helping others, I hope to make a meaningful difference in the mental health field and contribute to a world where seeking help is normalized, supported, and encouraged.

Never in a million years did I think I could attend college or even graduate. My parents never had the opportunity to pursue higher education, and many in my extended family did not either. They immigrated to the United States from Brazil to give my siblings and I a better life full of educational opportunities, and it is something I do not take for granted. Growing up, I understood that education was a privilege, one that could change the course of a life, and I was determined to make the most of it. I have always taken school seriously and worked hard, and college has shown me just how far dedication and perseverance can take me. Being a minority in both faith and culture has presented unique challenges. At school and in social settings, I often felt isolated or misunderstood. I didn’t look like the other students, share the same religious practices or holidays, or even eat the same foods as my peers. On top of that, being from an immigrant family meant that instead of spending time with friends after school, I was often required to work to help support my family at my dad’s appliance repair company, which he and my mom started from scratch. I had to work harder to find community, form friendships, and advocate for myself. These experiences taught me empathy, patience, and the importance of seeing others beyond surface differences. I became sensitive to the challenges that students from underrepresented backgrounds face, especially when their abilities or potential are overlooked because they don’t fit the majority mold. College has taught me so much, not just academically, but personally. I have made lifelong friends, learned new perspectives, and gained skills that will help me throughout my life. I have also faced significant challenges. Living with Graves’ disease, an autoimmune disorder that I was diagnosed with at sixteen, made daily life and school incredibly difficult. Activities I loved, like swimming, running, and dancing, became exhausting, and brain fog and anxiety often made it hard to keep up. Even when I appeared “fine” to others, I struggled internally. After seven years of treatments and setbacks, I underwent surgery this past July and finally feel healthy again. I was terrified to place my life in the hands of doctors and medical professionals, but it was the best decision I could have made, and I am grateful for my recovery. This experience taught me resilience, self-advocacy, and the value of believing in myself, even when circumstances feel impossible. These personal challenges have deeply shaped my goals and inspired my passion for helping others. I want to become a high school special education teacher and eventually work toward a master’s degree to become a Board Certified Behavior Analyst (BCBA). I want to support students who face health challenges, disabilities, or other circumstances that make school harder than it appears, especially those whose needs are often overlooked. My younger sister, who had Down syndrome and passed away, and many friends with disabilities, have inspired my commitment to empowering students to recognize their strengths, build confidence, and reach their full potential. I truly believe that everyone has value, and I want to help students see and embrace their own worth. I have sought out opportunities to serve and give back to my community in ways that align with this vision. I have volunteered at the Special Needs Institute, the Volunteers of America homeless shelter, and my local food bank. I have also helped harvest food at local farms for families in need. These experiences have strengthened my belief in the transformative power of service, the importance of community, and the responsibility we all have to lift others up. They have shown me that small acts of support can have a lasting impact on someone’s life, just as the support of mentors, teachers, and family has had on mine. Education has given me direction, purpose, and confidence. It has shown me that perseverance and hard work can open doors that once felt closed and that personal challenges do not have to define the limits of my dreams. I hope to use my education not only to build a better future for myself but also to create opportunities, systems, and support for students who face obstacles, just as I have. I want them to know they are not alone, that their goals matter, and that with courage, dedication, and support, they can achieve more than they ever imagined. Becoming a BCBA will allow me to provide individualized guidance and strategies to help students and individuals reach their goals, whether academic, behavioral, or personal. Through my own experiences, overcoming illness, navigating cultural and religious differences, working to support my family, and witnessing the struggles of those I care about, I have learned the value of resilience, empathy, and service. These lessons are central to the educator and advocate I aspire to be. I hope to create inclusive environments where every student, regardless of circumstance, can thrive, feel valued, and discover their potential. Education has changed my life, and I am committed to using it to help others change theirs.

Education has always been important to me because it has given me knowledge, confidence, and a sense of possibility I never could have imagined growing up. As a first-generation college student, I carry not only my own dreams but also the hopes of my parents, who immigrated from Brazil with limited resources and no opportunity for higher education. Witnessing their sacrifices shaped my understanding of education as a privilege, one that opens doors, creates stability, and changes the trajectory of a family. Being the first in my family to attend college has come with both pride and pressure. Without parents who navigated higher education, I often had to figure things out on my own: managing coursework, advocating for myself, and planning for my future. Despite these challenges, college has helped me discover my passion for serving others through education. One of the most significant hardships I have faced was living with Graves’ disease, an autoimmune disorder that affected my physical, emotional, and academic life. I have always loved swimming, running, and dancing, but my illness made these activities incredibly difficult. School became a challenge as brain fog, exhaustion, and anxiety made it hard to focus and keep up, even though I often appeared “fine” to others. After seven years of treatments and setbacks, I underwent surgery this past July and finally feel healthy again. I was terrified to place my life in the hands of doctors and medical professionals, but it was the best decision I could have made, and I am grateful for my recovery. This experience taught me resilience, self-advocacy, and the importance of believing in others, especially those quietly facing challenges. I feel like I have been given a new chance at life, one I do not want to waste. These experiences drive me to become a high school special education teacher and eventually work toward a master’s degree to become a Board Certified Behavior Analyst (BCBA). I want to support students who face health challenges, disabilities, or circumstances that make school harder than it appears, especially those whose needs are often overlooked. My younger sister, who had Down syndrome, and many friends with disabilities have inspired my commitment to empowering students to recognize their strengths, build confidence, and reach their full potential. I have volunteered at the Special Needs Institute, a homeless shelter, and my local food bank, and I have helped harvest food for families in need. These experiences reinforced my belief in the transformative power of service and the importance of lifting others up. Receiving the Audra Dominguez Scholarship would not only provide financial support but also affirm my commitment to service, leadership, and learning. It would empower me to continue my journey to uplift students like myself, creating inclusive classrooms and opportunities where every student feels seen, supported, and capable of achieving their goals. Even though my life has had its difficulties and setbacks, I continue to persevere. I believe bravery is facing your fears, getting back up when you fall, and trying again, and that is the mindset I bring to my education, my service, and my future career.

Growing up as a Catholic in a predominantly LDS community in Utah, I often felt like an outsider. Adding to that, my Brazilian heritage made me one of the only students in my town with a different cultural background. My faith, my culture, and my minority status have shaped my perspective, resilience, and determination to succeed. From a young age, I learned to navigate spaces where I didn’t quite fit in, balancing my desire to belong with the need to honor my family, culture, and beliefs. Being a minority in both faith and culture presented unique challenges. At school and in social settings, I often felt isolated or misunderstood. I didn’t look like the other students, celebrate the same holidays, or eat the same foods. On top of that, as a child in an immigrant family, I had responsibilities others my age did not, I worked to help support my parents at their appliance repair company. I had to work harder to find community, form friendships, and advocate for myself. These experiences taught me empathy, patience, and the importance of seeing others beyond surface differences. They also made me sensitive to the challenges that students from underrepresented backgrounds face, especially when their potential is overlooked because they don’t fit the majority mold. This identity has fueled my ambition and drive. I am the first in my family to attend college, and I am pursuing a career in high school special education with plans to eventually become a Board Certified Behavior Analyst (BCBA). I want to support students who face barriers like cultural, health-related, or social differences and help them recognize their value and potential. Growing up as a minority has given me a perspective I can bring into classrooms: an ability to notice unseen struggles, advocate for students’ needs, and celebrate their strengths. I may not fully understand everything a student with a disability goes through, but I know what it is like to stand out and feel different. My background continues to motivate me to break barriers and create opportunities not only for myself but for others. I have learned to navigate spaces where I may be underrepresented, from classrooms to professional settings, and I intend to use this experience to mentor and support students facing similar challenges. I hope to bring cultural awareness and inclusion into my future classroom, helping students from diverse backgrounds feel seen, heard, and empowered. Having often felt excluded myself, I am committed to ensuring others feel included. Being a minority has not been without hardship, but it has strengthened my character and clarified my purpose. I am committed to using my education and experiences to uplift others. This scholarship would help me continue on that path, supporting my goal of making a meaningful impact on students, families, and communities, just as my own experiences have shaped the person I am today.

I have always loved being involved in athletics, both as a participant and as someone who helps others grow through sports. In high school, I was a member of the track and swim teams, and one of my favorite experiences was helping underclassmen feel strong, healthy, and confident while teaching them how to build friendships and improve their skills. Seeing others grow, gain confidence, and learn the values of teamwork inspired me to continue fostering community through sports. In college, I have expanded my involvement through cultural dance teams representing Samoa, the Philippines, Mexico, and Brazil. Dance has allowed me to share my own culture while learning about others, building strong communities, and celebrating diversity. I also participate in intramural sports, which emphasize teamwork, friendship, and collaboration. These experiences have shown me that athletics are about more than competition, they are about connection, personal growth, and lifting others up. Being the first in my family to attend college has come with both pride and pressure. Without parents who have navigated higher education, I have often had to figure things out on my own: managing coursework, advocating for myself, and planning for my future. Despite these challenges, college has given me confidence in my abilities and helped me discover my passion for serving others through education. One of the most significant hardships I have faced was living with Graves’ disease, an autoimmune disorder that affected my physical, emotional, and academic life. I have always loved swimming, running, and dancing, but my illness made these activities incredibly difficult. School became a challenge as brain fog, exhaustion, and anxiety made it hard to focus and keep up, even though I often appeared “fine” to others. After seven years of treatments and setbacks, I underwent surgery this past July and finally feel healthy again. This experience taught me resilience, self-advocacy, and the importance of believing in others, especially those quietly facing challenges. Because of my surgery, I feel like I have been given a new chance at life, one that I don’t want to waste. These experiences drive me to become a high school special education teacher. I want to support students who face health challenges, disabilities, or circumstances that make school harder than it appears, especially those whose needs are often overlooked. I have a younger sister with Down syndrome who passed away, and I have many friends with disabilities. They have inspired my commitment to empowering students to recognize their strengths, build confidence, and reach their full potential. I have also volunteered at the Special Needs Institute, Volunteers of America homeless shelter, and my local food bank, as well as helped harvest food at local farms for families in need. These experiences have strengthened my belief in the transformative power of service and the importance of giving back. Through athletics, education, and service, I have learned lessons about perseverance, leadership, and community. I plan to continue making a positive impact by creating inclusive opportunities for students with disabilities and their peers to participate in sports and other activities that foster confidence, teamwork, and belonging. Like Jimmie “DC” Sullivan, I believe in the value of showing up, mentoring, and lifting others. I hope to inspire the next generation of students and athletes to feel seen, supported, and capable of achieving their goals, both on and off the field.

Education has always been important to me because it has given me knowledge, confidence, opportunity, and a sense of possibility I never could have imagined growing up. As a first-generation college student, I carry not only my own dreams but also the hopes of my parents, who immigrated from Brazil with limited resources and no opportunity for higher education themselves. They worked tirelessly to provide for our family, and witnessing their sacrifices shaped my understanding of education as a privilege, one that opens doors, creates stability, and changes the trajectory of a family. Being the first in my family to attend college has come with both pride and pressure. Without parents who have navigated higher education, I have often had to figure things out on my own: managing coursework, advocating for myself, and planning for my future. Despite these challenges, college has given me confidence in my abilities and helped me discover my passion for serving others through education. One of the most significant hardships I have faced was living with Graves’ disease, an autoimmune disorder that affected my physical, emotional, and academic life. I have always loved swimming, running, and dancing, but those activities became incredibly difficult. School also became a challenge; brain fog, exhaustion, and anxiety made learning extremely difficult, and I often struggled to keep up despite appearing “fine” on the outside. After seven years of treatments and setbacks, I underwent surgery this past July and finally feel healthy again. This experience taught me resilience, self-advocacy, and the importance of believing in others, especially those quietly facing challenges. Because of my surgery, I feel like I have been given a new chance at life, one I do not want to waste. These experiences drive me to become a high school special education teacher. I want to support students who face health challenges, disabilities, or circumstances that make school harder than it appears, especially those whose needs are often overlooked. I had a younger sister with Down syndrome who passed away, and I have many friends with disabilities who inspire my commitment to helping students recognize their strengths, build confidence, and reach their full potential. I have also volunteered at the Special Needs Institute, Volunteers of America homeless shelter, my local food bank, and helped harvest food at local farms for families in need. These experiences strengthened my belief in the transformative power of service and the importance of giving back. Through my education and future career, I hope to honor my parents’ sacrifices and build a legacy of courage, service, and opportunity. I eventually want to earn a master’s degree to become a Board Certified Behavior Analyst (BCBA), further supporting students academically, emotionally, and behaviorally. I aspire to create inclusive learning environments where every student feels seen, supported, and capable of success. Receiving the Kalia D. Davis Scholarship would not only provide financial support but also affirm my commitment to service, leadership, and learning. Education is not just about earning a degree; it is about using knowledge to lift others. This scholarship would empower me to continue my journey, uplift students like myself, and create meaningful change through teaching, mentorship, and advocacy.

My career goal is to become a high school special education teacher and eventually earn a master’s degree to become a Board Certified Behavior Analyst (BCBA). I am passionate about this path because I believe every human being has inherent value and worth, and I want to help students recognize their potential, especially those whose abilities are often overlooked or misunderstood. I am a first-generation female college student, and pursuing higher education has required sacrifice, determination, and faith in myself. I chose a career in education not because it is easy or financially lucrative, but because it allows me to make a meaningful difference in the lives of others. High school is a critical stage of development, particularly for students with disabilities who are preparing for adulthood, employment, and independence. I want to be the kind of teacher who not only supports students academically, but also advocates for them, believes in them, and helps them build confidence in who they are. My passion for special education is deeply personal. I have a younger sister with Down syndrome who passed away in 2010, but her life continues to inspire me every day. Through her, I learned the importance of patience, empathy, and unconditional love. I also have many friends with disabilities, and they have shown me the strength, resilience, and individuality that every person brings into the world. These experiences have shaped my desire to work in environments that honor differences rather than diminish them. I understand what it feels like to struggle in systems that are not always designed for individual needs, which is why I am committed to creating classrooms that are inclusive, supportive, and empowering. Becoming a BCBA will allow me to further support students by addressing behavioral, emotional, and learning needs through teaching. To accomplish my educational goals, I have made significant sacrifices. As a first-generation college student, I have had to navigate higher education largely on my own, often without clear guidance or financial security. I have worked while attending school, limited personal spending, and made intentional financial choices to prioritize tuition, textbooks, and living expenses. Like Kerry Kennedy, I have learned how to make limited resources stretch, take on extra responsibilities, and sacrifice comfort in the present to invest in my future. I have also sacrificed time. There have been many moments when I chose studying over social opportunities and long-term goals over short-term ease. While these choices have not always been easy, they have strengthened my commitment to my purpose and reminded me why this work matters. Education has been a transformative experience for me, just as it was for Kerry Kennedy. College has helped me find my voice, strengthen my values, and clarify my mission. Receiving this scholarship would not only support me financially, but would also affirm my commitment to a life of service. I am choosing a career in special education and behavior analysis because I want students to feel seen, valued, and capable. I want to be a source of stability and hope for them and their families. Supporting students and communities through education is not just my career choice, it is my mission.

One of the most significant hardships I have faced began when I was sixteen years old, when I was diagnosed with an autoimmune disease called Graves’ disease, a form of hyperthyroidism. At an age when most teenagers are focused on school activities, friendships, and future plans, my life suddenly revolved around doctors’ appointments, medications, and learning how to survive in a body that no longer felt like my own. I had always been healthy and athletic, and a large part of my identity was taken from me. I went from feeling strong and capable to feeling sick every day, where even getting out of bed sometimes felt impossible. I used to be bubbly and surrounded by friends, but over time my light felt dimmed by sadness and exhaustion. Graves’ disease affected every aspect of my life. Physically, I was constantly exhausted, experienced a rapid heart rate, and often felt so weak that I would pass out. I struggled to do the things I loved most like swimming, running, and dancing because my body could no longer handle them. Emotionally, I felt broken and isolated. I did not have the energy to spend time with friends, and the constant fatigue made me feel disconnected from the world around me. Spiritually, I struggled deeply. There were moments when I did not think I wanted to keep living because I could not imagine a future where I felt whole again. For a long time, I truly believed I would never get better. Academically, my illness made school incredibly difficult. Brain fog, anxiety, and exhaustion made it hard to focus, retain information, and keep up with coursework. I had always been a good student, but because of my health, I could no longer perform the way I once had. What made this hardship even more challenging was how invisible it was. On the outside, I often looked fine, but internally I was fighting battles no one could see, taking medications multiple times a day just to stay alive and function. This experience taught me a powerful lesson: many students walk into classrooms carrying unseen struggles while still trying to meet expectations. After seven years of medications, setbacks, and perseverance, I underwent surgery this past July. For the first time since my diagnosis, I no longer live under the constant weight of my illness. My life looks completely different now, better than I ever imagined it could be. I have a clear mind, stable thoughts, and the ability to participate in sports without my body holding me back. Although I still take hormone supplements every day, I feel more balanced, present, and able to enjoy the little things. I genuinely love my life. This journey taught me resilience, self-advocacy, and hope. I learned that healing is rarely linear and that consistent support can make all the difference. This experience is what drives me to become a high school special education teacher. I want to support students facing health challenges or invisible disabilities during the critical transition to adulthood. I understand what it feels like to want to succeed while circumstances beyond your control make school feel impossible. Like Donovan Harpster, I believe in the quiet power of showing up. My hardship did not stop me, it shaped me. By carrying these lessons into my future classroom, I hope to honor Donovan’s legacy and use the new chance at life I have been given to uplift others and help students believe in what is possible.

Achieving my dreams has required facing obstacles head-on rather than avoiding them. As a minority and first-generation college student, my path to higher education has been shaped by financial challenges, health struggles, and navigating systems my family had never experienced before. These obstacles have not been easy, but they have strengthened my resilience, clarified my purpose, and deepened my commitment to giving back to my community. One of the most significant challenges I faced occurred when I was sixteen years old, when I was diagnosed with Graves’ disease, an autoimmune disorder that affects the thyroid. The illness took a toll on my physical health, mental well-being, and academic performance. I experienced extreme fatigue, anxiety, and difficulty concentrating, which made keeping up with school incredibly challenging. I also had to stop participating in sports and activities that once brought me joy. For years, I balanced managing a chronic illness with maintaining my education, often pushing forward even when my body felt like it was working against me. After seven years of treatment, I finally underwent surgery this past July, a milestone that represents perseverance, hope, and healing. In addition to health challenges, being a first-generation college student has presented its own obstacles. My parents immigrated to the United States from Brazil without access to higher education, and while they supported me wholeheartedly, they were unfamiliar with the academic system, financial aid processes, and long-term educational planning. I learned to advocate for myself, seek mentors, and navigate college independently. Financial pressures have also required me to work hard, apply for scholarships, and stay disciplined to remain in school. Despite these challenges, I have remained committed to my education because I see it as a powerful tool for change. I am pursuing a degree in special education, inspired by my personal experiences and my desire to serve marginalized communities. Through my education, I plan to give back by supporting students with disabilities students who are often misunderstood, underestimated, or overlooked. I want to create inclusive environments where students feel valued, capable, and empowered to believe in themselves. As a future special education teacher and aspiring Board Certified Behavior Analyst (BCBA), I plan to work closely with students, families, and schools to provide evidence-based support that promotes independence, communication, and confidence. I also speak Portuguese and Spanish, which allows me to connect with families from diverse backgrounds and help bridge cultural and linguistic gaps in education. Giving back to my community means advocating for equity, accessibility, and understanding especially for those who may not always have a voice. The obstacles I have faced have shaped me into a determined, compassionate, and purpose-driven individual. Rather than holding me back, they have fueled my desire to serve others and create meaningful change. Through my education and future career, I hope to honor the sacrifices made before me and contribute to a stronger, more inclusive community one student and one family at a time.

My “Pie in the Sky” goal is to become a Board Certified Behavior Analyst (BCBA) who works in both home and school settings, supporting students with disabilities, especially those with behavioral, emotional, and communication needs while empowering families and strengthening the communities around them. This dream feels both inspiring and just out of reach because it demands years of education, perseverance, and courage. Still, it is the vision that fuels my purpose and pushes me to keep growing, even when the path feels uncertain. This dream began long before I understood Applied Behavior Analysis or imagined myself pursuing advanced degrees. It started with my little sister, Gloria, who was stillborn in 2010 and had Down syndrome. Although her life was brief, her impact on my heart was profound. Through her, I learned early that every life has inherent worth, that differences deserve compassion rather than fear, and that advocacy often begins quietly, within families and communities. Gloria’s story planted the seed that eventually grew into my passion for special education and disability advocacy. As I grew older, that seed was nurtured through hands-on experiences. I have worked as a caregiver for James and Brad, two autistic, nonverbal men who have changed my understanding of leadership and connection. Caring for them taught me patience, humility, and the importance of seeing people beyond behaviors or diagnoses. I learned that progress does not always look dramatic or immediate, but it is powerful. These experiences showed me that real change happens when someone shows up consistently, believes deeply, and leads with empathy. My “Pie in the Sky” goal now is to pursue my master’s degree in Fall 2026 and earn my BCBA certification. I am currently an undergraduate student in special education, and while the journey ahead feels daunting, I am committed to taking bold, courageous steps forward. Becoming a BCBA will allow me to provide evidence-based support, help students develop communication and independence, and guide families through challenging moments with confidence and care. More importantly, it will allow me to lead collaboratively partnering with teachers, caregivers, and communities to create inclusive environments where students are seen, valued, and supported. What makes this dream feel so big is not only the education required, but the responsibility that comes with it. I want to be a woman who leads with compassion, advocates boldly for marginalized voices, and helps shift systems that often overlook individuals with disabilities. I don’t want to simply work in special education, I want to be a leader who empowers others and builds pathways for growth. I believe deeply in growth through community. As a woman pursuing a meaningful but challenging career, I have learned that no dream is achieved alone. Accountability, encouragement, and shared vision are what turn “pie in the sky” goals into reality. I am still learning, still growing, and I don’t have everything figured out, but I am willing to act, to keep showing up, and to dream out loud. My “Pie in the Sky” goal is rooted in love, shaped by loss, and fueled by hope. It is a dream that feels just beyond my reach, but one I am courageously stepping toward. Because when women believe in themselves, support one another, and dare to dream boldly, everything grows.

In 2009, we were overjoyed when my mom and dad announced the pregnancy of our brand-new little sister, Gloria. During the pregnancy, we learned that Gloria would be born with Down syndrome, but that only made our family love her more. I was so excited and couldn’t wait for her to join our family. For months, I would lay on my mom’s tummy, talking to her and telling her about all the things I would do with her when she was born. But one day, my dad and Uncle David picked us up from school, and I knew something was wrong. I kept asking my dad where my mom was, but he didn’t answer and drove home in silence. My uncle told me he would explain when we got home. When we arrived, my dad sat me and my siblings in the living room and told us that my mom was in the hospital and that Gloria didn’t make it. We all began to cry. Later that week, we visited my mom in the hospital, and I saw my baby sister wrapped in a blanket, her precious little hands so small. I was heartbroken, I never got to meet her in this life or experience the bond we might have shared. Attending her funeral in the snow of February 2010, I struggled to understand how someone so young could die without even being given a chance. But even though her life was brief, her impact on me and my family was immense. Every year, we still release balloons in her memory on her birthday, celebrating the love she brought into our lives. Gloria’s life, though short, planted a seed in me that has grown into a lifelong passion. She is the reason I am pursuing special education. Although Gloria was never able to be with us in life, her presence has profoundly shaped who I am today. Experiencing her loss taught me empathy, compassion, and resilience. I learned early that even lives we cannot touch physically can leave an indelible mark on our hearts. Knowing Gloria shaped the way I view individuals with disabilities and strengthened my desire to advocate for them. Her story inspired me to pursue a career in special education and to ensure that every child feels valued, capable, and loved. Even now, more than a decade later, I feel Gloria’s presence guiding me. When I work with students, especially those with disabilities like her, I am reminded of her spirit and the potential every life holds, no matter the obstacles. My grief over losing Gloria has given me a deep understanding of loss, struggle, and hope, which allows me to empathize with students and families navigating their own challenges. Through these experiences, I have learned that grief does not have to hinder purpose, it can inspire it. Gloria’s life motivates me to dedicate myself to helping others grow, succeed, and feel valued. Pursuing a career in special education allows me to honor her memory by advocating for students, celebrating their unique abilities, and guiding them toward independence and confidence. Losing Gloria has shaped both my heart and my path. It has taught me to cherish every life, see potential where others might see limitations, and use my experiences of loss to positively impact those around me. I am committed to carrying her spirit forward in my work with students, ensuring that her legacy of inspiration, love, and hope continues to make a difference in the world.

My passion for supporting individuals with intellectual disabilities stems from deeply personal experiences that have shaped both my life and my educational goals. My little sister, Gloria, who passed away in 2010, had Down syndrome. Even at a young age, Gloria’s life had a profound impact on me. Although I didn’t get to grow up with her, her life made me aware of individuals with disabilities and inspired me to seek friendships with them. She helped me see the inherent worth of every individual and inspired me to pursue a career in special education, a path where I could honor her life by helping others like her reach their potential. Beyond my family, I have had the privilege of caring for James and Brad, two men who are autistic and non-verbal. Working with them has been one of the most meaningful experiences of my life. I have learned to communicate through patience, creativity, and observation, celebrating even the smallest milestones as tremendous victories. James and Brad have taught me that connection goes beyond words, and that love, respect, and understanding can foster growth in ways that traditional methods sometimes cannot. The joy and trust I share with them motivate me every day to become a better educator and advocate. Love is the language we all speak. These experiences have profoundly influenced my educational and career goals. I am currently an undergraduate student pursuing a degree in special education, and I plan to attend a Master’s program starting in Fall 2026 to earn my BCBA (Board Certified Behavior Analyst) license. Obtaining my BCBA certification will allow me to provide advanced, evidence-based support to students with behavioral and developmental challenges, ensuring I can make the greatest impact in their lives. My goal is to create learning environments where students with intellectual disabilities are seen, supported, and empowered, not only academically, but socially and emotionally. I also want to teach strategies to their families so students can be supported at home, at school, and in the community. Being involved in the lives of individuals like Gloria, James, and Brad has shown me the transformative power of care, advocacy, and individualized attention. It has also instilled in me a deep sense of responsibility to contribute to a world where people with intellectual disabilities are included, valued, and celebrated. Through my education and future career, I aspire to make a meaningful difference in the lives of these individuals and their families, helping to remove barriers and create opportunities for growth, joy, and connection. Special education is more than a career for me, it is a calling. The relationships I have built with individuals with intellectual disabilities have shaped my heart, my mind, and my purpose. I am committed to using my skills, compassion, and dedication, along with advanced training through my Master’s program and BCBA certification, to help every person, regardless of ability, is given the opportunity to thrive.

Being a first-generation student means walking a path that no one in my immediate family has traveled before. It means navigating unfamiliar systems, figuring out processes that others take for granted, and carrying not only my own dreams but also the hopes of my parents, aunts, uncles, and siblings. My parents immigrated to the United States with limited resources and opportunities, and they worked tirelessly to provide for our family. Their sacrifices have motivated me to pursue a future they could only dream of, a future where I can live out my passions, help others, and pave the way for those who come after me. The challenges of being a first-generation student are real. I have had to learn how to advocate for myself, manage coursework, and plan for my future without the guidance of parents who have navigated higher education. Financial pressures, unfamiliar academic expectations, and the weight of responsibility can feel overwhelming at times. Yet these challenges have also shaped my resilience, determination, and sense of purpose. I have learned to rely on my own resourcefulness, seek mentors, and find strength in my family’s unwavering support. What drives me every day is my desire to become a special education teacher. I am passionate about helping students who are often marginalized feel seen, valued, and capable. Education has the power to give confidence, independence, and opportunity, and I believe that students with disabilities deserve that same empowerment. Through my experiences volunteering and working with students, I have seen firsthand how dedicated teaching can change lives. My goal is to pursue a Master’s degree and earn my BCBA (Board Certified Behavior Analyst) license so I can help students with behavioral challenges not only succeed in school but also gain the skills and confidence they need to thrive in society. I want to create learning environments where every student feels capable of achieving their goals and contributing meaningfully to their communities. This scholarship would help me continue on my path by alleviating financial burdens so I can focus fully on my studies and professional development. It would allow me to pursue my dream of earning a Master’s degree and becoming a licensed BCBA, and work as a teacher giving me the tools to better serve students with special needs. More importantly, it would affirm the value of the hard work, perseverance, and dedication that being a first-generation student requires. Being the first in my family to attend college is more than a personal achievement it is a legacy I hope to build for my siblings, future students, and eventually my own children. It is a commitment to breaking cycles of limitation and opening doors for others. This scholarship would not only support my education but also empower me to continue striving toward a future where I can make a meaningful difference in the lives of students who, like me, need encouragement, guidance, and opportunity to believe in themselves.

I have always been drawn to seeing the good in others and approaching every person with kindness and understanding. This perspective has shaped both my personal life and my educational goals. I want to become a special education teacher because I am passionate about helping marginalized groups feel seen, valued, and loved. Students with disabilities often face challenges that go beyond academics, they may feel overlooked, underestimated, or excluded. Society sometimes focuses on their diagnoses as limitations rather than recognizing the unique gifts and perspectives they bring, which can help others grow in empathy, understanding, and character development. By creating a safe and supportive environment, I can help these students recognize their worth, develop confidence, and experience the joy of accomplishment. I want to focus on what they can do, rather than what they cannot, and help them reach their fullest potential. I believe that small acts of empathy can ripple outward to create a more understanding and compassionate community. Through my work with students, I plan to model patience, kindness, and respect, helping them understand the value of seeing the strengths and potential in others. I also hope to advocate more broadly for individuals with disabilities so they are seen, included, and celebrated in society rather than hidden or underestimated. My goal is to empower students not only to advocate for themselves but also to extend empathy and understanding to those around them, creating classrooms, and eventually communities where everyone feels included, supported, and valued. Additionally, my experiences growing up in a multicultural, first-generation family have taught me to navigate different perspectives and adapt with compassion. I speak Portuguese and Spanish, which allows me to connect with students and families from diverse backgrounds and bridge cultural or linguistic gaps. My talents in listening, encouraging, and recognizing the unique strengths in each individual guide my work in building empathy, respect, and understanding both locally and globally. I want people to succeed, to love themselves, and to recognize the value they bring to the world. By pursuing a career in special education, I hope to use my skills, kindness, and dedication to create spaces where every person feels valued, capable, and loved. I believe that we can change the world through the way we serve others, especially in careers that impact young lives. Special education is more than a profession to me, it is a calling. By guiding students to recognize their abilities, advocating for their inclusion, and fostering environments of empathy and understanding, I aim to make a meaningful difference, one student, one family, and one community at a time.

I am passionate about becoming a special education teacher because I believe in the divine potential and inherent worth of every person. Every child, regardless of their abilities or challenges, has unique strengths, talents, and the capacity to grow. Special education allows me to honor each student as an individual, support them in reaching their fullest potential, and guide them toward confidence, independence, and a sense of self. Students with disabilities teach us just as much as we teach them; they show us how to love more deeply, be patient, diligent, and understanding, and ultimately help us become better, more compassionate people. Professor Harold Bloom once said, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this means that teaching is not just about imparting knowledge or skills, it is about helping students recognize themselves as capable, valuable, and meaningful. A student’s sense of presence is their awareness of who they are, what they can do, and the unique contributions they bring to the world. Special needs students, in particular, often face barriers with academic, social, or emotional environments that can obscure this awareness. My mission as a teacher is to remove those barriers, nurture their strengths, and help them see and celebrate their own value. I want to focus on what students can do, rather than what limits them, so they can build confidence, independence, and a true sense of self. To accomplish this, I aim to create a classroom environment that is safe, encouraging, and responsive to each student’s individual needs. I will provide personalized support, implement strategies that build independence, and celebrate every success, no matter how small so that students learn to trust themselves and their abilities. By fostering self-awareness, confidence, and agency, I hope to guide students in discovering their presence in the world and feeling empowered to participate fully in their communities. I am currently an undergraduate student studying Special Education, and I plan to continue my education by pursuing a Master’s program starting in the fall of 2026, with the goal of earning my BCBA (Board Certified Behavior Analyst) license. This will allow me to combine my classroom experience with advanced skills in Applied Behavior Analysis, enabling me to provide even more meaningful support to students with disabilities. My ultimate goal is to use this training to advocate for students, create inclusive learning environments, and help each child reach their fullest potential academically, socially, and emotionally. Special education is not just a career for me, it is a calling. It is a way to serve, uplift, and advocate for students who are often overlooked, helping them recognize their potential and celebrate their achievements. I am committed to helping students see their own gifts, experience the joy of accomplishment, and develop the confidence to navigate life with resilience and hope. By guiding students toward a sense of their own presence, I hope to give them the tools, self-belief, and determination that will serve them throughout their lives. Ultimately, my goal as a special education teacher is to help every student feel seen, valued, and capable, so they can thrive not only in the classroom, but in every part of life.

Education is important to me because it has given me knowledge, confidence, opportunity, and a sense of possibility that I never could have imagined growing up. As a first-generation college student, I carry not only my own dreams with me, but also the hopes of my parents and family who sacrificed so much so that I could have opportunities they never had. My parents immigrated to the United States with limited resources and without the chance to pursue higher education. They worked tirelessly to provide for our family, even though they did not have access to the academic guidance, financial stability, or career options that a college degree can offer. Watching their sacrifices shaped my understanding of education as a privilege, one that opens doors, creates stability, and changes the trajectory of an entire family. Growing up in a household where hard work, resilience, and perseverance were emphasized, I learned that achieving one’s goals often requires determination, resourcefulness, and a willingness to overcome challenges. Being the first in my family to attend college has come with both pride and pressure. Without parents who have navigated higher education, I have often had to figure things out on my own. How to manage coursework, advocate for myself, and plan for my future. As a young woman in this position, I have also been motivated to embrace leadership, independence, and self-advocacy. I want to show that women, too, can break barriers, pursue ambitious goals, and inspire the next generation to believe in themselves, regardless of their background. Despite these challenges, college has given me confidence in my abilities and helped me discover my passion for serving others through education. In particular, my experiences working with students with disabilities have shown me the profound impact a dedicated teacher can have on a child’s life. Special education has become my calling because it allows me to empower students who are often marginalized, helping them recognize their strengths, build confidence, and reach their full potential. I am especially inspired to work with students who face linguistic, cultural, or systemic barriers, drawing on my own experiences to guide and support them. The legacy I hope to leave is one of courage, service, and opportunity. I want to show my siblings, other young women, and future generations that higher education is attainable, even when the path feels unfamiliar. Through my education and my future career in special education, I hope to build a life that allows me to give back, whether by advocating for students who feel overlooked, supporting families like mine, or creating inclusive learning environments where every child can thrive. I hope to be a role model, particularly for young women from first-generation and immigrant backgrounds, demonstrating that determination, education, and compassion can open doors for ourselves and others. Education is not just about earning a degree; it is about using knowledge to lift others. By pursuing higher education and a career in special education, I hope to honor my parents’ sacrifices and pave the way for future generations of my family to dream bigger, aim higher, and believe that anything is possible. I want to be remembered not only as someone who achieved her own goals but as someone who empowered others to reach their full potential.

My story is rooted in immigration, faith, and the belief that education has the power to change lives. I am the child of immigrants, my mother is from Brazil and my father is from Mexico, who came to the United States in 1999 after meeting in Brazil with the hope of creating a better future for their family. As the second oldest of nine children, I grew up witnessing firsthand the sacrifices my parents made to provide opportunities they never had themselves. When my parents immigrated, they faced language barriers, cultural adjustments, and financial uncertainty. They started an appliance repair business to support our family, and from a young age, I worked alongside them. I began by cleaning and selling appliances, and as the business grew, I took on greater responsibilities such as answering phones, scheduling service calls, and helping manage employees. These experiences taught me diligence, responsibility, and how to work under pressure. More importantly, they showed me the value of perseverance and education in building stability and opportunity. Although my parents worked tirelessly, education was always emphasized in our home as the pathway to a better future. As an immigrant student, I learned to navigate multiple cultures, languages, and expectations. I speak both Portuguese and Spanish, and I understand what it feels like to learn in environments where you may not always feel fully understood. These experiences shaped my desire to become an educator who supports students from diverse backgrounds, particularly those facing linguistic, cultural, or systemic barriers. Because of my immigrant background and upbringing, I feel a strong calling to education. I am currently pursuing a degree in Special Education, along with a TESOL (Teaching English as a Second Language) minor, and I have earned a Portuguese language certificate. These academic choices reflect my commitment to serving multilingual and immigrant students in meaningful and effective ways. I want to become a teacher who, like Vito Martino, believes deeply in students’ potential and works to uplift those facing obstacles. I believe education does more than teach academic content, it builds confidence, creates opportunity, and empowers individuals to give back to their communities. I am especially passionate about helping immigrant and multilingual students feel seen, supported, and capable of success. Vito Martino’s story deeply resonates with me because he understood the challenges immigrant students face and devoted his life to helping them succeed through education. I share his belief in the transformative power of learning and his commitment to serving the next generation. By pursuing a career in special education, I hope to honor my parents’ sacrifices, uplift students like myself, and create meaningful change through teaching, mentorship, and leadership

Service has always been at the center of who I am and why I chose special education as my career path. I believe that every person has inherent worth and potential, yet many individuals especially those with disabilities are often marginalized or underestimated. I chose special education because I want to serve individuals who are frequently overlooked and help them recognize their strengths, abilities, and value. I currently give back to my community through volunteering and service-oriented organizations. I am involved with the Special Needs Institute, where I help individuals with disabilities build friendships, confidence, and faith through inclusive and meaningful experiences. I also volunteer with Volunteers of America, where I help serve food to the homeless population in Salt Lake City. Additionally, I have volunteered through the 4-H program, where I work with children to develop life skills, responsibility, and independence. In each of these roles, my goal is not simply to help in the moment, but to empower others to grow, learn, and believe in themselves. I strongly believe in the power of education as a form of service. There is a well-known saying: you can give a man a fish, or you can teach a man to fish. To me, the greatest form of service is helping others become independent so they can, in turn, serve others. This belief guides the way I approach my work with students. Rather than doing things for them, I strive to teach skills that allow them to advocate for themselves, build meaningful relationships, and contribute to their communities. Looking to the future, I plan to continue serving through a career in special education and through organizations that support individuals with disabilities, children, and the homeless population. I want to work with students who face barriers due to disabilities, language differences, or behavioral challenges, and help them develop the tools they need to live fulfilling, independent lives. I hope to be an educator who not only teaches academic and life skills, but also instills confidence, dignity, and hope. My long-term goal is to create inclusive learning environments where students feel seen, supported, and capable of making a positive impact in the world. Priscilla Shireen Luke’s legacy of selfless service deeply resonates with me. I aspire to live a life of consecration, one where my talents, education, and efforts are used to lift others and strengthen communities. By continuing to serve through education, advocacy, and compassion, I hope to help create a better world for future generations.

My Aunt Maryanne had the longest brown hair I had ever seen, a bright smile that lit up any room, and two beautiful twin daughters whom I consider my best friends. However, her spirit began to fade when, seven years ago, she was diagnosed with stage three breast cancer. I was only eleven years old when she began chemotherapy. At the time, I did not fully understand the weight of what was happening. At first, I saw it as an opportunity to spend more time with my cousins. Now, looking back with maturity and perspective, I recognize the pain, fear, financial strain, and emotional exhaustion my family endured. During my aunt’s treatment, my cousins often stayed with us for weeks at a time. To protect their mother’s fragile immune system, something as small as a cold could have been fatal. Days turned into weeks without them seeing their mom. They stayed in multiple homes, essentially living out of suitcases, while their father worked full time to keep up with overwhelming medical bills. My role was simple but meaningful: to be a safe, joyful presence for them. I learned to listen without pushing, to avoid sensitive topics unless they invited the conversation, and to meet them where they were emotionally. That experience brought us incredibly close and taught me the power of compassion, patience, and emotional awareness. After nearly three years of chemotherapy and constant medical visits, my aunt was able to have a mastectomy, and the cancer was finally stopped. Witnessing her resilience changed me. I saw firsthand how cancer does not only affect the individual diagnosed, but ripples outward to touch every member of a family. Despite enduring unimaginable pain, my aunt chose hope, gratitude, and positivity. She became a living example of strength and grace, teaching me that even in the darkest seasons, light can still be found. She has continued to be a tremendous source of support in my life, especially as I have attended college. She has helped me study, offered me a place to live, and consistently encouraged me in my education. She truly lives life to the fullest and always looks for ways to serve others. Even in her darkest moments, she never let others see how much pain she was enduring. This experience profoundly shaped my educational goals and my passion for special education. Many of the children I work with face unimaginable health challenges that affect every aspect of their lives. Through these experiences, I have learned that individuals facing hardship, especially children, need stability, understanding, and someone who sees their potential rather than their circumstances. They need someone who is safe, encouraging, and kind. That is exactly what draws me to special education. I want to be the teacher who creates a supportive environment for students who may be facing challenges both inside and outside the classroom. I am passionate about advocating for students with disabilities, meeting their individual needs, and helping them recognize their own strength, just as my aunt modeled for me. Laura Thorne’s legacy as a special education teacher who gave her whole heart to her students deeply resonates with me. Like her, I want to serve students in a way that strengthens not only individuals, but entire communities. Cancer taught me empathy, resilience, and the importance of finding light in hard moments. Those lessons guide the way I approach my education and my future career. I am committed to becoming a special education teacher who uplifts, advocates, and believes fiercely in every student, especially when life feels overwhelming.

One experience that stands out to me occurred while I was serving as a missionary for The Church of Jesus Christ of Latter-day Saints in England. During this time, I noticed a significant need within our community: thousands of Portuguese-speaking individuals were unable to fully participate in worship services because of the language barrier. Many of these individuals wanted to deepen their relationship with Christ, build friendships, and be part of a community, but they could not do so in a meaningful way in English. As a result, some stopped attending church entirely, losing the sense of belonging and connection that comes from being part of a faith community. Seeing this need firsthand made me realize how critical language and understanding are to human connection and spiritual growth. I brought this concern to our church leaders and advocated strongly for the creation of a Portuguese-speaking branch within our city. I felt deeply that this was important because of my own family experience. My mother immigrated from Brazil to the United States and often struggled to find community due to the language barrier. Watching her remain quiet, isolated, and sometimes overlooked made me realize how painful it can feel to be excluded simply because of language differences. I was determined to ensure that others in our community would not feel the same way. I spent a considerable amount of time working in this area, helping organize activities, connect with members of the Portuguese-speaking community, and support the early stages of this branch. I wanted to create not only a space for worship but also a place where individuals could find friendship, support, and cultural understanding. At first, even some of my peers doubted whether the idea could succeed and worried it would require too much work. However, I knew in my heart that it was worth pursuing, and I remained committed. I invested significant time and energy into building relationships with members of the community, brainstorming ways to meet their needs, and developing a plan for the branch’s structure. I learned quickly that meaningful service requires patience, persistence, and collaboration. I also discovered the value of advocating for others, even when the outcome is uncertain or others are hesitant to act. Eventually, the branch was successfully established, becoming a space where individuals could worship, learn, and build community in their native language. Many people began attending church again, forming friendships, sharing their culture, and growing in their faith. However, when church leaders later asked for someone to share the story of how the branch came to be, they chose a fellow missionary, who had worked in the area for a shorter period of time to tell the story. She received the majority of the credit for the creation of the branch, which initially hurt deeply. I felt overlooked and frustrated, believing that recognition should have gone to me, especially after the emotional and physical investment I had made. For a moment, it felt as though the work I had done to make a difference in people’s lives was invisible. After reflecting on the experience, my perspective began to shift. I recognized that my friend had contributed meaningfully, and that our shared efforts had led to the branch’s success. More importantly, I realized that the true purpose of the work was never personal recognition. The real success was that people who had once felt excluded could now worship God in their native language, feel seen, and be part of a community. Reframing the situation in this way helped me understand that the work itself, the positive impact on others, was far more important than the credit I might receive. The moment became less about me and more about the people we served. This experience taught me important lessons about humility, integrity, and service. It challenged me to examine my motivations and reminded me that meaningful work often goes unseen. I learned that it is essential to serve not for recognition but for the genuine good it brings to others. Right or wrong, this situation helped me value collective impact over personal acknowledgment and reinforced the idea that integrity means doing what is right even when acknowledgment does not follow. It also strengthened my understanding of leadership: being a good leader is about service, support, and building others up, rather than seeking praise. Since that time, whenever I have faced similar circumstances where credit might be given to someone else, I have responded with greater grace, remembering why I do the work I do. While it is human to desire recognition, I now understand that lasting impact is measured by lives touched, not applause received. This lesson continues to guide how I approach collaboration, leadership, and service in all areas of my life, from school projects to volunteer work and professional opportunities. This experience strengthened my moral character and deepened my commitment to serving others with sincerity. Like Marian Sturz, whose legacy reflects courage, curiosity, and purpose beyond recognition, I strive to live a life focused on meaningful contribution rather than personal credit. I aspire to approach every project, every act of service, and every leadership opportunity with integrity, humility, and a focus on impact. Ultimately, the measure of success is not who receives acknowledgment, but the lives that are changed, uplifted, and empowered through service.

I am pursuing a career in teaching because I believe education has the power to change the direction of a person’s life. Teachers are often the first people to recognize potential in students before students see it in themselves. A single teacher can influence confidence, curiosity, and a student’s belief in what is possible. I want to be that person for students, especially those who feel overlooked, misunderstood, or unsure of their worth. Teaching, to me, is not simply about delivering content, but about creating an environment where students feel valued, challenged, and capable of growth. It is a place where students are not taught what to think, but how to think. My passion for education has been shaped by many meaningful experiences, but one of the most impactful influences in my life was my plant biology professor at Brigham Young University, Dr. Sam St. Clair. From the first day of class, it was clear that he cared deeply about both the subject he was teaching and the people he was teaching. His enthusiasm was genuine, and it transformed the classroom into a place where learning felt exciting rather than intimidating. I, along with many of my classmates, genuinely looked forward to attending class. Instead of relying solely on lectures or assigning work simply to keep students busy, Dr. St. Clair designed his class around curiosity, problem-solving, and real-world application. He encouraged us to ask questions freely, even when we felt unsure or uncomfortable. Rather than providing immediate answers, he often challenged us to think through problems, propose solutions, and then test those solutions through hands-on activities. This approach helped me realize that learning is not about memorization, but about understanding. His teaching demonstrated the value of allowing students to struggle productively, collaborate with peers, and develop confidence in their own thinking. Dr. St. Clair also emphasized collaboration and student voice. He regularly had us work in groups, discuss ideas openly, and learn from one another. Every student was given space to speak and share their thoughts, regardless of background or experience. This environment helped us form connections, make friends, and gain new perspectives from one another. He also took us on class field trips that connected course material to the real world, helping students see how what they were learning mattered beyond the classroom. These experiences allowed students with different learning styles to connect more deeply with the subject. As a result, students felt engaged, respected, and motivated to participate. The impact of Dr. St. Clair’s teaching extended far beyond plant biology. Watching his passion and intentionality helped me see what effective, compassionate teaching looks like in practice. He modeled how educators can challenge students academically while also fostering a sense of belonging and confidence. His example strengthened my desire to pursue teaching and affirmed my belief that great teachers focus on individual needs. I am driven to become an educator because I want to create learning environments like the one Dr. St. Clair built spaces where students feel safe asking questions, encouraged to think critically, and supported as they grow. Teaching is not just a career path for me; it is a way to serve, uplift, and invest in the next generation. Educators like Dr. St. Clair and Marie Humphries demonstrate the lasting impact that passionate teachers can have on students and communities. Their examples inspire me to commit fully to this profession and to approach teaching with the same energy, empathy, and dedication throughout my life.