Throughout my life, I’ve navigated mental health struggles personally and within my family. Despite these challenges, I returned to college after a two decade hiatus and earned a bachelor’s degree in Psychology in 2025. I’m now pursuing my Master’s of Education in K-12 School Counseling. As a school counselor, I want to become part of the support system for young people that I lacked as a child. Growing up, I was a shy and awkward kid. I experienced microaggressions and teasing, as one of two biracial children at a predominately white school. Being “othered” because of the way that I looked, impacted my self-esteem and my mental health. It also shaped my character. I became highly attuned to the people and spaces I inhabited. This led to greater self awareness and empathy as a child. As an adult, it led me to see the importance of creating spaces in schools where children feel seen, loved and accepted. I enrolled in community college back in 1999, as a psychology student. I wanted to understand the human mind, and the origins of mental suffering. Unfortunately, my own struggle with anxiety overwhelmed me. I thought my experience of anxiety meant I wasn’t smart enough for college. After three semesters, I made the difficult decision to leave school. For many years, I carried shame about not completing my degree. However, that period of my life became a time of transformation. Through cognitive behavior therapy (CBT), mindfulness meditation, and yoga, I developed self-confidence, resilience and an optimistic outlook. After learning these skills, I became a certified yoga and mindfulness teacher, so I could share with others the techniques that helped me so much. For the past decade, I’ve taught yoga and mindfulness to pre-K through 12th grade students throughout New York and New Jersey public schools. Like me, many of the students I work with have experienced trauma, poverty and discrimination. Part of my work has been creating calm, safe, and supportive environments where students can develop self confidence and a sense of belonging. My lived experiences have shaped my understanding of how mental health struggles can affect people’s sense of belonging and their academic success. Because of this, I approach education and counseling through a holistic and culturally responsive lens. My goal is to become an elementary school counselor, helping students develop emotional resilience, coping skills, self awareness and self-compassion. I want children to know that their struggles do not define them. Although anxiety is something I continue to manage, my inner joy and sense of purpose remain great sources of strength. Receiving the Elizabeth Schalk Memorial Scholarship would support my growth as a school counselor and expand my ability to empower and uplift the children in my community.

Hi, my name is Tanya Farmer! I live in Brooklyn, NY and I'm pursuing a Master's in K-12 School Counseling at SUNY Oneonta. I chose school counseling because I want to empower and uplift children and adolescents. I believe schools are an important place to identify mental health need, as well as strengths and reduce stigma. Joy is my superpower- I want to help young people know what is great about themselves! As an elementary school counselor I hope to support students’ academic success, emotional well-being and social development and create environments where children feel safe, seen and celebrated. As a BIPOC child navigating a predominantly white elementary school, I understand first hand how school environments can affect a child’s sense of belonging. My brown skin and unruly curls invited questions, microaggressions and teasing from my classmates which made me feel like an outsider. I spent many years feeling anxious and alone, without the support of adults who understood the complexity of a multiracial identity. My childhood experiences shaped my resilience and my commitment to supporting children within school communities. My interest in human development and mental health led me to major in psychology at my local community college. At the time, I was quietly struggling with generalized anxiety disorder and depression. I experienced how mental health challenges can influence academic engagement, motivation, and self-esteem. After three semesters I left school to focus on healing. Through cognitive therapy, yoga, meditation, and nutrition, I learned skills to regulate my emotions, build confidence, and find peace. These practices became the foundation of my personal and professional life. For the past twelve years, I’ve taught yoga and mindfulness to students from kindergarten through high school in New York and New Jersey public schools. Sharing the healing modalities that supported me with children has been tremendous. Many of my students have been impacted by trauma, poverty, and systemic injustice. For over a decade, I’ve helped create peaceful and inclusive classrooms where my students feel affirmed, regardless of their race, gender, or socioeconomic status. My own experiences with mental health and my work within schools has profoundly influenced my understanding of the world. I’ve seen how deeply connected mental well-being is to the body, environment, and daily habits. I believe that mental health should be approached in a holistic way, considering context and culture. I’m interested in bringing an integrative approach to counseling that connects mental health with movement, nutrition, mindfulness, nature, and social-emotional learning. After a twenty-year hiatus, I returned to higher education. Returning to school without the weight of anxiety and depression was transformative! I earned my bachelor’s degree from SUNY Empire, graduating summa cum laude in 2024. Enrolling in the school counseling masters program aligns with my personal and professional goals to be of service. As a future school counselor, I hope to help students recognize their strengths, nurture their joy, and access support before they reach a point of crisis. My research areas of interest include social-emotional learning, mindfulness, cognitive therapies and trauma-informed counseling. My long-term goal is to work as an elementary school counselor in the NYC DOE, supporting students’ emotional well-being, academic success, and social development. I want children to know their struggles do not define them and to normalize conversations about feelings, teach practical coping skills, and advocate for equitable school systems. I chose to attend SUNY institutions to keep the cost of my education manageable. The Trinity Lodge 127 PH Scott Heckstall Scholarship will support my mission to make a meaningful impact, helping students recognize their strengths, nurture their joy, and access resources that can improve lives!

Growing up as a BIPOC child in a predominately white area I experienced microaggressions and teasing in school, simply because I looked different. This feeling of being "othered" led me to question whether I belonged. I felt highly visible and yet invisible at the same time. Outside of school, I experienced a series of adverse childhood experiences which created shame and secrecy. Unfortunately, I did not have a strong support system, and ended up internalizing feelings of unworthiness which impacted my mental health. In my late teens and early twenties, I struggled with generalized anxiety disorder and depression, which made it difficult for me to focus in school. I left school after three semesters of community college to focus on healing. Through cognitive therapy, meditation, and yoga, I developed life skills that transformed my self esteem and boosted my self confidence. Specifically, practicing yoga daily and consistently challenging my negative thoughts strengthened my resilience and peace of mind. For the past ten years, I’ve taught yoga and mindfulness to K-12 students in New York and New Jersey public schools. My work in schools has profoundly influenced my understanding of mental health. I’ve seen how deeply connected mental well-being is to the body, environment, and daily habits. I believe that mental health should be approached in a holistic way, considering context and culture. I’m interested in creating a school counseling program that provides mental health services along with mindful movement, nutrition, social-emotional learning and time in nature. I consider myself a non-traditional student because at age 42, after a twenty-year hiatus, I returned to college with clarity and confidence. I earned my bachelor’s degree in psychology, graduating summa cum laude with a 4.0 GPA! I recently began my graduate school journey at SUNY Oneonta. I am pursuing a Masters of Education in K-12 School Counseling because I want to empower and uplift children and adolescents, to be part of the support system I lacked as a young person. Beyond academics, I am committed to service, advocacy, and wellness. I am a certified Mental Health First Aider, volunteer weekly at a local food pantry in Brooklyn, and provide volunteer tech support for a community-based meditation organization. I prioritize my own mental health through daily meditation, regular yoga practice, annual silent retreats, and engaging with my faith community. My personal struggles with mental health have shaped the way I show up in the world as well as my career aspirations. Joy is my superpower! I want to help young people discover or re-discover what is great about themselves, in a joyful way. I believe schools are an important place to identify mental health needs early and reduce stigma. My long-term goal is to work as an elementary school counselor, supporting students’ academic success, emotional well-being, and social development, while nurturing their joy! I am intentionally taking steps to minimize student loan debt. I chose to attend a state school for undergrad as well as grad school to keep my tuition costs manageable. I am also continuing my work as a part time substitute teacher and mindfulness facilitator while I pursue my degree. I live simply and frugally, focusing my resources on my education. I will continue to pursue scholarships and grants and have applied for a graduate assistantship at my school. My goal is to graduate with as little debt as possible. Receiving the Ruthie Brown Scholarship will support my goal by reducing my reliance on student loans and allowing me to stay focused on my studies and community service.

Returning to higher education in my forties has been a meaningful and affirming decision. I did not follow a traditional academic path. However, my winding path has allowed me to stretch, grow and heal. I am pursuing a career in school counseling because I want to empower and uplift children and adolescents. I want to help young people know what is great about themselves and within themselves. I believe schools are powerful places to identify mental health needs early, reduce stigma, and create environments where children feel safe, seen, and celebrated. My long-term goal is to work as an elementary school counselor, supporting students’ academic success, emotional well-being and social development. My commitment to this work is deeply personal. As a Black and white biracial child raised in predominantly white schools and neighborhoods, I often struggled with belonging. I experienced teasing and microaggressions that left me feeling invisible and “othered.” Unfortunately, I did not have a trusted adult to confide in. I needed someone to affirm and value my experiences and identity. Instead I internalized these challenges, which impacted my self-worth and contributed to anxiety and depression. I graduated high school in 1999 and began studying psychology in community college at age 18. I was eager to understand the inner workings of the human mind. However, unresolved childhood trauma and the resulting anxiety made it difficult to focus. Over time, I began to believe I wasn’t smart enough to succeed academically. After three semesters, I made the difficult decision to leave college and focus on healing. Through psychotherapy, daily meditation, yoga, and nutrition, I developed tools that healed my relationship with myself. What began as personal transformation became my calling, my life's work. I became a certified holistic health coach, registered yoga teacher, mindfulness instructor, and Reiki practitioner. For the past twelve years, I have taught yoga and mindfulness to K-12 students in New York and New Jersey public schools. I've witnessed nervous systems calm and true connections take place as young people gain greater awareness of their internal experiences. My inner work, academic studies and work in schools have shown me the connection between mental wellness and our environments, daily habits, and larger systemic factors. These insights shaped my desire to become a school counselor and to bring a holistic approach to student support. One that integrates mental health with movement, mindfulness, nature, nutrition, and social-emotional learning. I returned to higher education in 2023 after a 20 year hiatus. I earned my associate degree with academic honors from Borough of Manhattan Community College. At age 43 I completed my bachelor’s degree in Psychology at SUNY Empire State University, graduating summa cum laude with a 4.0 GPA. In December 2025, I completed my first semester in the Master of Social Work program at Rutgers University with a 3.83 GPA. Service and wellness are the foundation of my life. My passion for nutrition informs my volunteerism. I volunteer at a local food pantry in Brooklyn, distributing food to over 100 families each week. As a Quaker, I'm a member of the Community Dinner Committee where I donate my time cooking and serving a monthly meal to our unhoused neighbors. I prioritize my mental health through daily meditation, regular yoga practice, annual silent retreats, and time in nature. These practices keep me grounded and well resourced. This scholarship will help ease the financial strain of graduate school and allow me to focus on service, studies, and wellness. I'm excited to continue showing up, with joy, mindfulness, and a commitment to justice and healing, for the students and communities I serve.

As a biracial child attending an elementary school in a predominantly white neighborhood, I learned what it feels like to not belong. My brown skin and tightly curly hair stood out among my peers who teased me and asked intrusive questions. Those early experiences planted the seeds for the work I do now. I create spaces where young people from marginalized communities feel seen, valued, and emotionally supported. My interest in mental health began as a young adult during my own struggles with anxiety and depression. When I first attended community college in 1999, I was interested in psychology but lacked the mental health supports I needed to succeed. I eventually left school to focus on healing. Through psychotherapy, yoga, meditation, and mindfulness, I learned tools to regulate my emotions, build confidence, and find peace. These practices became the foundation of my personal and professional life. For the past decade, I have taught yoga and mindfulness to students from kindergarten through high school in New York and New Jersey public schools. Many of my students are from marginalized communities where stress, racialized experiences, and instability are part of daily life. I’ve seen students carry emotional burdens that are far beyond what most adults realize. I’ve also seen how mindfulness, emotional regulation skills, and a compassionate presence can help students feel grounded and empowered. I believe that mental wellness is a fundamental right and that all children deserve access to the tools to navigate their inner worlds, regardless of race, class or other barriers. These experiences have shaped my activism as well. I volunteer at a community-based food pantry, supporting local families experiencing food insecurity. My activism is grounded in the belief that equity begins with meeting people where they are and offering allyship. I returned to school to complete my BA in Psychology at SUNY Empire State University, graduating with a 4.0 GPA. I began my MSW coursework at Rutgers School of Social Work in Sept 2025. While I’ve always wanted to work directly within school systems and my passion lies in school counseling. I want to be part of a school community helping students navigate identity, family challenges, social pressures, trauma, and academic demands. My career aspiration is to work as a NYC DOE school counselor serving diverse student populations. I want to integrate evidence-based counseling skills with mindfulness and social-emotional learning. I want to help students build resilience, self-awareness, and confidence. I am committed to creating environments where students from marginalized communities have access to crisis support as well as emotional care and guidance. As a school counselor, I hope to be the adult I needed as a child. Someone who listens deeply, honors identity, supports emotional growth, and creates safe spaces for students to be themselves. My lived experiences, my activism, and my professional work have prepared me to make a meaningful impact within marginalized communities. I am hopeful that the Arnetha V Bishop Memorial Scholarship will help support me in my academic and professional endeavors.

I began practicing yoga and mindfulness over 20 years ago during a period of deep personal struggle. While I was studying psychology as an undergrad, I was also dealing with anxiety and depression. My mind was very busy and it was hard to focus. I often felt overwhelmed and unsure if I belonged in college. I thought my difficulties meant I wasn’t smart enough to be there. That belief led me to take a break from college to focus on healing. It was during that time that I took my first yoga class at a local yoga studio. The instructor’s guidance to synchronize the yoga poses with my breath felt like a moving meditation. I left each class with a calm and quiet mind and a body that felt stronger and more at ease. It was a turning point in my life. Over time, therapy, daily mindfulness practice, and yoga helped me feel grounded and whole again. I often wonder how different my childhood might have been if I had access to those tools earlier. As someone from a low-income background, I understand how much stress young people carry into the classroom. Unfortunately feelings of disconnection and overwhelm may remain unseen and impact children's mental health and ability to learn. My journey toward healing and self awareness inspired a deeper purpose. My purpose became sharing these tools with young people, especially those navigating challenges like the ones I faced. That’s what led me to become a certified holistic health coach, registered yoga teacher, and mindfulness instructor. For the past 11 years I’ve taught yoga and mindfulness to children in New York and New Jersey public schools. Every class starts with a mindfulness practice to help calm and ground the students as well as myself. I never skip my morning mindfulness or my morning coffee. They fill my cup in different ways! Mindfulness helps me regulate my nervous system so I can attune to what’s happening with the children in front of me. Sometimes the most impactful thing I can do for a child is to be present. One day in a first-grade class, we had just finished our mindfulness practice when I noticed “Gloria”. She’s a student who worked with the school counselor to manage big emotions. She was quietly squeezing imaginary lemons- a tense and release mindfulness technique. Her face looked like she had just tasted a real lemon, and I could tell tears were on their way. But I was calm. I walked over and softly asked, “Heyyy, what do you need? I see you.” She looked up and said, “I think I need a hug.” So I tucked her under my arm and kept teaching while she cried into my side. She stayed there for several minutes, until her body softened and her breath slowed. Then she quietly returned to her spot. If I had been dysregulated or distracted, that moment could have gone very differently. Moments like that one remind me of why I chose to pursue a Master of Social Work at Rutgers. My goal is to become a school-based therapist or school psychologist. I want all students, especially those dealing with trauma and anxiety, to have access to mental health support. I also want to bring in research backed holistic tools like mindfulness and yoga. I want to be the kind of adult I needed when I was younger. Someone calm, present, and willing to sit with a child’s pain. I believe schools should be places where everyone feels seen, supported, and valued. That starts with how I show up. My work over the past decade, and my decision to go to grad school, are rooted in that belief. Like Sierra, I believe in the power of kindness and presence. That belief continues to guide the work I do now and the work I hope to do in the future.