After my first year of teaching, I was feeling burned out. Post-COVID stress, long hours, and the emotional demands of the job had taken a toll. I knew I needed a reset, so I set out to ride my bike from Mexico to Canada along the Great Divide Mountain Bike Route with my best friend. I had never even changed a bike tire before we started, but I wanted to get healthy, spend time outdoors, and challenge myself in a new way. We covered over 2,000 miles of gravel roads through remote towns, mountain passes, and wildfire zones. Between smoke, water shortages, steep climbs, and the occasional bear, there were plenty of tough days. The hardest part, though, was pushing through long stretches of headwinds and hills, unsure if we’d make it to camp before dark. But every mile taught me something about what my body and mind were capable of. That ride taught me a simple truth: I can do hard things. That insight has become central to how I show up as a teacher and coach. Whether I’m guiding students through AP Psychology, coaching the girls varsity soccer team, or leading the Surf Team and Outdoor Club, I focus on helping students build confidence, resilience, and a connection to something bigger than themselves. The Outdoor Club, for example, started because my students were craving more chances to get outside. I wanted them to care about taking care of their bodies and the world around them by falling in love with the outdoors. One of the most rewarding moments came after I invited a competitive endurance cyclist to speak to the club. His story inspired students to plan and complete their own mini bikepacking trip, which pushed them beyond what they thought was possible. In class, I create space to talk openly about mental and emotional health. In AP Psych, we do “Happiness Week,” where we use positive psychology research to practice habits that support well-being. I’ve also surveyed students about emotions and motivation to better understand their needs—work that’s shaping my approach as I apply to a master’s program in Educational Leadership and Administration. I want to help lead schools where well-being is seen as foundational, not extra. Prioritizing my health on that ride didn’t just help me—it changed how I support others. It reminded me that growth often starts with discomfort, and that with the right mindset, we’re capable of much more than we think.