As deeply enthralled as education has been in my life, I never once considered myself a teacher, only a student. That was until the summer of 2022, when an eight-year-old boy laid in my arms, begging to end his life by the hands of an adult figure he trusted- his teacher. The child was one of my students for summer camp and had been facing familial conflict at home. Be it the comfort of an educational setting tailored for children, or his need to find security, he found solace in his teachers. He did not return the following year; all that I know is of promised therapy sessions from his father’s words. In 2023, a three-year-old girl saw herself as my “sister”. Although she was my student, our shared fondness for The Power Puff Girls brought her safety while her parents fought in an extremely harsh divorce case filled with threats. In the same class, a three-year-old boy clung happily by my side and would refuse to go home as he was in the process of being adopted after his bipolar-diagnosed mother gave him up. In 2024, my four-year-old student grabbed a rock and aimed for my head in anger, unbeknownst to me that his frustration came from witnessing gang activity. On his graduation date, he refused to leave before he was able to give me a bouquet he picked himself. These children, my students, influenced me to look back at the United States and Texas education system as a whole and, most importantly, through the eyes of a child for a sense of innovation, reform, empathy, and creativity. I am a first-generation graduate. My father was lucky enough to finish high school as a Mexican immigrant here in the United States after he moved in the late 1980s. Meanwhile, my mother had only reached second grade in her Central American country. Perhaps these stories, and continued encouragement to go further in education, led me to my path towards interning within the House of Representatives in Washington, D.C., and later in my journey as an educator. My parents' pasts and my students' present situations profoundly impact how I view education as vital and a continuing work-in-progress. My academic path, professional experiences, and personal stories have given me a desire to help children in the United States education system through politics, specifically educational policy and theory. Disparities caused by poverty, mental health issues, institutional inequalities, and policy hurdles can only be combated and understood through a legislative and governmental route that ensures the best for students, teachers, families, and a growing education system. What I wish to challenge and change in the education system is battling these challenges that disproportionally affect minority, at-risk students, and developing an environment that prioritizes wellness within educational systems as well. I am pursuing a Master of Social Policy Evaluation at Rice University, which will lead me to critically analyze school systems through an academic and political perspective, and allow me to further implement support towards students while engaging with leaders in the fields of education policy and the governing systems of the United States. I am determined to pursue my master’s degree at Rice because my goal is to institute practical analysis and theories of social policy elements while studying in a leading research university that cultivates curious thinkers, active discovery, and implication while creating a community of diversity and wisdom. My experiences working within the U.S House of Representatives and my local San Antonio nonprofit education sphere have allowed me to focus and intercept not only the national education system as a whole, but also the state system from a diverse standpoint of policy. Social policy is the interrelation of all levels of governance and the outcomes that it holds in spheres of society that should be handled as an interconnected discipline. Whether it be criminal justice, labor markets, public health, or early childhood education and youth development, these areas are provided to be studied by the Social Policy Evaluation program and Texas Policy Lab for grand research to be done that connects each sphere together within a governmental and political perspective. As I strive to gain a deeper sense of governance and political science, my drive is to pursue a direction towards social policy and further my own educational path, while specifically working towards education policy and theory. During my time as an undergraduate at The University of Texas at San Antonio, I recognized the correlated relationship that politics and education held and how it affected the quality of academics towards students and the ability to access resources. As part of the UTSA Honors College my projects in classes such as Honors Academic Inquiry and Honors Seminar: Peace and Justice focused on the accessibility to quality education to children and adults within the DREAM Act or incarcerated individuals- in which both cases offered review and analysis towards how political action may bar the quality of academics and challenge the right of education. These lessons, and with the foundation of social justice, development, and education in my courses of Honors: Happiness, Honors: Power, Culture, and Consequences, and Political Philosophy, created a more complex conversation of societal structures that often affect minorities and the underprivileged. Factors such as racial identity, mental health, socioeconomic standing, and marginalized communities often face the blunt end of societal structures, thus having fewer resources and a lower quality of education. As a Bill Archer Fellow, I furthered my research on education disparity towards minority communities by producing quantitative analysis data for the UTSA Office of Government Relations by examining financial support of Hispanic Serving Institutions (HSI) within the United States. My current position as an early childhood instructor at Small Steps Nurturing Center allows me to work within the nonprofit sphere as an educator who develops curriculum, cultivates personal relationships with students, and guides lessons that enrich the intellectual, social, and emotional growth of young children in a creative and curious manner. I desire to provide an environment that is safe for children and creates a space to express academic pursuits and self-discovery. Since the time of ancient philosophers, such as Socrates and Aristotle, an open dialogue between lessons of justice, happiness, and education was integral to the first established schools of thought. These ancient debates and the current state of society have shown that educational spheres need to be supported and protected in ways that will ensure the safety of students while encouraging academic and artistic thoughts. Many students, teachers, and faculty in educational institutions are often faced with reduced funding, lack of resources, and real-world events, such as the Robb Elementary shooting in Uvalde, Texas, or even the personal conflicts felt by my students. Despite hardships, educational institutions should be a welcoming environment that helps lead the future generation of scholars. I desire to utilize a combination of analytical work and philosophical theory through gaining a deeper understanding of policy and formal education to lead towards a professional career guided by academics and empathy. My experience as a student and professional development by participating in government organizations and educational nonprofits has led me to focus on social and educational policy. This scholarship may help me there.

Innocence is what captures my heart. The perspective from when an individual grows up changes them, often with the loss of sight of the spark that once drove them towards wonder as a child. Yet, believing and maintaining the sensitive heart of a child while growing and discovering who one truly is allows for dreams to be met humbly. This essence, a purity in growth and love, is what Tomorrow X Together captures and what they have brought me. I am a queer, first-generation Latina graduate. My father was lucky to finish high school as a Mexican immigrant here in the United States after he moved in the late 1980s. Meanwhile, my mother had only reached second grade in her Central American country. Perhaps these stories, and continued encouragement to go further in education, led me to my path towards interning within the House of Representatives in Washington, D.C., and later in my journey as an educator. My academic path, professional experiences, and personal stories have given me a desire to help children in the United States education system through politics, specifically educational policy and theory. Disparities caused by poverty, mental health issues, institutional inequalities, and policy hurdles can only be combated and understood through a legislative and governmental route that ensures the best for students, teachers, families, and a growing education system. Currently, I am a graduate student at Rice University earning my Master's in Social Policy Evaluation with a focus on education. My financial support is through governmental loans, help from my parents, and self-funding. I am also working as a lead Pre-Kinder teacher for at-risk students. I am supported by my life-partner, and, wonderfully, TXT is the reason we are together after beginning to date at Tomorrow X Together ACT: LOVESICK Tour in 2022. K-pop was a sense of creativity in artistry from across the globe, established through storytelling and skill. In my own culture, music is dramatic, romantic, and sorrowful; a show of beautiful storytelling of tradition and folklore with modern lessons explored through art. K-pop, as a gateway towards the expansive tradition within Asia, allowed for a connection of culture through global exploration and appreciation of artwork. The thematic work within K-pop artistry's lyrical style allowed for a youth subculture in music diving into matters of mental health, coming-of-age, and overall fun. I have been following K-pop since I was a pre-teen back in 2013. As a middle school student, I recall a boy group debuting under Big Hit Entertainment, and I followed the debut, to the then-explosion, of BTS. Watching the true beginning of K-pop expansion within the mainstream Western following was interesting due to the music genre being considered niche and "nerdy" just a few years before. Once in college, I recall excitement when the announcement over the new Big Hit boy group around my age, Tomorrow X Together. TXT holds a story of innocence. What drew me into becoming MOA was the lore that TXT had cultivated through their artistry and music. The boys, Yeonjun, Soobin, Beomgyu, Taehyun, and HueningKai, each hold such grace and elegance. This synergy allowed their story of fallen stars and connection within The Little Prince and the importance of childhood to tell a story of promise, forgiveness, and friendship through the harsh reality of growing up, but remembering who you are. The coming-of-age story that TXT had cultivated through their music and art was wonderfully played by each of the boys who earnestly leaned into the magic of their music. My biases, Soobin and Beomgyu, in their storyline had overcome loneliness, isolation, and the feeling of inadequacy through the help of connection with the other members. From the beginning of Crown to now Beautiful Stranger, TXT had shown the importance of accepting one's self, the value of community with others, and the belief of creating one's own path together which creates the true magic within themselves and MOA. The beauty of their art had led me towards finding my own love and belonging through real magic. (Below is an attached collage of my partner and I at Act: LOVESICK 2022, Act: SWEET MIRAGE 2023, ACT: PROMISE 2024 + our view, and our next show ACT: TOMORROW.)

I never once considered myself a teacher, only a student. That was until the summer of 2022, when an eight year old boy laid in my arms, begging to end his life by the hands of an adult figure he trusted- his teacher. The child was one of my students for summer camp, and had been facing familial conflict at home. On a personal familial note, the importance of mental health begins decades before I was born, hidden within the jungle of a small Central American country amid a civil war. Stories of burned churches, separation from family at the age of 14, and being forced to obtain safety by working underaged at a food truck in the Guadalajara streets filled with drugs and prostitution in the eye’s view of a child. My mother is a proud woman, yet still one who has suffered from the lasting effects of post-traumatic stress disorder (PTSD) decades later from her experience. These are only two stories within the importance of mental health in my life. My identity as a queer individual is near and dear to not only my heart, but also that of my mind. From the age of seven, I had connected with the queer identity through my first crush without even knowing the correct words for my feelings. Throughout my youth, identity searching and molding of myself was distraught by social pressures, such as academic motivation to physical bullying due to my identity, while having to learn at a young age the importance of mental health. This grew an interest in psychology, neurology, to my final decision of public policy in order to combine my interests and aid individuals who may be struggling. Growing into adulthood and my undergraduate career at The University of Texas at San Antonio throughout the Honors College program, introspection of my mental health has allowed me to discover the interconnectedness of mental health holds, along with the ethics of happiness, peace, philosophy, justice, and further within the complexities of politics. Currently, I am a graduate student at Rice University completing my degree in Social Policy Evaluation with a focus on mental health and education. As a queer, first-generation Latina, the pursuit of mental stability and wellness has been integral as a guiding personal philosophy rooted in research, work ethic, and empathy. While I do attend regular therapies for my diagnosed major depression and have sought other medical care for my mental health, I am also one to be open about learning and sharing experiences. In my career, I am currently a lead Prekinder teacher for at-risk immigrant children. The children whom I teach are both students who are economically at risk, but also students who face challenges due to mental disabilities or mental disorders. My students attended therapies that encourage occupational and speech abilities, but also some psychological therapies that encourage discussion through play for their young age. A promise that I hold between myself and my young students, most of whom are of immigrant heritage as well, is to be honest and open about how we feel and prioritize mindfulness and acceptance within our communities. My future career is based within education and mental health as I navigate how to help the community that raised me through policy while advocating for LGBT+ rights and acceptance. I base my motivation upon the wellness of the queer community, the immigrant community, and how I view the future of my students. I wish to one day bridge two vital identities of myself to truly reach wellness and help others who are facing similar struggles as myself.

The sense of community was established by a group of fifteen four-year-olds while watching PBS. I had found a community among my fellow educators, therapists, and, most importantly, my students, in a heavily immigrant-populated area of Gulfton, Houston, Texas. I had been hired as an educator at a local non-profit early childhood education organization that provides services for at-risk children and families, Small Steps Nurturing Center. Frankly, the transition of moving to a new city, beginning my graduate studies, and starting as a new teacher was difficult. However, on their graduation date, a student handed me a bouquet as a thank-you, and through tears in my eyes, it cemented the importance and the drive to advocate for education and kindness to all children for their future. As for my background, I am a queer, first-generation Latina. I am a current graduate student of Rice University earning my Master's in Social Policy Evaluation, with my focus on education policy. I am an educator to gain an understanding of educational practices and administrative skills for my career. My father was only able to finish high school as a Mexican immigrant in the United States after he moved in the late 1980s. Meanwhile, my mother had only reached second grade in her Central American country. Perhaps these stories, and continued encouragement to go further in education, led me to my path towards interning within the House of Representatives in Washington D.C., and later in my journey as an educator. My academic path, professional experiences, and personal stories have given me a desire to help children in the United States education system through politics, specifically educational policy and theory. Disparities caused by poverty, mental health issues, institutional inequalities, and policy hurdles can only be combated and understood through a legislative and governmental route that ensures the best for students, teachers, families, and a growing education system in the future. Due to my transition to Houston and beginning my studies, my position as an educator was that of an assistant teacher. Early within the year, the lead teacher above me was fired due to personal circumstances. The vacancy of the position fueled me to step up as lead teacher for my students. Throughout the year, I had support from other staff, teachers, and administrators who all encouraged my growth as an educator and as a graduate student. My fellow educators reflected my aspirations and background: diverse, resilient, and hopeful for the future of our children. Once I began my new position as an educator, I was faced with the stark difference of my new environment. My first experience as an educator after my D.C. internship was within a school full of affluent students, mainly of Caucasian backgrounds. However, my new students in Houston would be economically at-risk, much like my own childhood. My students would greatly reflect my own life- all of them came from immigrant backgrounds, and half only spoke in Spanish. A major difference would be that about one-third of my students were diagnosed with developmental disorders, such as ADHD or autism spectrum disorder. Throughout the year, as difficult as the new environment was, it was worthwhile. My students have grown, shown development, kindness, and creativity throughout the year through curiosity and an eagerness to learn despite their difficult backgrounds. At times, even my four-year-old students would verbally tell me to relax and take care of myself when my own school work was overwhelming. The essence of community was developed through innocent resilience, endless love, and a belief that our future will be alright.

I am a queer, Latina first-generation graduate. My father was lucky enough to finish high school as a Mexican immigrant here in the United States after he moved in the late 1980s. Meanwhile, my mother had only reached second grade in her Central American country. Perhaps these stories, and continued encouragement to go further in education, lead me to my path towards interning within the House of Representatives in Washington D.C. and later in my journey as an educator. My academic path, professional experiences, and personal stories have given me a desire to help children in the United States education system through politics, specifically educational policy and theory. Disparities caused by gender inequality, poverty, mental health issues, institutional inequalities, and policy hurdles can only be combated and understood through a legislative and governmental route that ensures the best for students, teachers, families, and a growing education system. Receiving The Charles Cheesman's Student Debt Reduction Scholarship will aid me in pursuing the Master's of Social Policy Evaluation at Rice University. The completion of this degree with the scholarship's aid will lead me to critically analyze school systems through an academic and political perspective, and allow me to further implement support towards students while engaging with leaders in the fields of education policy and the governing systems of the United States. I am determined to complete my master’s degree at Rice because my goal is to institute practicing analysis and theories of social policy elements while studying in a leading research university that cultivates curious thinkers, active discovery, and implication while creating a community of diversity and wisdom. My experiences working within the U.S House of Representatives and my local San Antonio nonprofit education sphere have allowed me to focus and intercept not only the national education system as a whole, but also the state system from a diverse standpoint of policy. Social policy is the interrelation of all levels of governance and the outcomes that it holds for spheres of society that should be handled as an interconnected discipline. As I strive to gain a deeper sense of governance and political science, my drive is to pursue the direction towards social policy and further my own educational path, while specifically working towards education policy and theory. My current position as a lead early childhood instructor at Small Steps Nurturing Center allows me to work within the nonprofit sphere as an educator who develops curriculum, cultivates personal relationships with students, and guides lessons that enrich the intellectual, social, and emotional growth of young children. I desire to provide an environment that is safe for children, especially young girls, and create a space to express academic pursuits and self-discovery. I desire to utilize a combination of analytical work and philosophical theory through gaining a deeper understanding of policy and formal education to lead towards a professional career guided by academics and empathy. My experience as a student and professional development by participating in government organizations and educational nonprofits has led me to focus on social and educational policy. The opportunity to attend Rice University with the aid of The Charles Cheesman's Student Debt Reduction Scholarship will allow me to learn from researchers who have done monumental work within Houston, Texas, and the federal levels of education, such as the National Board of Education Sciences and U.S Department of Education. My ambitions towards social policy lead me to be confident in my path of graduate studies and applying quantitative analysis methods, philosophical theory, and furthering my development within early education.

I am a queer, Latina first-generation graduate. My father was lucky enough to finish high school as a Mexican immigrant here in the United States after he moved in the late 1980s. Meanwhile, my mother had only reached second grade in her Central American country. Perhaps these stories, and continued encouragement to go further in education, lead me to my path towards interning within the House of Representatives in Washington D.C. and later in my journey as an educator. My academic path, professional experiences, and personal stories have given me a desire to help children in the United States education system through politics, specifically educational policy and theory. Disparities caused by gender inequality, poverty, mental health issues, institutional inequalities, and policy hurdles can only be combated and understood through a legislative and governmental route that ensures the best for students, teachers, families, and a growing education system. Receiving the A Man Helping Women Helping Women Scholarship will aid me in pursuing the Master's of Social Policy Evaluation at Rice University. The completion of this degree with the scholarship's aid will lead me to critically analyze school systems through an academic and political perspective, and allow me to further implement support towards students while engaging with leaders in the fields of education policy and the governing systems of the United States. I am determined to complete my master’s degree at Rice because my goal is to institute practicing analysis and theories of social policy elements while studying in a leading research university that cultivates curious thinkers, active discovery, and implication while creating a community of diversity and wisdom. My experiences working within the U.S House of Representatives and my local San Antonio nonprofit education sphere have allowed me to focus and intercept not only the national education system as a whole, but also the state system from a diverse standpoint of policy. Social policy is the interrelation of all levels of governance and the outcomes that it holds for spheres of society that should be handled as an interconnected discipline. As I strive to gain a deeper sense of governance and political science, my drive is to pursue the direction towards social policy and further my own educational path, while specifically working towards education policy and theory. My current position as a lead early childhood instructor at Small Steps Nurturing Center allows me to work within the nonprofit sphere as an educator who develops curriculum, cultivates personal relationships with students, and guides lessons that enrich the intellectual, social, and emotional growth of young children. I desire to provide an environment that is safe for children, especially young girls, and create a space to express academic pursuits and self-discovery. I desire to utilize a combination of analytical work and philosophical theory through gaining a deeper understanding of policy and formal education to lead towards a professional career guided by academics and empathy. My experience as a student and professional development by participating in government organizations and educational nonprofits has led me to focus on social and educational policy. The opportunity to attend Rice University with the aid of the A Man Helping Women Helping Women Scholarship will allow me to learn from researchers who have done monumental work within Houston, Texas, and the federal levels of education, such as the National Board of Education Sciences and U.S Department of Education. My ambitions towards social policy lead me to be confident in my path of graduate studies and applying quantitative analysis methods, philosophical theory, and furthering my development within early education.

I am a first-generation graduate. My father was lucky enough to finish high school as a Mexican immigrant here in the United States after he moved in the late 1980s. Meanwhile, my mother had only reached second grade in her Central American country. Perhaps these stories, and continued encouragement to go further in education, lead me to my path towards interning within the House of Representatives in Washington D.C. and later in my journey as an educator. My academic path, professional experiences, and personal stories have given me a desire to help children in the United States education system through politics, specifically educational policy and theory. Disparities caused by poverty, mental health issues, institutional inequalities, and policy hurdles can only be combated and understood through a legislative and governmental route that ensures the best for students, teachers, families, and a growing education system. Receiving the OMC Graduate Scholarships will aid me by helping me pursue my Master of Social Policy Evaluation at Rice University. The completion of this degree with the scholarship's aid will lead me to critically analyze school systems through an academic and political perspective, and allow me to further implement support towards students while engaging with leaders in the fields of education policy and the governing systems of the United States. I am determined to complete my master’s degree at Rice because my goal is to institute practicing analysis and theories of social policy elements while studying in a leading research university that cultivates curious thinkers, active discovery, and implication while creating a community of diversity and wisdom. My experiences working within the U.S House of Representatives and my local San Antonio nonprofit education sphere have allowed me to focus and intercept not only the national education system as a whole, but also the state system from a diverse standpoint of policy. Social policy is the interrelation of all levels of governance and the outcomes that it holds for spheres of society that should be handled as an interconnected discipline. As I strive to gain a deeper sense of governance and political science, my drive is to pursue the direction towards social policy and further my own educational path, while specifically working towards education policy and theory. My current position as a lead early childhood instructor at Small Steps Nurturing Center allows me to work within the nonprofit sphere as an educator who develops curriculum, cultivates personal relationships with students, and guides lessons that enrich the intellectual, social, and emotional growth of young children. I desire to provide an environment that is safe for children and creates a space to express academic pursuits and self-discovery. Since the time of ancient philosophers, an open dialogue between lessons of justice, happiness, and education were integral to the first established schools of thought. I desire to utilize a combination of analytical work and philosophical theory through gaining a deeper understanding of policy and formal education to lead towards a professional career guided by academics and empathy. My experience as a student and professional development by participating in government organizations and educational nonprofits has led me to focus on social and educational policy. The opportunity to attend Rice University with the aid of the OMC Graduate Scholarship will allow me to learn from researchers who have done monumental work within Houston, Texas, and the federal levels of education, such as the National Board of Education Sciences and U.S Department of Education. My ambitions towards social policy leads me to be confident in my path of graduate studies and applying quantitative analysis methods, philosophical theory, and furthering my development within early education.

Mindfulness in life is valuable and something that must be taught. Accordingly, like all learning, it is integral to implement interventions early on. Mental health care involvement in early childhood may be a contribution that will affect further livelihoods, especially in children of color. If mindfulness techniques are taught early in schools, it will allow for conversation about mental health without stigma and give individuals the tools for emotional regulation as a guide towards lifelong wellbeing. As a PreKinder instructor, my main goal in teaching is to nurture my students. My position as a teacher at Small Steps Nurturing Center has given me the pleasure to work with students from economically at-risk backgrounds. All of my students have come from immigrant backgrounds, with some students having sought asylum and refugee status. Across my students, most have sought a variety of therapies, and about a third have been diagnosed with developmental disorders. What I have learned throughout my time with my students is the growth in not only their occupational skills through therapies, but also an expansion in their emotional regulation and mental well-being by teaching and interacting with socioemotional teaching practices such as yoga or artwork. As a young adult, I have dedicated my education towards teaching and involvement in mental health care practices through mindfulness and socioemotional development. The involvement of socioemotional teaching in early education may allow for both affordable and accessible mental well-being practices for all students and lead towards a successful, healthy lifestyle further on.

The importance of mental health for me begins decades before I was born, hidden within the jungle of a small Central American country amid a civil war. Stories of burned churches, separation from family at the age of 14, and being forced to obtain safety by working underaged at a food truck in the Guadalajara streets filled with drugs and prostitution in the eye’s view of a child. My mother is a proud woman, yet still one who has suffered from the lasting effects of post-traumatic stress disorder (PTSD) decades later. Thirty-two years later, she is safe in Texas and has raised three children who have completed university and have begun their lives with aid from her past and strength. Within the Latino community, my mother, like many others, finds “treatment” through religious connection or work ethic, but a lack of communication and unpacking of the cause of mental distress. My identity as a queer individual is near and dear to not only my heart, but also that of my mind. From the age of seven, I had connected with the queer identity through my first crush without even knowing the correct words for my feelings. Throughout my youth, identity searching and molding of myself was distraught by social pressures, such as academic motivation to physical bullying, while having to learn at a young age the importance of mental health. This grew an interest in psychology, neurology, to my final decision of public policy in order to combine my interests and aid individuals who may be struggling. Growing into adulthood and my undergraduate career at The University of Texas at San Antonio throughout the Honors College program, introspection of my mental health has allowed me to discover the interconnectedness of mental health holds, along with the ethics of happiness, peace, philosophy, justice, and further within the complexities of politics. Currently, I am a graduate student at Rice University completing my degree in Social Policy Evaluation with a focus on mental health and education. As a queer, first-generation Latina, the pursuit of mental stability and wellness has been integral throughout not only my personal life, but also a guiding philosophy rooted in research and work ethic. While I do attend regular therapies for my diagnosed major depression and have sought other medical care for my mental health, I am also one to be open about learning and sharing experiences. In my career, I am currently a lead Prekinder teacher for at-risk immigrant children. The children whom I teach are both students who are academically at risk, but also students who face challenges due to mental disabilities or mental disorders. My students attended therapies that encourage not only occupational and speech abilities, but also some psychological therapies that encourage discussion through play for their young age. A promise that I hold between myself and my young students, most of whom are of Latino heritage as well, is to be honest and open about how we feel and prioritize mindfulness within our community. My future career is based within education and mental health as I navigate how to help the community that raised me through policy. I base my motivation upon the wellness of the queer community, the Latino community, and how I view the future of my students. I wish to one day bridge two vital identities of myself to truly reach wellness and help others who are facing similar struggles as myself.

At the age of fourteen, my mother's country of El Salvador broke into civil war. Stories about burned churches, gunfire echoing throughout the jungle, and a life-changing move to Guadalajara less than a year later to escape harm, only to work at a taqueria in a shady area of the city surrounded by prostitution. My mother is a proud woman, yet still one who has suffered from the lasting effects of post-traumatic stress disorder (PTSD). Decades later, she is safe in Texas and has raised three children who have completed university and have begun their lives with aid from her past and strength. The issues regarding mental health in the Latino community are hushed problems and hidden away if spoken about. Perhaps the admission of mental health issues or a call for help is viewed as an admission of fallen valor and weakness in the eyes of traditionalist culture and machismo nature in our community. For Latinos, the veil of religious salvation or an ingrained work ethic prohibits discussion of mental health, offering safety in prayer or "poner ganas" rather than pursuing treatment in any other form for their mental status. While this is a challenge that faces our community, progress in therapies and medical treatments, or simply even the admission and willingness to search for help, may aid in unveiling the mental health challenges within Latinos. Viewing mental health as something that may be faced as a community, one based on the strength of a culture, may promise further conversations to be held within Latindida. In my personal life, I hold my share of mental health struggles as a queer Latina. While I do attend regular therapies and have sought other medical care for my mental health, I am also one to always be open about learning and sharing experiences. In my career, I am currently a lead Prekinder teacher for at-risk immigrant children. The children whom I teach are both students who are academically at risk, but also students who face challenges due to mental disabilities or mental disorders. My students attended therapies that encourage not only occupational and speech abilities, but also some psychological therapies that encourage discussion through play for their young age. A promise that I hold between myself and my young students, most of whom are of Latino heritage as well, is to be honest and open about how we feel and prioritize mindfulness within our community. My future career is based within education and mental health as I navigate how to help the community that raised me through policy. I base my motivation upon my mother's struggle and how I view the future of my students.