Education has played a defining role in shaping my goals and giving me a clear sense of direction for my future. While school has not always been easy for me, my experiences have helped me discover my passion for becoming a teacher and supporting students who face challenges similar to my own. Through both my struggles and successes, I have come to see education not just as a requirement, but as a powerful tool for growth, confidence, and purpose. Growing up with dyslexia and ADHD made learning especially difficult, particularly when it came to reading. From a young age, I remember sitting in class and feeling frustrated because I could not understand things as quickly as my peers. Reading often gave me headaches, and I would dread being called on because I was afraid of getting something wrong. At times, I felt embarrassed and discouraged, and I began to question my own abilities. It was hard not to compare myself to others who seemed to learn so easily. However, over time, I began to realize that my challenges did not define my intelligence or my potential. Instead, they pushed me to work harder and develop important skills like perseverance, patience, and determination. Learning to overcome these challenges was not easy, but it changed my mindset. I learned how to advocate for myself, ask for help when I needed it, and find strategies that worked best for me. I stopped seeing my struggles as weaknesses and began to view them as opportunities to grow. This shift in perspective not only helped me improve academically, but it also gave me confidence in other areas of my life. I realized that success is not about being the fastest or the best, but about putting in the effort and continuing to move forward, even when things are difficult. In addition to my learning challenges, growing up in a military family meant that I moved frequently, often changing schools every year or two. Each move came with its own set of obstacles, new teachers, new expectations, and the challenge of building friendships from the beginning. Being the “new student” so often was difficult, and there were times when I felt isolated and unsure of where I belonged. However, these experiences also taught me resilience and adaptability. I learned how to step outside of my comfort zone, introduce myself to new people, and adjust quickly to unfamiliar environments. While it was challenging, it made me stronger and more confident in my ability to handle change. Through these experiences, education became more than just academics for me, it became a path to understanding myself and discovering my purpose. I realized that I wanted to help students who feel the same frustration and self-doubt that I once felt. The teachers who took the time to support me, encourage me, and believe in me made a lasting impact on my life. They showed me that one person can make a difference, and that is what inspired me to pursue a career in education, specifically working with students who have learning disabilities. In the future, I hope to use my education to create a classroom environment where all students feel supported, valued, and capable of success. I want to be the kind of teacher who recognizes that every student learns differently and takes the time to meet their individual needs. By using a variety of teaching strategies and offering encouragement, I hope to help students build confidence in themselves and their abilities. I want my classroom to be a place where students feel safe asking questions, making mistakes, and growing at their own pace without fear of judgment. Beyond the classroom, I plan to continue making a positive impact through mentoring and community involvement. As a lacrosse player and team captain, I have learned how to lead, support others, and create a positive environment. I have also helped with youth lacrosse clinics and volunteered at my church, where I work with younger children and support community events. These experiences have taught me that even small acts of encouragement can make a big difference in someone’s life. In the future, I hope to expand on this by creating or participating in programs that support students who are struggling academically or socially, especially those who feel overlooked or discouraged. Ultimately, the challenges I have faced have given me a sense of direction and purpose. Instead of allowing my struggles to hold me back, I have used them to shape my goals and motivate me to help others. Education has given me the opportunity to grow, overcome obstacles, and discover what I am passionate about. It has shown me that success is not about perfection, but about effort, resilience, and the willingness to keep learning. By continuing my education, I hope to create a better future not only for myself, but for the students I will one day teach. I want to help them see their own potential, just as I have learned to see mine. My goal is to make a lasting impact by helping students feel confident, supported, and capable of achieving their dreams, no matter what challenges they may face.

One high school teacher who deeply influenced me and changed how I approach my life is my reading teacher, Mrs. Melanie. As someone who has struggled with dyslexia and ADHD, reading has always been one of the most challenging parts of school for me. For a long time, I felt frustrated, discouraged, and even embarrassed by how difficult it was compared to others. However, having Mrs. Melanie as my teacher changed not only how I viewed reading, but also how I viewed myself. From the very beginning, Mrs. Melanie created a classroom environment where I felt supported instead of judged. She understood that every student learns differently and never made me feel less capable because I struggled. Instead, she took the time to work with me, explaining things in ways that made more sense and encouraging me to keep trying, even when it was difficult. Her patience and belief in me made a huge difference in my confidence. One of the most important ways she impacted me was by changing my mindset. Before her class, I often saw my struggles as something that held me back. Mrs. Melanie helped me realize that struggling does not mean failing—it means learning. She taught me to be patient with myself and to recognize my progress, even in small steps. Because of her, I began to approach challenges differently, not just in reading but in all areas of my life. Her influence went beyond academics. She showed me what it means to truly care about students and to meet them where they are. She made it clear that success looks different for everyone, and that each person has their own strengths. This changed how I interact with others, making me more understanding, patient, and supportive, especially as a team captain and when working with younger students. Mrs. Melanie also played a major role in shaping my future goals. Her impact on my life inspired me to pursue a career in education, specifically working with students who have learning disabilities. I want to be the kind of teacher she was for me—someone who sees potential in every student and helps them believe in themselves. I want to create a classroom where students feel safe, supported, and capable, no matter what challenges they face. Overall, Mrs. Melanie changed the way I approach both learning and life. She helped me build confidence, develop a stronger mindset, and see challenges as opportunities for growth. Her belief in me made me believe in myself, and that is something I will carry with me into my future as both a student and a teacher.

I am a high school senior from Idaho with a 3.9 GPA, and I plan to pursue a degree in education, specifically in learning disabilities. My passion for this field comes from my own experiences growing up with dyslexia and ADHD. From a young age, I struggled with reading and often felt frustrated and discouraged when I could not understand things as quickly as others. There were times I questioned my abilities, but those challenges ultimately shaped my perspective and gave me a deeper understanding of what many students with special needs experience. Growing up in a military family also played a major role in shaping who I am. I moved frequently, which meant constantly adjusting to new schools, teachers, and environments. I was often the new student, trying to find my place both academically and socially. These experiences taught me resilience, adaptability, and the importance of feeling supported. They also showed me how much of a difference a caring and understanding teacher can make in a student’s life. Because of this, I want to become a teacher who creates a classroom where every student feels welcomed, valued, and capable. I plan to make a difference in the lives of students with special needs by creating an inclusive and supportive learning environment. I want to use different teaching strategies that meet each student’s individual needs and help them learn in ways that work best for them. More importantly, I want to build their confidence. I know what it feels like to struggle and doubt yourself, so I want to be the teacher who encourages students, celebrates their progress, and reminds them that they are capable of success. My volunteer experiences have helped prepare me for this path. I have worked at youth lacrosse clinics, where I helped coach younger players with different skill levels. This taught me patience, communication, and how to adjust my approach depending on the individual. I have also volunteered at my church, where I help with events and work with younger children. These experiences have shown me how important it is to be supportive, encouraging, and dependable. I have learned that even small actions like taking extra time to help someone or offering encouragement can have a lasting impact. From these experiences, I have learned that everyone learns and grows at their own pace, and that success looks different for each person. I have also learned the importance of kindness, patience, and consistency when working with others. These lessons have strengthened my desire to pursue a career where I can make a meaningful difference every day. I do have financial need as I prepare to attend college. The cost of tuition, books, and living expenses is significant, and this scholarship would help reduce that burden. It would allow me to focus more on my education and gaining the experience I need to become an effective teacher. Overall, my experiences have shaped my passion for working with students with special needs and my commitment to helping them succeed. I want to use my own challenges and growth to support others, build their confidence, and help them realize their full potential.

I plan to make a positive impact on the world by becoming a teacher and creating a supportive, inclusive environment for students, especially those with learning disabilities. My passion for this comes from my own experiences growing up with dyslexia and ADHD. As a child, I often struggled with reading and felt frustrated and discouraged when I could not understand things as quickly as others. Those challenges affected my confidence, but they also shaped my perspective and gave me a deeper understanding of what many students go through. Because of my experiences, I want to be the kind of teacher who not only teaches academic content, but also builds confidence and helps students believe in themselves. I know how important it is to have someone who is patient, understanding, and willing to take the time to explain things in a way that makes sense. My goal is to create a classroom where students feel safe asking questions, making mistakes, and growing at their own pace. I want every student to feel seen, supported, and capable of success. Growing up in a military family also influenced my desire to make an impact. Moving frequently meant I was often the new student, trying to adjust to new schools and environments. It taught me how important it is to feel welcomed and included. Because of this, I want to create a classroom that provides stability and a sense of belonging for all students, especially those who may feel out of place. I want my classroom to be a space where students can feel comfortable being themselves and know they are valued. Beyond the classroom, I plan to continue making a positive impact through mentoring and community involvement. I have already started doing this by helping with youth lacrosse clinics and volunteering at my church. These experiences have shown me how meaningful it is to support others and be a positive role model. In the future, I hope to expand on this by creating or participating in programs that help students who struggle academically or socially, giving them the tools and encouragement they need to succeed. Ultimately, I believe that making a positive impact starts with helping individuals. By becoming a teacher, I will have the opportunity to influence students’ lives every day, helping them build confidence, overcome challenges, and reach their full potential. My goal is not only to educate, but to inspire and support students in a way that helps them believe in themselves. Through patience, understanding, and dedication, I hope to make a lasting difference in the lives of my students and the communities I serve.

Daniel always said, “Complete Your Dream,” no matter how large or small. That phrase has stayed with me throughout my life and has shaped the way I think about my goals, my choices, and the impact I want to have on the world. My dream is to become a teacher, specifically in education and special education, where I can create classrooms that empower students, build their confidence, and help them realize their potential. Growing up in a military family, moving frequently, and navigating new schools taught me how important it is for students to feel seen, supported, and understood. I want to be the teacher who provides that stability and encouragement, helping students believe in themselves as much as I want them to believe in learning. Achieving this dream requires a combination of preparation, experience, and intentional growth, and I have already taken several steps toward it. First, I have prioritized my academics, maintaining a 3.9 GPA while balancing the demands of sports and extracurricular activities. Education is the foundation of this dream, and I am committed to excelling in my studies so that I can be the knowledgeable and effective teacher my future students deserve. I plan to attend college in Washington, where I will pursue a degree in education and special education, gaining the skills, certifications, and hands-on experience that will prepare me for the classroom. Leadership and mentorship are also essential steps toward completing my dream. As a lacrosse team captain, I have learned how to lead with patience, encouragement, and empathy. I help my teammates develop their skills, resolve conflicts, and stay motivated, while also creating a positive and inclusive team environment. Running youth lacrosse clinics has been another opportunity to practice mentorship, teaching younger athletes not just the mechanics of the game, but also the importance of confidence, perseverance, and teamwork. Volunteering at my church has reinforced these lessons, allowing me to support children of all ages through activities, guidance, and encouragement. Each of these experiences has strengthened my ability to understand individual needs, celebrate growth, and inspire others to reach their potential—skills I will carry into my teaching career. Hands-on experience with students will continue to be a key part of completing my dream. I intend to engage in tutoring, mentorship programs, and student teaching opportunities during college to develop strategies that meet the needs of diverse learners. Special education students often face unique challenges, and I want to learn how to tailor my approach to each child’s strengths, weaknesses, and learning style. My goal is to create classrooms where students feel confident in their abilities, respected for who they are, and encouraged to take risks in their learning without fear of failure. Completing this dream will not only benefit me but also the people around me. As a teacher, I will have the chance to positively impact students’ lives, helping them build confidence, overcome obstacles, and achieve academic success. Beyond the classroom, I want to support families by providing guidance, communication, and resources that help children thrive. I also hope to create initiatives, such as mentorship programs or after school support groups, that give students a safe and welcoming environment to grow, especially those who may face frequent transitions or learning challenges. The ripple effect of this work students who are empowered, families who feel supported, and communities strengthened illustrates why completing this dream is so meaningful to me. Daniel’s advice to “Complete Your Dream” reminds me that no step is too small and that dedication, consistency, and effort matter. Every tutoring session, every encouragement I offer, and every academic goal I achieve contributes to this larger dream. It motivates me to continue pushing forward, even when challenges arise, and it reminds me that pursuing my dream is not just about personal achievement, but also about making a difference in the lives of others. Ultimately, my dream of becoming a teacher is guided by a desire to help students feel seen, capable, and empowered. It reflects my personal experiences, my values, and my belief in the power of education to transform lives. By completing this dream, I will be able to inspire, support, and guide students to recognize their own potential, just as mentors, coaches, and teachers have inspired me. It is a dream that will not only shape my future but will also leave a lasting, positive impact on the students, families, and communities I serve.

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 facts or skills, but about helping students recognize their own value, abilities, and identity. It is guiding them to realize, “I am capable. I am seen. I matter.” For special education students, who may face challenges in learning or communication, achieving this sense of presence is particularly meaningful. My passion for becoming a special education teacher comes from the desire to create an environment where every student feels recognized, empowered, and capable of growth. I plan to guide my students to their sense of presence by focusing on individualized support and encouragement. Every student learns differently, and it is my mission to meet them where they are. For example, I will work closely with each student to understand their strengths and areas of growth, celebrate every achievement big or small and provide tools to overcome challenges. By listening actively, showing patience, and fostering a classroom culture of respect and kindness, I can help students recognize their own abilities and feel confident in expressing themselves. My role is not just to teach academics but to affirm the student’s sense of identity and capability. My experiences as a student-athlete, volunteer, and mentor have prepared me for this path. As a lacrosse team captain, I learned how to encourage and support teammates with different skill levels, helping each person feel included and capable. Helping at youth lacrosse clinics and volunteering at my church has taught me the value of individualized attention and encouragement, showing me how small gestures of support can help someone realize their potential. I want to bring these skills into the classroom, creating a space where each student knows they belong and can succeed. To illustrate my approach, I imagine myself as the heroine in a modern fairy tale. In this story, I enter a magical school where each student has unique abilities but struggles to believe in themselves. Some students feel invisible, others frustrated, and a few unsure if they even belong. Armed with patience, creativity, and unwavering faith in my students, I create a classroom where every desk is a place of discovery. I help one student find their voice through art, another through reading, and another through teamwork in games. By celebrating their victories and guiding them through challenges, I watch as each student stands taller, their confidence growing. By the end of the story, the students shine with a sense of their own presence, knowing they are valued, capable, and seen not just by me, but by themselves. Ultimately, my passion for special education comes from the belief that every student deserves to recognize their own value and potential. Following Professor Bloom’s philosophy, my mission is to guide students to experience their own presence by meeting them where they are, supporting their growth, and celebrating their accomplishments. I want to be the teacher who not only teaches knowledge, but who empowers each student to say, “I am capable, I am present, and I can make a difference in my own life.”

I am a high school senior from Idaho with a 3.9 GPA, and I take pride in balancing academics, athletics, and community involvement. As a student-athlete, lacrosse has been one of the most meaningful parts of my high school experience. Through the sport, I have developed discipline, leadership, and resilience. As a team captain, I have learned how to lead by example, support my teammates, and create a positive and encouraging environment. Being part of a team has shaped who I am and has taught me the value of commitment and hard work. My Christian faith is also a central part of my life and influences the choices I make every day. It encourages me to serve others, lead with kindness, and act with integrity. I actively help at my church, where I volunteer my time supporting events and working with younger kids. This involvement has strengthened my passion for giving back and has shown me how small acts of service can make a meaningful difference in someone’s life. In addition to my church involvement, I am passionate about serving my community through athletics. I have helped run youth lacrosse clinics, where I work with younger players to build their skills and confidence. This experience has been especially rewarding because it allows me to mentor others and be a positive role model. I enjoy encouraging younger athletes and helping them grow, both on and off the field. These opportunities have helped shape my interest in working with others and making a lasting impact. Growing up in a military family, I moved frequently and had to adjust to new schools and environments. While this was challenging, it helped me become adaptable, open-minded, and confident in unfamiliar situations. It also taught me the importance of getting involved and building connections wherever I go. Because of this, I make an effort to contribute positively to every community I am part of. After high school, I plan to attend college in Washington and pursue a degree in education. My goal is to become a teacher and create a classroom where students feel supported, valued, and encouraged to succeed. Having experienced multiple schools myself, I understand how important it is for students to feel welcomed and included. I want to be the kind of teacher who helps students build confidence and reach their full potential. If I could start my own charity, my mission would be to support students who are constantly transitioning between schools, especially those from military families. Moving frequently can make it difficult for students to feel stable and connected. My charity would focus on helping these students feel a sense of belonging and support as they adjust to new environments. The organization would serve middle and high school students, providing mentorship programs, tutoring, and social events to help them build friendships and stay on track academically. Volunteers would guide new students, help them get involved in activities, and create a welcoming environment where they feel comfortable and supported. Overall, my experiences, faith, and commitment to service have shaped my passion for leadership and education. I am dedicated to making a positive impact and helping others feel confident, supported, and successful in their own journeys.

My drive to become a teacher comes from a combination of my personal experiences, my passion for helping others, and the environment I grew up in. Throughout my life, I have been surrounded by change, leadership, and service, all of which have influenced my decision to pursue a career in education. Growing up in a military family, I moved frequently and attended multiple schools. Each transition meant adjusting to new teachers, new classrooms, and new expectations. Through these experiences, I saw firsthand how much of an impact a teacher can have on a student. Some teachers made me feel welcomed, supported, and confident, even when I was the new student trying to find my place. Others showed me how important it is to be patient, understanding, and encouraging. These experiences shaped my desire to become the kind of teacher who makes students feel comfortable and valued, no matter their situation. My involvement in sports, especially lacrosse, also played a big role in developing my passion for teaching. As a team captain, I took on a leadership role where I was not only responsible for my own performance but also for helping my teammates improve. I found myself enjoying the process of encouraging others, explaining skills, and helping younger players grow more confident. Running youth clinics allowed me to take on a coaching role, and that experience showed me how rewarding it is to help others learn and succeed. It made me realize that teaching goes beyond the classroom—it’s about building confidence, guiding others, and making a lasting impact. Another reason for my drive to become a teacher is my desire to give back. Growing up around military service taught me the importance of contributing to something bigger than yourself. I see education as a powerful way to do that. Teachers have the ability to shape not only academic success but also confidence, mindset, and future opportunities. I want to be someone who helps students believe in themselves and reach their full potential. My own academic journey has also influenced this decision. Maintaining a 3.9 GPA while balancing athletics and other responsibilities has required dedication and strong time management. Through this, I have developed a love for learning and a respect for education. I want to share that same mindset with future students and help them see the value in their education. Ultimately, my drive to become a teacher comes from my experiences with change, leadership, and service. I want to create a classroom where students feel supported, encouraged, and inspired to succeed. By becoming a teacher, I hope to make a positive and lasting impact on the lives of others, just as teachers and mentors have done for me.

The movie that has had the greatest impact on my life is Five Feet Apart. What makes this film so meaningful to me is its message about appreciating the present, staying strong through challenges, and valuing the connections we have with others. While the characters face serious health struggles that are different from my own experiences, their perspective on life has influenced the way I approach my choices and mindset. One of the biggest ways this movie impacted me is how it emphasizes not taking time or opportunities for granted. The main characters live with constant limitations, yet they still choose to make the most of every moment. Watching this made me reflect on my own life and realize how often people overlook the opportunities right in front of them. Because of this, I have made the choice to be more intentional in how I spend my time. Whether it is focusing on my academics, giving my full effort in sports, or being present with friends and family, I try to make the most out of every situation instead of taking it for granted. The movie also influenced how I respond to challenges. In Five Feet Apart, the characters are faced with obstacles they cannot control, yet they continue to push forward with strength and positivity. This has shaped my decision to approach difficulties in my own life with a stronger and more resilient mindset. Growing up in a military family, I have had to move frequently and adjust to new environments. Each move came with challenges new schools, new teammates, and starting over socially. Instead of letting those experiences discourage me, I have chosen to adapt, stay confident, and keep moving forward. The film reinforced the idea that even when situations are difficult, your attitude and effort still matter. Another important reason this movie has impacted me is its focus on connection. Even though the characters must keep physical distance, they still find meaningful ways to support and care for each other. This influenced how I build relationships in my own life. Moving often has meant constantly meeting new people, and I have made the choice to be open and intentional when forming connections. Through lacrosse and school, I try to be someone who supports others, encourages my teammates, and creates a positive environment. The movie showed me that strong relationships are not defined by circumstances, but by effort and care. Overall, Five Feet Apart has had a lasting impact on me because it highlights the importance of perspective, resilience, and meaningful connections. It has influenced my choices in how I approach challenges, value my opportunities, and build relationships with others. The lessons I took from this movie continue to guide me as I work toward my goals and strive to make the most of every opportunity I am given.

I am a high school senior from Idaho with a 3.9 GPA, a passion for athletics, and a deep commitment to serving others. As a lacrosse player and team captain, I have learned the value of discipline, leadership, and perseverance. Balancing academics, sports, and community involvement has shaped me into someone who strives for excellence in everything I do, much like the legacy this scholarship honors. Being a student-athlete has taught me lessons that extend far beyond the field. Lacrosse has shown me how to lead by example, stay resilient through challenges, and uplift those around me. As a captain, I took on the responsibility of not only improving my own performance but also helping my teammates grow. I organized and ran youth clinics for younger players, creating a positive and encouraging environment where they could build skills and confidence. Seeing their growth and excitement reminded me of the importance of giving back and being a role model in my community. In addition to athletics, I have always prioritized my education. Maintaining a high GPA while participating in sports has required strong time management and dedication. I plan to attend college in Washington to pursue a degree in education, where I hope to make a lasting impact on future generations. I am passionate about helping young students learn and grow, and I want to create a classroom environment where every child feels supported, valued, and inspired to succeed. This scholarship would significantly support my educational journey by helping to reduce the financial burden of college. It would allow me to focus more on my studies and community involvement rather than worrying about the cost of tuition and expenses. More importantly, receiving this scholarship would be an incredible honor, as it represents the qualities of hard work, kindness, and ambition that I strive to embody every day. Like Kalia D. Davis, I aim to approach life with dedication, positivity, and a strong work ethic. I want to continue pushing myself to grow academically, athletically, and personally while making a meaningful difference in the lives of others. Whether through coaching, teaching, or mentoring, I hope to inspire those around me to pursue their goals with confidence and determination. This scholarship is not just financial support, it is a reminder to live with purpose, to lead with kindness, and to always give my best effort. I am committed to carrying those values forward and creating a positive impact in my community and beyond.

I am a hardworking and driven student-athlete with a passion for leadership, mentorship, and making a difference in the lives of others. Throughout high school, I have maintained a strong academic record while being deeply involved in lacrosse, where I have grown not only as a player but also as a leader. Serving as a team captain and as an assistant coach for a youth lacrosse team has been one of the most meaningful experiences of my life. These roles have shaped my character, strengthened my sense of responsibility, and inspired my future career path. As an assistant coach for a 5th–6th grade lacrosse team, I had the opportunity to mentor younger athletes and help them develop both their skills and their confidence. I ran drills, encouraged teamwork, and made sure every player felt included and supported. I quickly realized that my impact went beyond the sport itself—I was helping these kids believe in themselves. That experience sparked my passion for education and mentorship, and it solidified my goal of becoming a teacher. I want to create a positive and encouraging environment where students feel safe, motivated, and capable of achieving their goals. In my future career, I plan to make a positive impact by being more than just an educator. I want to be someone students can rely on for support, guidance, and encouragement. I believe that every student has potential, and sometimes all it takes is one person to help them see it. Whether in the classroom or through extracurricular activities like coaching, I hope to inspire confidence, resilience, and a strong work ethic in the next generation. I am especially passionate about building connections with students and creating a community where everyone feels valued. One of the biggest challenges I have faced is balancing academics, athletics, and leadership responsibilities. Maintaining a high GPA while committing to practices, games, and coaching younger athletes required strong time management and discipline. There were moments when I felt overwhelmed and unsure if I could handle everything. However, instead of giving up, I learned how to prioritize my responsibilities, stay organized, and push through difficult moments. This experience taught me resilience and helped me grow into a more focused and determined individual. Through these challenges, I have developed skills that will continue to guide me in the future. I have learned how to lead by example, stay committed to my goals, and support others even when things get difficult. These qualities will help me succeed in my career and allow me to make a meaningful difference in the lives of others. I am excited to continue my education and pursue a career where I can positively impact my community. By combining my passion for teaching, leadership, and mentorship, I hope to inspire future generations to believe in themselves and reach their full potential.

I am passionate about early childhood education because I understand how important those first years of learning are, especially for children who may struggle the way I did. Growing up with dyslexia made school challenging for me, particularly when it came to reading and understanding information. Those early experiences shaped not only how I saw school, but also how I saw myself. Because of this, I want to be someone who helps young children build confidence and feel supported from the very beginning of their education. Early childhood is a critical time when children begin to develop their basic skills in reading, communication, and social interaction. It is also when they start forming beliefs about their abilities. If a child struggles early on without the right support, they may begin to feel discouraged or think they are not capable. I know how that feels, and it is a big reason why I want to be involved in early education. I want to help prevent children from developing that self-doubt and instead show them that everyone learns differently, and that is okay. I am especially passionate about helping children with reading difficulties. Since I have experienced dyslexia myself, I understand that learning to read is not the same for everyone. Some children need more time, different strategies, and more encouragement. I want to create a classroom where those students feel understood instead of frustrated. By using different teaching methods, being patient, and offering consistent support, I hope to help children build strong foundations in reading while also gaining confidence in themselves. Another reason I am drawn to early childhood education is the opportunity to make a lasting impact. Teachers at this level play a huge role in shaping how children view school and learning. A positive experience can encourage a lifelong willingness to try, grow, and succeed. I want to be the kind of teacher who creates a safe and welcoming environment where students feel comfortable asking questions, making mistakes, and learning at their own pace. I also value the importance of connection in early education. Building relationships with students helps create trust and allows teachers to better understand each child’s needs. I want my future classroom to be a place where students feel supported not only academically, but emotionally as well. Overall, my passion for early childhood education comes from my own experiences and my desire to help others. I want to give students the support I wish I had and help them start their educational journey with confidence. By doing this, I hope to make a meaningful difference in their lives and help them see that they are capable of success, no matter what challenges they face.

I am interested in pursuing a career in teaching because I have experienced firsthand the impact that a great teacher can have on a student’s life. Growing up, I struggled with dyslexia so I know how it feels to be frustrating and discouraging. There were moments when I felt unintelligent simply because I processed words differently than others. It was difficult to sit in a classroom and watch other students read and understand things quickly while I struggled to keep up. Everything began to change when I had a teacher who truly saw me and understood what I was going through. Instead of letting me feel behind, she took the time to support me, encourage me, and help me find strategies that worked for how my brain learns. She never made me feel less than anyone else. Instead, she helped me build confidence and showed me that my struggles did not define my intelligence or my potential. That experience changed the way I saw myself as a student and as a person. Because of her, I want to be that same kind of support for other students. I want to become a reading specialist so I can work specifically with students who have dyslexia or other reading challenges. I understand how isolating it can feel when something that seems easy for others feels so difficult. I also know how powerful it is to have someone who is patient, understanding, and willing to meet you where you are. My goal is to create a safe and encouraging environment where students feel supported instead of judged. I want my future students to know that struggling does not mean they are not capable. I want to help them develop the tools and confidence they need to succeed, not just in reading, but in believing in themselves. Having lived through these challenges myself, I bring empathy and real understanding to the role, which I believe is just as important as academic knowledge. Teaching, to me, is not just about helping students learn content, it is about changing how they see themselves and what they believe they are capable of. The teacher who changed my life did more than help me improve my reading, she helped me find confidence and strength in something I once saw as a weakness. I want to give that same gift to others and be the reason a student begins to believe in themselves.

Being a military child was both rewarding and challenging at the same time. Both of my parents served in the military, my mom for six years and my dad for twenty-six. Because of their service, especially early in my life, I was constantly on the move. From the time I was born until I was 12 years old, I relocated every 1 to 18 months. While this gave me the opportunity to experience new places and cultures, it also meant that I never had the chance to form long-term friendships. I didn’t grow up with a childhood best friend or someone who had known me my entire life, other than my siblings and parents. Frequent moves forced me to adapt quickly. I had to learn how to introduce myself, make friends, and adjust to new environments over and over again. At the time, it was difficult, but looking back, I see how much it shaped me. Being a military child taught me how to connect with people easily and communicate with confidence. I learned how to walk into unfamiliar situations without fear and build relationships quickly which are skills that continue to benefit me today. No matter the place or people there because of my childhood and how I was raised I can talk to and find agreement with anyone, and never struggle with social situations. However, the hardest part of growing up in a military family was not the moving, but the sacrifices that came with my dad’s service. He missed holidays, birthdays, and important milestones. While I don’t blame him for those absences, I know that he carries guilt for the moments he couldn’t be there. Watching my mom during those times was especially difficult. I saw how much she worried about him, especially during deployments. I remember nights when she stayed awake, waiting for a phone call just to know he was safe. Those moments showed me the emotional strength and resilience it takes to support a loved one serving in the military, how marriage and love are based in sacrifice. Despite the challenges, I am incredibly grateful for my experience. It has shaped me into a resilient, adaptable, and empathetic person. Most of all, it has given me a deep appreciation for the sacrifices my family has made. I will always be thankful for everything my dad gave up for me, my siblings, my mom, and our country. His service, along with my mom’s, has inspired me to value dedication, sacrifice, and perseverance in my own life.

My experience with mental health is all over the place, all through eight grade and most of high school I struggled with depression and self harm. I'm the fifth of seven kids and I never felt like I saw seen or paid attention of so I did everything I could to get attention from outside sources, which lead to more self hated. When I was a 11 years old I wrote my first suicide note which even thinking back is crazy to say. I was in a really bad spot, I was put in to two knee high cast on my leg which meant I can not do anything, I felt that I had no friends because I was not allowed to play sports, I can not run or do much of anything. I felt so alone all of the time, I also was bullied and ripped down by my family. I have dealt with self hate over my whole life for a mix of reason, I was in a really bad spot in 10th grade where my boyfriend wrecked my self confidence even more, he showed my that my feeling were not important and what he thought was true all of the time. He pushed aside my friends and things I wanted to do for his friend and plans. My entire life I have felt alone in my mental health struggles, but last year i met the most amazing person who was being in his own struggles, and was abused in his childhood. The fact that we both struggled in our childhood it gave us a why to relate and have hard conversion. we get to support each other and always be there for the other. I have learn so much through what I have been through I think it make me a nicer person because you never know what someone is dealing with.

Hey I want introduced myself really quick, I'm Tess Sloan from Sandpoint Idaho, I have played lacrosse for 6 years and I will be continuing my lacrosse career in college at Whitworth University. Creating Connection: The moment I realized leadership wasn’t about being the best player, but about bringing people together was when I became captain of my lacrosse team. Our team had players with different skill levels, personalities, and levels of confidence. At times, it felt like we were more divided than united, especially during stressful games or tough practices. I knew that if we wanted to succeed, we needed more than just talent we needed trust and connection with each other. I made it my goal to bring the team together, both on and off the field. During practices, I encouraged communication and made sure everyone felt included, not just the strongest players. I would check in with teammates who seemed quieter or unsure of themselves and make an effort to involve them in drills and team discussions. I also helped create small team traditions, like I change our team cheer and more time during warms where everyone could speak or share encouragement, which helped build trust. Over time, I saw a shift. Players who were once hesitant started speaking up, and instead of blaming each other for mistakes, we began supporting one another. That change didn’t just improve our performance it made the team a place where people felt valued and confident. This experience taught me that creating connection takes intention. When people feel seen and supported, they are more willing to contribute and grow. As a captain, I learned that bringing people together can have a lasting impact far beyond the game. Kindness in Actions: The first time I watched a young player go from being afraid to even hold a lacrosse stick to confidently scoring a goal, I understood how powerful small acts of encouragement can be. As a sophomore, I became an assistant coach for a 5–6 youth lacrosse team and helped run youth clinics for beginner players. Many of the kids were nervous and unsure of themselves, often afraid to make mistakes or try something new. I quickly realized that my role was not just to teach skills, but to build confidence. I made it a priority to create a supportive environment where effort mattered more than perfection. I celebrated small victories, like a successful pass or simply trying again after a mistake. When a player struggled, I worked with them one-on-one, breaking skills down into manageable steps so they wouldn’t feel overwhelmed or left behind. One moment that stood out to me was when a player who had been quiet all season finally scored her first goal. The excitement and pride on their face showed me that it wasn’t just about the goal it was about believing in themselves, I known how much work she put in, and that it was a huge accomplishment. Through coaching, I learned that kindness is shown through patience, consistency, and encouragement. I know what it is like being a 5 and 6th grader, I know how hard it is I want to make a positive space, where I was able to help young players grow not only in their skills, but in their confidence something that will stay with them long after the season ended.