Mental health has shaped my understanding of the world long before I had the words to describe it. Growing up, I watched my family navigate the realities of chronic mental illness—hospitalizations, uncertainty, exhaustion, and moments where holding our family together felt fragile and urgent. My older brother has struggled with severe mental health challenges, and my father has lived with chronic mental illness throughout my life. As a young child, I learned that mental illness does not affect only one person; it affects everyone who loves them. Those experiences changed how I see people. I learned early that behavior often has deeper causes, and that patience and empathy matter more than quick judgments. I saw how difficult it can be to advocate for someone who is struggling, and how essential access to treatment and support systems truly are. Mental illness was never an abstract concept in our home—it was part of our daily reality. At the same time, I grew up watching resilience modeled in powerful ways. My father, despite his own challenges, devoted more than thirty years of his career to working with individuals experiencing severe mental illness for the State of Utah. Seeing him serve others while managing his own condition taught me that mental illness does not define a person’s worth or potential. It also showed me the impact that dedicated professionals can have when they approach mental health with compassion, structure, and respect. For me, the arts became a way to process, understand, and connect. Theatre, speech, and debate gave me a voice during times when my family felt overwhelmed or unsure. Storytelling helped me make sense of experiences that were otherwise difficult to explain. Through performance and communication, I learned how expression can be healing—not only for the performer, but for those listening. The arts gave me a space where vulnerability was not a weakness, but a strength. These experiences also shaped my relationships. I learned how to listen carefully, support others without trying to “fix” them, and recognize when someone simply needs to be heard. Mentoring younger students, teaching theatre, and working with individuals who needed additional support reinforced the importance of patience and understanding. One of the most meaningful experiences of my high school years was mentoring a student with special needs, which reminded me that empathy and clear communication can create trust and stability even in difficult circumstances. My experiences with mental health have directly influenced my goals. I am interested in pursuing a path that blends law, education, and public service, with a focus on advocacy and systems that support individuals and families affected by mental illness. I want to help create structures that treat people with dignity and ensure access to care, resources, and understanding. Whether through law, policy, or education, I hope to work in spaces where communication and compassion can drive meaningful change. Mental health has shaped how I see the world—not as something fragile to avoid, but as something that requires courage, patience, and commitment. It has taught me that leadership begins with empathy, that advocacy starts with listening, and that meaningful change is built by people who understand the human side of the systems they serve. These lessons will continue to guide my education, my relationships, and the work I hope to do in the future.

I first learned how to lead not in a classroom, but under stage lights. Performing in theatre taught me how preparation, empathy, and communication shape outcomes. These lessons that later drew me toward speech, debate, and an interest in law. I began to see that the same skills used to tell a story on stage could also be used to advocate for others and engage in civic discourse. My desired career path is centered on law and public service, with the long-term goal of advocating for others through education, policy, or legal practice. I am drawn to law not only because of its structure and impact, but because it requires strong communication, ethical leadership, and the ability to understand different perspectives, which are skills I have developed through the performing arts, speech, and debate. My involvement in theatre taught me how to lead with empathy. Performing in more than fifteen productions, including seven lead roles, required discipline, accountability, and collaboration. Theatre showed me how individual preparation supports collective success and how stepping into another person’s story builds understanding. These lessons shaped how I approach leadership and problem-solving, both academically and personally. Speech and debate allowed me to apply these skills in academic and civic settings. Through competitive speech, debate, and mock congressional sessions, I researched legislation, wrote original speeches, and debated bills with my peers. Qualifying for the Utah State Speech and Debate Competition for three consecutive years reinforced my interest in civic engagement and advocacy. Debate taught me how to think critically, communicate clearly under pressure, and listen respectfully to opposing viewpoints, which are skills essential to a career in law. Service has been equally influential in shaping my goals. I volunteered over 5,000 hours teaching theatre to younger students through Cedar City Children’s Musical Theatre, mentoring peers, and performing for community audiences. One of the most impactful experiences of my high school career was mentoring a special-needs student, which reinforced my belief that leadership must be rooted in patience and understanding. These experiences confirmed my desire to work in a profession where communication is used to support and advocate for others. I have taken intentional steps toward my career goals by seeking leadership roles within my programs. I served as Co-President of the Cedar High Madrigals Choir, held leadership roles within Studio Reds Theatre, and participated in fundraising efforts for community arts organizations. Being recognized as my high school’s Sterling Scholar in Speech & Drama and Fine Arts affirmed my commitment to leadership, service, and academic excellence. As I move forward into college, I plan to pursue coursework in political science, law-related studies, or education while remaining involved in speech, debate, and theatre. I hope to join collegiate debate teams, leadership organizations, and service-based programs that strengthen my advocacy skills. Ultimately, I envision a career in law or public service where I can use communication, critical thinking, and leadership to make systems more accessible and equitable.

I am passionate about theatre and performance because it gave me a voice before I fully understood what it meant to have one. What started as a love for being on stage grew into something much deeper—a way to connect with people, tell meaningful stories, and help others feel seen. Theatre taught me that creativity isn’t just about entertainment; it’s about communication and impact. From a young age, I found confidence through performance. Over the years, that confidence grew as I performed in more than fifteen productions, including seven lead roles, in children’s theatre, school programs, and community productions. Preparing for roles like Horton in Seussical required dedication, teamwork, and accountability. Theatre pushed me to show up prepared, support my castmates, and trust the process. More importantly, it taught me empathy. Stepping into different characters helped me understand perspectives beyond my own, shaping how I approach relationships, school, and leadership. Theatre also enhanced my life by opening doors to other forms of communication. My passion for performance naturally expanded into speech and debate, where I learned to apply storytelling skills to civic discussion and advocacy. Through debate and mock congressional sessions, I learned how to research, listen carefully, and express ideas clearly. These experiences strengthened my confidence in academic settings and helped me engage more fully in class discussions and collaborative learning. The most meaningful part of my artistic journey has been how it allowed me to impact others. I volunteered over 5,000 hours teaching theatre to younger students and mentoring peers through community and children’s theatre programs. Watching students gain confidence, find their voices, and take creative risks reminded me why the arts matter. One of the most impactful experiences of my high school career was mentoring a special-needs student in a science class. That experience reinforced the idea that communication—whether through art, education, or conversation—begins with patience, empathy, and understanding. My involvement in the arts also gave me opportunities to lead. I served as Co-President of the Cedar High Madrigals Choir, held leadership roles within Studio Reds Theatre, and worked as a paid professional actor with SimonFest Theatre Company. These roles taught me responsibility and professionalism, while showing me how leadership in the arts is about creating space for others to succeed. Being recognized as my high school’s Sterling Scholar in Speech & Drama and Fine Arts affirmed the importance of using creativity as a tool for service. I am passionate about theatre because it has shaped who I am and how I interact with the world. It has enhanced my life by giving me confidence, purpose, and direction, and it has allowed me to positively impact others through education, mentorship, and storytelling. As I continue my education, I plan to stay involved in the arts and use communication and creativity to uplift, educate, and connect the people around me.

Speech, debate, and drama have shaped my education in ways I never expected when I first stepped onto a stage as a young person. What started as a love for theatre gradually became the foundation for how I learn, lead, and connect with others. These programs taught me that communication isn’t just about performing well. It's about understanding people and using your voice with purpose. Through drama, I learned discipline and teamwork long before I realized those were “real-world” skills. Over the course of high school, I performed in more than fifteen productions, including seven lead roles, through children’s theatre, school programs, and community productions. Preparing for roles like Horton in Seussical meant weeks of rehearsal, collaboration, and accountability. Theatre taught me how much every individual matters to the success of a group, and how stepping into someone else’s story builds empathy. Those lessons carried into my classes and relationships in ways I still notice every day. Speech and debate helped me take those skills beyond the stage. Through competitive speech, debate, and mock congressional sessions, I researched legislation, wrote original speeches, and debated bills with my peers. I qualified for the Utah State Speech and Debate Competition for three consecutive years and earned multiple awards across different events. More importantly, debate changed how I approached school. I became more comfortable speaking up in class, more confident presenting ideas, and more open to listening to perspectives different from my own. Debate showed me that communication isn’t about winning — it’s about clarity, respect, and thoughtful advocacy. What made these programs truly meaningful was the opportunity to serve others. I volunteered over 5,000 hours with Cedar City Children’s Musical Theatre, teaching theatre to younger students and mentoring peers. Watching kids gain confidence through performance reminded me how powerful creative education can be. One of the most impactful experiences of my high school career was mentoring a special-needs student in a science class for a semester. That experience taught me patience, empathy, and the importance of meeting people where they are. It reinforced my belief that education and leadership start with understanding. I also have had opportunities to grow as a leader. I served as Co-President of the Cedar High Madrigals Choir, held leadership roles within Studio Reds Theatre, and helped lead fundraising efforts for community theatre programs. I was hired as a paid professional actor with SimonFest Theatre Company, which taught me professionalism and responsibility in a new way. This year, my senior year, being named my high school’s Sterling Scholar in Speech & Drama and Fine Arts at my high school is meaningful, not because of the title, but because it reflected years of commitment to the arts, leadership, and service. As I look ahead to college, I plan to stay involved in speech, debate, and drama through collegiate programs, leadership roles, and mentorship. Whether I pursue a future in education, law, or public service, I know these experiences will stay with me. Speech, debate, and drama helped me find my voice, and taught me how to use it to learn, lead, and serve others.