Living with Ehlers-Danlos Syndrome (EDS) has shaped every part of my educational journey, requiring me to adapt in ways I never expected. From a young age, I experienced joint instability, but as I have gotten older, my condition has progressed significantly. At 23, I now rely on forearm crutches to walk because my knees, ankles, and hips are too unstable to support me safely. I am currently being evaluated for a wheelchair to preserve the function I still have. In addition, I live with gastroparesis, a complication of EDS that has left my stomach paralyzed, making me reliant on a feeding tube for nutrition. These challenges do not pause for school. On a daily basis, I deal with significant pain and fatigue. To manage my energy, I often have to nap between my morning and afternoon classes just to be able to focus and perform well later in the day. Even with careful planning, my health is unpredictable. Over the past academic year, I have made frequent trips to the emergency room—on average once a week—and have been hospitalized for over a week three separate times. There have been moments when continuing my education felt uncertain. Falling behind due to hospital stays or medical episodes is one of my biggest fears. I worry that my grades will suffer, not because of a lack of effort, but because of circumstances outside of my control. Despite that fear, I have made a conscious decision not to let my condition take away my education. Instead, I have learned how to adapt. I complete assignments from hospital beds, stay in communication with my professors, and work in small, manageable increments when my energy is limited. My determination has allowed me to stay caught up, even under difficult conditions. Maintaining all A’s while managing a chronic illness has required discipline, flexibility, and persistence. While I take pride in my grades, I also recognize that I would not be where I am without the support of my professors, who have shown me kindness and understanding during some of my hardest moments. Living with EDS has changed my perspective on education and success. I have learned that resilience is not about ignoring limitations, but about working within them and continuing forward. My journey has taught me patience, self-advocacy, and the importance of persistence, even when progress feels slow. Receiving this scholarship would make a meaningful difference in my ability to continue my education. Managing a chronic illness comes with significant financial strain, including medical expenses and mobility needs. Financial support would help reduce that burden, allowing me to focus more on my academics and long-term goals rather than the stress of balancing both health and financial challenges. I am currently pursuing a degree in criminal justice with the goal of becoming a victim advocate. My experiences navigating complex systems while managing a chronic illness have given me a deep understanding of what it feels like to struggle and still push forward. I want to use that understanding to support others who feel overwhelmed, unheard, or alone. EDS has created obstacles in my education, but it has also strengthened my determination. I am committed to continuing my academic journey, no matter how difficult it becomes, and to using my experiences to create a positive impact in the lives of others.

Attending higher education is essential to achieving my goal of becoming a victim advocate because it provides me with the knowledge, skills, and credibility needed to effectively support individuals navigating the criminal justice system. More importantly, it gives me the opportunity to turn my personal experiences into meaningful action that can positively impact others. As a first-generation college student, I entered higher education without a roadmap. When I chose to pursue college, my family stopped supporting me, leaving me to figure out everything on my own. Moving out of Alaska to attend school in a completely different state made it clear that I was fully responsible for my future. At the same time, I have had to manage Autism, Tourette Syndrome, and Epilepsy, which has made my academic journey more complex and, at times, overwhelming. Despite these challenges, I have remained committed to my education because I understand how critical it is to the future I want to build. Through my coursework in criminal justice, I am gaining a deeper understanding of the legal system, victims’ rights, and the barriers many individuals face when seeking help. Higher education is not just teaching me theory, it is preparing me to navigate real-world situations with professionalism, empathy, and confidence. It is also helping me continue to develop essential skills, such as communication and self-advocacy, which I had to work hard to build. Learning how to speak with professors, ask for support, and manage large academic environments has already strengthened my ability to communicate effectively, something that will be crucial in my future career. My goal is to create a positive impact by becoming a victim advocate who ensures that individuals feel heard, respected, and supported during some of the most difficult moments of their lives. I want to work with people who may feel overlooked or intimidated by the system, including those with disabilities or those who do not have strong support systems. I understand what it feels like to navigate challenges alone, and I want to be the person who helps others feel less isolated. In addition to direct advocacy, I hope to contribute to creating more inclusive and understanding environments within the justice system. My experiences have shown me that many people are judged based on assumptions rather than their abilities or circumstances. I want to challenge that mindset by bringing awareness, empathy, and patience into the work I do. Earning my degree is not just about personal success, it is about creating opportunities to make a difference. My education will allow me to turn persistence into purpose and give me the tools to support others in meaningful ways. I am committed to using what I learn to advocate for those who need it most and to create a lasting, positive impact in my community.

As a first-generation college student, pursuing higher education has meant building a path entirely on my own. When I made the decision to go to college, my family stopped talking to me. They told me that my choice made them feel embarrassed, and from that point on, I no longer had their support. That experience forced me to grow up quickly and understand that if I wanted to succeed, I would have to rely on myself. The moment I truly realized I was on my own was when I moved out of Alaska and into a completely different state for school. I was in an unfamiliar place, navigating college life without guidance from family, while also managing Autism, Tourette Syndrome, and Epilepsy. Balancing those challenges with academics was overwhelming at times, and there were moments where I felt isolated and unsure of where to turn. During my technical degree program, I faced another defining challenge when I was told that I had only been accepted because the school received funding for enrolling disabled students, and that I was not expected to graduate. As someone already struggling with the transition to independence and lack of support, that statement could have easily discouraged me. Instead, it became motivation to prove that I belonged. Without a support system at home, I had to learn everything on my own, from navigating coursework to communicating with professors. One of the hardest skills I had to develop was learning how to advocate for myself. In large classes, it was intimidating to speak up, ask questions, or request extensions when I needed them. Over time, I pushed myself to have those conversations, even when it was uncomfortable. That ability to communicate and seek support became one of the most important skills I gained. Although my family was not present at my graduation, I was not alone. My professors stood beside me, supporting me every step of the way. When I graduated as valedictorian, it was a moment that represented not only academic success but everything I had overcome. One of my professors, who had supported me throughout my journey, became emotional as she gave me my cords and told me she had never doubted me. That moment reminded me that even without traditional support, there were people who believed in me and my potential. Now, as a sophomore pursuing a degree in criminal justice, my motivation is deeply personal. I want to become a victim advocate for individuals who feel unheard, unsupported, or alone in difficult situations. I understand what it feels like to navigate systems without guidance and to be judged based on assumptions. Because of that, I am committed to helping others feel seen, supported, and empowered. Being a first-generation student has taught me resilience, independence, and the importance of self-advocacy. My journey has not been easy, but it has given me a clear sense of purpose. I am not only working toward a degree I am building a future where I can make a meaningful difference in the lives of others who need someone in their corner.

What makes me a leader is not a title, position, or recognition, but the ability to persist through challenges, advocate for myself, and use my experiences to create impact for others. I have Autism, Tourette Syndrome, and Epilepsy, which means I have had to navigate not only academic expectations but also daily challenges that can be unpredictable and exhausting. These conditions have shaped how I learn, communicate, and manage stress, often requiring me to put in more time and effort than others to achieve the same results. Over time, I learned that leadership is not about having an easy path, it is about continuing forward even when the path is more difficult. In my academic journey, I encountered moments that tested both my confidence and my sense of belonging. One of the most impactful experiences occurred during my technical degree program, when I was told by someone that I had only been accepted because the school received funding for enrolling disabled students, and that I was not expected to graduate. Hearing that was painful, but it also became a defining moment for me. I realized I had to decide whether I would accept that narrative or prove, through my actions, that it was wrong. I chose to keep going. I worked through difficult semesters, managed my conditions while keeping up with coursework, and developed strategies to support my learning. I had to become more intentional with my time, break tasks into manageable steps, and advocate for the support I needed when challenges arose. Even when things were overwhelming, I refused to step back from my goals. That persistence led to one of the most meaningful achievements of my life: graduating as valedictorian. Standing on that stage and accepting my diploma was more than an academic accomplishment, it was a direct contradiction of every assumption that had been made about me. I remember that moment clearly, not only because of the achievement itself, but because of what it represented. One of my professors, who had supported me throughout my program, gave me my cords with tears in her eyes during graduation. She told me she had never doubted me and that the extra time she spent helping me was worth every moment. That experience helped me understand another side of leadership: the ability to allow others to invest in you, grow alongside you, and witness your progress. Now, as a sophomore pursuing a degree in criminal justice, I continue to face challenges, but I approach them with a different mindset. I understand that leadership is not about being unaffected by difficulty, but about how you respond to it. I may not always be at the top of my class, but I remain committed to showing up, working hard, and improving steadily. My goal is to become a victim advocate. I want to use my experiences to support people who feel unheard or underestimated, and to help them navigate systems that can feel overwhelming or intimidating. I believe leadership is rooted in empathy, persistence, and the willingness to turn personal challenges into purpose. To me, being a leader means refusing to be defined by expectations others place on you, and instead defining yourself through growth, resilience, and the impact you choose to have on others.

One of the most defining challenges I have faced is not just living with Autism, Tourette Syndrome, and Epilepsy, but learning how to keep moving forward in environments where I was often underestimated before I even had the chance to prove myself. During my technical degree program, I worked hard to keep up academically while also managing the daily realities of my conditions, unexpected fatigue, sensory overload, and medical episodes that could interrupt my focus without warning. I did not ask for special treatment; I asked for the chance to be seen for my effort and commitment. Still, I often felt like I was being measured more by assumptions than by my actual work. The moment that challenged me the most came when I was told something that stuck with me deeply. Someone said I had only been accepted into my program because the school received funding for accepting “disabled students,” and that there was an expectation I would not finish my degree. Hearing that was painful, but it also created a turning point in how I viewed myself and my goals. I had two choices: internalize that belief or prove, through consistent effort, that it was wrong. I chose to keep going. I pushed through difficult semesters, long nights of studying, and moments where my conditions made even basic tasks harder. I learned how to structure my work differently, how to advocate for what I needed, and how to keep showing up even when it would have been easier to step back. Over time, I stopped seeing myself as someone who had to “overcome expectations” and started seeing myself as someone building a future on my own terms. That mindset came into full focus at graduation. I remember standing on stage, accepting my diploma as valedictorian. In that moment, everything that had been said about me earlier felt distant and small compared to what I had actually accomplished. One of my professors, someone who had supported me throughout my program, gave me my cords with tears in her eyes. She told me she had never doubted me and that the extra time she spent helping me had been worth every moment. That validation meant more to me than any label or assumption I had heard before. Now, as a sophomore pursuing a degree in criminal justice, I continue to face challenges every day, but my perspective has changed. I understand my limits better, but I also understand my strengths more clearly. I use structure, persistence, and self-awareness to stay on track, even when things are difficult. My goal is to become a victim advocate. I may not always be at the top of my class, but I am committed to becoming the best advocate I can be for people who need to be heard and supported. My experiences have taught me that determination is not about being unaffected by challenges, it is about continuing forward with purpose despite them. I refuse to be defined by assumptions or statistics. Instead, I choose to be defined by growth, persistence, and the impact I will have on others in the future.

I am working to address the important social issue of how victims are treated and heard within the criminal justice system. Too often, individuals who have experienced harm feel overlooked, misunderstood, or unsure whether their voices truly matter. In many cases, the focus of the system is placed on evidence, procedures, and outcomes, while the emotional needs of victims are not always prioritized. My goal is to help change that experience by becoming a victim advocate and ensuring that people going through some of the most difficult moments of their lives feel supported, respected, and believed. This issue is personal to me because of my own experience with a victim advocate. At a time when I felt scared, overwhelmed, and unsure of how to process what had happened, I was given support by someone who truly listened. She told me that what happened to me was not my fault and that every emotion I was feeling was valid. That simple act of reassurance had a lasting impact on me. It made me feel seen and understood in a way I had not felt before. More importantly, it showed me that support within the justice system can make a meaningful difference in how someone begins to heal. That moment is what inspired me to pursue a career where I can provide that same sense of safety and validation to others. Currently, I am working toward earning a degree in criminal justice as the first step toward my career goals. After completing my bachelor’s degree, I plan to work as a victim advocate while continuing my education toward a master’s degree. I also intend to expand my knowledge into forensic analysis so I can better understand both the emotional and investigative sides of the justice system. I believe that combining these areas will allow me to contribute in a more complete way, supporting victims while also understanding how cases are built and handled. My approach to addressing this social issue begins with individual impact. I recognize that I cannot fix the entire justice system on my own, but I strongly believe that meaningful change often starts on a personal level. By treating each person with empathy, patience, and respect, I can help ensure that victims feel heard and supported during a time when they may feel vulnerable or isolated. Even small actions, such as actively listening, validating someone’s feelings, or explaining a process clearly, can make a significant difference in how a person experiences the justice system. In addition, I hope to contribute to a broader culture of compassion within the field. By working alongside other professionals and modeling respectful communication with victims, I want to encourage a system where people are not only processed through legal steps but are also cared for as individuals. I believe that justice should include both accountability and humanity. Ultimately, my goal is to help create a justice system where victims feel empowered to speak, confident that they will be heard, and supported throughout the process. I want to be part of a field that does not only seek justice in legal terms, but also recognizes the importance of healing, dignity, and respect. I am committed to being part of that change through my education, my career, and my dedication to serving others.

I am a member of the Haida tribe and grew up in my village of Hollis, Alaska, where my culture was not just something I learned about, but something I lived every day. From a young age, I was deeply involved in my community and surrounded by traditions that connected me to my people and the land. I spent time picking berries to make jam, gathering devil’s club to create medicine, and participating in potlatches, powwows, and bonfires that brought our village together. Holidays were not just celebrated within individual families, but as a whole community, which created a strong sense of belonging and unity. Even in school, we were taught cultural practices such as beading and making jam and jelly, which reinforced how important it was to preserve and pass down our traditions. My naan also played a meaningful role in my upbringing by teaching older youth how to make medicine from natural ingredients, showing us the importance of knowledge, patience, and respect for nature. Since moving away from my village, the transition has been more difficult than I expected. Being away from that environment has made me realize just how much my identity is tied to those experiences. There is a noticeable difference in daily life, especially in the way community and culture are practiced. Even small things remind me of home, for example, I cannot bring myself to enjoy store-bought jelly because it does not taste the same as what I grew up making. While that may seem like a small detail, it represents a deeper feeling of disconnection from my traditions and the lifestyle I once knew. Adjusting to a new environment has challenged me, but it has also made me more appreciative of where I come from and more determined to hold onto those values. Being Haida has shaped the way I see the world and the way I treat others. In my culture, children and elders are a priority and are treated with the highest level of respect, care, and protection. Those values have stayed with me and continue to guide how I interact with people and how I approach my future. They have influenced my desire to pursue a career where I can help and support others, especially those who may feel unheard or vulnerable. I carry with me the lessons of community, respect, and compassion that were instilled in me growing up, and I hope to reflect those values in both my personal life and future career.

I decided to pursue a career in criminal justice because of a personal experience that changed how I view the justice system and the people within it. During a difficult time in my life, I felt overwhelmed, scared, and unsure of how to process what had happened to me. What made a lasting difference was the support I received from a victim advocate. She told me something simple but powerful, that what happened to me was not my fault, and that every feeling I had was valid. In that moment, I felt heard and understood in a way I had not before. That experience stayed with me and ultimately shaped my decision to pursue a path where I could provide that same sense of support and reassurance to others. Through that experience, I realized that the justice system is not only about laws and procedures, but also about people. Victims often enter the system at one of the most vulnerable moments of their lives. Having someone there who listens without judgment and offers guidance can make a significant difference in how they heal and move forward. I want to be that person for others. This is what motivated me to pursue a degree in criminal justice and focus my career on victim advocacy. My current plan is to earn my bachelor’s degree and begin working as a victim advocate while continuing my education toward a master’s degree. In the long term, I hope to move into the field of forensic analysis. I believe that combining these two areas will allow me to contribute to the justice system in multiple ways, by supporting victims emotionally and ensuring that evidence is handled with accuracy and care. Both roles require attention to detail, strong communication skills, and a commitment to fairness, all of which I am dedicated to developing through my education and experience. I intend to positively impact society by helping create a space within the justice system where victims feel heard, respected, and valued. Too often, victims feel ignored, silenced, or unsure if their voices matter. I want to change that experience, even if it is on an individual level. I understand that I alone cannot fix every issue within the system, but I believe that meaningful change often begins with small, consistent actions. If I can help even one person feel supported, understood, and less alone during a difficult time, then I know I am making a difference. In addition, by eventually working in forensic analysis, I hope to contribute to the accuracy and integrity of investigations. Ensuring that evidence is properly collected and analyzed plays a critical role in achieving justice. By combining compassion for victims with a commitment to factual accuracy, I want to be part of a system that not only seeks the truth but also treats people with dignity. Ultimately, my decision to pursue this field is rooted in both personal experience and a desire to give back. I want to take what I was given during a difficult moment, support, understanding, and reassurance, and pass that on to others. Through dedication, education, and empathy, I hope to make a positive and lasting impact on the individuals and communities I serve.

Hello, my name is Victoria and for the last 23 years i have been navigating life through many illnesses. I am starting school in August to be a nurse. This has been a passion of mine since i was 12 i had a amazing nurse who knew about tourette syndrome and epilepsy, and stood up for me when other nurses were being cruel. She never once left me alone. This nurse did many things for me, she reminded me that there is nothing wrong with me, that having tourette syndrome didnt make me a bad kid, or it didnt make me unruly. She told me to never appologize for being me, she coached me through what to say when peers were being cruel, and after ever seizure she sat with me until i came around enough to be comfortable. Thats when i decided i wanted to be her, i wanted to help people in need, not just medically. But emotionally too. There were so many days i spent alone in the hospital, so many times i heard nurses and doctors say how they wished i could be moved, that it was inconvienent. I want to ensure that the patients i help will never feel that way, nobody deserves to feel like a burden, or like they are a problem or that they deserve less care then the next. This nurse from 10 years ago did more for me them i will ever be able to tell her and she did it with love and kindness. I also watched her teach new nurses with patience. She let them do small proceedures and talked them through it, gave them chances to ask questions, she was patient and wanted to train other nurses to be patient and kind. Thats a big thing. I am the first person in my family to go to college and ive already graduated a technical program, over the last 3 years i have navigated being a caregiver for my grandmother, and adapting to my own new medical devices. My family has complex trauma, generational because we are alaska native, but also drug addiction and alcoholism, growing up with this and adapting to my own challenges ive decided my goal is to be either a Trauma nurse, pediatcric neurology nurse, or a pediatric nurse. I love working with kids. That age range i founf my passion, thats also the age when i really needed someone. Hopefully one day i can be that nurse to both help a family and a kid.