Climate change, pollution and the loss of biodiversity are not isolated environmental crises, but they are interconnected systems that have have long prioritized profit over sustainability, and domination over harmony creating the public health emergencies we currently experience. From respiratory diseases caused by air pollution to the spread of vector-borne diseases in warming climate it all shows the connection between human health and planetary health. As a student in the MPH program in Environmental and Occupational Health and intersectional environmental activist, I’ve think about ourselves as not isolated from our environment and more-than-human world, our health is directly tied to the well-being of ecosystems, animals and more. It is important that we reimagining our relationship with the environment, rooted in reciprocity, respect and care, to build resilient communities and a just future. At Drexel University, I co-lead this past terms, SJF Drexel, a student-led initiative that advocates for integrating climate change education as a core competency for all students, regardless of discipline. We aim to equip the next generation with the knowledge and tools needed to become climate solutionists, scientifically informed, community-rooted, and equity-driven leaders for a sustainable future. Because imagine if every major offered a course that not only acknowledged realities of climate change but also explored the specific ways studies in that field could make an impact. What if computer science students learned how to design energy-efficient algorithms or climate simulation models? What if nursing students were trained to recognize and respond to climate-related health conditions? What if video game designers were empowered to create immersive experiences that teach climate literacy or model sustainable futures? and this is just an example. In parallel, my work with Latinas por el Clima has focused on decolonizing our understanding of environmental justice. Climate change cannot be addressed without recognizing its roots in colonization and extractive economies that have devastated Indigenous lands and erased ancestral ecological knowledge. Through this collective, I advocate for centering the voices of Latin American women and Indigenous communities in climate discourse. We challenge the narrative that frames the Global North as the sole innovator and savior in climate solutions. Instead, we uplift ancestral knowledge systems, community-based practices, and grassroots organizing as powerful, place-based strategies for climate resilience. Looking ahead, I want to pursue a career in environmental policy and planning that integrates science, storytelling, and justice. I want to shape policies that not only reduce reduce emissions but also address environmental racism, support Indigenous sovereignty, and restore biodiversity. I envision working at the intersection of public health, climate adaptation, and environmental equity, to develop inclusive frameworks that center marginalized communities.

It takes one's world collapsing apart for the most beautiful image to be built up from the broken pieces of remnants; this is how I would describe this process. As we see in today's world, we are not prepared for health diseases spreading around the globe, as not only the peoples' well-being was affected but also the childrens' education, countries' economies, and so much more; therefore there is a need to develop a plan of prevention from this to be scaled globally. This is my evaluation of today's world, but my mentality as a public health major student was something that I developed through my high school journey. When I started high school, a specific student association called Creciendo con Zaragoza quickly captured my attention. They explained that their primary focus was to provide tools for General Zaragoza's inhabitants, a little town in the southeastern part of my state, to create sustainable communities through joint action between volunteers and residents. Their compromise with community service was so inspiring that it made me think of what impact I want to have on friends, other students, and the community in general. This was the first stage of my path through self-discovery. So, In my perseverance to achieve it, I became a volunteer. Throughout the semester, I participated in diverse activities, including producing a nutritional supplement that helps children with famine, creating handbooks for community leaders who later go to the communities and become their teachers for a certain period, and the renovation of the town's school. That December of 2018, we went on a winter trip to Zaragoza. It was something unknown, but at the same time, something so exciting. We went to a few different communities to give out gifts, and one of the volunteers was dressed as Santa. Before we went, we started a fundraiser in our school; it was so beautiful to see the kid's faces when they saw that they were receiving gifts for Christmas. We also made different activities with science topics and cooking seminars with the mothers in the community, and I could never get tired of seeing the look in every child to see how excited and attentive they were. These were only two of the different activities we did, but It was amazing to see what a group of young people could do in a tangible way for society, and I found out how I could make a difference as a high school student. This experience has encouraged me to start searching for solutions to the problems in the communities surrounding me. For example, a personal project that I started in 2020 called "Cumpliendo Sueños" helped around 100 children from 4 different institutions. In addition, to one institution, we supplied all the food and cleaning supplies for a month and fifty backpacks for the children in a community near the area.