There was a point in high school when I realized that if I did not start taking care of my mental and emotional health, I would not be able to reach the goals I had set for myself. Growing up in a home where my father struggled with mental illness and alcoholism meant that life was unpredictable. There were nights filled with yelling and tension, and days when I carried that stress with me to school. I thought that if I just kept pushing forward and pretending to be fine, I could get through it. But I started to notice that I was tired all the time, easily overwhelmed, and constantly feeling on edge. One day, after breaking down in the middle of class, I realized I could not keep living like that. I decided to talk to my school counselor. For the first time, I opened up to someone about what was going on at home. She listened without judgment and helped me see that my mental health was just as important as my grades or my responsibilities. That was the moment I made my well-being a priority. I began setting small boundaries at home. I started carving out time every day to be alone and do things that calmed me, like journaling, reading, or walking outside. I learned how to say no when I was overwhelmed, even if it meant missing out on something. I also became more intentional about surrounding myself with friends and mentors who supported me and made me feel safe. It was not an overnight change, but over time I began to feel stronger, more focused, and more in control of my own life. That experience taught me that taking care of my mental and emotional health is not a luxury, it is a necessity. If I do not take care of myself, I cannot be the best version of me for school, work, or my future students. It also taught me that asking for help does not make me weak. In fact, it is a sign of strength to recognize when you need support. Now, as I prepare to start college and pursue my degree in Elementary Education, I carry those lessons with me. I know there will be challenges ahead, but I also know how to protect my peace, manage my stress, and ask for help when I need it. This balance will allow me to succeed academically while still caring for myself, so that one day I can be the kind of teacher who not only educates children but also shows them the importance of valuing their own well-being.

My name is Zakiya Davis and I just graduated from Raytown South High School. This fall I will be starting my next chapter at the University of Missouri Kansas City where I plan to major in Elementary Education. I have dreamed about becoming a teacher for as long as I can remember, not just because I love working with children, but because I want to make a difference in the kinds of communities that shaped me. Growing up, life was far from easy. No one in my family had ever graduated from high school. Education was not something we talked about at home. Instead, we faced constant financial struggles and an environment filled with instability. My father struggled with mental illness and alcoholism. Some days the yelling felt endless. Other days the anger turned physical. There were times I felt small, unseen, and unsure of what my future could hold. But somewhere deep down, I knew I wanted more. School became my escape. It was the place where I could focus on my goals, where I felt safe, and where I could imagine a better life. I poured myself into my work, determined not to let my home life define my future. Walking across the stage to get my high school diploma was not just a personal victory. It was proof that I could break the cycle that had held my family back for generations. It was the first step toward the life I am building now. I chose elementary education because I know how powerful those early years are for a child. They shape confidence, spark curiosity, and plant the seeds for what a child believes they can become. I want to be the kind of teacher who sees every child, who listens, and who reminds them daily that they are capable of great things. I want to work in urban schools because I understand the challenges those students face. I know what it feels like to question your own worth, and I want to be the person who reminds them that they matter and that their dreams are worth fighting for. My passion comes from a place of pain, but it has turned into something beautiful. Every hardship I have faced has made me more determined to help others find hope and purpose. I want my story to be proof to my future students that no matter where you come from, you can still create the life you dream of.

My name is Zakiya Davis and I have recently graduated from Raytown South High School. This fall I will be attending the University of Missouri Kansas City where I plan to major in Elementary Education. My dream is to become a teacher who works in urban schools, giving back to the communities that raised me and helping students who, like me, may be facing difficult circumstances. I chose elementary education because I believe the early years of a child’s life are some of the most important. Children are full of potential, but they need the right guidance, encouragement, and belief in them to help that potential grow. I want to be the kind of teacher who sees a student not only for where they are now, but for everything they can become. I know how much it matters to have someone believe in you because for much of my life that belief was something I had to create for myself. I grew up in a home where financial struggles were constant and stability was rare. No one in my family had ever graduated from high school, so education was not something I saw celebrated at home. But I knew I wanted something different for myself. I pushed through challenges, including dealing with a mentally ill alcoholic father, and I worked hard to stay focused on my goals. Earning my diploma was a milestone not just for me but for my entire family because it showed that the cycle could be broken. Now, as I step into college, I know it will bring new challenges both academic and financial. While I am deeply committed to my studies, the cost of tuition, books, and basic living expenses is overwhelming. This scholarship would help relieve some of that financial pressure, allowing me to focus more on my coursework and field experiences rather than constantly worrying about how to pay for the next semester. It would also help cover expenses for resources and tools I will need as a future educator such as teaching materials, classroom supplies, and professional development opportunities. More importantly, receiving this scholarship would be a reminder that there are people and organizations who believe in me and in the work I want to do. That support would strengthen my determination to succeed and to give back to others. My ultimate goal is to return to schools in underserved areas and help students believe in themselves the way I have learned to believe in myself. I want to be a steady presence for children who may not have that stability at home, to show them that their voices matter and that their dreams are possible. This scholarship is not just financial assistance. It is an investment in my future and in the futures of the students I will teach. It will help me continue moving forward toward my degree and toward a career where I can make a meaningful difference every single day.

Professor Harold Bloom’s line about teaching is simple and honest. To bring a student to a sense of his or her own presence means helping that child notice who they are, feel that they belong, and understand that their thoughts and feelings matter. It is about helping them come into the room and know that they are seen. For students with special needs that sense of presence is often fragile. Many have been told, quietly or loudly, that they do not fit the mold. My passion for special education comes from wanting to change that story for every child I teach. I would guide my students toward that presence by starting with relationship. Before any lesson plan or assessment, I want to sit with a child, listen to them, watch how they play, and learn what lights them up. Trust opens doors. When a child feels safe, they take small risks. Those small risks add up to big growth. I plan to build classrooms where routines are consistent, expectations are clear, and every child can predict what will happen next. Predictability calms anxiety and creates space for learning and connection. I teach from a strengths based perspective. Instead of beginning with what a child cannot do, I begin with what they love and do well. If a child is fascinated by trains, I will use trains to practice reading, counting, and social skills. If a child draws quietly, I will invite their drawings into group discussions. Celebrating tiny wins is part of helping a child feel present. A student who saw themselves as invisible will begin to see themselves as someone who contributes. Practical supports matter. I will use visuals, movement breaks, sensory tools, and assistive technology so communication is never stalled by a lack of the right tool. I will teach self advocacy in age appropriate ways so students learn to name what they need and to ask for it. I will work closely with families so home and school speak the same language about goals and supports. I will collaborate with therapists and counselors so care is coordinated and consistent. My mission is also to help students find voice within the bigger community. I want them to stand for themselves at an IEP meeting, to share a project in front of peers, or to ask for help when they need it. Presence is not only feeling seen but knowing you can act on the world. I will design lessons that mix academic skills with emotional skills, such as naming feelings, solving conflicts, and asking for help. If I tell this as a small fairy tale I would be a gardener in a crowded city garden. Each child would be a different plant. Some need more sunlight, some need extra shade, some need gentle support to grow straight. I would spend mornings checking soil, learning each plant’s rhythm, and giving exactly what it needed. Over time the garden would fill the block with color and sound. People who walked by would stop and say how alive the garden is. The plants would stand tall because someone believed in them and cared for them every day. That is what I want to do in my classroom. I want to help students learn who they are, feel rooted, and then step into the world with confidence and purpose.

I believe that early childhood development is one of the most important building blocks for a child’s future. The skills, habits, and confidence that children gain during their early years can set the tone for their entire educational journey. My plan to support early childhood development is to become an elementary school teacher who focuses not just on academics but also on emotional and social growth. I want my classroom to be a place where every child feels seen, heard, and valued. I will use interactive and engaging teaching methods that encourage curiosity and problem-solving. I want my students to learn how to think critically, work together, and believe in themselves. My approach will include lessons in reading, writing, and math, but I will also focus on building resilience, empathy, and confidence. I know that children thrive when they feel safe and supported, so my goal is to create a welcoming environment that allows them to take risks, make mistakes, and grow from them. I also believe strongly in working closely with families. Early childhood development is most effective when parents, guardians, and teachers work as a team. I will maintain open communication with families and connect them with resources that can help support their children’s learning at home. By building trust and partnership with families, I can help create a strong support system for each child. My decision to go into this field comes from both my personal experiences and my work in my community. Growing up, I saw many children around me struggle because they did not have the resources or encouragement they needed. In my own life, I faced challenges at home, and I know how much of a difference it makes when a teacher believes in you. I was lucky to have educators who encouraged me and gave me hope when I needed it most. Through volunteering with children’s programs at my church, I discovered how much joy I find in working with kids. I loved watching them grow, seeing their eyes light up when they learned something new, and helping them overcome challenges. Those moments showed me that teaching is not just a career for me, it is a calling. My goal is to work in urban areas to give back to the kind of community that raised me. I want to be the teacher who helps a child believe in their future, even when their present is difficult. By focusing on early childhood development, I hope to build a strong foundation that will carry my students forward for the rest of their lives.

My involvement in my church has shaped not only my faith but also my understanding of what it means to serve others. From the time I was young, it has been a place where I felt supported, encouraged, and surrounded by people who genuinely cared about me. It became more than a place of worship. It was a second home, a place that taught me how powerful kindness and compassion can be. Some of my earliest experiences with service happened through food drives. I can still picture myself standing in the fellowship hall, surrounded by tables full of canned goods and volunteers sorting boxes. At first, I thought I was just helping organize supplies. But as I got older and started delivering those boxes to families in need, I realized it was about much more than food. It was about dignity. It was about looking people in the eyes, offering a smile, and letting them know they were seen and valued. That simple human connection often meant as much as the food itself. I also had the privilege of serving in children’s programs like Sunday school and vacation Bible school. Working with kids made me realize how much joy I found in teaching and encouraging young people. I remember one little girl who was so shy she barely spoke during the first day of class. By the end of the week, she was running around with friends, laughing, and joining in every activity. Watching her confidence grow made me realize I wanted to create that same safe and encouraging space for children in my future career. Through these experiences, I learned that service is not something you do once and move on from. It is about showing up again and again, even when it requires time, energy, or sacrifice. The needs in a community do not disappear after the holidays, and the call to care for others is constant. These lessons will guide me as I work toward becoming an elementary school teacher. I want to serve in urban areas, giving back to the kind of community that raised me. I want to notice the quiet student who might be struggling, connect families to resources, and create a classroom where every child feels important. My church taught me that service is about love in action. That lesson will always be at the heart of who I am and what I do.

If I could create a class that every student from kindergarten through twelfth grade would be required to take, it would be a class called “Life Skills and Emotional Wellness.” This class would focus on teaching students practical skills for everyday life while also giving them tools to understand and care for their mental and emotional health. From my own experiences, I know how important it is to prepare students for more than just academic success. Growing up, I faced challenges at home that were not discussed in school. I dealt with emotional stress, financial struggles, and situations that left me feeling unsure of how to cope. While I learned subjects like math and science, I was not given many opportunities to learn how to manage emotions, resolve conflicts, or take care of my mental health. I believe that if students had a safe space to learn and practice these skills, they could feel more prepared to handle life’s challenges both inside and outside the classroom. In the early grades, the class would focus on basic emotional awareness. Children would learn how to name their feelings, express them in healthy ways, and treat others with kindness and empathy. As students got older, the class would include lessons on communication, healthy relationships, time management, and problem solving. In middle and high school, it would cover topics like stress management, financial literacy, and how to access resources for mental health support. The class would also help break the stigma around talking about emotions and mental health. Students would see that needing help is normal and that taking care of your mind is just as important as taking care of your body. This is especially important for students from communities where mental health is not openly discussed or where resources are harder to find. I believe the impact of this class would be long lasting. Students would leave school not only with academic knowledge but also with the skills to handle stress, build healthy relationships, and take control of their futures. It could reduce bullying, improve student focus, and even help identify when someone is in crisis before it becomes too late. My hope is that by normalizing conversations about emotional wellness from a young age, we could raise a generation that is more compassionate, resilient, and better prepared for life. Education should prepare us for more than just tests, and a class like this could give every student the tools to thrive.

My name is Zakiya Davis and I am a graduate of Raytown South High School. This fall I will attend the University of Missouri Kansas City to study elementary education. My dream is to become a teacher and work in urban communities so I can give back to the neighborhoods that raised me. While teaching is my passion, my life experiences have also shaped a deep commitment to supporting African American women who are impacted by domestic violence and substance abuse. I grew up with a father who struggled with alcoholism and severe mental health issues. His drinking often made him angry and unpredictable. There were many days when our home was filled with constant yelling, insults, and tension. Sometimes his anger turned physical, and I found myself feeling unsafe in my own home. It was not just me who experienced this. Everyone around him was affected, and the emotional wounds it caused ran deep. Living in that environment taught me how damaging substance abuse and untreated mental illness can be, not just for the person struggling but for the entire family. I learned that domestic violence is not always visible from the outside and that the scars it leaves are not only physical but emotional. For African American women in particular, there can be added layers of stigma, fear, and limited access to culturally sensitive resources. When I go to college, I plan to use my education to help change that. As a teacher, I will be in a unique position to notice when a child is living in an unsafe or unstable home. I want to create a classroom environment where students feel safe enough to share what they are going through and where I can connect families with community resources. I believe schools can be a bridge between families in crisis and the organizations that can help them, but that requires better coordination and communication between educators, social workers, and local programs. My goal is to advocate for more training for teachers on how to recognize and respond to signs of domestic violence and substance abuse. I also want to work with community leaders to ensure African American women have access to supportive services that understand their unique challenges. By combining my role in education with community partnerships, I hope to improve care, strengthen communication, and help break the cycles of abuse that I have seen destroy too many families.

My name is Zakiya Davis and I am a proud graduate of Raytown South High School. This fall I will be attending the University of Missouri Kansas City to study elementary education. I have always dreamed of becoming a teacher because I want to inspire children to believe in themselves and reach their full potential. I am especially passionate about working in urban communities to give back to the neighborhoods that raised me and to help children who are facing many of the same challenges I experienced. One issue that has become very important to me over the past few years is mental health. I believe that as a society we still have a long way to go in ending the stigma surrounding it. Too often mental health struggles are treated as weaknesses or things that should be kept secret. Because of this, people who are struggling sometimes feel ashamed or afraid to ask for help. I think the first step to ending this stigma is creating open and honest conversations. When people hear others speak about mental health without shame, it sends the message that it is okay to talk about it and to seek help. Another important step is education. Many people simply do not understand what mental health really is or how it affects daily life. Schools, workplaces, and community organizations can play a big role by offering workshops, sharing resources, and teaching people how to recognize signs of mental health challenges in themselves and others. Education also helps people learn how to be supportive instead of judgmental when someone is struggling. Representation is also powerful. When public figures, teachers, leaders, and everyday people share their own experiences with mental health, it shows that these challenges can happen to anyone and that recovery and management are possible. This can make others feel less alone and more willing to speak up. As a future teacher, I want my classroom to be a place where students feel safe sharing how they feel. I will encourage conversations about emotions and coping skills, and I will let my students know that it is okay to ask for help. I believe that if we start these conversations early and make them normal, we can raise a generation that sees mental health as just as important as physical health. Ending the stigma around mental health will take time and effort, but it begins with understanding, compassion, and the willingness to speak openly. I plan to be part of that change in both my college years and my career as an educator.

For as long as I can remember I have been drawn to the idea of becoming a teacher. Part of that comes from my belief that education is one of the most powerful tools we have to change lives. The other part comes from my own experiences growing up in a low-income community where many children, including myself, often felt overlooked. I know what it is like to be a student who wonders if anyone believes in you, and I also know how life changing it can be when someone does. When I was in elementary school I had a teacher who completely changed the way I saw myself. Her name was Mrs. Williams and she taught my fourth grade class. At the time I was a quiet and shy student who did my best to stay in the background. I completed my schoolwork but I never thought of myself as special or talented. Mrs. Williams noticed me in a way no teacher ever had before. She would pull me aside to tell me she was proud of my hard work and that she could see me doing great things in the future. She encouraged me to speak up more in class and pushed me to believe that my ideas mattered. Those small moments of encouragement might not seem extraordinary to some people but for me they were everything. She planted a seed of confidence that kept growing long after I left her class. Looking back I realize that she did not just teach me reading, writing, and math. She taught me to believe in myself and to see my own potential. That is exactly what I want to do for my future students. I am especially passionate about working in urban schools because I want to give back to the kind of community that raised me. I know that many students in these areas face challenges outside of the classroom that can affect how they perform in school. I want to be a teacher who not only educates but also supports, uplifts, and inspires. Teaching is more than a profession to me. It is a calling. It is the chance to change lives, to open doors for young people, and to help them see a future they may have never imagined for themselves. My goal is to be for my students what Mrs. Williams was for me, a constant reminder that they are capable of great things and that their dreams are worth chasing.

My name is Zakiya Davis and I am a proud graduate of Raytown South High School. This fall I will begin a new chapter of my life as I attend the University of Missouri Kansas City to major in elementary education. For as long as I can remember, I have dreamed of becoming a teacher. The thought of standing in a classroom one day, helping young children discover their potential and believe in themselves, fills me with purpose. Teaching is not just a career path for me. It is the way I want to make my mark on the world. I come from a background that has shaped me into the determined and resilient person I am today. My family has always struggled financially and no one before me has ever graduated from high school. Growing up, I saw firsthand how difficult life can be without education and opportunity. I watched people I love work long hours just to keep the lights on, yet still face constant hardship. It was in those moments that I made a promise to myself that I would not let this be my future. I knew that in order to build a better life, I had to start by earning my diploma and then my college degree. Graduating high school was not an easy journey. There were times when it felt like the challenges in front of me were too big to overcome. I had moments of doubt, wondering if I could really break away from the patterns I had grown up seeing. But every time I felt discouraged, I thought about the kind of future I wanted. I thought about having a career I love, being financially stable, and creating a life where I could help others. That vision kept me moving forward one step at a time. College, to me, is more than just the next step in my education. It represents the breaking of a cycle that has existed in my family for generations. It is a symbol of hope not only for myself but for the people who look up to me, including family members, younger cousins, and children in my community who might one day face the same challenges I have. By pursuing a degree in elementary education, I am not only building my own future, I am preparing to invest in the futures of countless young people. I believe that teachers have one of the most important jobs in the world. A teacher can change the course of a child’s life simply by believing in them, encouraging them, and showing them that they matter. I want to be that person for my students. I want to be the teacher who sees potential in every child, even the ones who may feel overlooked or underestimated. I want to create a classroom that feels safe, welcoming, and inspiring, a place where children are excited to learn and confident enough to dream big. When I think about where I want to teach, I know in my heart that I want to work in urban areas, specifically in the kind of communities that raised me. I want to give back to the neighborhoods and families who shaped me and help children who are growing up facing many of the same challenges I experienced. I understand how much representation matters and I want my students to see a teacher who understands them, who has walked a similar path, and who can show them that their circumstances do not define their future. Going to college is my chance to gain the knowledge, skills, and experience I need to make this vision a reality. At UMKC, I will be surrounded by professors, mentors, and peers who will help me grow not just as a student but as a future educator. I am ready to work hard, ask questions, and take advantage of every opportunity that comes my way. This scholarship would mean more to me than words can fully express. Coming from a low-income family, paying for college is a significant challenge. Without financial assistance, I would have to divide my time between working long hours and trying to keep up with my studies, which would make it harder to give my full attention to my education. Receiving this scholarship would relieve some of that financial pressure, allowing me to focus on my classes, gain teaching experience, and participate in opportunities that will prepare me for my career. In the long run, the impact of this scholarship would extend far beyond my own life. It would help me become the first person in my family to graduate from college, which I know would inspire others in my family and my community to believe that higher education is possible for them too. More importantly, it would help me step into the classroom as a confident, prepared, and passionate teacher who is ready to make a difference in the lives of students in urban communities. My goal is to use my education to break barriers, open doors, and encourage young people to see the greatness within themselves. I want my life to be proof that no matter where you start, you can achieve something extraordinary. This scholarship would not only bring me closer to that dream, it would help me inspire others to chase their own.

I have always known I wanted more for my life. I grew up in a very poor family, and no one before me had ever graduated from high school. I saw people I love work themselves to exhaustion and still struggle just to pay bills and put food on the table. From a young age, I understood that if I wanted a different future, I would have to create it for myself. Education became my way forward. There were many times when it would have been easier to give up. I faced challenges both at home and at school, and sometimes it felt like the odds were stacked against me. Still, I kept reminding myself that earning my diploma would be more than just a personal achievement. It would be proof that I could break the cycle and open new doors for myself and for the generations that come after me. Graduating from Raytown South High School has been one of my proudest accomplishments, and it has only fueled my determination to keep going. I will be attending the University of Missouri Kansas City to pursue my dream of becoming an elementary school teacher. Teaching is more than a career goal for me. It is a calling. I want to inspire children, encourage them to believe in themselves, and show them that no matter where they come from, they are capable of great things. This scholarship will help lift the financial weight of college off my shoulders and allow me to focus fully on my education. It will bring me closer to becoming the first person in my family to graduate from college and to achieving my dream of making a difference in the lives of my future students.