Using Education for Global Impact by NaQwanda

Using Education for Global Impact by NaQwanda - May 2025 Scholarship Essay

If I had unlimited time and money, I’d want to help people—especially those who’ve been overlooked, unheard, or left behind. School has taught me a lot over the years—facts and figures, yes—but more importantly, it’s given me tools. Tools to think critically, solve problems, work with others, and understand how the world works, or sometimes, how it doesn’t. If I could use what I’ve learned to make a difference, I’d focus on these things: expanding access to quality education, and pushing for real social reform—especially around youth violence. Each of these areas affects the others, and together, they hold the potential to create lasting change.

Education has shaped who I am. But I also know that for millions of people around the world, access to a good education isn’t a given—it’s a privilege. If I had the resources, I’d start by helping close that gap. I’d build schools in places that need them most and make sure those schools had trained teachers, safe environments, and real support for students to thrive. And I wouldn’t stop at traditional education. I’d invest in technology that makes learning accessible to kids in remote areas—providing devices, internet, and online platforms in local languages. I'd create programs that teach not just math or reading, but also how to think, how to problem-solve, and how to take care of mental health. I’d want every child to have the chance to discover their strengths, chase their interests, and imagine a future beyond survival.

School introduced me to the science behind climate change—but also to the injustice of it. The people who contribute the least to global warming are often the ones who suffer the most from it. If I had the time and money, I’d put it into both action and education. I’d help fund clean energy research, plant trees where forests have been lost, and build community gardens and solar-powered hubs in cities and rural areas alike. But just as important, I’d focus on making climate education part of everyday life—not just something taught in a textbook once a year. People protect what they understand. I’d want to make sure every student, family, and community had the knowledge and tools to be part of the solution.

I’ve seen how cycles of violence can trap young people—how poverty, trauma, and lack of opportunity can leave them with nowhere to turn. School has helped me understand these systems more clearly—how they’re shaped by policy, history, and sometimes, by neglect. And I know that no number of after-school programs or youth centers can make up for policies that fail the people they’re supposed to serve. One of the biggest challenges is political resistance to reform. Changing policies that deal with issues like youth violence can be incredibly difficult, especially when it means reallocating money or disrupting the status quo. Some leaders don’t want to take risks or invest in things that may not show immediate results.

To make a real impact, I’d work to build strong coalitions—bringing together community leaders, mental health professionals, educators, activists, and most importantly, young people who’ve lived these realities. I’d focus on shifting the narrative, showing how reducing youth violence isn’t just about public safety—it’s about improving mental health, building stronger communities, and creating opportunities for everyone. I’d work to make sure the people most affected by these policies are also the ones helping shape them. Through persistence, evidence-based advocacy, and a lot of listening, I believe we can create the momentum needed to push for meaningful reform.

These areas—education, climate, and social justice—aren’t separate issues. They feed into each other. A student who’s hungry or anxious about violence at home won’t learn well. A community hit by climate disasters can’t focus on long-term goals. A system that denies people opportunities creates frustration, fear, and harm. That’s why, if I had unlimited time and money, I wouldn’t just create one program—I’d work to connect them all. I’d also bring young people from different backgrounds together to lead these efforts. I imagine international youth councils where students collaborate on projects that matter to them. Where they learn from mentors in various fields. Where they see that their voice matters—because it does.

I’m not naïve. I know that even with all the resources in the world, change is hard. But I also believe that the skills I’ve gained through education—how to think critically, listen deeply, and solve problems creatively—can be part of that change. If I had the chance, I wouldn’t try to be a savior. I’d try to be a bridge. A connector. A builder. And most importantly, a learner—still learning, always learning, from the people I’m trying to serve. Because at the end of the day, it’s not really about unlimited time or money. It’s about what you do with what you’ve been given. And I’m ready to use what I’ve learned to make a difference that lasts.