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How to WIN the TD Scholarship

The following interview has been lightly edited for length and clarity.

Meet the Interviewee: Sahar Allen

Last year, Sahar Allen, a student who attended Sutherland Secondary School in North Vancouver, received the TD Scholarship for Community Leadership. The TD is one of the largest Canadian scholarships for graduating high school students. The scholarship is valued at $70,000 and includes internship opportunities that give recipients valuable summer work experience. I got the opportunity to ask Sahar for her insights about the scholarship she won.

Obviously, grades were important, but what types of extracurriculars did you list in the application?

“Yes, the application for TD Scholarship required more than just a high average in high school courses. It was part of the application to include volunteer experiences and extracurricular activities and explain how these experiences have changed my community as well as myself. A little story about me, I immigrated to Canada with my family around 4 years ago. At the time I did not know much about English, so I had to study really hard and try to communicate with native English speakers in order to learn the language. I decided that by getting involved in my community and participating in volunteering activities, I would be able to make more connections and improve my English. My first step was simple but very important, I started volunteering at the local library in North Shore and helped out with events and workshops. A few months later, I decided to organize my own event there and perform with a Persian instrument in order to raise money for children who suffer from cancer. My participation at that local library encouraged me to go on and continue joining school clubs such as Student Leadership Council, become the Co-president of Mosaic Multicultural Club as well as starting my own club, The Rhythm in grade 12. Along with school involvements, I also joined committees in the community such as the Lions Gate Hospital Youth Advisory Council, Science Expo, and SFU Science Alive Camp.”

How did you answer the essay question?

“In the essay, I talked about my community and school involvement experiences as well as how they changed the way I see myself and how I was able to impact the community. For example, I explained that through these experiences, I learned to not be afraid of taking risks and stepping out of my comfort zone. Aside from having the chance to improve my own leadership, communications and organizational skills, I was able to impact my community positively by raising funds for BC Children’s Hospital Foundation and saving children’s lives.”

If there was an interview, what were some of the questions asked? How did you prepare for it?

“The Scholarship committee selected around 80 applicants from across Canada to interview them in a group setting. The interview was actually one of the best interviews I have ever had. The committee members were very nice and respectful and they made me feel more comfortable and confident in myself. As a result, I was able to answer the questions properly and sincerely tell them my story. The interview questions were simple, straightforward, and almost typical questions that you could expect to be asked. For example, they asked to tell them about myself, my experiences, and the reason that I put so much time and effort into making a positive change in my community. In terms of preparation, there wasn’t much that I could do other than being honest and answer based on the experiences that I talked about in my essay. Very simple: I just tried to be myself.”

Why do you think you won the scholarship? What do you believe set you apart from other students who applied?

“I believe I got the scholarship because I was able to convey my honest interest in making a positive change in my community through my previous experiences with multiple clubs and councils. Despite the struggles that my family and I faced when we immigrated to Canada, I was able to make progress in learning a second language as well as getting adapted to a new community and environment. I wasn’t afraid to take risks and change myself to become a better person.”

If you could go back in time, knowing what you know now, what would you tell your former self upon preparing for the application?

“I would assure myself that there is no need to stay positive all the time. It’s okay to struggle and feel sad or disappointed. Feeling those emotions are part of the way we humans are. What is the most important is to stop comparing yourself with others and find the pain that you enjoy dealing with rather than trying to be someone else. Also, don’t be afraid of the interviews, be honest and sincere in your answers and everything else will be okay!”

Would you recommend students to apply for the scholarship? If so, what advice would you give them upon applying?

“I highly recommend applying for this scholarship. Even if you think you might not make it, still apply! Just the application process is so significant and meaningful. Remember that taking risks is necessary sometimes in order to give yourself the chance to grow and improve. My only advice for the application is to respond to the essay questions honestly and basically prove to the committee that you are genuinely interested to make a significant change and you want to continue that path by receiving the scholarship. I also think that having great references to support your application are very helpful!”

Is there anything else you’d like to add or mention?

“Good luck on the application process! Just know that by deciding to apply for the scholarship, you are already seeing yourself as a well accomplished and confident individual.”

Author: Cassidy Bereskin

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Scholarships that put community leadership first.

TD Scholarships for Community Leadership

Are you a student in your final year of high school (if you live outside Quebec), or in your last year of CEGEP (if you live in Quebec)? Have you shown a commitment to making a positive difference in your community? You may be eligible for a TD Scholarship for Community Leadership valued at up to $70,000 over 4 years towards a post-secondary college or university education.

Applications for the 2023/2024 year are now closed. Applications for students starting college or university in September 2025 will open in September 2024.

Helping to open doors for a more inclusive and sustainable tomorrow

About TD Scholarships for Community Leadership

Featured alumni

What are the td scholarships for community leadership.

Since 1995, TD has awarded millions in TD Scholarships for Community Leadership to recognize students who have demonstrated an outstanding commitment to community leadership. TD Scholarships for Community Leadership recipients receive up to $70,000 for tuition and living expenses as well as opportunities for paid summer employment, peer networking and mentorship. Supporting young community leaders is one way TD is helping build a more inclusive and sustainable tomorrow.

Up to $10,000 each year for tuition 

For a maximum of 4 years

$7,500 each year for living expenses

That's up to $70,000 in total over 4 years.

Per scholarship awarded

For up to 20 students 

Up to 20 scholarships awarded annually

Have you shown exceptional leadership in helping to make a meaningful and lasting difference in your community? We’d love to hear about your community leadership efforts and what inspired you to get involved. We’re more interested in the mark you’re making in the world than the marks you’re getting in the classroom. This scholarship program is open to student leaders with an average of 75% and up (outside Quebec), or a minimum R score of 26 in Quebec, who are helping to support positive change in their communities.

TD is committed to helping create conditions that can allow everyone a chance to succeed. The TD Scholarships for Community Leadership are awarded to students who are helping to support change, nurture progress and contribute to making the world a better place.

What is community leadership?

We’re interested in hearing from students who have demonstrated consistent and outstanding dedication to helping improve the world by solving a social or community problem. For example, you may be helping to clean up the environment, promote social justice, or fight child poverty. Check out what some of the  past scholarship recipients  have done to improve their community.

How are the recipients chosen?

Up to 80 finalists are interviewed by regional selection panels. From there, at least two scholarship recipients are chosen from each of the following five regions:

• Atlantic Canada
• Prairies/Northwest Territories/Nunavut
• British Columbia/Yukon

Eligibility for TD Scholarships for Community Leadership

TD Scholarships for Community Leadership are open to students across Canada who:

• Have demonstrated community leadership
• Are in their final year of CEGEP (for students in Quebec), or high school (for students outside Quebec).
• Have a minimum overall grade average of 75% (outside Quebec), or a minimum R score of 26 (in Quebec), in their most recently completed school year

For details, review our  Terms and Conditions Applications for the 2023/2024 year are now closed. Applications for students starting college or university in September 2025 will open in September 2024. 1-800-308-8306.

Timelines for TD Scholarships for Community Leadership

Recipients of the td scholarships for community leadership.

We see the recipients of TD Scholarships for Community Leadership as community heroes. They’re doing good work, not for the recognition, but because they’re inspired to help create a better world. These young Canadians from across the country have made a meaningful and lasting difference in their communities. These extraordinary young people share a common belief: One person can make a difference! Scroll below to hear about the recipients talk about their community work.

Fatima Ahmed, TD Scholarship for Community Leadership recipient

Fatima explains why she thinks the TD Scholarships for Community Leadership are important. Find out about the work she's done to engage youth in her community.

Timothy Masso, TD Scholarship for Community Leadership recipient

Timothy thinks that "what makes a great community leader is truly caring for the people around you." Learn more about how he advocated to bring back Nuu-chah-nulth language to his community.

Chinemerem Chigbo, TD Scholarship for Community Leadership recipient

Find out from Chinemerem why he started a club at his high school where guys of all ages could come together and discuss their mental health issues.

2022/2023 Recipients

• Clare Coleman  
• Da’von Ekering 
• Ahmad Elbayoumi 
• Besan Jadalowen  
• Sophia Lezhanska 
• Hayat Makwik 

Siobhan Marie

• Kyla Momanyi 
• Naomi Musa 
• Mackenzie Nolan 
• Sammie Orr  
• Mahé Rabesa  
• Alya Rasoul 
• Hemanya Sharma  
• Sophia Vaillant 
• Jérôme Verret  

Sophia Young

2021/2022 recipients.

• Midhaa Ahmed 
• Abdulrahman Al Odat  

Hudson Arbour

• Stella Bowles 
• Ervin Cadiz 
• Jordan Classen 
• Sara Elgazzar  
• Emma Gelinas 
• Alisha Haseeb 

Dina Karassane

• Elsa Laferrière-Nguyen 
• Fatema Maje 
• Sabrina Mogus 
• Nazifa Nawal  
• Benjamin Ng  
• Irene Olayinka 
• Leo Pendergast  
• Salim Soufi  

Gabrielle Williams

2020/2021 recipients, jawahir al bayati, madison albert, irekanmi awoyiga, logan breen, mira buckle, ibnat choudkhuri, mehak dhaliwal, ethan hesler, medina jones, donel kadima.

• Mahek Kaur 
• Jaden Lawen  
• Timothy Masso 
• Kajal Mishra 
• Boluwatife Ogunniyi  
• Imani Pinder 
• Claire Scrimini 
• Krish Shah  

2019/2020 Recipients

Fatima ahmed, charlotte brady, chinemerem chigbo, david chung, theodore collins, keilidh corkill, shelby dunfield, isabella gallant, merah gasmo, jessie lawrence, jocelyne murphy, anjalee narenthiren, tomy pelletier, nicholas rampertab, samantha scott, scott sharma, jessica soule, molly tremblay lavallée, 2018/2019 recipients, jana abdul-rahim, keeley aird, abdimalik ali, catherine cadigan, keneisha charles, ethan elliott, katherine estabrooks, marzan hamid, jiawei (vivian) huang, brianna jonnie, julian krizsan, alec landry, andréa lévesque, si ming lin, arpit (arry) pandher, criswyn paul, lilaani thangavadivelu, jennifer wani, risann wright, 2017/2018 recipients, amanda adam, abigail bonnington, hayden cheung, ivan chiang, bronwyn clifton, justen di ruscio, charlotte durnford-dionne, jenna harris, daniyal kashif, jasmine lee, matthew linehan, rickesh mysuria, anne xuan-lan nguyen, stephanie simpson, shophika vaithyanathasarma, natasha vatcher, avery young-lee, qi zuo (ken johnson), 2016/2017 recipients, sahar abdalla, loizza aquino, yiqiao (cindy) chen, william chinnery, chaymae chraibi, martin-olivier dagenais, elijah dietrich, émilie dufour, jathusha mahenthirarajan, twinkle mehta, aspen murray, jenita poodwan, cameron rice, bronwyn roberts, sahar sajjadi, william sanderson, ranbir singh, yuhan (angela) wang.

TD Scholarships for Community Leadership alumni continue to demonstrate a shared purpose with TD: to help enrich the communities where we live and work.

Alannis McKee – 2014

Yellowknife, NWT . For years, Alannis has helped people living with disabilities become more connected with their communities, opening doors to vibrant experiences and opportunities. As Director of Programs with the Northwest Territories Disabilities Council, she advocates for persons with disabilities, so they can enjoy self-determined, fulfilling lives, with equal access to services. She joined the Council while finishing her studies, including a psychology degree at University of Alberta and an M.A. in critical disability studies from York University. Alannis was named an Arctic Emerging Leader in Norway in 2019.

Larissa Vingilis-Jaremko – 2001

Mississauga, ON . By helping girls build an interest in science – and realize the career opportunities in STEM fields – Larissa contributes to the financial security of the next generation of women. As President of the Canadian Association for Girls in Science (CAGIS) – a group she first founded at age nine – Larissa leads a network of chapters where girls aged 7 to 16 enjoy fun, hands-on learning with inspiring experts, debunking stereotypes about female career options. Larissa earned a PhD in Psychology, Neuroscience and Behaviour at McMaster University and was named one of Canada’s Top 100 Most Powerful Women.

Dr. Naheed Dosani – 2004

Toronto, ON . As a palliative care physician and health and human rights activist, Naheed Dosani is dedicated to advancing equitable access to health care for people experiencing homelessness. These efforts include founding Palliative Education and Care for the Homeless (PEACH) and serving as medical director for the Peel Regional COVID-homeless response. As a palliative care physician and health and human rights activist, Naheed Dosani is dedicated to advancing equitable access to health care for people experiencing homelessness. These efforts include founding Palliative Education and Care for the Homeless (PEACH) and serving as medical director for the Peel Regional COVID-homeless response.

Simon Jackson - 2000

Calgary, AB . Simon is creating a vibrant planet by helping young people appreciate green spaces and begin tackling today’s environmental challenges. As Co-Founder of the Ghost Bear Institute’s Nature Labs, he created a ‘virtual high school textbook,’ a storytelling-based, curriculum resource for urbanized youth to discover and champion nature. Simon’s vision dates back to age 13 when he created the Spirit Bear Youth Coalition, successfully saving the last intact habitat of BC’s white Kermode bear. Simon was named among UNESCO’s 100 Angels of the Earth and one of  Time Magazine’s  60 Heroes for the Planet.

The TD Scholarship for Indigenous Peoples

Together with AFOA Canada, a not-for-profit led by Indigenous Peoples, we’ve created a scholarship customized to meet the needs of students from the Indigenous community. One that works to break down systemic barriers and open doors. There are 25 scholarships available to be awarded annually, worth up to $60K over 4 years.  Learn more

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Text: The TD Scholarships for Community Leadership: 5 reasons you should apply

Text: Reason #1

You could be recognized for your community impact.

Fatima Ahmed, TD Scholarships for Community Leadership Recipient

Fatima: The TD scholarships are designed to recognize the power and the capacity that youth have to change the world.

Text: Chinemerem Chigbo, TD Scholarships for Community Leadership Recipient

Chinemerem: I started a club where guys could come talk about their mental health issues. 

Fatima: I joined a lot of youth groups and created my own youth group.

Text: Timothy Masso, TD Scholarships for Community Leadership Recipient

Timothy: I started to advocate for my language as well as all Indigenous languages, alongside so many different elders and fluent speakers. 

Text: Molly Tremblay Lavallée, TD Scholarships for Community Leadership Recipient

Molly: Je me suis impliqué dans une boutique qui fait la vente de produits équitables pour m'impliquer et partager les valeurs d'équité.

Translated Text:

Volunteering in a shop that sells fair trade products was my way of getting involved to promote equity and fairness.

Text: Reason #2

You don’t need the highest marks: open to a minimum R score of 26 in Quebec or an average of at least 75% in Canada outside of Quebec.

Chinemerem: I think the fact that the TD scholarship doesn't just care about grades is incredible, because it rewards those who really care about the community, and not just because they’re good at school. 

Text: Reason #3

Each recipient receives up to $70,000 toward college or university education.

Timothy: I can focus on studying and doing my best, so I can do my best for my community in the end.

Molly: Cette bourse représente pour moi la chance de m’épanouir et d'effectuer des études universitaires que je ne croyais, peut-être, même pas possible.

Translated text: This scholarship will give me the chance to reach my potential and go to university – something I didn't really think was even possible.

Text: Reason #4

Other benefits include summer employment and networking opportunities.

Fatima: Another amazing benefit has been the job that TD provided, I have been learning so much on that job. 

Timothy: I was truly honoured to meet all the other recipients. And with that, there have been so many different connections that have grown with this scholarship. 

Text: Reason #5

Past TD Scholars have come from rural areas, small towns and big cities. No one thinks they’ll be selected, yet up to 20 people are. You could be next.

Fatima: Just go for it and take the time to fill out the application because it really does teach you a lot about yourself, and your capabilities and your skills. 

Molly: Ils ont vu quelque chose en moi que je n'avais même pas vue.

Translated text: They saw something in me that even I hadn’t seen.

Text: Scholarships that put community leadership first.

Are you next?

Apply online between September 6 and November 15, 2023.

TD Ready Commitment

On screen (logo): TD

On screen (legal): ® The TD logo and other TD trademarks are the property of The Toronto-Dominion Bank or its subsidiaries.

Text: Timothy Masso, TD Scholarships for Community Leadership Recipient Timothy: I think what makes a great community leader is truly caring for the people around you. Text: TD Scholarships for Community Leadership recognize your impact. Timothy: I noticed a lack of my language in our public school system. And so I started to advocate to bring back Nuu-chah-nulth language and all Indigenous languages and now we have a small language class in both the elementary and high school. Text: Are you next?

TD Ready Commitment On screen (logo): TD On screen (legal): ® The TD logo and other TD trademarks are the property of The Toronto-Dominion Bank or its subsidiaries.

Text: Fatima Ahmed, TD Scholarships for Community Leadership Recipient Fatima: The TD scholarships are designed to recognize the power and the capacity that youth have to change the world. Text: TD Scholarships for Community Leadership recognize your impact. Fatima: The biggest problem that I saw in my community was that youth were not engaged. I joined a lot of youth groups and I created my own youth group. The main causes that I’m passionate about when it comes to community leadership are creating spaces for young people of colour, in particular, young women of colour. Text: Are you next?

Text: Chinemerem Chigbo, TD Scholarships for Community Leadership Recipient Chinemerem: The TD scholarship is for students who are very passionate about their community and strive for making positive change in any way they can. Text: TD Scholarships for Community Leadership recognize your impact. Chinemerem: The problem that I found in my community was that guys weren’t really talking about their mental health. I started a club called “Heads Up Guys”, where guys of all different ages could come together and discuss their mental health issues. Text: Are you next?

Midhaa Ahmed

St. Thomas More Catholic Secondary School

Hamilton, ON

When the murder of George Floyd illuminated racial and social injustices, Midhaa co-founded her school’s first anti-racism committee to raise awareness at the local and school level. The group, “uKnighted Against Racism,” grew to 50 members and held campaigns to get students discussing often unspoken issues, while empowering voices among Black and Indigenous students and persons of colour. Midhaa also served as Executive Media Head of the Halloween for Hunger food drive, to confront local food insecurity, and volunteered as a Prefect, on the yearbook, and the Christmas Miracle fundraiser.

Abdulrahman Al Odat

Britannia Secondary School

Vancouver, BC

Known as “a problem solver in his own backyard,” Abdulrahman tackled complex challenges facing children, the homeless and refugees. Remembering the hardships his own family faced when they fled Syria, he worked with friends to develop the WelcomeToVan.ca website, with useful language, health and immigrant service resources. He volunteered with the homeless at the Muslim Care Centre, created a Gaming Club to offer students a positive alternative to drugs or gang membership, refereed at Soccer Jam, and started a local food donation network to relieve the strain on foodbanks during the pandemic.

Mackenzie Community School

Deep River, ON

Having suffered exclusion from social activities as a child, Hudson vowed to help others find a safe space to be themselves. After volunteering at summer camps to support diverse participants, Hudson won a Student Trustee seat on his school board and created equity initiatives including feminine hygiene product distribution. Partnering with a counselling agency to educate youth on vaping, stress and mental health, Hudson founded PEPtalks to host in-person discussions and online campaigns. He founded the Gender and Sexuality Alliance club for LGBTQ+ students and allies in his school.

Stella Bowles

Park View Education Centre

Lunenburg County, NS

When Stella’s grade six science fair project revealed sewage contamination in the LaHave River, she began a long campaign to remove straight sewage pipes that dump waste directly into that river. Through a wide-reaching public speaking and social media campaign, she successfully lobbied three levels of government to begin a $15.7 million clean-up program, and later she began a program to train youth to test their own waterways. Stella continued to speak to groups, especially young girls, to promote environmentalism, women in STEM and discovery-based learning.

Ervin Cadiz

Byrne Creek Community School

Burnaby, BC

Feeling the strong impulse to improve his community, Ervin was active in student government before he co-founded the Community School Union, a group that brings the voice of students to the school council and inter-agency meetings. Through this club, Ervin helped introduce important resources to students, including mental health services, a safe space for LGBTQ+ persons, and Black History Month events. Ervin also founded his school’s first esports club, with city-wide tournaments and charity fundraisers that boosted participant self-confidence.

Jordan Classen

H.B. Beal Secondary School

Jordan finds joy in championing youth from diverse communities. Extensively involved in FIRST Robotics at the national level, and a member of the FIRST Canada National Youth Council, he launched BEING FIRST, an online magazine to inspire robotics participants in 110 countries. He co-hosted Twitch TV segments to encourage health and pride among FIRST members. Jordan was a dedicated volunteer for a provincial help line, where he empowered youth to make informed, positive choices. He was also a school board Student Senator, and advocated for marginalized students as a member of Black Students United.

Sara Elgazzar

Brooklin High School

Sara continuously advocated for under-represented communities by establishing a school Diversity Club, multicultural fair and multi-faith room, to help students feel welcomed, included and accommodated. During the pandemic, she fundraised for Feed Ontario to support struggling families, helped develop a website to connect isolated seniors with student volunteers, and created the Al-Arqam Girls Youth Group and summer camps, to help youth improve their physical and mental health. She volunteered as Student Council Executive, Student Senator, as a teaching assistant and at children’s library events.

Emma Gelinas

Iroquois Falls Secondary School

Iroquois Falls, ON

Emma found it rewarding to share knowledge and skills with others, both as a youth dance instructor and as an Indigenous Student Senator, serving as the voice on the school board for Indigenous students at her school and from the Wahgoshig First Nation. A member of the Métis community, Emma was a founding member of her school’s Truth and Reconciliation Committee to help students and community members of all ages learn about Indigenous people and become lifelong allies. Emma also hosted camps for Indigenous youth, captained her school volleyball team and served as Student Council Vice President.

Alisha Haseeb

Eastside Secondary School

Belleville, ON

With COVID-19 lockdowns limiting access to normal social outlets and health services, Alisha took action to aid her peers who struggled with their mental health and isolation from their communities. She established her school’s first Jack.org chapter to form a wellness club that brought online mental health supports to classmates, including social media outreach, a virtual assembly and student-led mental health projects. Alisha also began a Virtual Craft Program during the pandemic, by assembling and distributing craft kits and hosting bi-weekly internet gatherings for seniors.

Cégep Limoilou

As a member of her CEGEP committee to sponsor an international refugee, Dina planned many fundraising activities and led student body speaking events to attract donations. To help cover sponsorship costs, she co-created a social enterprise that sold novelty candles and focused on securing sustainable funding sources so the refugee program could continue in perpetuity. Dina also tutored in English, French and mathematics at her CEGEP help centre, planned spirit-boosting activities on Student Council, volunteered at a hospital, and started a K-pop dance club.

Elsa Laferrière-Nguyen

Collège Jean-de-Brébeuf

Montreal, QC

Focused on helping to restore our planet’s health, Elsa was Environmental Advisor to her student association and President of the Environmental and Sustainable Development Committee, raising campus awareness of zero-waste lifestyles, rallying youth activism at the local, provincial and federal levels, and helping build a coalition of college participants in the global march for the environment. Elsa also researched and presented social justice cases in the Debate Club, Model UN and Juripop Moot Court, tutored, and acted in theatre arts performances.

Fatema Maje

John Oliver Secondary School

Since gardening helped Fatema weather difficult times, she founded her school’s first environmental group, The Little Tree Club, to raise environmental awareness and empower youth-led solutions. In addition to online discussions and monthly cleanup events, the club built a local community garden and restored the school garden. As a youth leader at South Vancouver Neighbourhood House, Fatema organized sustainability activities and tutoring. She also formed Crossroads, a social justice group to engage youth in race, gender identity, sexual orientation, culture and social class discourse.

Sabrina Mogus

Garth Webb Secondary School

Oakville, ON

As Sabrina explored practical remedies to environmental challenges, including designing a potable water process for the developing world, she realized that truly sustainable solutions are achieved by engaging diverse peers. She co-founded her school’s first Environmental Science Club and the Oakville Green Scene to involve the community in shoreline cleanups, research and webinars. She championed inclusive extracurricular activities, as a Bay Area Science and Engineering Fair Student Advisor, Taekwondo instructor, Girl Guides Ranger and wheelchair basketball player.

Nazifa Nawal

Wanting to share their experiences with racism, Nazifa and her peers formed the first student-run BIPOC (Black, Indigenous and Persons of Colour) club in the school board. They held events to raise awareness of racial issues absent from the school curriculum. As President of her school's Leo Club, she organized humanitarian fundraisers and morale-boosting activities. Through the YMCA Community Action Network, Nazifa created an efficient school recycling system and taught students sustainable behaviours. She chaired the school Youth Council and mentored new students on the Britannia Link Crew.

Benjamin Ng

Sir Winston Churchill High School

Calgary, AB

Seeing an information gap for students entering senior high school, especially for those with learning disabilities, Benjamin started “Prep Trek” with 25 peers advising hundreds of juniors across Alberta on study habits, student life and stress management. Amid the pandemic, he devised a mentoring program for those struggling with online studies. Benjamin helped launch a thyroid health tracking app to aid patients with thyroid conditions, led an international robotics team, debate group, physics club and a Model UN Conference for 1,000 participants.

Irene Olayinka

Westwood Community High School

Fort McMurray, AB

Seeing the intersecting roots of global challenges, Irene took a multi-disciplinary path to give youth a voice. She led her school’s first Black History Month celebration, advocated for systemic accountability for racism and spoke publicly during Black Lives Matter protests. As a Mayor’s Advisory Council of Youth representative, she led a letter-writing campaign to shape Alberta’s school curriculum and helped young women discover STEM as Marketing Director of Queens in Code. Irene also took part in Tuxis Alberta Youth Parliament, Student Council and student research at University of Alberta.

Leo Pendergast

École François-Buote,

Cornwall, PEI

To create better spaces for youth, where everyone can open their hearts and minds to LGBTQ+ peers, Leo led a campaign to purchase and distribute queer positive books to each grade in his school board. After collecting over 200 books, on topics such as queer parenting, self-love and civil rights, he organized a two-month book tour to share the stories with students and staff at each school. Leo also represented student issues with his school board of directors and served as a camp counsellor at a three-day Camp Jeunes Leaders event, to help PEI young people celebrate their Francophone heritage.

Victoria Park Collegiate Institute

Toronto, ON

Believing in equality and opportunity for all, Eunice co-founded Bridging Gender Divides. This group delivered education, fundraising and advocacy on behalf of minority and gender groups, through events such as clothing drives for women’s shelters, after-school programs and career webinars. Eunice co-founded Gears & Gadgets, partnering with Dalhousie University’s SuperNOVA enrichment program to offer STEM lessons to young women across Canada. She was a volunteer swimming coach with Special Olympics Canada, a Trek for Teens leader, to support homeless youth, and President of her school Music Council.

Salim Soufi

Queen Elizabeth Composite High School

Edmonton, AB

Salim took action to stem rising gang and drug activity among young Somali men, by fundraising and helping The RAJO Project deliver personal-growth programs for local youth. He assisted in the programming of Edmonton Brothers Basketball, which provides 60 participants with access to equipment, facilities, motivational talks, and brotherly bonding opportunities. Both the RAJO Project and EBB helped improve players’ school attendance and graduation rates. He volunteered with KULAN horn youth services, developed sustainable healthcare solutions with Medical Makers, and was active on Student Senate.

Cardinal Ambrozic Secondary School

Brampton, ON

While Gabrielle had been involved in her school’s Black History Club since grade nine, as a senior, she assumed an executive role, and shifted its focus, in response to the disturbing racial violence of 2020. Renaming the group the Black Excellence Student Union, Gabrielle established a year-round mandate, to serve both as a safe space for her Black peers to discuss issues, but also to showcase achievements in the Black community, to dismantle prejudice and stereotypes. Gabrielle was also a peer tutor, a C.O.R.E mentor, Relay for Life fundraiser, and chaplain and church soup kitchen volunteer.

Saint Andre Bessette Catholic Secondary School

Jawahir aimed to close the achievement gap faced by students who need academic assistance but cannot overcome the financial hurdles. After forming a tutoring program, she joined the Students’ Council and created the Ministry of Academics to expand the no-cost tutoring service. Realizing the city-wide need for such a service, she founded Teens Tutoring Teens (Triple T) to match volunteers at several high schools with participants, helping many remain in school and build crucial self-confidence. Jawahir also participated in the Thames Valley Science and Engineering Fair and the Science Olympics.

Marianopolis College

Madison was driven by injustice she saw on the streets, inspired by socio-economic disparities she witnessed as a female first-aider at St John’s Ambulance. She founded Women in Science, Empowered (WISE) at her CEGEP, to help women access STEM opportunities, despite gender, racial or economic barriers. At Chez-Doris Women’s Shelter, she organized self-confidence and employment workshops and provided psychological peer support at WomenAWARE. She co-founded Fab4, to educate Quebec youth on domestic violence, volunteered at Resilience Montreal, an Indigenous Peoples’ shelter, and coached basketball.

Charles P. Allen High School

Hammonds Plains, NS

Believing that knowledge helps the disadvantaged beat life’s obstacles, Irekanmi developed learning opportunities normally beyond reach of many youth. As a volunteer at Black youth group Generation 1 Leadership Initiative, he founded the CPA Tutoring Squad, with 35 volunteers offering free tutoring - an invaluable resource to youth struggling with pandemic-mandated, online learning. A STEM activities volunteer with SuperNOVA summer camps, Irekanmi founded the CPA Innovation Club, his school’s first STEM group, led Cheetahs for Change, a social justice club, and coached soccer and basketball.

Harbour View High School

Grand Bay-Westfield, NB

When Logan spotted unsustainable practices in his school and community, he founded the Climate Action Group, a diverse team of students that battled climate change by running school-wide recycling and composting, tending the community garden and working to eliminate single-use materials. After his school re-opened following pandemic lockdowns, Logan became Student Council President to help improve student morale after months of social isolation that impacted his peers’ mental health. Logan also stage managed for school and community theatre, was a Debate Team member and played water polo.

Corner Brook Regional High School

Corner Brook, NL

With a mindset that youth engagement can strengthen communities, Mira was a founding member of the Qalipu Mi’kmaq Youth Network, helping develop its governance and cultural programs. When she learned of cyberbullying, Mira developed a play to teach students to be positive digital citizens and be safer online. The play was adapted to an iBook for province-wide access. Mira successfully pitched the idea of a Youth Advisory Committee to the Mayor of Corner Brook so that youth could be heard and contribute to civic projects. She was Co-President of Students’ Council and a volunteer theatre instructor.

Danforth Collegiate and Technical Institute

Scarborough, ON

Having participated in the local library’s Youth Advisory Group, and Toronto Public Health’s Youth Engaged in Leadership and Learning, Ibnat decided to invent programs to benefit others. She created STEM with Us, to bring weekly, STEM-related challenges to elementary school students. Also, based on her experience as a newcomer to Canada, Ibnat founded Speak Up at her high school to help immigrant students improve their English and gain public speaking skills, in partnership with Greenwood Secondary School’s immigrant student programs. Ibnat also studied and performed Bengali classical music.

Central Peel Secondary School

Caledon, ON

Although Mehak first thought robotics was for boys, she fell in love with the activity when she joined a VEX robotics team. She soon focused on making Science, Technology, Engineering and Math (STEM) education more accessible and inclusive. Mehak co-founded SPARK, a non-profit student group that held hackathon events and challenged more than 1,000 middle and high school students to solve real-world problems. Mehak also inspired others by organizing annual Girl Powered events and founding an all-girls VEX robotics team. As Dance Team Captain, she shared Indian folk dance at her school.

When thirteen-year-old Jolie became a temporary, primary caregiver to her siblings, she realized how many kids face financial instability. Jolie founded Youth Leaders in Law (YLL) to help peers from disadvantaged communities explore law careers. They connected hundreds of students with lawyer volunteers to demystify the legal field. She also co-founded a speech camp with a local charity to help immigrant and disabled youth build confidence and find their voice. Jolie was a Royal Canadian Mounted Police National Youth Advisor and a student researcher at the University of Calgary’s law faculty.

Ancaster High School

Ancaster, ON

After discovering the power of speech to help reach his potential, Ethan founded The Net, a youth empowerment group. The volunteer team developed various programming lacking in the community, from financial literacy and tutoring to youth cooking skills and promotion of young local musicians. They also held socially distant, cleanup events during the pandemic, to maintain public spaces amidst increased usage. Crediting the Leadership in Training Program at Canterbury Hills camp for helping him find his voice, Ethan later spoke for others as a Student Trustee on the regional school board.

Oakville Trafalgar High School

As a young Black woman in a largely white community, Medina strove to rectify injustices faced by racialized individuals, including systemic racism in education. Amidst 2020 Black Lives Matter activism, Medina was a founder of the Oakville Black Alliance, mobilizing approximately 1,000 supporters at local protests. She joined Halton Black Voices, co-founded the Halton Black Student Union, and produced a video to detail racism she encountered in school, helping prompt the school board to begin data collection on systemic racism. Medina tutored racialized youth and helped lead her school Debate Society.

Ernest Manning High School

Believing in the power of connecting with others to drive change, including among her small Afro-Francophone community, Donel became a dedicated blogger and editor of the student-run Youth Are Awesome (YAA) website. After writing on topics from art and history to racial disparities, she worked with YAA to organize a month-long initiative to condemn systemic racism called “Youth Central Combats Racism.” They encouraged online participants to recognize their personal biases and beliefs on racial inequality. Donel was also active in Model United Nations, Debate Club and basketball.

West Humber Collegiate Institute

Mississauga, ON

To honour the memory of her mother who passed away from ALS, Mahek fundraised to support ALS patients currently battling the illness. With encouragement from family and mentors, she initiated the annual Walk to End ALS Etobicoke to support research and patient support. The event exceeded its fundraising and participant targets through Mahek’s efforts to enlist volunteers and engage local media. A leader on Student Leadership Council, Social Justice Club and Math Science Technology Council, Mahek also mentored a prize-winning Lego League robotics team at a local elementary school.

Jaden Lawen

Sacred Heart School of Halifax

Halifax, NS

To give back to the communities that shaped him, Jaden became a mentor to younger students at his all-boys school by organizing the “Guys Time” club, instilling young minds with leadership skills and positive attitudes. Following the port explosion in Beirut, where Jaden has extended family, he founded the “Halifax to Beirut with Love” fundraiser, to help the Canadian Red Cross and Lebanese Red Cross deliver urgent humanitarian aid. Jaden was President of his church group, hosting children’s events and soup kitchens, Head Boy of Students’ Council, a Debate Club member and hockey player.

Timothy Masso

Ucluelet Secondary School

Ucluelet, BC

Timothy developed a love for his Indigenous language – Nuu-chah-nulth – at a young age but was disappointed that it was not taught at school. Timothy’s political advocacy helped inspire the University of Victoria to pilot the community-based, University Language Revitalization Program, in which Tim enrolled at age 14. Finishing the diploma in the top of his class, Timothy volunteered as a Nuu-chah-nulth language teacher, raised language appreciation at Parks Canada and in the community, and was a BC Youth Parliament volunteer. He carved a 24-foot, dugout canoe to serve as a land language tool.

Kajal Mishra

Princess Margaret Secondary School

After moving from the pristine Rocky Mountains to a polluted urban area, Kajal gained an appreciation of the environment and the disproportionate impact of climate change on marginalized communities. She co-founded the Princess Margaret Green Team, to lead peers in sustainable activities, including school-wide pen recycling, a student garden, community tree-planting and a local business market. In 2020, she hosted “Small People, Big Facts” webinars to involve youth in 21 countries in social justice topics. Kajal has also volunteered with Sustainabiliteens Vancouver, Sierra Club BC and Students’ Council.

Boluwatife Ogunniyi

Eastview Secondary School

Inspired by parents who taught her to be a change-making global citizen, Bolu created the first local youth group focused on sustainability. She approached the Living Green organization to sponsor her efforts to create the Simcoe County Environmental Youth Alliance. The team of more than 20 young people organized environmental events, including the virtual #TREESMATTER campaign during the pandemic, which resulted in more than 60 native species plantings. Bolu also volunteered at the Gilda’s Club Kids Kamp, the Barrie Public Library, Eco Schools Youth Advisory Council and in student government.

Imani Pinder

Garden City Collegiate

Winnipeg, MB

When severe racial bullying forced Imani to transfer schools, she created a Black Student Union at her new school with help from a Black teacher, forming a safe space for Black students and raising awareness of racial inequality. When racial injustice surged in 2020, Imani was a key youth organizer and speaker at the largest Black Lives Matter protest in Winnipeg, helping Black citizens share their experiences with racism. To connect with her Afro-Caribbean-Canadian heritage, Imani joined the Barbados Association of Winnipeg and managed its online thrift store to fundraise for youth.

Claire Scrimini

Burnaby North Secondary School

Claire’s passion for supporting the science community began in grade nine, when she developed an award-winning science project. She co-founded a district Science Leadership Program to provide mentorships and opportunities to students. When the pandemic suspended in-person activities, she and her twin sister and InspoScience Canada co-created a virtual North American science fair, so science enthusiasts could compete, earn scholarships and network. Claire also played soccer and volunteered with Simon Fraser University Camps.

When Krish returned to Fort McMurray after the devastating 2016 wildfire, he was saddened to see the City’s forests turned to ash. He co-founded EcoYOLO, to mobilize youth in environmental action and, over two years, the group fundraised and replanted more than 4,000 trees. Leveraging his interest in STEM, Krish joined, chaired, and revitalized the YouthComputing group, to teach technology and entrepreneurship to students. He applied technology to aid dementia patients, research heart disease, and collect youth input on public transit routes to help the municipality develop a bus-tracking app.

Champlain Regional College

Candiac, QC

Having been active in school groups like Green Team and Running Club, and Vice President of Clubs and Societies of the Champlain Student Association, Souang became an organizer of the First Year Leadership Program (FLIP) to help transition high school students into her CEGEP community. Realizing that COVID-19 restrictions on in-person learning would disrupt new student integration, she established FlipIT (FLIP Integration Trio Program) to provide helpful online guides, learning strategy workshops, and match participants with a returning student mentor and network of classmates.

Monarch Park Collegiate Institute

Believing that social change comes from inside the community, Fatima targeted the youth violence she saw in her neighbourhood. She helped create Our Voices Out Loud to offer youth-led anti-bullying and anti-discrimination education and professional development. After program funding was cut, Fatima partnered with Pathways to Education to form Girls Unlimited, developing peer training and resources to tackle mental health, body image and cultural pressures faced by racialized females. She was also a member of the Regent Park Health Centre Youth Advisory Committee.

Tamanawis Secondary School

When Harjot discovered how members of his community struggled to find blood or stem cell donations when they faced health crises, he helped establish the One Blood For Life Foundation. This non-profit seeks equity for patients, including under-represented ethnic minorities, in part by encouraging youth to become life-long blood donors. As CEO and Director of Internal Operations, Harjot helped build a network of 440 volunteers whose efforts resulted in 3,550 blood donations and 1,540 new, ethnically-diverse stem cell registrations. He also volunteered for food drives and the Jivana Organ Donation Society.

Glenlyon Norfolk School,

Victoria, BC

Charlotte showed persistence during her five-year effort to urge the BC public to abandon single use plastics. Although she and fellow members of the Ban the Bag initiative persuaded Victoria City Council to ban single use plastic bags, the decision was overturned in provincial court. After regrouping to form Kids for a Plastic Free Canada, her team partnered with the UVIC law department to educate the public and provincial officials on the issue. Charlotte also founded and led her school’s Pride and Equality Club to support LGBTQ+ youth at school, in the community and around the world.

Miles Macdonell Collegiate Institute

Chinemerem decided to create a boys’ mental health group in his school after a close friend committed suicide. The Heads-up Guys club provided his fellow “bros” with a place they could break the stigma of what it means to be “manly,” share their feelings and encourage boys to be themselves. He later promoted the concept at other local schools. Chinemerem was also Student Council President, volunteered with Youth in Philanthropy, served as a legislative page and was a catechism teacher, preparing weekly lesson plans and activities to help youth overcome their academic struggles.

Ancaster, Ontario

David realized the importance of financial literacy at age 15, when his father’s death forced him to manage the family finances, including estate settlement, on behalf of his mother who spoke little English. He developed Foundations of Finance, a youth-led program to improve teenagers’ financial knowledge. The annual, one-day event provided speakers, workshops and interactive case studies to help students learn topics such as budgeting, debt, taxes and investing. David worked with the McMaster PennyDrops chapter as an ambassador to integrate financial skills into the high school curriculum.

Paris District High School

Scotland, ON

Having begun high school as a shy and self-conscious youth, Theodore is grateful to peers and mentors who saw his leadership potential. After experiencing the isolation and fear of many LGBTQ+ teens, Theodore co-founded Queers United for Education in Small Towns (QUEST). With the goal of creating a safe, inclusive learning environment, QUEST organized campaigns like Pink Shirt Day, lobbied for resources for transgender youth, and raised a pride flag on school grounds. Theodore was also Co-Prime Minister of Students’ Council, a senior member of Environment Council and section lead in the Senior Band.

JL Ilsley High School

After taking part in Indigenous cultural events to reflect her heritage, Keilidh decided to raise student awareness of injustices suffered by First Nations communities and the underlying social conditions. She organized a day at her school to honour missing and murdered Indigenous women and girls, by rallying students, staff and community members, including thrift shops that donated symbolic, red clothing for displays. Keilidh screened a documentary to inform students on the issue and mentored schoolmates to plan future events. She played soccer and participated in Pathways to Education.

Sussex Regional High School

Penobsquis, NB

As President of her school Interact Club, Shelby introduced The Backpack Program at the Sussex Elementary School. By securing school and community sponsors, they provided a dozen children with two daily meals and snacks over the weekend when they are not at school. While Shelby worked to expand this food security program to other schools, she volunteered on the yearbook committee and focused on ensuring that all students were included in photos and memories captured in the publication. Shelby was also involved in Students’ Council and fundraising for the Canadian Cancer Society.

Miramichi Valley High School

Miramichi, NB

Isabella was surprised how mental health was a taboo subject in her community, where everybody kept their struggles to themselves. After surveying students to uncover the scope of their mental health challenges, Isabella and her friends co-created the MVRealTalk group, to host student workshops and arrange suicide prevention training for staff. Isabella later realized the impact of her work when the mother of a suicide victim thanked her for the group’s work to prevent future tragedies. She was also a youth representative on the local Addictions, Mental Health and Suicide Prevention Committee.

Campbell Collegiate

As a leader of Local Initiative, an annual school fundraiser for community needs in Regina, Merah championed efforts to support the economically challenged North Central district. Through pancake breakfasts, movie afternoons and ‘pet puppies’ events, the campaign collected money, clothing and much needed school and hygiene supplies for social service agencies. As the head of her school Reconciliation Committee, Merah organized Celebration Week to raise awareness of Indigenous social justice issues and fundraised to help expand school facilities on Muscowpetung Reserve in southern Saskatchewan.

Pasadena, NL

As a young member of the 2SLGBTQ+ community, Jessie lacked mentors or “persons in her corner” in Western Newfoundland. At age 14, Jessie created Camp Ohana, a four-day summer camp and queer space for youth by youth. Overcoming many hurdles - including permits, grant applications and skeptical adults - Jessie successfully hosted these inclusive experiences for more than 50 youth and 30 volunteers, helping participants find meaningful support and make lasting friendships. Jessie was also active as vice-president of Franco-Jeunes and led an all-girls competitive snowboarding group.

Dawson College

As a frequent volunteer with the elderly, Jia was impressed by studies that showed how artistic activities have a positive impact on senior citizens’ mental and physical health. Working with Dr. Olivier Beauchet of McGill University, Jia founded the Dawson Art and Longevity Group to hold museum tours for isolated seniors, including first generation Chinese immigrants without the language skills to access the arts. These visits have enriched the quality of life for elderly Chinese and Francophone participants, while providing invaluable data for research into geriatric medicine.

Sir John A. MacDonald High School

Waterloo, Ontario

Seeing how today’s teens are bombarded by global issues they feel powerless to address, Jocelyne led SVP Teens, an initiative that sprouted from the Social Venture Partners network. This youth-led leadership and community development program educated teens about volunteering and fundraising and coached them through a grant-making process. SVP Teens has grown into a 90-member non-profit, focused on creating the next generation of philanthropists. Jocelyne was also a soccer coach for low-income kids, an anti-bullying ambassador, a FIRST Robotics team member and a competitive hockey player.

University of Toronto Schools

Anjalee felt fortunate that she was exposed to computer science at a young age, even though most youth in her province can’t access technology education until grade 10. To expose younger minds to STEM, Anjalee founded TechExplore.co. She borrowed robotics kits from a teacher and taught the subject at low-income and all-girls primary schools. Based on the childrens’ enthusiastic response, she recruited high school students to expand program reach, through more workshops and Youtube videos. Anjalee also created an all-girls TechExplore.co Club to give females a safe space to explore technology.

College Jean-de-Brébeuf

Tomy’s in-school activities included his efforts to manage the auditorium, so it could be better utilized by diverse student groups, and chairing the Brébeuf Co-operative Board of Directors, to support and develop student leaders. As co-chair of the entrepreneurship club, he helped members promote socially- and environmentally-responsible companies and products. As a Cadet Corps member for nearly seven years, Tomy planned accessible programs to turn today’s youth into tomorrow’s leaders, including adventure training exercises to build their physical and mental skills.

Holy Trinity Catholic Secondary School

When Nicholas’ VEX Robotics Competition team won the World Championship Tournament, he chose to share his passion with other youth and became lead robotics teacher at a library program for children. After helping to launch a FIRST Robotics program for patients at Holland Bloorview Kids Rehabilitation Hospital, Nicholas applied this experience to launch the Best Buddies Robotics program at school. He helped marginalized students, including those with developmental disabilities, discover opportunities in STEM. Nicholas was a member of his school social justice club and the concert and jazz band.

Oro-Medonte, ON

When Samantha realized that there was little representation or support in the school system for students of Indigenous heritage like herself, she co-founded her high school’s first ever First Nations, Metis and Inuit cultural club. The group became a supportive space for Indigenous students to share their experiences and organize events, including a justice walk to raise awareness of Indigenous issues, red dress campaigns to commemorate missing and murdered Indigenous women, and involvement in Indigenous education days in the community. Samantha also participated in student government.

Colonel By Secondary School

When Scott observed the social exclusion and disrespect faced by a friend who was transitioning genders, he started Generation Queer and advocated for separate, non-binary washrooms and locker rooms in schools. He joined a federal government health initiative to publish the “Pride Report” on gender-based violence faced by the Queer community and prompted his school to approve non-binary bathrooms and change rooms. Scott planned Queer awareness workshops, worked as an Inclusion Counsellor for special-needs children in a city camp and coached youth rugby.

Jessica has focused on giving youth the tools to save lives ever since she started volunteering with Foundry BC, a network of youth clinics across the province. Jessica created “This is: Harm Reduction,” a program that educated youth on the opioid crisis, destigmatized addiction issues and taught harm reduction techniques including naloxone training. Jessica also volunteered for International Overdose Awareness Day and Foundry Victoria Youth Action Council and as the Service Prefect at school, developing a mentorship program for younger students.

CEGEP de Sorel-Tracy

Contrecoeur, QC

Molly involved youth in social, environmental and international development issues, through her work in her CEGEP store, Magasin du Monde. She promoted Quebec-made, fair trade merchandise and encouraged inter-generational learning, by offering the products at a seniors’ centre. As President of the store, she began a weekly thrift shop for persons in need. Molly was student spokesperson at a global march for the climate crisis in Sorel-Tracy and joined an ecological group to drive regional social inclusion and environmental protection programs. She also taught student leadership workshops. Molly would like to study communications for a possible career as a politician.

Dawson College Laval, PQ

While 12-year-old Jana volunteered at Champleury Community Centre for fun and free food, she soon realized the positive impact of volunteering. To inspire youth interest in human rights, Jana planned Amnesty International (AI) conferences and grew her school chapter. As a member of AI’s National Youth Committee, she helped students across Quebec run campaigns, while she also organized an annual disabilities awareness show for youth with disabilities, including young artists. Jana helped start the Darna Youth Association to offer Palestinian youth a safe place to share their culture. Jana plans to study at McGill University and is considering a career in international law or economics.

Saint Brother Andre Catholic High School Markham, ON

Keeley felt fortunate to experience science at an early age but appreciated that others may not have the same chance. She co-created STEM Kids Rock to empower youth to teach other kids science, technology, engineering and math. Keeley helped 75 volunteers run 300 free mobile science centre events for over 150,000 participants. Keeley included persons with disabilities as volunteers, to show that everyone has something to share. A volunteer and coach with the High-5 Special Needs Soccer Team at the Unionville Milliken Soccer Club, Keeley also served as co-captain of the Toronto FC Special Olympics Unified Team. Keeley wants to study chemistry at McMaster University and make STEM Kids Rock a national charitable organization.

Gordon Bell High School Winnipeg, MB

After Abdimalik’s difficult, solo journey to Canada from crisis-ravaged Somalia, he was amazed by the welcome strangers offered him. He vowed to return their kindness by helping others and becoming a role model to immigrant youth. In addition to tutoring new Canadian children at the Peaceful Village Program, Abdimalik joined his school Youth in Philanthropy club, which raises funds to help youth and families access basic necessities. He felt gratified to see kids enjoy carefree play when he volunteered at the Wolseley School Picnic, something that would be impossible in his Somalian homeland. Abdimalik plans to study pre-medicine at the University of Winnipeg .

Edmonton Islamic Academy Edmonton, AB

Hamdi chose to make her community a better place, driven by her experiences in overcoming adversity. After helping boost the self-esteem of a girl she tutored at the Somali-Canadian Cultural Society, Hamdi decided to start a Social Justice Club and co-found a Community Leaders Club to engage students in good causes. To improve mental health awareness in her faith community, Hamdi worked with her school to form a Peer Support Group so students can de-stress and talk freely. Hamdi was Student Council President, participated in the Science Olympics and served on her school rugby team. Hamdi wants to study health sciences or political science at the University of Alberta.

IE Weldon Secondary School Downeyville, ON

Catherine has helped youth overcome barriers to success and given them a voice on local, provincial and national issues. She founded her school Model United Nations club and, when she learned that Indigenous girls in Northern Ontario miss school since they can’t afford feminine hygiene products, she co-created the Moon Time Challenge to gather 7,500 products for Indigenous support groups. She created a 12 Days of Christmas Challenge, so students could collect gifts for abused women and children, and she began an in-school youth advisory board, to relay educational views to the federal government. Catherine plans to study political science and work in Canadian human rights law or as an educational policy analyst.

Rutland Senior Secondary School Kelowna, BC

After finding her calling in humanitarianism, Keneisha immersed herself in her school Diversity Club to provide a safe space for all students, regardless of their ability, culture, gender identity, religion or sexuality. Keneisha also joined Rotary’s Interact service club, reaching the role of President, and planned outreach for many causes including the Take Two initiative. Through this waste reduction program, students created a recycling workspace in a repurposed shipping container to divert their school’s plastic waste into new items. She also plays lead alto saxophone with a local jazz band. Keneisha aims to study social work.

Stratford Central Secondary School Stratford, ON

Ethan vowed to become a ‘doer,’ and act to address complex challenges, when he joined the Ontario Nature Youth Council. As a member of this group, he learned the impact of pollinators on the planet and food supply. He led a successful campaign to declare Stratford a ‘Bee City’ to promote awareness and create new pollinator habitats. Ethan organized all-ages events to plant pollinator gardens and he began a Bee Schools program at his high school. Through his leadership in the youth climate movement, he inspired other young ‘doers’ to advocate for government action on the climate crisis. Ethan plans to study both international relations and the environment and sustainability, towards a career in environmental protection or the foreign service.

James M.Hill Memorial High School Miramichi, NB

Katherine became a mental health activist the day she learned a fellow student committed suicide. Recognizing that schools lacked staffing and tools to assist youth in crisis, she formed a student group to persuade officials to introduce suicide prevention training and add mental health to the curriculum. They successfully lobbied the Department of Education and District Education Council to evaluate the number of school psychologists and counsellors and embed mental health protocols. Katherine also acted in local theatre and served as a Catechist to grade one and two students at her church. Katherine plans to earn a Bachelor of Science degree towards a career in medicine or health.

Marc Garneau Collegiate Institute Toronto, ON

Marzan described her Sprout Initiative as “introducing kids to the joy and community of curiosity.” With support from the Ontario government’s Beyond 3:30 after-school program, she organized STEM workshops for kids from low-income communities, so participants can learn a concept and complete a team challenge alongside a volunteer mentor. As a representative of the Impact Youth Incubator for the Institute of Youth Health and Development, Marzan identified health needs and gaps in her community. She also led a Global Ideas Institute Club, wrote for her school paper and volunteered as an ESL tutor. Marzan hopes to pursue a career in medicine or public health.

Colonel Gray High School Charlottetown, PEI

Troubled by the lack of language learning and volunteer opportunities for immigrant youth, Vivian expanded the Junior Youth Empowerment Program by creating a Junior Group in her neighbourhood. She trained volunteer mentors to accompany newcomer youth on community service projects at a nursing home, conduct literacy classes and hold art camps, so participants were empowered to express themselves both verbally and visually. She was a youth leader with the National Speaking Rights Team, directing a video project to profile exemplary young people and dispel stereotypes about youth. She also competed in her school cross country and track team. Vivian would like to be a therapist or social worker after earning a degree in psychology.

Collège Jeanne-Sauvé Winnipeg, MB

When Brianna attracted public attention for penning a heartfelt letter to politicians about missing and murdered Indigenous women and girls, she chose to take concrete action. The Anishinaabekwe youth volunteered to give females a voice and confidence and joined groups to raise issues at all government levels, including the RCMP Youth Advisory Council. As a speaker with Strong Girls, Strong World and the Teen Talk programs, she taught youth about healthy relationships and good decision-making, while also managing her chronic Dysautonomia condition and serving as a certified peer supporter to teens. Brianna plans to study science at the University of Winnipeg and work towards a career in medicine or law.

École acadienne de Truro Truro, NS

Julian has shown how an open heart and mind lead to innovation and change. As the youngest board member of the Living Earth Council, a community environmental group, he planned local food events and promoted bike riding as sustainable transportation. An avid film-maker, Julian also ran a children’s agricultural program at the Truro Farmers’ Market and, as President of the school Environmental Committee, he created an art installation from used plastics, prompting staff to ban plastic cutlery. Julian played in Acadian bands to show kids that their musical and French language heritage are cool. Julian would like to study industrial design and become an engineer or product designer.

École Mathieu-Martin Dieppe, NB

Believing that his community has enriched his own life, Alec dedicated himself to giving back to others amidst his busy academic and athletic schedule. After witnessing the isolation of special needs students at his school, he opened a Best Buddies chapter to build friendships between his classmates and students with disabilities. He expanded his effort by founding Best Buddies Action to help integrate students with disabilities into schools across Southeast New Brunswick. A hospital volunteer, debate committee member and math tutor, Alec was also elected President of his Student Council. Alec plans to study biochemistry at the University of Toronto and work in medicine, psychology or business.

Cégep de Rimouski Sainte-Anne-des-Monts, PQ

Andréa followed a belief that our future hinges on everyone’s involvement. While participating in a summer science internship with SLAquaponie, Andréa saw the potential of aquaponics, the agricultural system that combines raising fish and plants. She co-founded an in-school aquaponics youth cooperative to teach classmates this eco-friendly method of food production and instill an entrepreneurial spirit, by raising local, organic food for the school cafeteria. In addition to writing and cheerleading, she provided weekly homework support to children with learning disabilities. Andréa would like to obtain a Bachelor of Education degree towards a career as a pre-school or primary school teacher.

Collège Marianopolis Montreal, PQ

Si Ming credits her immigrant parents for teaching her to step out of her comfort zone and face uncertainty. When she witnessed high anxiety among students, she became a leader with Jack.Org, planning events like exam-season yoga to help youth de-stress. Entering student politics, Si Ming became a Student Advocacy Coordinator for the Student Union, sitting as such on the Academic Council. She has also been active on mental health and sexual violence committees. She gained her school’s approval to create its first-ever mentoring program and applied her YMCA mentoring skills to train senior students to help new students with social and academic issues. Si Ming would like to study psychology and become a psychologist or lawyer.

Tamanawis Secondary School Surrey, BC

Believing that everyone wants to be a better version of themselves, Arry aimed to empower Indigenous youth dealing with inter-generational traumas. Joining Break the Divide, he helped student-run chapters connect these young people in global causes. After serving as a tutor for at-risk youth, Arry co-founded Board Game With BASES (Building Academic Social and Employment Skills) where students played games with special needs youth in three schools. As an RCMP youth leadership delegate, Arry designed an action plan to tackle gun violence with events to alert youth to the dangers of gang involvement. Arry would like to build a career in business or marketing.

Kingston Collegiate Vocational Institute Kingston, ON

Grateful that his parents taught him good financial habits, Criswyn co-created Common Cents, a financial literacy campaign to help grade 4-12 students gain crucial life skills. He partnered with post-secondary professors and financial institutions to teach senior high school students options to finance their post-secondary education. Playing the first violin in the Kingston Youth Orchestra, Criswyn volunteered at a retirement home, performing for seniors and engaging them in games and conversation. He was a crew leader at his church’s Vacation Bible School and served on Student Council. Criswyn wants to study business towards a career in international business.

CW Jefferys Collegiate Institute Toronto, ON

When media coverage formed a negative image of her Jane and Finch community, Lilaani became a founding member of the SMILE program at school so that people would smile instead of frown when they thought about local students. She held a boot camp and excursions for immigrant and grade nine students to immerse them in Canadian society and teach social and employable skills to gain part-time work. As editor of an essay competition for the ROOTS Cultural Foundation, she edited 100 essays to help improve student literacy. She mentored kids with Big Brothers Big Sisters of Toronto and was elected Student Council President. Lilaani wishes to pursue a career in medicine and continue to serve her community.

Luther College, Regina, SK

As a child born to South Sudanese refugees, Jennifer dedicated herself to raising awareness of injustices around the world. She founded a Social Advocacy Club to promote gender equality and children’s rights and led a #WOKEWEEK campaign to shed light on the plight of Canada’s Indigenous people. She co-founded South Sudanese Youth of Canada to support and mentor other first-generation youth and planned Multicultural Nights at her school to celebrate cultural diversity. In addition to serving as an International Student Guide, Jennifer was Senior Manager of her school basketball program. Jennifer plans to study business and become an entrepreneur or human rights lawyer.

Pickering High School Ajax, ON

Risann bridged the divides between marginalized communities and society by identifying and addressing their barriers to success. She developed a high school mentorship program, A Targeted Vision, to help racialized students, particularly black males, access role models and mentors. The program is being expanded to other schools. She led Breaking Barriers, a school social justice club, and founded PHS Students for Equity, to promote diverse youth groups. She was Prime Minister of Student Government and served as a Durham District School Board Student Trustee to represent students among policy-makers. Risann plans to study politics and economics.

From St Mildred’s-Lightbourn School, Oakville, ON.

Amanda spent her high school years changing stereotypes. She began her school’s first mental health club, founding a Jack.org chapter, to reduce stigma around mental illness. She hosted events to engage students and create a safe space for struggling youth. As a member of an all-girls robotics team, Amanda challenged attitudes in the male-dominated STEMR sector, encouraging girls to pursue interests in science, technology, engineering, math and robotics. By leading her school STEMR council as the STEMR Prefect, Amanda mentored girls and advocated to reduce the gender gap in the scientific community. Amanda would like to become an engineer, lawyer or entrepreneur.

From Annapolis West Education Centre, Granville Ferry, NS.

Inspired by the volunteer spirit of her parents and the Annapolis Royal community, Abigail co-founded a social issues club at school and embarked on fundraisers such as annual ‘Get the Goat’ campaigns, to purchase goats through Plan Canada, and a ‘Fast for Food’ event, in which youth fasted for 30 hours to support a food bank. Each successful event prompted Abigail to take on new causes and her club grew from two to 50 members. She was also active in Student Council, school band and drama, was a church youth leader, and was a member of the Annapolis Royal Space Agency and Royal Robotics team. Abigail would like to study environmental engineering.

From St. Theresa of Lisieux Catholic High School, Richmond Hill, ON.

Having watched his immigrant parents work night and day, Hayden founded Youth Nation Alliance to provide youth-to-youth support services to new immigrant students. His team provided peer mentoring to more than 1,000 youth, including volunteer matching, translations and social outings. Also committed to Canada’s history, Hayden joined the Commonwealth Youth Peace Ambassadors Network to support the Nipissing First Nations community. He and his friends created the CONNECT App to join isolated Indigenous youth through a virtual drop-in program to find physical activities and recreation sports wherever they live. Hayden may pursue a career in human rights or immigration law, social work or international relations.

From Burnaby Mountain Secondary School, Burnaby, BC.

Refusing to ignore the homeless members of his community, Ivan founded The Hot Potato Initiative, a youth-led movement to overcome the indifference of everyday citizens. Looking beyond superficial ‘band-aid solutions’, he led a team of 50 students in creating a media campaign around the biographical stories of real people living on the streets, to inspire empathy and destigmatize homelessness. His project engaged over 50,000 Canadians through social media. Ivan also participated in Burnaby's Seniors & Technology program, teaching senior citizens to use electronic devices. He hopes to study business or international development.

From St Pius X High School, Ottawa, ON.

After Bronwyn watched a loved-one struggle with their identity, she formed her school’s first gay straight alliance. To make the group inclusive of anyone who felt they did not belong, regardless of sexual orientation, she named the club HUGS (Humans Understanding Gender and Sexuality). They held school-wide events including presentations on bullying, lobbied for a gender-neutral bathroom and fundraised for a local community centre for LGBTQ+ youth. Bronwyn also headed her school’s Peer Helpers program for new students, took part in Ontario Youth Parliament and volunteered at church camps. Bronwyn would like to be a developmental psychologist, teacher or youth counsellor.

From Leo Hayes High School, Penniac, NB.

From a young age, Justen loved science, electronics and engineering but struggled to find ways to explore these interests. Inspired by his school Science Club, he convinced the Fredericton Makerspace social enterprise to pilot an after-school science program, which expanded to offer city-wide competitions and a regular 'STEM @ The Ville’ for youth. Justen also helped create a solar passive greenhouse and indoor urban agricultural room at The Ville Co-operative, to test innovative growing techniques. His other volunteer work included community climbing wall instructor and in-school math and physics tutor. Justen wants to be an embedded systems designer or electronics hardware engineer, potentially in his own company.

From Marianopolis College, Westmount, PQ .

While volunteering at the Tyndale-St. Georges Community Centre, Charlotte saw how some youth were not interested in sports-focused programing. She co-founded an after-school art activity for children age six through 12, after fundraising from local businesses to acquire supplies. Enlisting volunteers to help children from underprivileged backgrounds unlock their artistic selves – including artwork for cancer patients – the group became a continuous program at the centre. Charlotte also helped lead an inclusive running club and an intersectional feminist club at her school. She is interested in a career as a documentary film-maker or creative director for a non-governmental organization.

From Cawthra Park Secondary School, Mississauga, ON.

Jenna co-created her school’s first Black Students Association after she organized a meeting to learn about her classmates’ experiences and struggles with prejudice. The club helped students discuss their challenges, raise issues with school administration and celebrate black culture, through events like black history presentations by guest speakers. By recruiting younger student members, the group will continue once Jenna graduates. She was also involved in student council, tutored peers in math and science and danced in her school urban dance club and at the Collective of Black Artists. Jenna plans to study biomedical or electrical engineering.

From R.S. McLaughlin Secondary School, Oshawa, ON.

When his family emigrated to Canada from Pakistan, Daniyal felt ostracized by others since he was the only Muslim child in a school with no South Asian presence. To offer respect, kindness and friendship to other youth, in grade 10 Daniyal founded a Multicultural Committee. The group grew into his school’s largest club by welcoming students of all ethnicities and raising cultural awareness through fundraisers, multicultural food buffets and activities like the Abolish Hatred Poster Competition. He also served on his school Athletic Council and Reach for the Top team and played sports like ultimate frisbee. Daniyal hopes to study health sciences or biochemistry on the road to a career in medicine.

From R.E. Mountain Secondary School, Langley, BC.

Environmentally-minded Jasmine saw how aquaponics – cultivating aquatic animals and plants in a symbiotic environment – could reduce global famine. After testing a backyard aquaponics system, she convinced school officials to let her build a unit in the commons, to teach students sustainable farming and donate the weekly harvest to a soup kitchen. As President of the school Sustainability Corps, she inspired other young environmentalists to create a school greenhouse and expand aquaponics to other schools. Jasmine served on her Member of Parliament’s Youth Council and volunteered at a camp for bereaved children. She would like to study engineering and architecture.

From Nepean High School, Ottawa, ON.

Having experienced significant pollution when he lived in Asia, Matthew committed to creating a cleaner, healthier planet. After returning to Canada, he established a high school environment club to raise awareness and introduce solutions, such as composting school food waste. He travelled to the Arctic with Students on Ice to learn about climate change from Inuit elders and shared his knowledge on the Ontario Nature Youth Council, lobbying government on climate change issues. While planning environmental awareness events for the David Suzuki Foundation’s Blue Dot program, Matthew was active in many sports including hockey, karate and track. Matthew plans to study environmental engineering.

From Garth Webb Secondary School, Oakville, ON.

With his love of sports, Jack realized how many Indigenous children could not enjoy these healthy, positive activities since they could not access sports equipment. He collected used sports gear at his elementary school and shipped it to remote Indigenous communities. He later founded Change By Youth and donated 2,500 skates and hockey equipment to kids in need while providing volunteer opportunities to 300 youth. He has also led 22 Great Canadian Shoreline Cleanups to educate the public about protecting waterways. Jack was active in his school science fair club, trained in Taekwondo and helped lead the Oakville Leo Club. He is interested in a career as a researcher or scientific product or biotechnology developer.

From Cariboo Hill Secondary School, Burnaby, BC.

Rickesh experienced firsthand how lack of economic means can exclude youth from community activities, so he pledged to improve social inclusion for low-income children. Inspired to study STEM subjects by an elementary school teacher, Rickesh established Mind Blown, an after-school science program in which high school volunteers offer weekly science lessons in two elementary schools. He volunteered with the homeless, on the Burnaby Task Force on Homelessness and the Indo-Africa Charitable Society, and co-founded Children’s Birthday Miracles, to throw monthly celebrations for children from homeless families. Rickesh is considering a career as a math and science teacher or a computer engineer.

From Collège Jean-de-Brébeuf, Montreal, PQ.

To help underprivileged youth experience culture and broaden their perspectives, Anne founded De-l’Air-Frais pour-un-Sourire-Vrai (Fresh Air for a Real Smile). With 15 volunteers, the group ran children’s excursions such as snowshoeing and art gallery visits. She encouraged other youth leaders in diverse projects and sports, from flag-football teams to Giive, a student-run organization focused on reconciliation between Indigenous and non-Indigenous communities. Anne represented youth at both Montreal City Council and on the Canadian Commission of UNESCO Youth Building Peace series. She also wrote for several youth publications to counter prejudice. Anne seeks a career in community engagement through social justice or medicine.

From Britannia Secondary School, Vancouver, BC.

Knowing that families struggle to afford food and after-school care in his neighbourhood, Luk took action to help, and be a positive influence on disadvantaged youth. He co-founded Cook it Up, so grade 4 to 7 students could learn cooking skills from a professional chef. Luk was also a Link Crew leader, helping grade 8 students transition to high school through mentoring and social events. As Officials’ Club President, he encouraged students to volunteer as sports scorekeepers, to participate in positive pastimes, gain employable skills and enable scheduled sports to continue in his community. Luk’s career interests include accounting, marketing and graphic design.

From Bloor Collegiate Institute, North York, ON.

With a strong sense of empathy for the homeless, Stephanie began raising funds to prepare Christmas gifts for local homeless persons. She started the Off the Streets group at her high school to involve fellow students in fundraising and awareness events and volunteering trips to shelters. By doing so, she has empowered many peers to develop their own leadership skills and community mindedness. Stephanie co-led her school Model United Nations team and was involved in her debate team and student tutoring. She would like to study political science, towards a career in the public service, education or international development.

With her interest in vegetarianism, Shophika became involved in the Collège Jean-Eudes Ecology Committee, leading awareness kiosks about water and food waste. She enlisted students in clean-up activities, started recycling and composting programs and lobbied school officials to create a green roof for urban agriculture. Today, it has become a student-run garden that grows and produces teas, pesto and fresh vegetables. At her CEGEP, Shophika helped lead the environmental committee and cooperative association while she volunteered with senior citizens and hosted a weekly radio show in her native Tamil language. Shophika would like to study mathematics, possibly leading to a career as a high school teacher.

From Oromocto High School, Oromocto, NB.

Natasha led many projects to build stronger connections among community members. She applied her love of knitting to start a hat-knitting campaign, with volunteers producing more than 200 warm hats for the Fredericton Homeless Shelter. She volunteered at a seniors’ home, the library and an elementary school activity program, while spending her summers offering swimming lessons to special needs’ kids and tending a vegetable garden for the Oromocto Food Bank. To inspire other girls to become leaders, Natasha was active on the WOW (Women’s Only Wellness) peer program and on the MP Youth Council to encourage young women to exercise. Natasha wants to study biochemistry towards a career as a doctor, orthopedic surgeon or biomedical engineer.

From Bert Fox Community High School, Wolseley, SK.

After observing how many of her fellow students put their health at risk by skipping meals, Avery revived an early morning Breakfast Club at her school. While providing busy students, parents and staff with access to a free or affordable hot meal, the program teaches young people about healthy diets, helps classmates earn volunteer experience and supports local businesses and farms. She also volunteered on student leadership council, sang in the choir, was active in recreational sport programs and assisted at a daycare centre. Avery wants to study science towards a career as a pharmacist, pediatrician or veterinarian.

From South Kamloops Secondary School, Kamloops, BC.

At age 16, Ken founded the Kamloops Youth Volunteers to empower other young people with the courage and knowledge to benefit their community. The city-wide group grew to 80 students who supported youth-led initiatives, such as making cards for sick children at the Royal Inland Hospital or cleaning the animal facilities at the SPCA. Ken also applied his personal drive for innovation and initiative by co-founding the Kamloops Student City Council to give students a voice at City Hall, and the Norkam Badminton Club. In addition, he was also a Model UN delegate, Ted-Ed Club leader, and Rutgers University laboratory assistant. Ken hopes to study neuroscience or immunology in pursuit of a career as an infectious disease specialist with Doctors Without Borders.

From Leaside High School, Toronto, ON.

Recognizing the challenges faced by youth in one of Toronto’s most multicultural communities, Sahar became a Youth Director on the Flemingdon Park Parent Association. She started a drop-in homework centre for students from grades 4 to 6 and applied her French skills as one of the volunteer tutors. Expanding her work to impart life skills among youth, Sahar also organized leadership workshops and a soccer house league, in which she managed coaches and planned schedules. She also edited her student newspaper and was active on the school robotics team. Sahar plans to study software engineering at the University of Toronto.

From Institut Collegial Vincent Massey Collegiate, Winnipeg, MB.

Loizza became a social justice volunteer at age nine when the images of a typhoon in her native Philippines prompted her to fundraise for disaster victims and building schools in developing countries. In high school, she focused on mental health awareness after her best friend committed suicide. Loizza created Peace of Mind 204, a youth mental health support group that brings together students, speakers and performers to spark conversations on the issue. They later became the official youth advisory group to the Manitoba government. Loizza is considering a career as a lawyer or social worker.

Cindy believes strongly in the power of learning. After tutoring a blind teenager in Beijing, she founded Vision Exchange, a non-profit program matching sighted English-speaking mentors with blind Chinese buddies for online classes and conferences. The program grew to 120 participants in three countries, helping Chinese blind people overcome their limited education options and fulfill their dreams. Cindy also ran music theory and science youth camps at the Victoria Park Hub community centre and founded her school’s first business club. After pursuing Engineering Science at University of Toronto, Cindy is interested in becoming a professor or economist, while continuing to be a freelance composer.

Inspired by volunteers who made a profound impact on him as a young cancer patient, William has been dedicated to helping people ever since. He designed an online test registration process to help Special Education students register for support during tests which has been adopted by other schools. As part of the executive for his school’s Mental Health Committee, he organizes events and assemblies to stop the stigma regarding mental illness and help students cope with stress. William also introduces children with disabilities to technology and robotics at a children’s rehabilitation hospital, and provides ongoing audiovisual and technology mentorship to students from his elementary school. William plans to attend Ryerson University in Business Technology Management.

From Cégep de Trois Rivières, Trois Rivières, PQ.

Gaining inspiration and confidence as a participant in the international robotics competition, Robotique FIRST, Chaymae decided to make a similar difference for other youth. She set up an extracurricular robotics club at a local elementary school – the first of its kind for primary students in the region – and mentored more than 20 youth to research and build their own robots for team competitions. Chaymae also helped other immigrant youth with homework at a newcomers centre and volunteered at an Alzheimer’s patient facility. She would like to pursue a career as an industrial engineer.

From Collége Jean-de-Brébeuf, Montreal, PQ.

After volunteering at a summer camp with youth from disadvantaged backgrounds, Martin-Olivier realized how talented young people can be held back by their economic status. In response, he began Exception, a mentoring program for secondary school students in one of Montreal’s lower income neighbourhoods. With the mission of preparing tomorrow’s leaders, he raised funds for a scholarship and recruited college students to build long-term friendships with mentees. Martin-Olivier also volunteered at a homeless shelter and was active in student government. He plans to study politics, law and commerce at the University of Ottawa.

From Kelvin High School, Winnipeg, MB.

As President of his school’s Environmental Action Committee, Elijah learned that leadership requires strong listening skills to understand others’ interests. To reduce the contamination rate of school recyclables, the group organized a student and staff competition to recycle correctly, plus other awareness, fundraising and lobbying efforts to improve school environmental practices. In addition to serving as Student Council Co-president, Elijah co-founded an entrepreneurial development program to empower students to start their own ventures. Elijah would like to become an entrepreneur, venture capitalist or politician after studying engineering and business administration at the University of Western Ontario.

From Se’t A’newey Kina’matino’kuom (St. Anne’s School), Conne River, Mi’kmaq Territory, Nfld.

Deciding to take things into his own hands to create a more open-minded atmosphere in his small community, Kian established his school’s first Gay Straight Alliance. The group offers a safe and accepting place for his peers who struggle with their sexual or gender identity, while also educating all students to respect others who are different. Kian also became a dedicated Girl Guides leader, and organized practices and training activities as captain of his school wrestling team. Kian aims to study mechanical or electrical engineering at the University of New Brunswick.

From Collège André-Grasset, Montreal, PQ.

While Émilie discovered her love of science on her school robotics team, she was dismayed by provincial student drop-out rates and the fact that many youth don’t get to explore their own passions. She enlisted her robotics team to host free robotics workshops in primary schools to reach youth from disadvantaged backgrounds. Over five years, they provided more than 4,000 youth with access to science and technology activities and the chance to realize their own dreams. Émilie also played the piano in a seniors’ residence and volunteered with St Jean’s Ambulance. She plans to study at McGill University and work towards a career in biomedical engineering.

From Sir Winston Churchill Secondary School, Vancouver, BC.

Shocked by high child poverty rates in her province, Jan established Starts With One, the only youth non-profit group in Vancouver to address child poverty. Growing from a group of seven students to 200 volunteers, they held youth concerts and art shows to support the Mom to Mom Child Poverty Initiative, providing financial and emotional support to single mothers. Jan also founded the Senior Citizen Companion Club, to match students with the elderly, and performed TEDx talks to destigmatize autism and promote greater community spirit. Jan would like to study at the University of British Columbia and build a career as a biotechnologist, physician or social entrepreneur.

From Richmond High School, Richmond Hill, ON.

After observing how cultural norms, in Canada and around the world, can leave women powerless, Jathusha founded Ontario’s first chapter of GirlTalk, a peer-to-peer girls mentoring program. By pairing high school and pre-teen girls to talk about issues ranging from body shaming to abusive relationships, they help females build self-esteem, leadership and community service skills. Jathusha was also a national Because I am a Girl spokesperson and formed a non-profit group to empower youth to fundraise for diverse causes. She hopes to study human rights and equity studies at York University, towards a career as a human rights lawyer, politician or public policy advisor.

From Glenforest Secondary School, Mississauga, ON.

Seeing the growth of careers in Science, Technology, Engineering and Mathematics (STEM), but also the limited opportunities for students, and particularly girls, to explore STEM fields, Twinkle decided to do something about it. She served as President of her school STEM team, to interest youth in the profession, and organized an annual STEM conference that attracted 1,200 student delegates. Twinkle also started the Nahani Robotics and Engineering Club, through which high school students teach elementary students programming and robot design. Twinkle plans to study engineering at the University of Waterloo.

From Hartland Community School, Hartland, NB.

Inspired by the national We Day events in support of Free The Children, Aspen rallied other students to form a We Act social action group. After fundraising to support a shelter for women fleeing domestic violence, they also organized coin drives for international development projects, purchasing 28 goats for rural families, plus Halloween food drives and participation in the local Relay for Life. Proud of the legacy that this club has provided for future students, Aspen was also active on her school and provincial students councils. Aspen plans to attend McGill University and work towards a career in human rights or international labour law.

From Kelowna Secondary School, Kelowna, BC.

Recalling how she felt like an invisible newcomer at school, Jenita is proud that she transformed herself from a ghost to a leader. She co-founded the KSS Diversity Club to provide a safe space for students from racial, religious, sexual and gender minorities. The group fundraised for a local women’s shelter and hosted a presentation for school staff on challenges faced by minority students. Jenita also led a school board campaign to provide gender-neutral bathrooms, founded a mental wellness team and was active in a district-wide human rights committee. Jenita would like to study computer science at the University of British Columbia and achieve a career in technology, media or accounting.

From New World Island Academy, Herring Neck, Nfld.

Hoping to re-invigorate community togetherness in an isolated fishing port, Cameron joined the Coming Home Year festival committee and organized a dory race that attracted more than 400 people. He decided to make the Herring Neck Dory Festival an annual event and gained the support of provincial politicians and the Atlantic Lottery Corporation. Cameron served as Co-president of the Student Council, hosted an annual community Christmas supper to share the holiday spirit and organized a benefit concert for the Canadian Cancer Society. He plans to study commerce at Memorial University.

From Kinkora Regional High School, Kinkora, PEI.

Growing up among potato fields but with a passion for fine arts, Bronwyn was disappointed when her school’s weekly art class was cancelled. In response, the grade six student began a before-school dance program and choreographed a piece for the school Christmas concert. Having run the club for six years, Bronwyn introduced many boys and girls to dance and increased school-wide awareness of the benefits of performing arts. She was also a leader and mentor at her local boys and girls club and in her church. Bronwyn hopes to study fine arts at York University, in pursuit of a career in dance therapy and education.

From Sutherland Secondary School, North Vancouver, BC.

As a recent newcomer to Canada, Sahar realized that she could adapt faster to Canadian culture if she joined activities that she was passionate about. After volunteering on youth health and science committees, Sahar began her own clubs to encourage student pride in their talents and multicultural backgrounds. Participants in The Rhythm Club demonstrate their music and dance skills while fundraising for BC Children’s Hospital Foundation. In New2Canada Club, newcomer youth plan events to develop their leadership and communication skills. Sahar plans to study science at the University of British Columbia with the goal of a career as a neurologist or neurosurgeon.

From Sydenham High School, Perth Road Village, ON.

During the 2016 Syrian refugee crisis, William saw misinformation filter through his school about refugees housed at a nearby Canadian Forces base. To educate students about the issue, he organized an event in which refugees talked to students about their experiences, inspiring his classmates to fundraise for a refugee family. William also shared his passion for the outdoors through presentations about his Students on Ice expeditions to study climate change. He formed a school mental health group and coached football and basketball. William plans to study engineering or business at the University of Western Ontario.

From Castlebrook Secondary School, Brampton, ON.

Raised in an immigrant community where drug and alcohol abuse, leadership barriers and youth disengagement were common, Ranbir started the Dream Big Leaders organization to empower racialized students. Now known as Aspire to Lead, the group drives positive youth expression through hip-hop and spoken word events and mentorship projects. They held a Dream Big Assembly at which CEOS and social entrepreneurs from immigrant backgrounds inspired students. As an elected Peel Board Student Trustee, Ranbir encouraged youth to be politically engaged. He hopes to become a human rights or criminal defence lawyer after studying international development at the University of Toronto.

From Westwood Community High School, Fort McMurray, AB.

When Angela became the only youth delegate on the local United Way Community Investment Committee she realized how it can be hard for young people to find volunteer opportunities. She created SPARC, “Students Participating Actively and Responsibly in the Community,” so classmates can fundraise for the United Way. Following the Fort McMurray wildfires, SPARC packed and distributed more than 2,300 backpacks with school supplies for youth displaced by the disaster. Angela was Student Council President and taught traditional Chinese dance. She plans to study chemical or electrical engineering at the University of British Columbia.

Rabia Ahmed

From Monarch Park Collegiate, Toronto, ON.

In response to ethnic and religious conflict she saw both globally and locally, Rabia started a Multi-Faith Club at her school, so students could openly discuss discrimination, inequality and racism. Inspired to achieve peaceful co-existence of diverse cultures, she organized fundraising and information projects for marginalized communities, from Canada’s Aboriginal peoples to African children. These efforts included a Habitat for Humanity build in Scarborough and a Days for Girls event to support girls’ education in rural Africa.

Shelby Angalik

From John Arnalukjuak High School, Arviat, NU.

Growing up in isolated Nunavut where economic and social issues weigh heavily, Shelby discovered a love for theatre arts and its ability to help youth build confidence and life skills. To target low literacy rates in the north, she created a reading program for children under 10, in both English and Inuktitut. Following the loss of a paid school librarian, she volunteered to maintain the library. She also organized a peer orientation program to help grade eight students transition to high school.

Annie Berger

From Champlain College Saint-Lambert, Brossard, QC.

After attending the YMCA youth summit in 2014, Annie joined the year-round organizing committee to help plan the annual conference that promotes community involvement for youth from challenged socio-economic backgrounds. At school, she was a student union representative for the Champlain Student Association and she founded an online newspaper for students to share opinions on current events. Annie also participated in political simulations and leadership conferences.

Noa Bridson

From Pearson United World College, Stayner, ON.

While Noa felt privileged to have lived and volunteered overseas at a young age, on return to Canada she perceived that her fellow students lacked awareness of global issues. She started a school environmental club to engage youth in these topics and empower them to take action. At Pearson College, she continued to support sustainability causes by co-founding Eco-Justice. The group advocates for divestment based on environmental grounds and initiates outings to connect youth from various backgrounds to the outdoors.

Rachel Creighton

From Digby Regional High School, Digby, NS.

Following the suicide of a local student, Rachel founded the Digby High School Mental Health Support Group to help others overcome the stigma of mental health issues. After much research and planning, she recruited a retired mental health and addictions counsellor to facilitate the bi-weekly group. She was also active as a student representative on the community health board, served as Student Council Prime Minister, and was a soccer player and coach. Rachel also presented a motivational TEDx Talk.

Joanna El-Mikati

From Frank Hurt Secondary School, Surrey, BC.

Influenced by the culture of helping others she observed as a child in Lebanon, Joanna founded her school’s Community Connections Committee to link a local retirement home, elementary schools and community groups through cross-generational activities. Based on the group’s success, she participated in a documentary to share the concept with other youth organizers. In addition to starting a weekly neighbourhood clean-up and co-founding a community garden, Joanna was the head editor and designer of her school yearbook.

Isabel Gagne

From Harvest City Christian Academy, Regina, SK.

After noticing how students from low-income homes played volleyball without proper footwear, Isabel created “Shoe Drive to the Net,” collecting donated shoes for inner city schools. In addition to serving as President of the Student Leadership Council, she started her school’s first Cultural Diversity Day, to help students develop pride in their cultures, including her own Metis heritage. Outside of school, Isabel began a teen mentorship program, called Been There 2 and Made it Through.

Dardan Isufi

From Dawson College, Granby, QC.

In secondary school, Dardan founded an Earth Day Committee and helped organize a Celebrating Earth event for local youth. At Dawson College, he honed his political skills by arranging a Francophone delegation to take part in a parliamentary simulation at the National Assembly, and he is a member of the youth parliaments of Canada and Quebec. Elected as Director of Internal Affairs at his college, he handled administrative matters, resolved student academic problems and planned awareness campaigns.

HyunGu Kang

From University of Toronto Schools, Toronto, ON.

Impressed by Amnesty International’s focus on developing grassroots leaders, HyunGu started a youth chapter in her school. She also volunteered to re-energize Amnesty’s city-wide youth network, by organizing a Youth Leadership Council, human rights conference and magazine. After successfully mobilizing youth campaigns for prisoners of conscience around the world, HyunGu planned to expand her program model nationally and internationally. She also helped Volunteer Toronto audit youth programs at non-profit groups.

Lauren MacDonald

From Grande Prairie Composite High School, Grande Prairie, AB.

When Lauren learned about a shortage at the local college foodbank, and the impact of hunger on students’ education, she recruited friends to forgo trick or treating to collect food donations. She decided to make her ‘We Scare Hunger’ food drive an annual school event, and later expanded the program to other schools. Lauren was also Treasurer of her Student Council and an executive member of the Kiva Group, to provide micro-loans in developing countries. She was also involved in the Aboriginal Youth Leadership Council.

Jacob McGonigal

From Kirkland Lake District Composite School, Kirkland Lake, ON.

Upon realizing that a preventable disease like malaria was causing a humanitarian crisis in Africa, Jacob co-chaired a fundraising campaign to prevent the disease’s spread in Zimbabwe. Rallying support in his small high school, his committee raised enough funds to purchase 2,400 insecticide-treated bed nets to protect families from malaria-infected mosquitoes. In addition to serving as Student’s Council President, Jacob spoke out on issues facing the province’s educational system.

Muneeb Muzaffar

From Orchard Park Secondary School, Stoney Creek, ON.

To redirect youth from negative influences such as gang activity, gun violence and drugs, Muneeb created and co-led a Youth Focus Group. With the belief that small steps can change a community, his group organized a basketball tournament and food drive and hosted a leadership workshop series to help young people discover their strengths and seek post-secondary education. He has helped to develop a community garden to feed those in need and he also led school athletics teams, leadership and academics clubs.

Kikachukwu Otiono

From Colonel By Secondary School, Ottawa, ON.

After volunteering for her school’s annual Black History Month showcase, Kika became co-president of the organizing club to raise awareness of the struggles and successes of Black Canadians. She expanded the group’s mandate to help students appreciate diversity and encouraged younger students to get involved. As Youth Editor of Black Ottawa Scene, Kika created a Youth in Action page in the online newsletter so Black youth can share their experiences.

Olivia Parsons

From Holy Heart of Mary High School, St John’s, NL.

While volunteering to raise awareness of mental health issues, Olivia noted the harmful impact of social pressures on women. Feeling strongly that feminism, art and the support of other females can build women’s resiliency, Olivia started GLOW (Generating Leadership Opportunities for Women). Through monthly meetings and an online private forum, girls can meet women leaders, find mentors and connect with local organizations. Olivia was also active in performing arts.

Carlos Pena

From Leamington District Secondary School, Leamington, ON.

After a harmful algae bloom on Lake Erie caused beach closures and unsafe drinking water, Carlos led his school’s EcoTeam in a community campaign to raise awareness and work with scientists, politicians and citizens to find solutions. Carlos lobbied Town Council to protect residents’ environmental health and he spoke at conferences and rallies to urge others to become environmental advocates. Carlos also drew upon his background as an immigrant from Honduras to develop an ambassador program to assist new Canadian students.

Angelica Poversky

From Robert Alexander McMath Secondary School, Richmond, BC.

Reflecting her passion for connecting youth, the outdoors and art, Angelica founded Arts in the Park, a popular outdoors arts festival showcasing local youth. Committed to helping young people find their place in the community, Angelica coordinated writing programs for youth and an art exhibition. As a radio show host, journalist and spoken word artist, she was a voice at The Vancouver School Board Sustainability Conference, CHIMO Violence Against Women Conference and National Culture Days.

Lauren Powell

From Britannia Community School, Vancouver, BC.

Lauren’s community involvement was based on the idea of role models helping youth, and was inspired by the teachers, coaches and others who guided her. She founded the “Girls Got Game” program to connect inner city girls in grades six and seven with sports, activities and mentors. She served as Secretary-Treasurer of the Leo Club, which enables students to counsel other youth, and she was part of the school Link Crew to welcome freshmen students. Lauren played basketball, competed in track and served on a community centre youth committee.

Qendresa Sahiti

From Halifax West High School, Halifax, NS.

Concerned by her school’s disregard for its environmental footprint, including its litter-covered grounds, Qendresa started the Halifax West Environmental Club and partnered with a local trails association to hold tree plantings and nature walks. Qendresa organized leadership conferences on the regional cabinet of the Nova Scotia Secondary School Students Association, and was Secretary of the provincial inclusion committee, to involve students with disabilities.

Mamadou Wade

From Citadel High School, Halifax, NS.

Believing that you must build beautiful environments to build beautiful minds, Mamadou helped establish a youth-run community garden in Halifax’s North End inner city. They grow herbs and sell salad dressing at a local farmers’ market in support of at-risk youth programs and a scholarship fund offered by the Hope Blooms organization. Mamadou and his brother produce raw juices, with proceeds going to toy and food drives. They appeared on CBC’s Dragon’s Den to seek funds for a greenhouse to expand their growing season.

Anudari Zorigtbaatar

From Cégep de l’Outaouais, Gatineau, QC.

At the age of 14, Anudari held a successful fundraiser to build a playroom at a hospital in Mongolia, her birthplace, to raise the spirits of hospitalized children. She also planned a one-day event for 100 female students to improve their self-esteem and body image. She followed up by creating AXION, a group of 15 CEGEP students who hold workshops for secondary school students, who in turn promote self-confidence and healthy lifestyles among their peers.

Seaway District High School Morrisburg, ON

Eshal dedicated herself to building opportunities for equity-deserving groups. As School Board Student Trustee, to help resolve the gap between student-led equity needs and school board actions, she created a district-wide, student-led Equity and Inclusion Committee. She also organized the board-wide Green Iglu fundraiser for Indigenous food sovereignty to respond to food insecurity among the region’s Indigenous peoples. Eshal also co-founded the Safe and Accepting Schools Committee, to raise awareness of mental health issues and student supports, and served on Students’ Council.

Clare Coleman

Corner Brook Regional High School Corner Brook, NL

With a desire to both help those in need and nurture future leaders, Clare started a non-profit group, Game Changers, to engage students isolated during the pandemic and bolster their leadership skills. The group held basketball tournaments, concerts and other events to fundraise for causes far and near, including eyeglass distribution in Haiti with Team Broken Earth and food distribution for Newfoundlanders following Hurricane Fiona. Clare created the Future Me Project, where students discovered career options from guest speakers, volunteered at a soup kitchen, and played varsity volleyball.

Collège Lionel-Groulx Montréal, PQ

Irène was driven to make a direct, positive impact on the youth population, as a Student Association executive at her Cégep. As Treasurer and delegate to many committees, she addressed issues like discrimination and climate change, and she advocated for accessible health insurance by researching student needs and negotiating with group insurers. As a board member at her housing cooperative, Irène worked to introduce collective internet access to all residents. She tutored students in math and chemistry, volunteered at a food bank and on a Cégep feminist committee.

Da’von Ekering

Skeetchestn Community School Cache Creek, BC

Growing up in a rural community and studying at a small Indigenous school, Da’von learned the role that older students can play in supporting younger peers. With the support of the 3% Project, a national environmental group to empower youth with employable skills, Da’von and several classmates proposed and fundraised for a future youth centre/emergency shelter. He also founded the Skeetchestn Art Club Collective, to explore his artistic talents while teaching and mentoring others to learn safe machinery skills, make and market art, and avoid unhealthy influences like social media and drugs.

Ahmad Elbayoumi

St Francis Xavier Secondary School Mississauga, ON

Noticing how young people sought social change but lacked awareness of the political process, Ahmad launched FX Model Parliament, a political debate club, at his school. With over 60 members, the group hosted guest speakers, held a mock provincial election with widespread student participation, organized a humanitarian fundraiser for Ukraine, and prepared a student handbook on the political system. Ahmad was also a Legislative Page at the Ontario Legislative Assembly, taught at a private Arabic school, coached youth in martial arts, and wrote a political affairs newsletter.

Holy Trinity School Maple, ON

Jay found his purpose by honouring the memory of his mother who passed away from lung cancer. Having met many hospital patients who struggled with everyday tasks due to their physical limitations, Jay established 1Yard, a non-profit that dispatched more than 40 volunteers to perform labour-intensive household tasks for over 150 clients, while fundraising for the Princess Margaret Cancer Foundation. Devoted to living a life of service, Jay volunteered as a Track3 ski instructor to disabled athletes, was Head Prefect at his school, and founded the Future Medical Professionals Club to inspire other youth.

Besan Jadalowen

Lester B. Pearson High School Calgary, AB

Alert to gaps in society, Besan decided to promote female fitness and healthy lifestyles by starting Sisters n’ Sport. With Besan coaching up to 20 girls, the group helped junior high and high school students of all abilities to build their physical, mental and spiritual health, through diverse sports and life skills lessons. To build bridges between the school population and diverse, underrepresented youth, Besan initiated the Muslim Youth Club and organized cultural celebrations like Ramadan decorating and an Eid Festival. She was also active on Students’ Council and Junior Achievement.

Sophia Lezhanska

Bishop Allen Academy Mississauga, ON

Upon realizing that her high school lacked a 2SLGBTQ+ Inclusivity Club, Sophia successfully championed the idea and began leading weekly meetings, social justice discussions, themed movie nights, and communications to raise awareness, solidarity and allyship. She also co-led her school’s Literary and Arts Magazine, served as an orientation trip leader to grade nine students, played volleyball and took part in math club. To honour her heritage, she volunteered at Ukrainian Canadian Social Services, including client service, fundraising and outreach to displaced Ukrainian citizens.

Hayat Makwik

Chinook High School Lethbridge, AB

As a member of a visible minority group who often felt marginalized and isolated in her family’s adopted home country, Hayat chose to empower herself and others like her by forming the Culture Club at her high school. She overcame the lack of school district funds for student-led groups by attracting local business sponsors, enabling the club to hold cultural awareness events like Black History Month for students and staff. The group voices student perspectives on incidents of racism and injustice. Hayat also mentors with Big Brothers Big Sisters and volunteers regularly at the MCC Thrift Store.

St Thomas Aquinas Catholic Secondary School City of Kawartha Lakes, ON

Since it is difficult to access diverse learning resources in rural areas, Siobhan dedicated herself to empowering marginalized students. To help non-Indigenous students contribute to the Truth and Reconciliation Commission recommendations, she wrote grant proposals to purchase literature packages to facilitate youth storytelling. She founded Stepping Stones, a healthy living program to teach substance use prevention, mental wellness and physical health. As a Student Trustee, she advocated for safe spaces for 2SLGBTQ+ students. Siobhan also tutored elementary school students with disabilities.

Kyla Momanyi

Bishop Ryan Catholic Secondary School Stoney Creek, ON

Kyla made ‘sky high’ efforts to support inclusivity, first as a Flight Sergeant with the Royal Canadian Air Cadets. She instructed and mentored younger cadets and, as the only Black senior cadet, successfully lobbied the organization to permit natural hairstyles, to lift self-esteem and pride among Black squadron members. As part of her school Celtic Diversity club, she helped organize the very first CultureFest, to promote cultural awareness and community. Kyla was also a founding member of Black Student Success, to provide students of colour with a safe space to meet and be themselves.

Central Toronto Academy Toronto, ON

Initially hesitant to join extracurricular activities that distracted from her studies, in grade 10 Naomi decided to take part in Students’ Council and she soon became interested in other activities like the Artivism Inclusivity Movement, which connects art and social justice. As part of the Black Student Association, Naomi organized empowerment workshops and heritage events and researched social justice issues. She later ran for Student Trustee on the Toronto District School Board, where she represented 240,000 students in the pursuit of equity, anti-oppression, and anti-racism policies.

Mackenzie Nolan

Cardinal Leger Catholic Secondary School Brampton, ON

Mackenzie admired and mirrored the community spirit of her parents and grandparents who volunteered at her school. A member of Missanabie Cree First Nation, Mackenzie joined the Royal Canadian Sea Cadets and earned top rankings, supporting both younger cadets and veterans. She completed a 24-hour, 75-kilometre, fundraising walk for the Poppy Fund on the 75 th anniversary of World War Two and, when the pandemic halted regular volunteer opportunities, she helped both the City of Brampton Social Task Force and Global Medics distribute relief packages to address local and overseas food insecurity.

Stratford District Secondary School Stratford, ON

Discovering environmental activism in grade 7, Sammie built connections among diverse groups to boost her impact. She was elected as a youth representative on Stratford’s municipal Energy and Environment Committee and she founded a school Eco Club, which organized events, collaborated with other like-minded community groups, and gathered student ideas that Sammie shared with City Hall. When the pandemic prompted a spike in take-out food container waste, Sammie helped start a Waste Reduction Group that consulted 10 local restaurants and sourced a reusable food container supplier.

Mahé Rabesa

Champlain College Saint-Lambert Québec, PQ

A dedicated athlete who helped her Division 1 school team win the provincial finals, Mahé was also attuned to others’ needs to drive her community involvement. She was active in the Black Lives Allyship Mission and the Multicultural Crew, to address the issues faced by people of colour, and created Diversity of Arts, which welcomed performers and artists to campus to encourage students to pursue their own talents. She also founded a community cooking workshop in partnership with Les Semeurs grocery store to introduce students to healthy, local and organic foods.

Alya Rasoul

Anderson Collegiate Vocational Institute Oshawa, ON

Dedicated to lending a helping hand and sharing a smile, Alya founded the Muslim Student Association & Allies club, connecting more than 60 students in equity and inclusion activities and establishing a multifaith room. When pandemic lockdowns isolated many, Alya created a Virtual Mentoring Program, so 30 students could fulfil community service hours and offer online tutoring to struggling peers. Alya also sent handmade cards to senior citizens secluded in nursing homes, was a teacher assistant, and advised the Durham Regional Police Chief of Police on ways to strengthen relations with youth.

Hemanya Sharma

Enver Creek Secondary School Surrey, BC

Hemanya realized her love for robotics in grade five but she was surprised by the serious gender gap among participants. To help remedy the issue, she founded We Can STEM, and enlisted local elementary school principals, to support her group as it held after-school classes to spark interest among young girls and build their leadership skills. Hemanya was also President of her school Multicultural Club, raising awareness of cultural issues including discrimination, a goalie on the soccer team, and Coordinator of the Environmental Campaign at the British Columbia Youth Council.

Sophia Vaillant

Highland Secondary School Comox, BC

Sophia was drawn to STEAM (Science, Technology, Engineering, Arts & Math) but she saw how existing campaigns to attract girls to the field focused on male-dominated competitions. Believing that collaboration would better interest girls, she established Zenius Labs to host student workshops. Securing grants, sponsors, members and equipment, the group achieved 80% female participation and extended its reach to the community. Also active in VEX robotics and community theatre, Sophia used 3D printing technology to produce training tools for local hospital staff to practice procedures economically.

Jérôme Verret

Cégep de Limoilou Québec, PQ

Jérôme credits his community spirit to the influence of other change-makers, including his family, a leading scientist in quantum computing, and a young Ugandan refugee. Soon after meeting Plem Kijamba, a new Cégep student from Uganda, Jérôme and Plem founded “Le Québec en mouvement pour l’Afrique,” and fundraised to offer scholarships to seven refugee students at a Rwamwanja camp operated by the United Nations High Commissioner for Refugees. Finding his spark for quantum computing at a young age, Jérôme participated in science fairs and gave science workshops to elementary school students.

Miller Comprehensive Catholic High School Regina, SK

Having quietly witnessed the transportation and financial barriers faced by immigrant youth, Sophia broke her silence by writing a poem on the issue. After reciting it at Regina City Council, she was invited onto the Community Advisory Group and became a youth contributor to the City’s Energy and Sustainability Framework. She successfully championed fare-free transit for youth under 13, and led energy literacy outreach to support Regina’s net-zero ambitions. She chaired and transformed the Miller4Nature Permaculture Club and was a peer leader to newcomers at the Regina Open Door Society.

What a TD Scholarship means to me

5 minute read

What impact can a TD Scholarship have on a student's life?

For more than 20 years, TD has been awarding scholarships to outgoing high school students who have demonstrated outstanding community leadership.

Through the TD Scholarships for Community Leadership , TD recognizes students who have demonstrated outstanding leadership within their communities by providing them with up to $70,000 over four years, money that's split between tuition and living expenses.

Some students, like Besan Jadalowen, say the scholarship has changed the course of their university experience, giving them more time to focus on school, extracurriculars and volunteer work, without the burden of worrying about how they'll pay for their four-year degree.

New for the 2023 school year is the TD Scholarship for Indigenous Peoples . This scholarship opportunity, created in collaboration with AFOA Canada – a not-for-profit led by Indigenous Peoples – was built to help support the unique needs of students from Indigenous communities.

The scholarship provides up to $60,000 over four years for tuition and living expenses as well as employment opportunities at TD, including internships and full-time opportunities post-graduation.

As applications are now open for both the TD Scholarships for Community Leadership and the TD Scholarship for Indigenous Peoples, we spoke with two 2022-2023 recipients about what the scholarship has meant to them so far.

Besan Jadalowen (Calgary, Alberta), 2022-2023 TD Scholarship for Community Leadership Recipient

Becoming a TD Scholarships for Community Leadership recipient has changed the course of my university experience. I no longer have to worry about financing my education and working part time while studying. Now, I can focus on school, exploring extracurriculars, learning about myself, and doing what I love most – volunteering.

Family is everything to me, and this scholarship allows me to make my family proud and devote myself to receiving a well-rounded education. I hope to eventually repay and honour my hardworking parents. I couldn’t have made it this far without them.

I am so grateful for the amazing opportunities that come with this scholarship, like the internships and in the summers ahead and mentorship. Not only will these opportunities help me learn more about the job market and its diversity, but they will connect me to a whole community, helping to broaden my perspective and develop my personal skill set.

When we connected in-person for the 2023 scholarships award ceremony, it was incredible to see a room full of likeminded individuals who care greatly about their communities and genuinely want the best for those around them.

After meeting the incredible TD Scholarships for Community Leadership recipients from all over Canada, I can now say that I have a diverse new network of lifelong friends – we've even promised to visit each other if we’re close by!

Now as an alumni, I am grateful to be connected with a network of future youth impact seekers where I can continue the work and volunteer opportunities I care about, like promoting female fitness and healthy lifestyles, and taking part in important conversations. This scholarship has opened the door to a long-term opportunity to drive positive impact and I encourage more community-oriented youth in Canada to apply.

Danielle Adjun (Kugluktuk, Nunavut), 2022-2023 TD Scholarship for Indigenous Peoples recipient

I had a tough summer. In May, while I was away at college in British Columbia, my father died at the age of 56. I was devastated and felt so lost. I couldn't even check my email for a few weeks. When I finally did, I found out that I was selected as one of the first-ever recipients of the TD Scholarship for Indigenous Peoples.

This meant so much to me. I was struggling to motivate myself to return to school to complete my final exams. The scholarship funding, and the internship that TD immediately offered me for the summer, was the boost I needed to get back on track and continue working towards my goals.

When I was growing up, my family experienced housing insecurities. Later, I saw how my grandparent had to be taken away from our home to seek medical care down South.

My dream is to learn how to build sustainable structures that can withstand the elements in the North, so that we can have the housing supply and health facilities needed to live and stay in our homeland. That's why I will be starting a three-year diploma program in sustainable building technology in September.

The scholarship will make a huge difference to me and my family. I will be using the funding towards my tuition and living expenses, such as rent. This will significantly decrease our financial strain. Plus, the paid summer internships will help support me both financially and professionally.

I will also be using a portion of my scholarship money to help pay for my husky and small dog to travel back to school with me and provide me with emotional support.

I am very grateful for this scholarship because it came at a time when I felt like giving up. I feel like it was a sign from my father telling me to continue my studies. I'm going to do everything I can to make the most of this opportunity and to make my father and my community proud.

Interested in applying?

Applications for the 2024 TD Scholarships for Community Leadership are open until November 15, 2023.

Applications for the 2024 TD Scholarship for Indigenous Peoples are open until November 6, 2023.

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How to Write a Scholarship Essay (with Examples)

September 27, 2023

While applying to college, many students are faced with an additional, daunting task: how to write a scholarship essay. Financial need, already a sensitive subject, can become a stressful factor in the process alongside other existential unknowns. Luckily, scholarship essays will not require you to go tiptoeing around the taboo topic of money. Furthermore, most scholarship essay prompts more or less resemble standard supplemental essay questions. The trick then is to make your scholarship essay stand out. The following article and scholarship essay example will offer up pointers for anyone striving to win a college scholarship.

Organizing Scholarship Essays by Prompt

You may feel like melting into a lump of despair when facing a browser full of tabbed scholarships. The best way to avoid getting overwhelmed is to organize and analyze a list of prompts. Why? Because your first goal is not simply to figure out how to write a scholarship essay. Rather, you’ll want to know how to save time while writing complex and relevant scholarship essays.

As you look over the various prompts, you’ll notice that some sound fairly open-ended, while others ask for something quite specific. In response, you should annotate each prompt with thematic keywords. This will help you figure out when you can use the same essay for several prompts.

Your annotated list may look something like the following…

Sample Scholarship Essay Prompts

1) “Explain something that made a big impact in your life.”

• Keywords: event , personal development, growth, background

2) “We’re committed to diversifying education abroad by providing funding to students who are typically under-represented in study abroad. Please describe how you and/or your plans for study abroad could be viewed as under-represented.”

• Keywords: minority, diversity, identity, study abroad

3) “Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.”

• Keywords: background, identity, interest, talent

Sample Scholarship Essay Prompts, Continued

4) “Please explain a personal hardship or catastrophic life event that you have experienced. How did you manage to overcome this obstacle? What did you learn and how did you grow from it?”

• Keywords: event, personal development, growth, challenge, background

5) Describe a change you would like to make in the world. Tell us about how you would plan to make that change, and what obstacles you might encounter along the way.

• Keywords: world development, challenge, future

6) “Tell us three things that are important to you. How did you arrive at this list? Will these things be important to you in ten years? Why?”

• Keywords: background, values, interest, development, identity, future

Scholarship Essay Prompts ( Continued)

7) “What does it mean to you to be part of a minority community? What challenges has it brought and how have you overcome them? What are the benefits?”

• Keywords: minority, community, challenge, growth

8) “Please explain how your experience volunteering and participating in community service has shaped your perspective on humanity. Elaborate on how these experiences have influenced your future ambitions and career choice.”

• Keywords: community service, humanity, community, background, future, values, career

9) “Discuss in your essay any challenges or obstacles you have dealt with and overcome in life and how this will help you succeed in college and beyond. Describe how volunteer, community service or extra-curricular activities have shaped who you are today and what it has taught you. May also include future educational plans and career goals.”

• Keywords: challenge, future, community service, interests, value, personal growth, career

How to Write a Scholarship Essay through Prompt Analysis

Let’s compare some prompts by keywords. You’ll notice that some prompts have a lot of overlap, such as prompts 1 and 4. Both have event, personal development, growth, and background as keywords . Prompt 4 includes the additional keyword challenge . This prompt explicitly asks you to explain how you have “overcome” a “personal hardship or catastrophic life event.” While prompt 1 is not so specific, it would be easy, even natural, to include this narrative arc in your response. This means depicting how you faced the thing that “made a big impact in your life.” In other words, these two essay prompts, though worded differently, allow you to tell the same story.

Other prompts provide potential overlap. In this case, it’s up to you to find and interpret these moments. You may consider the values, strengths, interests, and experiences you wish to relate. For example, prompts 7, 8, and 9 all mention community through different approaches. While prompt 7 focuses on one’s past involvement in a minority community, prompts 8 and 9 are more future-facing, and don’t mention minorities.

Scholarship Essay Examples (Continued)

Here, your best strategy involves answering prompts 8 and 9 together in a single scholarship essay. To do so, the essay would need to detail “a challenge or obstacle you have dealt with” (9) which has thus “shaped your perspective on humanity” (8). This narrative arc will thus inform your “future” educational and career plans (8 and 9). Note that prompt 9 allows you to mention extra-curriculars. However, I wouldn’t recommend it, since this would make your essay less relevant to prompt 8. After your essay is written, adapt it to align with prompt 7. Consider condensing the part about the future into one final sentence and focusing more on minority aspects of your community.

How to Scholarship Essay Avoid Burnout

The above tactic will allow you to avoid burnout by strategizing your essay approach ahead of time. In turn, you’ll be able to maximize your efforts from the get-go. You’ll also likely find that your essays become more complex and nuanced when you consider several prompts at once.

The next step involves editing. Refer back to the prompt, once you have a draft written. Ask yourself, did I answer the question fully? Do I need to edit this essay further to emphasize a particular point? Do I need to cut the essay down to fit a new word count? Contrarily do I need to bulk it up? If so, are there other essays in my portfolio from which I can borrow material? Strategic editing will allow you to respond to a large number of essays during peak essay-writing season.

Finally, you’ll notice that most essays require a word count between 250 to 600 words. It’s often easier to write a longer essay first. This will allow you to go into greater detail without censoring your ideas. You may find yourself including dialogue, scenery, emotions, and all sorts of other specifics that make an essay personal. As you whittle down this essay to comply with a similar prompt, you’ll want to identify which pieces of the essay do the most work to get your message across. Don’t simply condense everything by eliminating details, for details are often the most memorable aspects of an essay. More on this next.

How to Write a Scholarship Essay Using the Three Fs

The three Fs can be applied to any college essay, though they are particularily useful in scholarship essays. Why? Because the three Fs will enable you to impress readers and beat out other applicants. Ultimately, they’ll help you win financial support. Think of the three Fs as a checklist to go over, once you’ve completed an essay draft. Ask yourself, is my essay fabulous? Flawless? Fearless?

How to Write a Scholarship Essay (Continued)

If your essay is fabulous , it glitters with personality. It is detailed, unique, and does its best to highlight your impressive journey. If your essay lacks a little fab, ask yourself, how can I make this essay more enjoyable and memorable to read? If your essay is flawless , it lacks all spelling, syntactic and grammatical errors. It answers every aspect of the essay prompt, and leaves no room for vagueness or misunderstandings. To avoid flaws, give your essay to several people to proofread. Finally, if your essay is fearless , it is not afraid to get a little vulnerable. This may sound contradictory to the first F. On the contrary, this fearlessness refers to the confidence to tell your own story. A fearless story isn’t afraid to go deep, add complexity, or get emotional. It is unafraid to show why its author deserves a financial boost.

Scholarship Essay Example

Now that we’ve established how to approach the scholarship essay, let’s dive into a scholarship essay example. The scholarship essay below stems from a prompt we saw above: Describe a change you would like to make in the world. Tell us about how you would plan to make that change, and what obstacles you might encounter along the way (500 words).

My generation is growing up in a time of increased global turmoil. We’ve witnessed Brexit, the Russian interference in the 2016 U.S. elections, a series of refugee crises, and the invasion of Ukraine. It’s easy to liken this moment to Europe in the 1930s, which saw a spike in fascism and propaganda (their version of fake news). Only now, my generation must also contend with the hottest summers on record, raging forest fires, and the beginning of the 6 th extinction. It’s no wonder we deal with it all through increased skepticism and existential dread.

While I don’t have a simple solution, I believe most problems stem from ignorance. Xenophobia and racism, offshoots of ignorance, can be overcome by exposing isolated groups of people to greater diversity. This begins in the classroom. While dictators are hard to dispose of, education provides critical thinking skills, which allow citizens to make informed decisions when electing officials. Finally, developing a willingness to learn at an early age creates an instinct to continue learning throughout life. We desperately need intellectual flexibility if we are going to adapt to the planet’s needs as a world population and put a stop to industry-led fossil fuel burning.

Scholarship Essay Example (Continued)

The change I’d like to make is free, enhanced education for everyone, at every level, from elementary school to post-doctorate research institutes. To do so, I suggest defunding national militaries and channeling this spending into schools. Imagine if 80% of the 877 billion dollars the U.S. military spends annually went into learning. Combating fascism and climate change would look more feasible. And yet, no leader would agree to making their country more vulnerable by relinquishing arms and armies. Change must come from the people.

As the planet continues to heats up, and conflict over land increases, we must work together. The first step towards increased education is communicating this need for education: through journalism, on social media, in the streets. Next, I suggest lobbying politicians for incremental change. Finally, I believe a global grassroots movement to implement future-focused education, led by activists, educators, and philanthropists, would make this theoretical idea a tangible reality.

Last year, my mother, who never received a college education, decided to offer free gardening courses in our backyard. I quickly joined in. While teaching a handful of neighbors how to provide year-round food for pollinators may seem trivial, I’ve already seen positive repercussions. One conservative neighbor has set up an organization that collects and redistributes leftover produce from the markets to refugees. Another neighbor is now teaching middle schoolers how to cook and compost. These efforts have brought unusual strangers together and given visibility to our movement, #futurefocusededucation. I’ve seen it firsthand. The more we educate, the sooner we can combine our knowledge to create solutions.

Scholarship Essay Example Dissected

This scholarship essay succeeds at answering all parts of the prompt. It includes the change the author wants to make, and inevitable obstacles she’d face at the governmental and international level. These obstacles may sound insurmountable. Yet the essay shows that individuals are not powerless to enact change when they work together towards a common goal. The author provides various thoughtful steps we might take in order to prioritize education and peaceful collaboration.

Finally, the author portrays herself as someone personally invested in the political, humanitarian, and environmental state of the world. She proves that she’s already begun to make the changes she wants to see at the microscopic level. Overall, readers of this scholarship essay can see that this student is invested in bettering the world. This student would make for a proactive participant in her academic environment.

What’s Next?

Now that you have some inkling of how to write a scholarship essay and have reviewed of our scholarship essay examples, you may want to delve into more aid-related articles on the College Transitions Dataverse. You can read up on Need-Based Financial Aid Grants , and learn about Selective Colleges with Generous Scholarships . Furthermore, you may want to create your own Scholarship Timeline , in order to stay on top of the various deadlines. Good luck!

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Kaylen Baker

With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.

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TD Scholarships: Education for All

Featured Expert: Jelena Jelusic, Brown University

TD scholarships are private Canadian scholarships offered by the financial institution to help all undergraduate students achieve their academic dreams. TD is also one of the best banks for premeds , but TD scholarships are exclusively for high school students who want to attend the most prestigious universities in Canada or the best universities in Canada for engineering, or the best schools for music, the arts, and humanities. TD scholarships also include awards for Indigenous students, which we’ll also discuss, along with giving you essay examples, eligibility criteria and more! 

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 15 min read

What are td scholarships.

TD scholarships are some of the most prestigious and high-value university scholarships in Canada. Every year, close to 4,000 high school students across Canada apply; only 20 students are awarded the prizes. The reasons TD scholarships are so valued are because they do not only award financial assistance.

As a TD scholar, you will automatically be entered into TD Scholar’s Alumni Network, which is a life-long association that comes with several benefits and opportunities, including invitations to TD scholars networking events, or sitting on advisory councils that help pick future TD scholarship winners. You’ll also be given an offer of employment every summer to work with TD, but you do not have to accept it if you’re not interested. 

Want to know how to make your college essay stand out? Watch this video:

There are two TD scholarships available to Canadian students – international students are not eligible; all applicants must be Canadian citizens, permanent residents, or have protected person status in Canada. The scholarships are:

• TD Scholarship for Community Leadership
• TD Scholarship for Indigenous Peoples

The TD Scholarship for Community Leadership is open to all Canadian citizens who are in their final year of high school, or, for Quebec residents, the final year of their CEGEP degree. You must also be planning to attend Canadian universities , as Canadian students who want to attend colleges in the US are not eligible, but we’ll talk more about the eligibility requirements later. While you must write several college essays for the TD Scholarship for Community Leadership, the Indigenous scholarships is touted as a no-essay scholarship in Canada , although you must sit for an interview, which is also a condition of the application process for the Community Leadership scholarship.

Eligibility Requirements

The TD Scholarship for Community Leadership is open to any:

• Canadian citizen, permanent resident or protected person in Canada
• Students in their final year of study at a Canadian high school, or a CEGEP program in Quebec

You must also either be enrolled, in the process of enrolling, or planning to enroll in an “Approved School” in Canada, which are not limited only to universities. TD scholarships are also applicable to students who want to enter colleges, trades or vocational schools. There are no academic requirements associated with winning this TD scholarship, although, if you are chosen, there are some academic requirements associated with retaining it, such as never failing a class.

Some other requirements include taking your chosen program of study full-time; it must also last for a minimum of two years. You can apply for the Community Leadership scholarship while you’re still in high school, but you should make sure that you will be accepted into your post-secondary program.

If you are chosen for the TD scholarship, but are not admitted into your program, it could jeopardize your eligibility for the scholarship. However, if you are awarded the scholarship, and you decide to defer admission into your program for whatever reason, you will still retain the award, as long as you are readmitted into the same or similar program the following year.

Award Amount: $70,000 paid out over four years ($10,000 per year)/$7,500 per year for living expenses

Applicant Criteria: Canadian citizens, permanent residents or protected persons; high school, or CEGEP, students in final year of study

Application Process: completed application, scholarship essays, scholarship interview

You can apply for the TD Scholarship for Community Leadership on your own; there is no nomination process or third-party involvement. But this also means you’re responsible for writing the various essays as part of your application. You can try using a college essay advisor or college essay review service to help you brainstorm ideas and review drafts of your essay.

There are two essays you have to submit as part of your application; one essay is required; the other is optional. You must also submit other materials such as your official transcripts, and three college recommendation letters; one from your school (teacher, guidance counselor or principal), and two from community leaders you have worked with. We didn’t mention that in addition to the essays, and three letters of recommendation, you also have to submit a list of your most recent community activities, which will probably come up in your interview.

TD Scholarships: Essays

Your required essay should be 600-words in length and outline your contributions to a community, whether you identify as a member or not, which can take various forms, from how you’ve made your community more “inclusive and sustainable” to “what your community means to you”. These are only a few of the topics that you can cover in your essay, but they all involve what’s alluded to in the name of the scholarship, “community leadership”. We’ll present some sample essays to give you an idea of what kinds of student engagement activities for college you can talk about, as well as the way you should format and write your essay.

The topics for the optional essay are focused on two areas. Along with the required essay you can choose to submit a 250-word essay detailing either your:

• Family, background, or any experiences that you feel make you a competitive candidate
• Reasons for taking a year off from either high school or CEGEP (before your final year, not after you’ve graduated)

Even though it is optional, you should write it and submit it with your application. While you do have to submit your transcripts and recommendation letters, academic achievement is not an important selection factor, as nearly all applicants will have impressive grades. But a personal and memorable essay will make the difference as the scholarship selection committee sifts through the thousands of applications submitted every year.

 essay has a specific focus – your achievements/experience in community leadership. The optional essay, similar to supplemental college application essays or a college diversity essay gives you more room to talk about yourself and your unique story, which is something that no one else can write about, even though everyone has a story to tell.

Sample Essay #1

Growing up in Moncton, New Brunswick, I was instilled with a sense of community responsibility from an early age. My journey into volunteerism started when a pastor at our local church informed me about an opportunity to assist in the kitchen of Harvest House Atlantic, a center dedicated to supporting those in need. Eager to contribute, I began my volunteer work in the kitchen, where I quickly learned the value of teamwork and compassion.

One transformative experience occurred when I met a Canadian veteran at a community event. Listening to his stories, I became acutely aware of the challenges faced by our veterans and their contributions to our nation. Inspired, I decided to extend my volunteering efforts to the local legion. Here, I brainstormed an initiative aimed at revitalizing the legion hall, which had been a cornerstone of our community for decades. My idea was to host events featuring local artists and musicians, generating revenue to fund much-needed repairs and renovations. Through meticulous planning and dedicated teamwork, we organized successful events that not only brought the community together but also injected vital funds into the legion's coffers.

My connection to the sea, a profound aspect of Maritime culture, led me to explore opportunities beyond the legion. Keen on marine research, I collaborated with local fishermen associations like the Eastern Shore Protective Fishermen’s Association. Together, we undertook marine research projects, studying the intricate ecosystems off our coast. Engaging in hands-on research, I learned about the delicate balance of our marine environment and the pressing need for sustainable practices.

Embracing my Maritime heritage, I found purpose in my interactions with the sea, envisioning a future where my passion for research and seafaring aligns seamlessly with a career in the Canadian Navy. I aspire to contribute to the safeguarding of our coastal waters while delving deeper into marine research, bridging the gap between academia and practical application. My experiences with the fishermen's associations solidified my commitment to marine conservation and bolstered my resolve to pursue a future in naval research.

These diverse volunteer and leadership experiences have not only enriched my understanding of community dynamics but have also shaped my aspirations for the future. The kitchen of Harvest House Atlantic taught me the power of empathy and cooperation, while the legion events underscored the potential of community-driven initiatives to bring about tangible change. Collaborating with local fishermen illuminated the intricate complexities of marine ecosystems, reinforcing my dedication to environmental conservation.

Looking ahead, I am determined to leverage these experiences in my pursuit of a career that merges my passion for the sea, research, and community service. Armed with a deep sense of responsibility and a newfound understanding of the complexities of our world, I embark on the next chapter of my academic and professional journey, driven by the belief that positive change is not just a possibility but an imminent reality within our grasp.

Sample Essay #2

Driven by a profound personal connection, my journey in volunteering and leadership initiatives began with a simple yet compelling desire: to communicate with my grandfather, who had lost his ability to speak due to a stroke, despite his intact cognitive faculties. Witnessing his frustration and the challenges faced by individuals like him ignited my passion for melding neuroscience and engineering. I wondered if technology could bridge the communication gap for people suffering from cognitive, motor, or neurodivergent disorders, providing them with a voice to connect with their loved ones and caregivers.

To delve deeper into the lives of those affected by neurological disorders, I sought firsthand experience. Volunteering with the Saskatchewan Health Authority, I stepped into the world of healthcare, shadowing professionals as they interacted with patients, not limited to stroke victims. This immersive experience not only sharpened my resolve but also broadened my understanding of the diverse challenges faced by individuals in our community.

During my shadowing stint, I encountered a displaced couple, recent refugees from a conflict zone, struggling to rebuild their lives. This encounter stirred my compassion and ignited a desire to do more. I became actively involved with the Regina Open Door Society, a refugee resettlement agency. Working closely with them, I contributed to the process of helping families navigate the complexities of starting anew, from finding shelter to understanding local customs.

Recognizing the significance of effective communication, I enrolled in Spanish-language classes, aiming to break language barriers and foster connections with Spanish-speaking community members. This endeavor not only enhanced my language skills but also revealed a new avenue for my engineering interests: the creation of devices to facilitate multilingual communication. The prospect of building tools that transcend language barriers fascinated me, aligning seamlessly with my passion for engineering.

Within the realm of my academic pursuits, mechanical and biomedical engineering emerged as my focal points. The prospect of applying engineering principles to enhance healthcare devices resonated deeply. With a clear vision for my future in biomedical engineering, I aspire to participate in summer undergraduate research programs during my university years, driven by a desire to transform innovative ideas into tangible solutions.

In essence, my journey from a high school student in Regina, Saskatchewan, to a budding engineer and advocate for effective communication has been rooted in the experiences and encounters that have shaped my path. The simplicity of my initial goal—to communicate with my grandfather—has blossomed into a profound commitment to leveraging technology for the betterment of our community. Through volunteering, language learning, and engineering endeavors, I am driven by the belief that meaningful, impactful change can begin with the fusion of innovation, empathy, and a resolute determination to create a better world for all.

Sample Optional Essay #1

My life has been a rollercoaster of uncertainty and challenges. Homelessness became a recurring theme, forcing my family to hop between motels and relatives' houses in and around Thunder Bay. My mother, in search of work, often had to leave us behind while she sought opportunities in different cities and provinces. In those moments, school emerged as my anchor, providing stability amidst the chaos.

Education wasn't just a priority; it was my escape. The classroom was where I found solace, a place where my ambitions could thrive despite the struggles at home. To avoid returning to our cramped living conditions, I immersed myself in school activities. Student government, sports, and dance became not just hobbies, but lifelines – avenues through which I could escape the confines of my challenging circumstances.

In the midst of these hardships, I discovered my passion for medicine, social work, and public policy research. These experiences ignited a fire within me, a determination to rise above my circumstances and make a difference. Through my academic achievements and extracurricular engagements, I aim to break the cycle of adversity, not just for myself, but for others who face similar challenges.

Despite the hurdles, I am driven by hope and resilience. Education has been my ticket to a better future, a future where I can advocate for change and provide support to those in need. As a high school student, I am not just dreaming of a better tomorrow; I am actively working towards it, one step at a time.

Sample Optional Essay #2

In my second year of high school in Coquitlam, British Columbia, my family faced a life-altering experience – a devastating wildfire that ravaged our extended family's homes. Witnessing the destruction firsthand, I chose to temporarily step away from school and dedicate my time to help rebuild not only our own properties but also to extend assistance to others affected by the wildfires.

Engaging in this hands-on rebuilding effort, and volunteering to deliver essential supplies to families displaced by the disaster, provided me with a profound education beyond the classroom. The resilience of communities facing adversity became a powerful lesson in human strength and unity.

Moreover, these experiences profoundly influenced my academic interests. Observing the destructive force of nature sparked my fascination with environmental science and sustainability. The urgency of understanding ecological systems and finding sustainable solutions became glaringly evident in the face of such natural disasters.

This period of volunteering and witnessing the aftermath of the wildfire served as a catalyst for my passion. It inspired me to explore environmental science at a deeper level, aiming to comprehend the intricacies of our environment and contribute meaningfully to its preservation. As I approach graduation, these experiences have solidified my commitment to environmental conservation, propelling me toward a future dedicated to creating a more sustainable world.

TD Scholarships: Interviews

After you complete the online application, the next step is to interview. You’ll be notified whether you made it to the interview stage by the end of February. The interviews for the TD scholarships are held in-person, and you’ll meet with a panel of interviewees that will consist of the director of the TD scholarship program, past TD scholars, and several community leaders. The interview is open-file so you’ll mostly be asked questions about your application materials, including your essays, and letter of recommendation.

According to past TD scholars, the interview questions are not that different from common college interview questions . However, you should not expect to be asked usual interview questions such as “ tell me about yourself ” or “what makes a great leader?’, as the panel has enough information about you to answer these questions. They’ll most likely ask you about your application and ask you to go into further detail about your experiences and leadership roles. You might think these are easy questions to answer, but to prepare you should go over your application and make notes about each of the experiences you listed on your application.

You should jot down notes about what you did at each of these community activities and these points, but not to the point where you answer is rehearsed. Just remember the main points of what you did at these activities and what they taught you.

Award Amount: $60,000 paid out over four years ($10,000 per year)/$5,000 per year for living expenses

Applicant Criteria: First Nations, Metis and Inuit who are members/citizens of a First Nation, Metis or Inuit community, Canadian citizens; high school, or CEGEP, students in final year of study

Application Process: completed application, scholarship interview

The TD Scholarship for Indigenous Leadership is the sister program to the Community Leadership award. It is intended solely for Canadian high school students who are members of a recognized First Nation, Metis, or Inuit community, and also meet the requirements of:

• Planning to enroll in a minimum two-year post-secondary program in Canada
• Already enrolled full-time in a minimum two-year post-secondary program in Canada

There are no essays or other documentation associated with the Indigenous Leadership scholarship, but there is an interview that you will have to do if you are short-listed for the award. The Indigenous Leadership scholarship is sponsored in part by the AFOA Canada (Aboriginal Financial Officers Association), and the latter organization is the one that conducts the interviews and ultimately selects the winners. However, if you are awarded the scholarship, you will also be offered a summer work opportunity at TD, which you can refuse without endangering your scholarship.

Application Process/Materials

You can apply directly to the AFOA Canada for the TD Scholarship for Indigenous People. You can also complete a paper application and mail your materials directly to the organization, which is based in Ottawa. As we mentioned, the TD scholarship for Indigenous People does not require any essays, letters of reference or your official transcripts. However, if you are awarded the TD scholarship you must provide TD with transcripts every year as proof of your attendance and academic record.

You will be asked to submit to an interview if you are short-listed for the award, which takes place in Ottawa. But other than that step, the TD Scholarship for Indigenous People is one of the easiest scholarships in Canada to get, which is by design. The award was created to help Indigenous people access funds necessary to enter post-secondary education. The application process was left deliberately hassle-free to make it easier for Indigenous students to apply for the scholarship.

How to Get a TD Scholarship

1. Pick Community Activities That Demonstrate Leadership

It’s no secret that community involvement is a large part of getting the TD Scholarships for Community Leadership, so you should select community activities that genuinely ignite your passion and demonstrate leadership. Choose causes or projects close to your heart, as your genuine enthusiasm will shine through in your application. And choose more than one. Many of the past recipients of the TD Scholarship were involved in various projects , meaning you need to spread out your time and efforts, as long as it is something you’re genuinely interested in. Whether it’s volunteering at local shelters and coming up with ways to improve access to services for the needy, initiating environmental projects using new methods or inventions, running for student government and instituting meaningful change for your fellow students (creating new student associations, or addressing cultural needs of your community), or organizing community events, your dedication and leadership of various meaningful causes will make your application stand out.

2. Write Excellent Essays and Letters

While essays are not a part of the Indigenous People scholarships, you must write compelling essays and letters tailored to the TD Scholarship for Community Leadership. If you have the requisite community experiences and leadership roles, then this part should be easy. You have the essay content requirements available to you so you should remember to cover each of the points in your essay. But remember to address the prompts thoughtfully by providing specific examples of your contributions, and not just general descriptions of what your responsibilities were. Use these essays to demonstrate actions and experiences that affected your community and show how the lessons you learned from these experiences have impacted your own growth. You should write essays that show your initiative and leadership, which led to real change in your community, great and small. You should also use the opportunity to write the optional essays, as they can color your main essay with more personal detail. Your essays should convey your unique experiences, challenges overcome, and the difference you’ve made in your community. 

3. Secure Strong Letters of Recommendation

You have to submit a total of three letters for the Community Leadership scholarships, so you should choose individuals who have seen your good works up-close and can testify to the unique contributions you made to the community through your leadership. You should ask teachers, or other mentors who can genuinely vouch for your character, leadership, and community involvement. You can bolster your chances by providing your application materials, such as your essays or list of different experiences to help them write compelling recommendations. A heartfelt and detailed recommendation can bolster your application significantly, which is what the selection committee is looking for in all applicants to the Community Leadership scholarship.

4. Practice Your Interview Skills

Your interview is the final step to getting either the Community Leadership or the Indigenous People scholarship. You can prepare for your TD Scholarship interview by practicing common interview questions and refining your responses. Reflect on your experiences and the lessons learned, emphasizing personal growth and community impact and how those lessons align with TD’s values. Additionally, you can engage in mock interviews with friends, family, or mentors to enhance your communication skills. During the interview, express your passion, commitment, and future aspirations clearly. Be confident, maintain eye contact, and actively participate in the conversation. You should also remember to dress the part and wear business casual clothes to convey your professionalism and confidence.  

The TD Scholarships for Community Leadership and Indigenous People are two of the most lucrative scholarships for entering undergraduate students in Canada. They are both community-based scholarships, meaning your involvement in several community service projects is more important than academic performance, although that is important as well. Writing good essays and performing well during your interviews are key to getting these scholarships, so make sure to prepare well in advance before you submit your application.

TD scholarships are lucrative academic scholarships in Canada for high school and Indigenous students that offer full-tuition awards, as well as yearly stipends to cover living expenses for all four years of your program of study.  

There are two different TD scholarships; one, the Community Leadership scholarship is open to all Canadian citizens and permanent residents; the second, the Indigenous People scholarship, is only open to high school students who are members of a First Nation, Metis, or Inuit community, who are plan on attending a post-secondary institution in Canada. 

The Community Leadership scholarship has an online application that you must submit, along with writing several essays detailing your community leadership activities. You must also submit three letters of recommendation and submit to a finalist interview. The Indigenous People scholarship is no-essay, and you only have to complete the application either online, or on paper, and submit it to the AFOA Canada office. 

The deadline for the TD Scholarship for Community Leadership is November 15; the interviews begin in March, and winners are notified in the spring from April to June. The tuition portion of the TD scholarship is awarded directly to your post-secondary institution, but the annual stiped is credited directly to your account. 

The Community Leadership scholarship asks for three letters from three specific sources. Two letters must be from people associated with your school, be they your former teachers, principals, guidance counselors, or coaches. The third letter must come from a community leader who can attest to your leadership in the community. 

If you are awarded either the Community Leadership or Indigenous People scholarship you will be offered employment at TD at the end of every year except your last. You can refuse the work offer without your scholarship being rescinded. But you must also remain in good academic standing; even failing one class or course could get your scholarship revoked. 

You can receive other financial assistance from other sources and receive the TD scholarship so long as the other scholarships do not amount to more than $50,000 over four years, or any scholarship that is sponsored by another financial institution in Canada. 

Yes, TD scholarships are among the hardest scholarships to get in Canada for incoming undergraduate students. The competition is fierce and there are thousands of applicants each year. You have to have a long-term relationship with a lot of different community organizations, especially at the leadership level, but you also need to write great essays, and perform well at the interview to have a chance. 

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• Writing Tips

​How to Write a Scholarship Essay (With Examples)

• 6-minute read
• 22nd August 2022

Writing a scholarship essay can seem like a daunting task. For many students , higher education isn’t possible without financial aid, and scholarships are especially valuable because the money awarded doesn’t have to be paid back.

Even though the stakes are high, there are a few manageable steps you can take to ensure you write a great essay to submit with your scholarship applications. We have a few top tips to help you get started, along with writing examples to demonstrate some key points. Check out our guide below to learn more.

A scholarship essay is a great opportunity to present yourself and your accomplishments in an impactful way. It is, therefore, essential to be aware of each scholarship deadline so you can allow sufficient time for the writing process, which typically includes the following:

·   Read the essay prompt and brainstorm ideas.

·   Create an outline covering the key points you want to address.

·   Write a draft and seek feedback from trusted teachers, family, or friends.

·   Make any necessary revisions and proofread before submitting your final draft.

Scholarship review committees will be able to tell if you rushed through your essay, so give yourself the best chance of winning an award by staying organized and on schedule!

Who and What?

Researching the scholarship provider and diligently reviewing the essay prompts can help you write an essay that makes you stand out as a top candidate.

1. Who are you writing to?

Learn more about the organization offering the scholarship and why the scholarship fund was created.

For instance, a scholarship may honor its organization’s founder, and the founder’s qualities (e.g., integrity, good citizenship, and leadership) might be the same values guiding the scholarship program as a way to continue the founder’s legacy.

If you identify with any of the same qualities, you can incorporate those keywords into your essay to demonstrate your shared values. Remember to remain authentic, though!

2. What are you writing about?

You must read the essay prompt carefully to identify precisely what you need to accomplish with your essay.

Some prompts ask about your career goals and how you plan to achieve them or your achievements and the challenges you overcame to reach them.

You’ll write about common topics across multiple scholarship applications – some may even be similar to your college admission essay – so you can repurpose your essays as long as you’re diligent about tailoring each one to its prompt.

Your application will likely require other items such as transcripts and test scores, but the essay is your chance to offer something entirely unique. Write about key experiences that highlight who you are and what you’ve accomplished, or you could mention something you’re passionate about.

Remember to follow any specific instructions regarding length and formatting, and be sure to answer all questions listed in the prompt. It can hurt your chances if you’re unable to show the committee that you’re detail-oriented and can follow directions.

Structuring Your Essay

Your essay should follow a standard format that includes a clear beginning, middle, and end. Typically, you should:

·   Establish your main idea in the introduction.

·   Include a separate body paragraph for each key point that supports your main idea.

·   Draw it all together and revisit your main idea in the conclusion.

Scholarship committees read thousands of essays each year. And often, there are hundreds of applicants for an award that can only go to a select few candidates. Writing a powerful introduction and conclusion gives you a chance to make a lasting impression.

1. Introduction

Write an introduction that hooks the reader and encourages them to stay engaged till the end of your essay. Don’t be afraid to add personal, tangible details and an anecdote .

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For example, if you’re writing about your career goals, demonstrate why you’ve chosen that career:

It was the biggest game of the season, and the stands were packed despite the bitter cold. My heart was beating louder than all of the cheers, and I was filled with the anticipation that one more run into the end zone would give us the championship. Everything went silent during that run when the tackle shattered both my leg and my dreams.

My world has always revolved around being an athlete – until one day it couldn’t. I spent many frustrating months rehabilitating, but I got through it because of my dedicated physical therapist, who helped me recover both physically and mentally after a devastating loss. And it was that profound experience that led me to pursue a career in the exercise sciences.

2. Conclusion

The conclusion is the last thing your reader will see, so it’s another opportunity for you to make your essay memorable.

Rather than summarizing with a general statement such as “this is why you should award me a scholarship,” perhaps explain what the financial assistance will help you achieve:

My parents never had the opportunity to go to college, and neither did their parents. I watched them work hard every day just to make ends meet, and I often questioned whether I could achieve anything more. Nevertheless, I spent four years working as hard as I saw my parents work, and I beat the odds by getting accepted to college. A scholarship could be invaluable for me, as it would allow me to attend and be successful without having to worry about finances.

Persuasive Writing

While you don’t want your scholarship essay to be overly informal, you’re certainly allowed to add some creativity and personal details to help persuade your readers.

One of the best ways to do so is by writing with the modes of persuasion ; that is, ethos, pathos, and logos.

Demonstrate your credibility. Use your real-life experiences and interesting details to establish, for example, how you’ve contributed to your community:

I saw how much bullying was impacting so many students at my school, so I founded my high school’s first anti-bullying club and organized campaigns to bring attention to the harm that people can cause one another.

Evoke an emotional response. The “show, don’t tell ” writing technique, which involves using descriptive words when discussing actions and emotions, can be especially useful here:

During one of our first awareness assemblies, the theater was completely silent as I read aloud anonymous stories from students about the scars bullying had left on their lives. Tears were stinging in my eyes as I described the struggles my classmates were facing, but I persevered to give a voice to those who didn’t have one.

Convey your point with reason and facts. Use statistics to demonstrate what you’ve accomplished:

In the first year alone, our club improved students’ feelings of safety and acceptance at our school by 53%.

Proofreading and Editing

Don’t forget the importance of proofreading your essay, as spelling and grammar mistakes can leave a bad impression on your reader. Our expert editors can help ensure your writing is clear, concise, and error-free. Give yourself a better chance at impressing scholarship committees by submitting a free trial document today!

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Scholarship Essay Examples

With college tuition costs rising each year, many students apply for merit scholarships to help make college more affordable. However, merit scholarships can be competitive—and that’s where our scholarship essay examples come in. By reading our scholarship essay examples, you can learn what it takes to write an award-winning essay. 

Scholarships are an excellent opportunity for students to lessen their college tuition costs. Most merit scholarships require a brief application, usually including one or more essays. Below, we’ve rounded up our best scholarship essay examples.

Reading winning scholarship essay examples, especially scholarship essay examples about yourself, can help you begin the scholarship essay process. By reviewing essay examples, you can learn how to craft a strong essay. You’ll also get a better sense of what scholarship committees look for when they review applications.

In this guide to Scholarship Essay Examples, you’ll find tips on how to write the best scholarship essay, as well as:

• Various scholarship essay examples about yourself
• A strong scholarship essay sample about why I deserve the scholarship
• Scholarship essay examples about financial need, and more!

We’ve included scholarship essay examples specific to schools, including UC Berkeley, as well as specific programs, like the SHPE scholarship. We’ll also discuss the different types of scholarships you’ll find on your scholarship search. 

Now, before we jump into our essay examples, let’s learn more about getting scholarship money for college.

What is a scholarship essay?

A scholarship essay is an essay you’ll include in your merit scholarship applications. In many ways, your scholarship essays might resemble your college essays. So, the scholarship essay format should seem familiar. 

The best scholarship essays will highlight who you are and why you deserve money for college. Scholarship essay prompts will ask you to include various information, from details about your background to explanations of why you deserve a scholarship.

Crafting a compelling, well-written essay can help you win substantial financial awards to help cover your college tuition costs. However, not all scholarship essays are the same. Later on, we’ll review different winning scholarship essay examples to show you what kind of essays you’ll write in your application process.

Types of Scholarships

There are many different types of scholarships available to students. You can find a variety of scholarship opportunities on scholarships websites. The earlier you start your scholarship search, the more scholarships you’ll find. 

While some scholarship applications accept applicants of all backgrounds and abilities, some have very specific eligibility guidelines. So, you may not be eligible for every scholarship. If you’re not sure whether or not you’re eligible, you can find eligibility information on most scholarships websites. 

Here are a few different scholarship types you may come across in your scholarship search:

• Academic scholarships
• Merit scholarships
• Essay competitions
• Community service scholarships
• Military scholarships

Scholarship essay prompts will differ across programs. As you’ll see in our winning scholarship essay examples, the prompts can vary in word count and complexity. We’ll provide you with descriptive essay examples to help you get an idea of what to expect.

Merit-Based Scholarships

Most scholarships we’ll highlight in this article are merit-based scholarships . A merit-based scholarship is money awarded by a college or community organization based on your academic achievements. 

In contrast, a need-based scholarship is awarded based on a student’s financial need. If you are applying for financial aid, be sure to check out our scholarship essay examples about financial need. You’ll find both merit- and need-based scholarships on your scholarship search.     

To qualify for a merit-based scholarship, you generally must meet specific criteria. Scholarship committees look at your grades, academic achievements, extracurriculars, and even test scores. Need-based scholarships can have similar requirements, but they’re primarily concerned with your family’s financial status.

There are many merit-based scholarships available to help students afford college, including:

• National merit scholarships
• Gates Scholarship
• Jack Kent Cooke Scholarship
• Robertson Scholarship

Check out our guides on these popular merit-based scholarships for more details. There, you’ll find tips on how to write a winning essay. Our descriptive essay examples can also help prepare you to apply to these programs After all, while prompts vary, the scholarship essay format remains fairly standard. 

Finding scholarships

In this guide, we’ll highlight some scholarships you may be eligible for. However, make sure to check out the rest of our resources to help you approach the scholarship search. 

Some scholarships we’ll discuss include:

• QuestBridge scholarship : helps low-income students attend elite colleges
• Park scholarships : for students attending NC State University
• SHPE scholarship : offers financial assistance for Hispanic students interested in STEM degrees. 

Scholarship essay examples about financial need will help you prepare for your scholarship applications. For instance, if you apply for the SHPE scholarship, you’ll include a lot of details about your background. 

You can also use scholarship search portals or scholarships websites to find other scholarships you may be eligible for. 

How do you write a scholarship essay?

While scholarship essay prompts may differ, you’ll usually stick to the same general scholarship essay format. 

One resource that can help you write the best scholarship essays and find money for college is Sallie Mae. Sallie Mae is a private lender offering undergraduate, graduate, and professional student loans. They also grant scholarships and provide aspiring college students with a scholarship search portal on their scholarships websites. Here’s what they have to say about having a winning scholarship essay format.

Organization

When writing a scholarship essay, it’s best to start with a scholarship essay format that organizes your thoughts. This will allow you to follow a plan that clearly and concisely gets your points across. You should begin your essay with a solid introduction. Then, introduce your supporting arguments and add an appropriate conclusion. 

A good scholarship essay clearly states why you deserve to win money for college with evidence to back up your argument. You’ll see how to do this in our scholarship essay sample about why I deserve the scholarship. The best scholarship essays will be original and honest. It should be written in an inspirational and positive tone, highlighting your strengths and capabilities. 

When you feel like you have put your best foot forward, you should ask others for their feedback. This can be from a teacher, counselor, or one of our advisors here at CollegeAdvisor! Proofread your final essay and make sure you’ve caught any spelling and grammatical errors before submitting your application.

Up next, we’ll get into our descriptive essay examples and the different scholarship essay prompts they responded to. 

By looking at scholarship essay examples, you can learn what exactly makes a good essay. So, let’s look at some descriptive essay examples written by students looking to secure money for college. 

First, we will walk you through scholarship essay examples about yourself. Then, we’ll look at a scholarship essay sample about why I deserve the scholarship. Lastly, we will provide you with scholarship essay examples about financial need. Remember to keep these scholarship essay examples in mind when writing essays of your own!

Scholarship Essay Examples About Yourself

Let’s take a closer look at some scholarship essay examples about yourself.

Scholarship essay prompts vary quite a bit, so make sure you understand what the prompt really asks of you. That way, you can answer the question or address the prompt in its entirety.

Some scholarship essay prompts may ask how the scholarship will make a difference for you. They may also ask about any contributions you have made to your community. 

Ready to look at some winning scholarship essay examples? Check out these scholarship essay examples below.

The first of our scholarship essays is for Phi Sigma Rho. Here’s the prompt: 

How do you promote Phi Sigma Rho and STEM on your campus or in your community? (300 words Max)

Phi sigma rho scholarship essay.

In my campus and community, I strive to promote Phi Sigma Rho and STEM by promoting Phi Rho’s values and sharing my experiences and passion for Phi Rho.

My involvement in the Women in Engineering Program (WEP) and Society of Women Engineers (SWE) has allowed me the opportunity to promote Phi Rho and STEM. These activities have given me insight into how to successfully create a network that will support and encourage women in engineering to continue their careers. 

Within WEP, I served as a sophomore orientation leader (Envoy), mentoring first-year women and assisting with program logistics. As an envoy, I was able to promote Phi Rho ideals of friendship and encouragement. I was also able to informally recruit for Phi Rho by sharing my experiences and passion for the sorority.

Within SWE, I was the Internal Relations Chair my freshmen year and am the Director of Member Engagement this year. Both roles are related to member engagement, allowing me to promote friendship within engineering. Member engagement is important for creating a community among female engineers. Similar to my envoy position, my leadership within SWE has allowed me to share my love for Phi Rho.

Additionally, my volunteer experience with Engineering Ambassadors (EA), a STEM outreach group, has allowed me to promote STEM in the community. In EA, I give presentations on engineering, speak on panels, and lead hands-on activities for K-12 students. EA has taught me strategies to promote STEM to children and teenagers.

Because of Phi Sigma Rho, I have the confidence to inspire and encourage the next generation of female engineers. I hold the values of scholarship, friendship, and encouragement in the highest regard and strive to embody those in every leadership position and volunteer role. Through SWE, WEP, and EA, I have promoted Phi Sigma Rho, its values, and STEM as a whole in both my campus and community.

This is, in many ways, a scholarship essay sample about why I deserve the scholarship. The writer clearly highlights how they’ve engaged with Phi Sigma Rho and how their values align with those of the organization. The writer also provides specific examples of their leadership positions, skills, and accolades. 

The next two of our scholarship essay examples about yourself are for the SHPE scholarship. Here they are: 

SHPE Scholarship essay example #1

Essay prompt:.

Summarize your life experiences and any challenges that have impacted your path to higher education. (250 Words) 

Essay Example:

I vividly remember the first day of First Grade because I didn’t know the Pledge of Allegiance like the rest of my classmates. Growing up in a Hispanic household, I had never learned what the pledge was. This was the beginning of several years of disconnect. 

From receiving weird looks when I told classmates my family opened Christmas gifts at midnight, to my parents’ confusion when I didn’t want them to speak Spanish in public, both sides of my life never understood the other. As a result, I always felt out of place in school, like I was behind in some way because I didn’t share the same upbringing as my classmates. In contrast, academics felt like a level playing field, something we were all learning together in the same way.

While I couldn’t tell you who won the super bowl, I could do mathematics or read just as well, if not better, than my classmates. Socially, I always felt out of place, but academically I was always comfortable, and as a result, I tried to excel in that area of my life. That desire to succeed created the relentless work ethic I have today and the appreciation I have for education.

Despite the lack of emphasis from my parents on schoolwork, I developed this sense of responsibility and persistence to pursue an education. Although my family’s Hispanic culture made my life difficult when I was younger, it made me a more resilient person.

More scholarship essay examples

Shpe scholarship essay example #2.

Discuss your educational and career aspirations as well as your ability to complete and achieve these goals. (250 words)

Using a degree in engineering, I hope to work on improving sustainability and efficiency in the aerospace industry by creating cheaper, safer, and more environmentally-conscious options.

Recently, Pratt and Whitney designed an engine that is 16% more efficient and will release 3600 less metric tons per airplane per year. Excitingly, it also greatly reduces the noise footprint of an airplane. Innovations like these will allow the aerospace industry to evolve and improve while reducing negative environmental impact. I hope to work at the forefront of this innovation, pushing the boundaries of improved engine performance and efficiency. 

Last semester, I started working in the Experimental and Computational Convection Laboratory on campus to learn more about turbines. Some current projects in the lab involve new turbine cooling techniques and additive manufactured heat exchangers. Throughout the course of my undergraduate career, I hope to learn more about the barriers facing improved engine and turbine efficiency. Following undergraduate, I plan to attend graduate school to gain a deeper knowledge of these topics. Following graduate school, I may go into industry working on turbines and jet engines. Due to beginning research early, I believe graduate school is an attainable educational goal.

The potential ability to make a difference in the environmental impact of the aerospace industry is exciting. To accomplish this, I know studying Mechanical Engineering will give me the skills necessary to fulfill my career goals.

Both of these scholarship essay examples use specific details to highlight the writer’s strengths, experiences, and accolades. In reading these winning scholarship essay examples, we get a sense of who the writer is both as a person and as a student. 

Scholarship Essay Sample about “Why I deserve the scholarship”

Another scholarship essay prompt you may come across is “why I deserve this scholarship.” A good scholarship essay clearly highlights why you deserve to win the scholarship and provides evidence to support your argument. 

Below, you’ll find scholarship essay samples about why I deserve the scholarship. You can use these as a guide to help you tackle your own scholarship essays. 

Here’s the first of our scholarship essay examples, which was used for the Park Scholarship: 

The Park Scholarship is an investment in the potential of young people. It prepares scholars to make lifelong contributions to communities, states, nations, and the world. Tell us a story that illustrates your potential to make these lifelong contributions. (What have you done that should compel us to invest in you?) (Max. 3,990 characters including spaces.)

Park scholarship essay example.

Coming from a Venezuelan family, I have always been able to connect with total strangers through Spanish. Whether I’m eating at a restaurant or volunteering, I am constantly stumbling upon other Spanish speakers. The ability to converse in their language allows me to bond with them in a way I couldn’t in English, something I do not take for granted. 

Because of my experience, I believe that learning a foreign language is an incredibly important skill. Being able to speak in a second language allows a person to understand another community and reach out to people within that community. Additionally, speaking a second language assists in appreciating other cultures. This appreciation is important for fostering open-mindedness, something America as a whole struggles with today. 

In my school district, foreign language classes are not offered until late middle school. Once in high school, many students drop the class. In addition, those who stay in the class often find that the classes provide little more than a basic understanding of the language and then become discouraged in their learning. On a larger scale, this issue affects America as a whole. Second language programs often come second in terms of funding and planning and are not encouraged as rigorously as other academic courses. As a result, many Americans are ignorant to the benefits of bilingualism and are unable to understand the viewpoint of those who are multilingual.

After my freshman year of high school, my frustration with my community’s lack of priority for second language learning culminated in my desire to take some sort of action to promote foreign language education. In my sophomore year, a classmate and I created and ran an introductory Spanish program, Spanish in the Spring, at my local library for young children in the district. I spent hours at home creating lesson plans, activities, themes, and advertisements for the program. I placed heavy emphasis on cultural aspects and the importance of the Spanish language in America and the world as a whole.

My purpose for this program was to introduce children at a young age to learning a foreign language, so their desire to learn would continue throughout their life. Through the program, I was also able to share my belief of the importance of learning a second language with the children, as well as their parents. After the final day of the program, I was thrilled when one parent mentioned their desire to learn a foreign language program themself. I felt that if I made an impact on one person or family, the entire program was worthwhile. 

Unfortunately, this past spring I was unable to continue the Spanish in the Spring program due to library scheduling restraints. However, I hopefully plan to offer the program again this spring with some changes that will improve and expand the experience. One of these changes will include the immersion of parents into the experience to encourage foreign language education as a family activity.

While this program was only offered once, the impact was immeasurable, for the children, for the cause of foreign language education, and for me.

This is another scholarship essay sample about why I deserve the scholarship. In it, the writer clearly and directly answers the prompt—that is, they highlight their potential to make a lifelong impact on members of their community. 

Ready for another scholarship essay example? Here’s the next one: 

How will a ScholarSHPE impact your life and education? (200 Words)

Shpe scholarship essay example.

Receiving a ScholarSHPE will give me the gift of time and opportunities. My parents are unable to support me financially throughout college due to large amounts of accrued debt. A ScholarSHPE will reduce my financial stress and allow me to improve my overall health as a result. It will also prevent the need to work several hours a week at a part-time job to pay for tuition, books, and living expenses, which will limit what I can do academically and outside of class. A ScholarSHPE will allow me to spend more time on research pursuits, engineering extracurriculars, volunteer work, and school work, instead of long hours at a part-time job. 

This essay sample is fairly straightforward. In it, the writer follows a clear scholarship essay format, explicitly answering the prompt. 

UC Berkeley Scholarships essay examples

Let’s look at some school-specific merit scholarship essay examples. 

At the University of California – Berkeley , students can apply for a variety of merit scholarships. These scholarships can help offset the cost of UC Berkeley tuition. 

Below, we’ve included various scholarship essay examples for the UC Berkeley scholarships. These UC Berkeley scholarships can help students cover their college tuition costs. This can make the UC Berkeley tuition less of a barrier for students hoping to attend. 

You’ll find a variety of UC Berkeley scholarships that can help you afford UC Berkeley tuition. Available UC Berkeley scholarships include: 

• Berkeley Undergraduate Scholarship
• Fiat Lux Scholarship
• Middle Class Scholarship
• Regents’ and Chancellor’s Scholarship

These are just a few ways to cover the cost of UC Berkeley tuition. UC Berkeley students also receive more than $10 million per year in outside scholarships to cover college tuition costs. If you are interested in exploring non-UC Berkeley scholarships, check out this list of outside scholarship resources . 

To help you get started, check out our winning UC Berkeley scholarship essay examples. The authors of these scholarship essay examples about financial need all won money to help cover their UC Berkeley tuition.

UC Berkeley scholarship essay examples

I am grateful to realize how fortunate I am today. All the loved ones around me and their acts of kindness have given me such a great life. I also realize the sacrifices that those around me have had to give up in order for me to succeed. It is because of this that I have realized what “paying it forward” truly means. I have been given the opportunity to make an impact in my community and I have fully taken advantage of this opportunity. I have been a volunteer for the Buddyball Sports Organization, which is a non-profit sports organization dedicated to providing the opportunity for children with developmental disabilities to play sports.

Growing up, watching and playing sports has been one of my greatest pleasures of life, so teaching these less fortunate kids has been something I have enjoyed doing every single weekend. On top of this, I am also both a volunteer at the South Orangetown Ambulance Corps and the Nyack Hospital. With the desire to pursue a career in the medical field, volunteering at these places has given me a great idea of what my career could look like in the near future. While all of these volunteer activities have had a significant impact on me, little did I know that this summer would truly make a lasting difference in my life. 

This past summer, my family decided to go on a vacation to India to visit my relatives. This was the first time in my life that I was going to India and this was only because my grandmother came down with Parkinson’s disease and was extremely sick. Little did I know at that time that my visit to India would be a life-changing experience. Never could have I imagined such a filthy village. Everywhere I looked, there was garbage and to make matters worse, no one seemed to do anything to try to ameliorate the repugnant image of my home country.

While I realized on my flight home that I was not going to be able to make a difference and help my community back in India, there was nothing stopping me from doing so right here in Rockland County, New York. When I was told that I would have the opportunity to help organize and direct “Make a Difference Rockland,” I joyfully accepted! Make a Difference Rockland is a free public meet and greet for all local non-profits and other government agencies in an attempt to promote different community service opportunities within the public. By gathering all the local non-profit organizations and giving them a chance to present themselves, people learn more about all of the local community service opportunities that are available to them. This way, the community will be able to recruit volunteers and will not have to suffer through calamitous conditions.

As one of the people in charge of organizing, it was my responsibility to adequately contact, invite and help prepare for hundreds of people. Once I gathered their contact information, I had to ask each one of these places if they would be interested in joining the fair. If interested, I had to also prepare a table for them to present themselves at the fair. The feeling of bringing all of these community service groups together brought me a feeling of happiness that I will never forget. 

The best scholarship essays will teach the reader about who the writer is, what they care about, and why they deserve a scholarship. The essay above does just that—it highlights the writer’s background and describes how they give back to their community. 

Next, let’s dig into a few more scholarship essay examples. 

If you’re interested in more descriptive essay examples, keep reading. 

Reading a ton of winning scholarship essay examples is a great way to pick up on what makes them winners. Over time, you’ll start to notice how the details, tone, and flow all work together to tell a story.

Below, you’ll find a few more scholarship essay examples. Our first one is from the NC Parks Scholarship. Here’s the prompt:

What do you do to serve your community? Why do you do the service that you do? What impact have you made? What challenges or insights have your service contributions given you? (Max. 3,990 characters including spaces.) 

Community-focused scholarship essay example #1.

“What are the boys like in high school?” “Is it easy to get a boyfriend?” Sighing, the other frustrated leaders and I look at each other as we read the questions posed by the younger girls. Every year at Girls’ Night Out (GNO), a program that introduces and prepares eighth-grade girls for high school, the girls question the leaders about relationships and dating ad nauseum, irritating other leaders to the point of ignoring the questions. 

Giving each question a careful and deliberate answer is often difficult, but instead of disregarding the issue, I try to offer my most sincere and honest advice. Originally, when I began as a group leader in the program I would give the same response, “You shouldn’t worry about boys. Instead, enjoy your friends, and do things you enjoy.” While that advice is true, it is often not the answer that will satisfy the girls. Through many years in the program, I have learned that advice is not “one size fits all”; it must be individualized to the person’s needs. Now, when faced with a question about dating, I respond with more questions before giving “words of wisdom”.

Many times I am able to understand the perspective of the middle school student, allowing me to give advice accordingly. Supplying proper advice about sensitive topics is one of the most impactful parts of GNO. As a role model and positive influence for the girls, I largely impact their ideas and perception of the environment when entering high school. In addition to teaching the students valuable lessons, volunteering at GNO has taught me that various perspectives may present themselves identically. To better understand those around me, it is important that I look beyond the surface for the other person’s viewpoint.

Beyond understanding other viewpoints from GNO, I have learned from other service that understanding a person’s situation is essential for providing exceptional assistance. Through Key Club, I volunteer many times a year at the local food pantry. As a volunteer, I help the recipients “shop” at the small grocery store using a point system. The process takes up a lot of time because shoppers do not always know what they want. Originally I  thought this was a poor design. I believed it would be much more efficient to just hand out the food rather than giving out points and shopping with the food pantry recipients.

Upon expressing my opinion to one of the adult food pantry staff, he explained to me that the grocery store aspect of the store taught the recipients life skills. Additionally, by giving them autonomy over what food they “bought”, they retained a sort of independence, an important skill to have if they find themselves above the income level required to use the food pantry.

The next time I volunteered I took note of the skills presented. Budgeting of points, deciding whether or not they needed something, determining the quality of the fruit, and decision-making of choosing extra food or toiletries, were all skills that those above the poverty line have ingrained. For those who have been using food pantries and other assistance for prolonged periods of time, these skills are not so natural. As a result, teaching the people means after they no longer need the services of the food pantry, they have valuable skills necessary for their independence.

From this experience, I learned an important lesson: helping people is not just giving them what they need at the moment, but understanding what they will need in the future and providing that as well. After realizing this, I emphasize the abilities that the food pantry teaches whenever I dedicate my time. By doing that, I am positively affecting the development of those skills. 

When reflecting on the various ways I have served my community, one thing stands out to me: I always understand another viewpoint or gain a new perspective afterwards. For me, the ability to look at something from different angles is an unparalleled talent, and one of the most important skills a person can have.

Describe your volunteer or community experience with SHPE or other organizations and any internships you have held.  (250 Words)

Community-focused scholarship essay example #2.

In SHPE, I have been involved in planning the Penn State College of Engineering STEP-UP (Student Transition Engineering Program at University Park) Program as a chair. The STEP-UP program helps students from Penn State branch campuses smoothly transition to the University Park campus through a 3-day program in the spring. The program introduces them to engineering resources, other engineering students, and provides professional development. Due to COVID-19, this year it was held virtually. 

Within the Society of Women Engineers and the Women in Engineering Program, I have volunteered at different STEM events in the community for elementary school students. I am also currently serving as an Envoy (a mentorship and logistical position) for the Women in Engineering Program Orientation. Additionally, I participate in many of SWE’s service events, such as donating and collecting donations, cleaning up areas on and around campus, and visiting nursing homes.

On campus, I am also involved with Engineering Ambassadors (EA), a group that does STEM outreach around Pennsylvania from the elementary school to high school level. EA goes virtually or in person to schools, does engineering presentations and activities, and answers questions.

Prior to COVID-19, I had secured an internship with Pratt and Whitney, however, they had to cancel their internship program. As a result, I was fortunate enough to obtain a Process Quality Engineering internship at Brentwood Industries for summer 2020.

Both of these scholarship essay examples highlight how the writers have given back to their communities. These winning scholarship essay examples highlight the writers’ strengths. In doing so, they highlight why these writers deserve help with college tuition costs. 

Reflecting on scholarship essay format

As important as the content of your essay is, your scholarship essay format is equally important. As you write, be sure to adhere to the scholarship essay format guidelines provided to you. 

However, there are some things all of the best scholarship essays have in common. Here are some general tips, tricks, and outlines to help you in your own writing process.

Three scholarship essay writing tips:

• Word counts are hard to adhere to, but the other applicants must adhere to them, too. Make sure every word counts. 
• When you write a solid essay, you can repurpose some of your key points, including specific anecdotes and details, in other scholarship applications.
• Writing a good essay helps you solidify who you are and what you want. This sets you up for success in the scholarship application process and beyond. 

Three essential elements to include in your essay:

• State your goals. Scholarship committees are investing in your future and your potential. To take a chance on you, they need to know your plan and what you want to do with your award. 
• Establish an implicit or explicit link between your goals and the scholarship you are applying for. Describe to the committee how the specific scholarship will help you attain your goals. Give them a tangible reason as to why you deserve their investment. 
• Share your story. Use personal details about your experiences that highlight your identity and objectives. How have you pursued your goals and prepared for your future? How will the scholarship help you going forward? Get personal and be honest.

Storytelling in your essay

Some of the best scholarship essays utilize good storytelling strategies. You should share the details of your personal story in a narrative, using a logical order. Remember, telling personal details about yourself and your goals does not mean simply restating your resume!

By the end of the essay, the scholarship committee should have an in-depth sense of why you applied. You should reveal:

• When and how you arrived at your future goals
• Your motivations to accomplish these objectives
• What traits or skills you have developed along the way
• The meaningful experiences that drive you to your goals
• Any personal challenges you have faced and how you have overcome them
• What has shaped you and your worldview

These details humanize you and show your complexity as a person and an applicant. It’s helpful to use anecdotes and personal experiences to give life to facts and details about yourself. Sharing real-life experiences will help make your essay more interesting and more fun to read.

Creating your scholarship essay format

Once you have thought about what you want to say, start thinking about your scholarship essay format. You may start by making a list of what your reader may be interested in:

• How you spend your time
• Your accomplishments
• What your passions are, etc.

Start by brainstorming everything you may want to include in your essay. Then, think about whether the stories you include support your arguments. Ask yourself, “What did I learn?” or “How did this get me closer to my goals?”. These reflections help the reader connect to your purpose for writing. 

Make sure to organize your thoughts in a narrative order. However, there isn’t just one way to write an essay. So, don’t limit yourself to one version of your story. You may find yourself writing multiple drafts before you get to your final scholarship essay format.

Editing and proofreading your essay

When you think you have finished, be sure to proofread and edit to ensure it’s ready to be submitted. Check that you’ve adhered to all the scholarship essay format guidelines (like the word count). 

Reviewing also includes getting input from others! An outside reader’s opinion can help you confirm your essay effectively communicates your ideas.

Tips for scholarship essays

You may notice some similarities between the scholarship essay examples about yourself we’ve provided. That’s because the authors of the best scholarship essays all use similar strategies to make their essays great. 

Here are 5 tips from U.S. News to help you make all of your scholarship essays stand out:

Tips for writing stand-out scholarship essays

1. get personal and be specific.

The best scholarship essays will share an authentic story with impactful details. The key is to be yourself and not shy away from personal details. The more the committee gets to know about you, the more likely they are to invest in your future. You want your essay to offer a genuine, in-depth look into who you are as a person.

2. Tell a story

Your essay should be more than a collection of facts—it should tell a story. That means having a solid introduction that grabs the reader’s attention from the very start. Then, you should include a logical flow of experiences or details. By the end of your essay, you want your reader to have learned something valuable about you.  

3. Tailor the scholarship essay to the prompt

Some of your scholarship essay prompts may be similar across different scholarship applications. However, it’s important that your essay is specific to each prompt and answers the question entirely. While you can repurpose an essay you’ve already written as inspiration or a starting point, be extra attentive when doing so.

4. Don’t tailor yourself to the reader

Many students fall into the trap of telling a story they think scholarship foundation committees want to hear. Instead, stay true to yourself as you craft your scholarship application essays. Don’t tell your reader what you think they want to hear—just tell them who you are. 

5. Follow directions

This final tip may arguably be the most important. Above all else, students should follow instructions. This means adhering to the scholarship essay format guidelines and word count. It also means answering the essay prompt in its entirety. Application readers can be easily frustrated by a student’s failure to follow directions. This could reflect poorly on you and your essay in the long run. 

Use these tips to guide you as you approach the scholarship essay format. 

Scholarship Essay Examples – Final Thoughts

We hope our roundup of scholarship essay examples has shown you how to approach your scholarship applications. With rising college costs, scholarships should be a part of your college financial planning process. Take the time to do your own scholarship search based on your specific interests. You can find plenty of scholarships to apply to on scholarships websites and college financial aid pages. There are many different scholarships websites to help you with your search. 

Save this guide

Feel free to save this guide and review our scholarship essay examples about yourself and about financial need. You can always look back on our scholarship essay sample about why I deserve the scholarship when writing your own essay. 

Start with an outline that organizes your thoughts. Then, make sure your essay is clear and concise. Be original and honest, and include personal details and anecdotes when appropriate. State why you deserve to win the scholarship. Then, support your claim in a way that makes a scholarship committee invested in your future. 

We’re here to help

Don’t forget to proofread your essay and ask others for their feedback. When in doubt, reach out to our advisors at CollegeAdvisor. Our team is always here to help support you find and apply for scholarships!

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How to Start a Scholarship Essay (With Examples)

Will Geiger is the co-founder of Scholarships360 and has a decade of experience in college admissions and financial aid. He is a former Senior Assistant Director of Admissions at Kenyon College where he personally reviewed 10,000 admissions applications and essays. Will also managed the Kenyon College merit scholarship program and served on the financial aid appeals committee. He has also worked as an Associate Director of College Counseling at a high school in New Haven, Connecticut. Will earned his master’s in education from the University of Pennsylvania and received his undergraduate degree in history from Wake Forest University.

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Bill Jack has over a decade of experience in college admissions and financial aid. Since 2008, he has worked at Colby College, Wesleyan University, University of Maine at Farmington, and Bates College.

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

As an admissions officer, I reviewed thousands of essays for students seeking admission and scholarships. The essay is one of the most important parts of the scholarship application process–a strong essay can go a long way. However, with so much competition, it is important for your scholarship essay to stand out. That’s why it’s important for you to start a scholarship essay off right!

There are some very simple things that you can do to ensure that your essay is engaging from the very first sentence. In fact, beginning your essay with an exciting opening is one of the most important things you can do, because it will immediately distinguish your essay from the others. 

Keep on reading to learn more about how you can nail the very first sentence and start your essay off right!

Engage the reader with the first sentence

No matter what type of essay you are writing, you will want to ensure that the very first line grabs the attention of the reader. One of the biggest mistakes that students make when starting their essay is simply restating the prompt. This is bland and boring. 

Now, you might be wondering, “how do I engage the reader with the very first line of my essay?”. The good news is that there are several ways that you can do this that are very simple to do. 

Related:  How to answer scholarship essay questions about your career goals

Begin with dialogue

First, you could begin your essay with conversation. This can be an interesting and unexpected way to start your scholarship essay. Maybe someone asked you an unexpected question? Perhaps you were having an interesting conversation with a friend or family member? Either way, dialogue can be a powerful tool to start your essay.

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Put the reader in your shoes.

Alternatively, you can choose to start your essay by placing the reader right in your shoes and show them something from your life. Appeal to the senses and show the reader what you see, hear, smell, or taste. These specific details will help your essay come to life and make it even more memorable. 

Also recommended: What’s the best scholarship essay format?

Scholarship essay introduction example

Next,  we’ll look at a specific example of how you can open up your essay. Let’s say you are applying for the Questbridge scholarship program . One of the essays that you will be asked is:

We are interested in learning more about you and the context in which you have grown up, formed your aspirations, and accomplished your academic successes. Please describe the factors and challenges that have most influenced you. How are they shaping your future aspirations?

You might be tempted to rephrase the question and start your essay with something like:

“I have grown up in a rural context and this has formed my aspirations and allowed me to accomplish academic success…”

This is generic and will not engage your reader at all. 

Instead, what if you started off your essay with something like this:

“I look outside my bedroom window and see Henry, my favorite chicken, pecking at something in the dirt.” 

Makes a big difference, right? As a reader, you are probably wondering: why does this person have chickens outside their bedroom window? Why did they name this particular chicken Henry?

See also: Here are our top writing & essay scholarships for students!

Keep the ending of your essay in mind as you write the opening

While crafting your opening, be open to ideas about how to close your essay. There is no need to stress about the ending now, but being mindful of effective ways to end an essay is always a good idea. Say you are opening your scholarship essay with Henry the chicken. Is there a way for Henry to make an impactful appearance at the end of the essay to close things out in a way that perfectly wraps everything up? The key is for the essay ending to be meaningful and memorable for the reader. 

Don’t miss: Our free scholarship search tool

If you can’t think of a “wow” scholarship essay beginning, keep writing!

Sometimes, we know what we want to say, point by point, but we are not ready to be creative when it comes to opening an essay. In that case, keep writing! There is always the option of going back and crafting an engaging opening after your essay is written. Simply write your main idea where the first paragraph would be to guide you as you write. After, go back when your creative juices are flowing, and craft the amazing opening (and closing) that your scholarship essay deserves!

Final thoughts

As shown, there are many questions that we as readers will have after reading an engaging essay opening such as the one just shared; We want to learn more about the student who is writing this essay. After all, as a writer trying to stand out in a pile of essays, that is our main goal. 

We hope that you have a better understanding of how to start a scholarship essay so you can maximize your chances of winning scholarships!

Additional resources

Scholarships360 is the go-to for all things college admissions and scholarships! Wondering how to write a 250 word essay and how to write a 500 word essay ? Curious how to write an essay about yourself ? Wow, do we have the resources to help! Additionally, check out our free scholarship search tool to help you finance your college education. Best of luck to you and your future endeavors! 

Key Takeaways

• The first sentence of the essay is what makes the reader want to continue reading 
• Engage the reader by appealing to the senses
• Create a sense of wonder in your essay, making the reader want to learn more about you
• Keep the ending of the essay in mind as you craft the beginning

Frequently asked questions about how to start a scholarship essay

What is an essay hook, how long should my scholarship essay be.

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6 Awesome Scholarship Essays That Worked

When it comes to paying for college, scholarships are the best form of financial aid, since they offer students free money that never needs to be repaid. But let’s face it: completing scholarship applications, especially the essays, can feel overwhelming. The scholarship essay is arguably the most important part of the application and should be well-thought-out. In this article, we’ll walk  through five scholarship essay examples and explain why they worked, so that you can write your own winning scholarship essays .

Here are 6 winning scholarship essay examples that worked:

Why this scholarship essay example worked:, how could this essay have been better , want more resources on writing your scholarship essay, get started with your scholarship essay.

The essay is your chance to let your personality and life experiences shine through, giving you the opportunity to stand out from other applicants.

The best way to get an idea of what scholarship committees are looking for is to look over scholarship essay examples from past winners. Take some time to analyze the writing style, think about the strong points, and consider how you can improve. Below, we’ll show you just how you might dissect a scholarship essay.

1. Going Merry Scholarship Success Story by Gabby DeMott

What’s a winning scholarship essay look like? Check out this Going Merry success story with Gabby DeMott.

ESSAY PROMPT: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

“There were only a few minutes to go and our eyes were glued to the screen. On the edge of our seats, clutching whoever happened to be next to us, we watched as the referee blew his whistle and the German players took their free kick. The ball was hit with precision and skill; it flew up over the Swedish players, past their goalie, and was caught safely in the back of the opposing team’s net. We all jumped up and screamed, a mixture of German and English, of excitement and relief, of pride and anticipation.

We stood, enraptured, for the last several minutes of the game as Germany kept its 2-1 lead over Sweden. The horde of us, Germans and Americans alike, hugged and cheered and made our way out onto the balcony, where we chanted “Deutschland! Deutschland! Deutschland!” for the whole village, the whole country, the whole world to hear. Never have I felt so accepted while being an outsider, so proud of a country that isn’t even mine, so part of something I didn’t really belong to.

My German friends didn’t care that we were from different countries; they didn’t care that we would only be staying for three weeks. They accepted us into their homes and their daily lives, their traditions and their celebrations. In watching that World Cup game, it didn’t matter that we were from different places; we were all cheering for the same team. The acceptance I felt in Germany extended beyond that living room. I came to the country on a three week exchange with ten other students from my school.

We each stayed with host families and attended the Wildermuth Gymnasium, which was surprisingly accommodating to a gaggle of loud American teenagers. The teachers were friendly and welcoming, the students treated us like ordinary peers, and even the people I interacted with in public were understanding.

Before coming to Germany I feared judgment based on my level of the language (which is nowhere near as good as the German students’ English) and American politics. It was intimidating to be in a country with limited knowledge of the language and the customs, even though everyone was welcoming. People did ask myself and the other students about the US’s political climate, but no one blamed us for it. They recognized that we were outsiders, that the place we came from had flaws, and they accepted us anyway.

Since that trip, I’ve found myself trying to provide that acceptance to people in my own country. For example, I work at a canoe livery and we receive a lot of visitors with limited English. Some of my coworkers will avoid such customers because they don’t want to take the time to explain things, to exercise patience with someone who may not understand them. If people had done this to me in Germany, my time there would have been much less enjoyable; in fact, I would have been offended.

So now when someone walks up to me at the livery and asks a question in English that isn’t perfect, I smile and welcome them. I take my time to make sure they understand, that they can have a good time, and that they feel accepted. It’s a small action, but I know firsthand that it can make a big impact, at my place of work and in the world. “

• It shares a personal story of realization. Gabby’s essay throws us right in the middle of the action in her story, from her perspective. She paints a clear picture of where she is, how she feels, and what her goals were in that moment. She then goes on to explain the unity of the German and American students to introduce other people in the essay. LESSON TO TAKE : When including additional people in an essay, introduce them early on so you can continue telling your story in an organic way.
• She reflects on her previous fears and explains how she’s moved past those to grow. In the fifth paragraph, Gabby shares how she feared judgment due to her level of the German language and American politics. As Gabby became more familiar with the host families and her German friends, she realizes they accepted her, and she relaxes. LESSON TO TAKE: Sharing a story in sequential order can help illustrate personal growth and how your character changed for the better.
• She answers the prompt and demonstrates how she’ll put her newfound knowledge in action. Once Gabby realized her German friends and host family accepted her, regardless of her fears, that sparked a realization for her when she returned home to America. Gabby concludes her essay by explaining how she’s providing that same acceptance she received in another country to acquaintances and people in her country, to be patient, help them enjoy themselves, and to welcome them.  LESSON TO TAKE : Consider concluding your essay with a wrap-up of what you learned, and how you plan to apply that lesson in your life.

2. Who is a “Good” Doctor? by Joseph Lee

Below is a winning essay from Joseph Lee, Rush Medical College for the Giva Scholarship.

ESSAY PROMPT: Who is (or what makes) a good doctor?

“Had you asked me the same question one year ago, my answer would have been vastly different to the one I will give today. In the summer of 2012, with my first year of medical school completed, I embarked upon my last official summer vacation with two things in mind: a basketball tournament in Dallas and one in Atlanta. My closest friends and I had been playing in tournaments for the past 10 summers, and it was a sacred bond forged together in the name of competition. However, two weeks before our first tournament, I became instantly and overwhelmingly short of breath. Having been born to Korean immigrant parents, I was raised to utilize the hospital in emergency cases only, and I knew this was such a case. A few scans later, doctors discovered numerous pulmonary emboli (PE), caused by a subclavian deep vein thrombosis (DVT), and just like that, I was lying in a bed of a major hospital for a life threatening condition.

Fast forward a few months, and I am lying in a similar bed to treat the underlying cause of the subclavian DVT: a first rib removal. There is little that can adequately prepare someone physically, emotionally or spiritually to undergo surgery; and my thoughts continued to race in the days following. In addition to the expected physical pain, isolation, fear and frustration were a few of the emotions I experienced in the four day ordeal. The procedure went according to plan thanks to a skilled surgeon and his team, but the attributes that made the doctor “good” went far beyond his ability to operate.

“Wow. I’m glad you are feeling better” and “I can’t believe you went through that” are common reactions people have when they see the scars on my upper chest. Quite frankly, the past nine months have been difficult, literally full of blood, sweat and tears. But through it all, I have been able to maintain my positivity and gratitude knowing that I have gained the invaluable experience of being a patient and discovering the vulnerability and trust that patients give their doctors. Patients indulge information to doctors that they may have never told anyone in their life and in doing so, place a great deal of trust and responsibility in the hands of a doctor. Many patients will not understand the mechanism of disease behind their condition and anticipate that the doctor will explain to them and their family why it is that they are feeling the way they are and ultimately heal them. And that is precisely what my surgeon understood: the privilege of being able to care for patients and the intimacy of the doctor-patient relationship. And as I awoke to the care of my worried parents, the first thing they wanted to discuss was the details of the procedure that was methodically and patiently explained to them by my “good” doctor.

In study after study, patients have reported dissatisfaction with their medical care, not because of lack of knowledge or health outcome, but because their doctors did not show enough warmth in the encounter or listen to the patient’s questions and concerns. There are few times where a patient and their loved ones are more vulnerable and in need of compassion than when dealing with a hospitalization. And for some doctors, a patient may be another item on a checklist, but that patient is someone’s mother or father, son or daughter, sister or brother. My “good” doctor understood this and would often say “If you were my son…” when discussing treatment options, reflecting on the type of care he would want for his family and treating me similarly. Such ideals are rooted in love and compassion for patients, not as clients in the health care system, but as fellow human beings striving to make something of themselves and the world around them (I).

Unfortunately, the ordeal of living with a chronic illness or undergoing a major operation extends beyond the confines of the hospital. Whether it is creditors harassing patients for medical bills, prescriptions that need to be refilled, or lifestyle modifications that need to be made, the health care experience doesn’t end when a patient walks out of the hospital doors. It often takes merely a minute, as in the case of the “good” doctor who told me that as a student I could apply to get the procedure financially covered by the hospital. Such foresight in anticipating financial concerns and directing me on the next steps to be taken provided relief in the surmounting stress.

Lastly, the “good” doctor understands that as our patients are human, so are we. This means we will make mistakes, some of which can result in life-threatening consequences. With that said, the “good” doctor practices humility and honesty, apologizing and sharing as much information with patients as possible. Although no one strives to make mistakes, they will happen, and how one reacts to them is a distinguishing feature of the “good” doctor (II).

Of all the qualities I tried to explain in what makes a “good” doctor, there was no emphasis on skill and knowledge. And while being able to fulfill the duties of making the correct diagnosis and appropriate treatment plans is expected, the intangibles of love, compassion, foresight and honesty is what makes a doctor, “good”. I learned such lessons in the purest manner possible, by being a patient myself, and will use them to guide me in all future patient encounters, as I strive to be a “good” doctor.”

• It tells a captivating story. This essay immediately pulls the reader in, immersing the audience right in the story. . We want to know how Joseph’s definition of a good doctor changed and why it did so. Hooking your reader from the first sentence of your essay or even the first paragraph is a surefire way to keep your reader engaged in the story you’re telling. The story itself is also told really well, with good pacing and just enough detail to elicit empathy without causing boredom. (He could have easily given too much scientific/medical detail!)  LESSON TO TAKE : When telling an anecdote, consider how much detail is the right amount, to make it engaging.
• It’s a list, without you realizing it’s a list. After the first 2 paragraphs (which are mostly story-telling), the rest of the essay is effectively a list of ways that doctors are “good”: they recognize the intimacy and trust involved in the doctor-patient relationship (paragraphs 3-4), they anticipate future sources of patient stress (paragraph 5), and they exercise humility (paragraph 6). Joseph could have easily structured the essay simply by saying “There are 3 main things that make a doctor good” and then explaining each idea. However, that would have been much more boring! Instead, he expertly hides the list format, by couching it in an engaging story. LESSON TO TAKE: Not all list-type essays need to feel like lists.
• It’s personal and believable. Joseph takes a negative personal experience, shows what he learned from it and how it caused him to grow as a person. Sometimes essays about singular, defining moments or experiences can seem blown out of proportion and thus not credible. This one feels right: a big ordeal in his life that has therefore shifted his perspective.  LESSON TO TAKE : Consider which personal stories to tell, and make sure the “size” of the story feels right.

3. Life Happens Scholarship by Emily Trader

Here is an example of a moving scholarship essay on the topic of family loss by Emily Trader for the Life Happens award.

ESSAY PROMPT: How has the death of a parent or guardian impacted your life financially and emotionally? Be sure to describe how the loss of your parent/guardian impacted your college plans, and explain how the lack of adequate (or any) life insurance coverage has impacted your family’s financial situation.

“When I was seventeen years old, my father lost his battle with kidney failure and cardiovascular disease. As long as I shall live, I do not believe that I will ever forget the first moment I saw my father’s once vibrant face in that cold and unforgiving casket. I won’t forget his lifeless and defeated hands, or how his pale lips would never utter another joke or speak to his grandchildren. Even though the day of his funeral was undoubtedly the worst day of my life, I wish I could relive it just to be with him one more time. Since that moment, I have felt as if all of my grief and longing resides underneath my skin with nothing to relieve the pressure. On September 8th, 2016, I lost my voice of reason, my confidant, my cheerleader, and my best friend.

Unbeknownst to me at the time, I had lost so much more. Upon my father’s passing, he left us with funeral and medical expenses that his insurance would not cover. Because he did not have any form of life insurance, the financial burden of his death was now the responsibility of my mother and me. Even though my mother works night shifts as a neonatal nurse and her commute is nearly two hours, she was forced to pick up extra shifts to support my family. Though I already had a job and I worked about ten hours a week, I now work anywhere from twenty-five to thirty-five hours a week, and I am also a full-time high honor student. Even though the death of my father forced me to realize the importance of cherishing time with my family, I do not see them very often because of our busy schedules. I also sacrificed my social life and the joy that every senior in high school should experience. Instead of football games and homecoming, I had to deal with mourning and the possibility that I would not attend college because of my family’s financial troubles.

If my father had a life insurance policy, we would not have to work ourselves to the bone and sacrifice our physical and emotional well-being to keep up with expenses. I would not have to worry so intensely about the future of my education on top of the crippling grief that I have felt over the last five months. If this devastating experience has taught me anything, it is this: financial planning for these situations is absolutely invaluable. I will not soon forget the stress and despair that I have experienced, and I now realize that to have a life insurance policy is to throw your surviving family members a crucial lifeline. Though no one can ever prepare you for the trauma of losing a parent, life insurance allows you to grieve without the constant stress of financial burden, and for that reason, it is an absolutely essential precaution.

I love and miss you so much, Dad. Thank God I will see you again.”

• She answers the prompt . It would be easy to write an essay that just spoke to her grief, or to what her father was like and how much he meant to her. But the essay prompt asks applicants to reflect on how the loss has affected the student emotionally and financially. Emily does a great job of this, by connecting the financial parts (she and her mother needing to pick up extra hours of work), with the emotional (due to the work schedule, the family not being able to spend as much time together). She also addresses how this might affect her college plans. LESSON TO TAKE : 
• She provides (beautiful) detail. The first paragraph immediately pulls the reader in because of the detailed description she provides (“ his lifeless and defeated hands”, “pale lips” ). Similarly, the specificity of how her family is shouldering the financial burden (e.g. her working 25-to-35-hour weeks) make it feel more real rather than generic.  LESSON TO TAKE : Use details and descriptions to make something feel more emotional and tangible.
• She knows her audience . This scholarship is funded by Life Happens, an organization formed by seven leading insurance providers, in order to educate the public about important insurance planning topics. Clearly Emily researched the provider and understood that an essay that spoke to the importance of insurance planning would be well-received by the essay readers. LESSON TO TAKE : Research the scholarship provider and adjust your content to fit the organization’s or company’s mission statement (or business model).

4. Going Merry Scholarship Success Story by Jesus Adrian Arroyo-Ramirez

Jesús Adrian Arroyo-Ramirez wrote a winning scholarship essay (and video!) that he submitted on Going Merry . He earned an outstanding $40,000 through the Golden Door Scholarship.

ESSAY PROMPT: What differentiates you from the hundreds of DACA students who apply to our scholarship? Use one of those opportunities to tell us something else we cannot see just by looking at your grades, test scores, and transcripts.

“I always knew I was different than my friends in some way. Growing up, I struggled to speak English while everyone else had little to no problems. I needed extra help in school while my friends coasted by with ease. My friends would hop on planes and travel all around the world while I had to stay at home. At the age of 13 all of my friends started driving while I still couldn’t.

I built up the courage and asked my mother why I did not have access to the simple liberties everyone else did. My name Is Jesus Adrian Arroyo-Ramirez, and I was illegally brought to this country when I was just six years old. At the time I had no clue that I was breaking any laws, and I did not realize the fact that my life was going to change forever. Growing up with a different citizenship situation than my peers was and still is the biggest challenge I have to face in my life.

Looking back there is not a single thing that I would change. Knowing that I had to work harder than everyone else lead me to be the person that I am today. I took that fire inside of me, pushed myself, graduated first in my class with a cumulative 4.0 GPA, became a Kansas Scholar, and graduated High School with a semester’s worth of college credit. In November of 2016, everything began to look up for me. I received a work permit and a social security card all thanks to the DACA program. I was finally able to get my license, get a job, and most importantly attend college.

I plan to continue my success in the classroom and do everything to the best of my ability as I know that under my current circumstances it can all be ripped away from me at any moment. Growing up with my situation has taught me to not take advantage of a single opportunity. There has been continued support around me past and current and I know there are people out there rooting for my success. I will strive to be the first generation in my family to graduate from an American University and I will set a stepping stone for my future family so they will not have to struggle as I did. My citizenship is not a setback, it is a mere obstacle that I will always learn to work around if it means giving my future children a better life, just like my mother did for me.”

• He shares how hardships made him who he is today. Right off the bat, Jesus sets the tone for his essay by sharing how he struggled to speak English and that he was not given the same opportunities as his peers. He shares his mother’s explanation on why he lived a different life, along with his honesty in the challenges of growing up with a different citizenship situation than the teens around him. LESSON TO TAKE : Share personal details (as you feel comfortable), and consider including a defining memory or conversation hat contributes to your story. This can help paint a picture of your beginnings or your inspirations.
• He includes emotional details. Although Jesus grew up with hardships, he persevered and mentions he wouldn’t change anything. It may have taken a little longer than his peers to get his license, but he also excelled in school, pushed himself to graduate first in class, and take college courses on top of all that. LESSON TO TAKE : Tell your story with details, feelings, thoughts and emotions to explain where you came from and where you are now.
• He plans for the future . Jesus shared his personal story with us, and then explains how he plans to continue his success without letting anything get in the way of his path. He goes on to say his citizenship is not a setback, and that he works to provide a better life for himself and for his future children. LESSON TO TAKE : Include your plan at the end of the essay. Consider how you’ve grown and how you will bring these lessons learned with you to help your future.

5. Why College Is Important to Me by Nicole Kuznetsov

Here’s an example of a simple yet creative and heartfelt essay on the popular prompt, Why is college important to you?

ESSAY PROMPT: Why do you want to go to college? Why is it important to you?

“As a child, my life had structure. Coloring books had lines, letters took on very specific shapes, and a system of rules governed everything from board games to the classroom. I found comfort in the fact that my future had an easy-to-follow template: elementary, middle, and high school, college, job, family retirement, “happily ever after” ending. When I graduated from elementary school I was told I completed 25% of my education. During my middle school graduation, I was told I was halfway there and I know I’ll be told I’m 75% done when I throw my cap in the air this June. College was always factored into the percentage and the overall formula for life. And I never questioned its importance. I always figured it is important because it is necessary.

Going to college makes sense. From helping my parents land stable jobs after coming to America to giving my brother the chance to gain work experience at some of the top financial firms, college educations have shown their worth in my family. Yet I didn’t think about what actually goes on inside the magical universities until I entered high school. Applying to the Academy for Math, Science, and Engineering was the first time I had actively made a decision in my education. With the encouragement of my parents and favorite science teacher who recognized that I would excel in the challenging environment of like-minded students, I applied. Four years later, I can confidently say they were right.

My class of twenty-six has shown me the benefits of a collaborative rather than a competitive environment, especially the impact that camaraderie with my peers has on our collective learning experience. Each student has an inspiring level of passion and motivation that made me excited to learn, work on projects, and participate in discussions both in and out of the classroom. I used my education to gain skills and open doors for myself such as an internship at my local hospital. I gained confidence in my abilities to communicate with individuals from strangers my age to practicing professionals. I was thinking longer and harder than I ever had before to solve individual problems and large-scale challenges. In all honesty, I was having fun.

Looking back on my years at the Academy I realize how big of an impact the school made on how I view education. I wasn’t coming to school to mark another day off my calendar and inch closer to finishing the next 25%. I came to school to learn and question and push myself. Now, as a senior, I’m excited. I’m thankful for the sample that my high school gave me of what learning is supposed to be like and thankful that it left me wanting more. I’m entering college in August with a new understanding of its importance. It is important because it is what I want for my future.”

• It finds structure through chronology . This essay is basically structured like a chronological timeline: As a child, I believed this. Then I applied to this high school (my first active academic decision). Then the high school changed me. Now I’m a senior and I believe this. Not all stories are best told in time order, but the simplest stories often are. And simple stories provide structure, which scholarship committees love. LESSON TO TAKE: Consider structuring your essay like a timeline, emphasizing the milestones along the way that have led you to where you are today. 
• It is simply told . While the essay is descriptive, it doesn’t try to get fancy with overly flowery language or unnecessarily long SAT words. And that’s the strength of it. For instance, this passage [“ College was always factored into the percentage and the overall formula for life. And I never questioned its importance. I always figured it is important because it is necessary” ] explains her child’s logic in a really clear and well-written way. 
• It’s got (mostly) great topic sentences . We here at Going Merry love a good topic sentence– that is, a sentence at the beginning (or end) of a paragraph that summarizes the rest of the paragraph. It helps “signpost” the most important parts of your essay. Here, three of the four paragraphs (1, 2, and 4) have strong and concise topic sentences. “As a child, my life had structure” sets up the rest of the paragraph to explain what these structures and unquestioned rules were. “Going to college makes sense” sets up why college made sense to her parents. 

6. Financial Literacy for Hispanic Women by Rosaisha Ozoria

The inaugural Founder’s Scholarship supported by the New York Women’s Bond Club in honor of Michaela Walsh goes to two New York City public high school students who won an essay competition writing about their hopes for the future of women and girls worldwide . Winners of this scholarship won a trip to accompany Women’s World Banking to Amman, Jordan for their biennial gathering of WWB network members.

PROMPT: Write about your hopes for the future of women and girls worldwide.

WINNING ESSAY:

“Twice a week I head down to volunteer at the Los Sures Social Services office, situated next to the local senior citizen home, to help at the food pantry. We distribute food to people in my neighborhood. Many are familiar faces. Many are middle-aged Hispanic women with children dangling from their hips like grass skirts. These women are there as a result of their culture and lack of financial knowledge. In our Spanish culture, patriarchy prevents women from preparing for themselves as much as they should. This leads to Hispanic women having little or no money management skills. Financial illiteracy is a major issue in my neighborhood, and that is why I hope to give Hispanic women a chance for a better future through financial education.

While I was volunteering I met a woman who happened to live in the same building as my aunt. Unemployed with two young children, and a husband earning minimum wage at a fast food restaurant, she struggled to get by every day. I thought to myself – many in my community are just like her. Then I realized I could do something to help. How? I can start a financial literacy program, which teaches Hispanic women to earn and manage money. Once a woman becomes financially literate, she is capable of making good personal and professional decisions, empowering her to improve her family’s financial well-being. Moreover, such a program will help Hispanic women become competitive employees, even in a slow recovering economy such as the one we are experiencing now.

Participating in the 2013 Women’s World Banking Global Meeting in Amman, Jordan gives me access to invaluable resources that will help me achieve this goal. I hope to find mentors from a roomful of inspiring, experienced leaders who will offer me their guidance. Also, meeting accomplished women from other countries means access to new ideas and unique perspectives. And if I am lucky, I may even come across individuals who can provide financial support to jumpstart my financial literacy program for Hispanic women. Lastly, I will tell my idea to everyone I meet in Jordan, a baby step to help Hispanic women rise from poverty.

The world continues to change rapidly, especially with globalization. It is about time that Hispanic women strive for gender equality. Thus, it is essential that Hispanic women increase their roles and knowledge in finance. The women in my neighborhood shall no longer be left out. I will task myself to help these women become better, stronger and most importantly, take control of their lives. I want to be involved so that they can save themselves from any unforeseen financial crisis. This is a tremendous goal, but for me, it is an opportunity to make a difference – in my neighborhood and for my Spanish community.”

• There is clear structure . Right off the bat, the introduction summarizes what the reader can expect to find in the body of the essay. In particular, the closing line of the first paragraph (“ Financial illiteracy is a major issue in my neighborhood, and that is why I hope to give Hispanic women a chance for a better future through financial education”) works as an effective topic sentence, tying together the anecdote and the reason she’s interested in networking with the scholarship provider, Women’s World Banking. The last 2 paragraphs also serve clear, independent purposes: the penultimate one establishes what she would do with the scholarship (the trip to Amman), and the final paragraph explains why her particular interest is important for the larger Hispanic community. LESSON TO TAKE: Clear structure helps the reader follow your point better (especially if they’re skimming, which scholarship essay readers almost definitely are!) So include a summarizing topic sentence at the beginning or end of your first paragraph, and make sure each subsequent paragraph serves a purpose that moves forward your argument or story. 
• The author’s passion shines. Rosaisha, the scholarship winner, is clearly passionate about serving her Hispanic community of women.  And rather than simply saying that, she shows us how she cares by using personal examples from her volunteer work. LESSON TO TAKE : Show, don’t tell. Use specific personal examples, and don’t be afraid to show your emotions.
• She stays positive.   Even though Rosaisha discusses what might be considered a  difficult and personal topic, she keeps the tone light and inspirational. She expresses hope and her desire to make a change in the world, answering the essay in a positive tone.  It’s important to make sure your essay is not too depressing to read. (Essays about personal trauma are a bad idea.) This is a scholarship provider, not a therapist! 

While this was a winning essay, we note that it did have two points of weakness: 

• The second paragraph lacks a bit of structure. Her point ends up feeling a bit generic, and it’s unclear what she is thinking versus planning or actually doing . For instance, she realized she could start a financial literacy program. Did she then do so? It’s unclear. 
• The last paragraph is again a bit general. Often scholarship committees want to see what concrete steps will be taken, using the scholarship award. Here she speaks in lofty terms about what goals she hopes to accomplish, without explaining ways she might accomplish this goal. 

For more information on writing a killer scholarship essay, check out our list of helpful tips .

Also check out these related blog posts: 

• 6 tips for writing scholarship essays about academic goals
• How to write the best personal statement, with examples
• How to write an awesome essay about your career goals

You can start writing your winning scholarship essay today and submit it to thousands of scholarship applications, all in one place. Sign up for Going Merry today to put your pro scholarship essay writing skills to practice. Going Merry is your one-stop scholarship shop to search and apply for scholarships to get you on the right foot for funding your future.

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10 Winning Scholarship Essay Examples From Real Students

Make your application shine.

Writing a scholarship essay can be intimidating. The competition is fierce and the stakes are high, so students are bound to feel the pressure. It may be helpful, therefore, to look at essays that were successful. What did those students do to impress the committee? These scholarship essay examples will give you a better idea of how to make an application shine! 

Tips for Writing a Scholarship Essay

We’ve put together a whole guide for how to write a scholarship essay , so if you haven’t read it already, definitely give it a look! In addition, here are some quick tips to help students get started. 

Carefully read the rules

The last thing you need is to be disqualified from winning a scholarship because you didn’t do the right thing. 

Start early

Don’t wait until the last minute to start researching and applying for scholarships. Give yourself plenty of time to work through the process. 

Get to know the provider

Think of the scholarship provider as your target audience. You want to tailor your essay to impress them, so do your research. What kinds of candidates are they looking for? What causes do they support? Dig deep for the information you need!

Think about who you are, what you want to say, and how to appeal to the scholarship committee. Write everything down and then choose the best ideas. 

The scholarship committee will be reviewing many applications. How can you make yours unforgettable? Highlight your strongest assets, share hard lessons if they showcase your growth as a person and/or student, and be honest. Never lie in a scholarship essay!

Be professional

Consider this the most important academic paper you’ve ever written. Don’t use slang or casual language. Submit a properly formatted essay that’s been well-edited and proofread by multiple people.

One last tip

Don’t reuse scholarship essays! Yes, it’s time-consuming, but students need to put the same effort into every application. Use the same process and it will get faster and easier every time!

Scholarship Essay Examples

Afc visionary scholarship essay by nicole kuznetsov.

Award Amount: $5,000

Essay prompt: Why do you want to go to college? Why is it important to you?

Why it was successful: The  beauty of this essay is that it’s well-organized and simple. Nicole Kuznetsov chose to outline her story by using chronology and provided a clean, concise story following a linear path.

North Coast Section Foundation Scholarship Essay by Christine Fung

Award Amount: $1,000

Why it was successful: Christine Fung masterfully shared how her upbringing instilled strong values, a love for education, and a passion for medicine .

The Bill Browning Scholarship Essay by Gabby DeMott

Award Amount: $10,000

Essay prompt: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Why it was successful: Gabby DeMott shared her experiences with personal growth and overcoming fears in Germany. She also appealed to the very human feeling of wanting to belong in a way that was inspiring. 

Life Happens Scholarship Essay by Emily Trader

Award Amount: $15,000

Essay prompt: How has the death of a parent or guardian impacted your life financially and emotionally? Be sure to describe how the loss of your parent/guardian impacted your college plans, and explain how the lack of adequate (or any) life insurance coverage has impacted your family’s financial situation.

Why it was successful: Emily Trader fully addressed the prompt in honest, beautiful detail. She knew her audience and tailored her essay to appeal to them while telling her compelling story. 

Change a Life Foundation Scholarship Essay by Isabella Mendez-Figueroa

Essay prompt: Please explain how your experience volunteering and participating in community service has shaped your perspective on humanity. Elaborate on how these experiences have influenced your future ambitions and career choice.

Why it was successful: Isabella Mendez-Figueroa shared an empowering story about her parents overcoming financial adversity so that she and her sister could be the first in their family to go to college. 

Giva Scholarship Essay by Joseph Lee

Essay prompt: Who is (or what makes) a good doctor?

Why it was successful: Joseph Lee offered a captivating , personal story that was essentially a list of things that make someone a good doctor without it feeling boring or calculated. 

New York University College of Arts and Science Scholarship by Ana

Award amount: $39,500 

Essay prompt: Explain something that made a big impact in your life.

Why it was successful: Ana discussed how early experiences w ith learning difficult things has contributed to her passion for teaching and supporting students. 

The Fund for Education Abroad Rainbow Scholarship Essay  by Steven Fisher

Award amount: $7,500

Essay prompt: The Fund for Education Abroad is committed to diversifying education abroad by providing funding to students who are typically under-represented in study abroad. Please describe how you and/or your plans for study abroad could be viewed as under-represented.

Why it was successful: Steven Fisher’s powerful essay   connected his realizations about his own sexual identity with embracing the beautiful diversity found all around the world. 

Women’s World Banking Founder’s Scholarship Essay by Rosaisha Ozoria

Essay prompt: Write about your hopes for the future of women and girls worldwide.

Why it was successful: Rosaisha Ozoria   focused on a very specific topic , financial literacy for Hispanic women, and emphasized its importance and relevance to her own life. 

The Millennium Gates Last Dollar Scholarship Essay by Famyrah Lafortune

Award amount: $3,500

Essay prompt: Education is the most powerful weapon which you can use to change the world.” —Nelson Mandela Describe a change you would like to make in the world. Tell us about how you would plan to make that change, and what obstacles you might encounter along the way.

Why it was successful: Famyrah Lafortune starts with a strong statement about ending racial inequality and then details the steps she’ll take to make it happen. 

Do you have any great scholarship essay examples? Share them below!

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Scholarship Essay Writing

Scholarship Essay Examples

Winning Scholarship Essay Examples for Students: Tips Included

37 min read

Published on: Mar 14, 2021

Last updated on: Jan 31, 2024

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Scholarship Essay - A Complete Writing Guide

Scholarship Essay Format - A Complete Guide

Most Popular Scholarship Essay Prompts & Questions

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Many students face financial barriers when it comes to pursuing higher education. The rising costs of tuition, books, and other educational expenses can be overwhelming. 

This is why the scholarships offer a lifeline by providing financial aid to students, but the competition is fierce. 

That's where CollegeEssay.org comes in. 

In this blog post, we are providing scholarship essay examples that will inspire and guide you in creating your own exceptional essay. 

These examples serve as beacons of success, offering valuable insights into the art of scholarship essay writing. 

So, without further ado, let’s get started. 

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Scholarship Essay Examples Financial Need

Why this scholarship essay worked.

This scholarship essay example effectively conveys the applicant's financial need and their determination to overcome the challenges associated with it. Here's why this essay worked:

• Personal Storytelling: The essay begins with a personal anecdote that establishes a connection between the applicant's background and financial constraints. This helps create empathy and demonstrates the genuine impact of financial challenges on their educational journey.
• Resilience and Resourcefulness: The applicant showcases their resilience and resourcefulness in navigating financial hardships. They highlight their proactive approach to seeking part-time employment and actively pursuing scholarships.
• Academic Commitment: Despite the financial strain, the applicant emphasizes their commitment to academic excellence by maintaining a high GPA. This showcases their dedication and ability to prioritize their studies amidst challenging circumstances.
• Community Involvement : The essay also highlights the applicant's involvement in community service. This demonstrates their desire to give back and make a positive impact.
• Connection to Scholarship: The applicant clearly articulates how receiving the scholarship would benefit them. This demonstrates a strong alignment between their goals and the purpose of the scholarship.

Want more examples, check out these winning scholarship essay examples.

Financial Aid Scholarship Essay

Scholarship Essay for Financial Need

Scholarship Essay Examples About Yourself

Why this essay worked.

This scholarship essay worked for several reasons, such as:

• It effectively showcases the applicant's passion for mathematics, community engagement, and resilience.
• It compellingly conveyed the applicant's dedication, ambition, and potential for making a positive impact. This makes them a deserving candidate for the scholarship.
• Clear connection to the scholarship's goals and how it would further the applicant's educational journey and impact.

Here are some scholarship essay examples about yourself; get an idea from them, and create a successful essay.

Scholarship Essay Example About Yourself

Scholarship Essay About Yourself

Scholarship Essay Examples for Nursing

Why this essay worked.

This essay worked due to its compelling portrayal of the applicant's genuine passion for nursing, coupled with their unwavering dedication to making a positive impact in patient care.

The essay effectively demonstrates the applicant's well-rounded preparation for a nursing career and their clear alignment with the goals and mission of the scholarship, making them a strong candidate for consideration.

Below are some more examples of scholarship essays for nursing.

Nursing Scholarship Essay

Scholarship Essay for Nursing

Scholarship Essay Examples About Career Goals

This essay worked for the following reasons:

• Clear and Specific Career Goals: The essay effectively outlines the applicant's career goal of becoming a clinical psychologist specializing in mental health support. The clarity and specificity of the goal demonstrate a well-defined path and a strong sense of purpose.
• Demonstrated Preparation and Commitment: The essay showcases the applicant's comprehensive preparation for their career goals. It also demonstrates their readiness and dedication to excel in the field.
• Alignment with Scholarship Objectives: The essay effectively highlights how the scholarship will contribute to the applicant's career aspirations. This includes attending conferences, workshops, and advanced training programs.

If you find difficulty writing the scholarship essay about career goals, get help from the below-mentioned examples, and submit a well-written essay.

Scholarship Essay Examples About Leadership

Three reasons why this essay worked are:

• Demonstrated Leadership Experience : This essay effectively highlights the applicant's practical experience in leadership roles, showcasing their ability to lead teams, organize events, and coordinate volunteers.
• Commitment to Personal Growth : The essay demonstrates the applicant's proactive approach to leadership development by seeking formal training and participating in workshops focused on honing their skills. 
• Emphasis on Collaboration and Empowerment: The essay emphasizes the applicant's belief in collaborative leadership. It promotes inclusivity and empowers team members to contribute their unique perspectives. 

Here we gather some good scholarship essay examples about leadership that help in your writing.

Leadership Scholarship Essay Example

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Scholarship Essay Examples About Community Service

Here are the reasons:

• Genuine Passion and Commitment: The essay effectively conveys the applicant's genuine passion for community service, highlighting their long-standing involvement and the transformative impact it has had on their life. 
• Integration of Service with Education: The essay demonstrates the applicant's proactive approach to integrating their passion for community service with their educational pursuits.
• Aspiration for Social Change: The essay goes beyond personal experiences and highlights the applicant's aspirations for broader social change.

Here is an excellent community service scholarship essa y that can help you write for community college.

Scholarship Essay Example about Community Service

High School Scholarship Essay Examples

• Clear and Convincing Goals: The essay effectively communicates the applicant's strong desire to pursue higher education despite financial constraints.
• Demonstrated Leadership and Well-Roundedness: The essay showcases the applicant's involvement in extracurricular activities. It highlights their ability to balance academic responsibilities with active participation in clubs, sports teams, and community service initiatives.
• Emphasis on Giving Back and Community Engagement: The essay not only focuses on the applicant's personal aspirations but also highlights their commitment to giving back to their community.

The following are the best high school scholarship essay examples, use this for your help, and write an attention-grabbing essay.

Scholarship Essay Example for High School

Scholarship Essay for High School

Scholarship Essay Examples for University

Why this essay works.

Three reasons why this essay works are:

• Strong Personal Motivation: The essay effectively communicates the applicant's unwavering commitment and determination to pursue a university education.
• Articulation of Long-Term Goals and Social Impact: The essay goes beyond highlighting the applicant's academic achievements and financial needs. It emphasizes the applicant's desire to contribute to their community and make a positive impact on society.
• The connection between Scholarship and Applicant's Potential: The essay effectively illustrates how receiving the scholarship would directly address the financial burden. Plus, it will enable the applicant to fully embrace the university experience.

Here are some excellent scholarship essay examples for university students that help you in writing the essay.

Scholarship Essay Example for University Students

Scholarship Essay Examples for Engineering

This essay worked because of the following reasons:

• Passion and Commitment: The essay effectively conveys the applicant's deep passion for engineering. It also shows their genuine commitment to making a positive impact in this field.
• Alignment with Scholarship Objectives: It clearly establishes the connection between the scholarship and the applicant's goals in engineering.
• Future Impact and Growth: It also communicates the applicant's aspiration to contribute to the field of engineering and make a positive difference in the world.

The following is another scholarship essay example that can help you in creating the perfect essay on your own.

Scholarship Essay Examples for Masters

This essay worked for several reasons:

• Clear Purpose and Goal: The essay effectively conveys the applicant's clear purpose and goal of pursuing a master's degree. It highlights the transformative impact that a master's degree can have on personal and professional growth.
• Financial Need and Scholarship Alignment : The essay addresses the financial challenges associated with pursuing a master's degree. It demonstrates the direct alignment between the scholarship and the applicant's needs.
• Impact and Giving Back : The essay goes beyond personal aspirations and emphasizes the applicant's intention to make a broader impact on their community and society.

Here is an example that you can use as a guide and write a perfect scholarship essay.

Why Should You Receive this Scholarship Essay Examples

Three brief reasons why this essay worked are:

• Clear and Convincing Arguments : The essay presents concise and compelling arguments to support the applicant's case for receiving the scholarship.
• Personal Connection : It demonstrates how receiving the scholarship would directly impact the applicant's academic journey
• Gratitude and Future Commitment : It expresses sincere gratitude for the opportunity and emphasizes the applicant's commitment to making the most of the scholarship.

Here is an example, take help from them for your scholarship essay.

Why Should You Receive this Scholarship Essay Example

Why I Deserve This Scholarship Essay Examples

• Compelling Personal Story: The essay effectively presents the applicant's personal story and highlights their dedication and commitment to their education
• Addressing Academic Excellence and Financial Need : The essay successfully addresses both academic excellence and financial need, which are two crucial aspects considered by scholarship committees.
• Commitment to Making an Impact: The essay goes beyond the applicant's personal goals and emphasizes their dedication to making a positive impact in their community. 

Here’s another example for this scholarship essay below:

Why I Deserve This Scholarship Essay Example

Tips for Writing the Effective Scholarship Essay

When it comes to writing an effective scholarship essay, there are several key tips to keep in mind. 

By following these guidelines, you can maximize your chances of standing out and impressing scholarship selection committees. 

Here are some essential tips to help you craft a compelling scholarship essay:

• Understand the Prompt

Take the time to thoroughly understand the essay prompt or topic provided by the scholarship provider. Pay attention to any specific instructions or guidelines given.

• Research the Scholarship

Familiarize yourself with the organization or institution offering the scholarship. Understand their values, mission, and objectives. This knowledge will help you align your essay with their goals and demonstrate your fit for the scholarship.

• Tell Your Unique Story

Use the essay as an opportunity to showcase your personal experiences, like obstacles you might encounter, achievements, and aspirations. Highlight what sets you apart from other applicants. Be authentic and genuine in conveying your story, like overcoming personal failures.

• Start with a Compelling Introduction

Grab the reader's attention from the beginning with a strong and captivating introduction. Consider starting with a compelling anecdote, a thought-provoking question, or a powerful statement.

• Structure Your Essay

Organize your essay into a clear and logical structure. Start with an introduction, followed by body paragraphs that support your main points, and end with a concise and impactful conclusion.

• Be Concise and Specific

Scholarship essays often have a word or character limits, so make every word count. Be concise in your writing and avoid unnecessary fluff. Focus on providing specific examples and details that support your claims.

• Showcase Your Achievements

Highlight your academic accomplishments, extracurricular involvements, community service, leadership roles, or any other relevant achievements. Link them to the values and goals of the scholarship.

• Address the Selection Criteria

Ensure that your essay addresses the selection criteria specified by the scholarship provider. If they are looking for specific qualities or skills, tailor your essay to showcase how you possess those attributes.

In conclusion, writing an effective scholarship essay is a crucial step in securing the financial aid you need for your education. 

By following the tips outlined here, you can enhance your essay-writing skills and create a compelling narrative that captivates scholarship selection committees.

Be authentic, concise, and specific in your writing. Tailor your essay to align with the values and objectives of the scholarship provider. And above all, believe in yourself and your potential to make a difference through education.

If you're seeking further guidance and support in your scholarship essay writing journey, consider partnering with our AI essay writing tools !

We also have a team of experienced and professional essay writers who can provide personal essay writing service with valuable insights. 

Hire our college paper writing service  today and take the next step towards securing the financial aid you deserve.

Barbara P (Literature, Marketing)

Barbara is a highly educated and qualified author with a Ph.D. in public health from an Ivy League university. She has spent a significant amount of time working in the medical field, conducting a thorough study on a variety of health issues. Her work has been published in several major publications.

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How to Write a Personal Statement for a Scholarship + Examples

What’s covered:, what is the purpose of the scholarship personal statement, what to include in your personal statement, personal statement example: breakdown + analysis, how to make sure your writing is effective.

Either before or after you’ve gotten into your dream school, you’ll have to figure out how to pay for it. For most students, this involves a combination of financial aid, parent contributions, self-contributions, student loans, and scholarships/grants. Because scholarships are money out of someone else’s pocket that you never have to pay back, they are a great place to start!

Scholarships come in two forms: merit-based and need-based. Need-based scholarships are also often called grants. These designations tell you whether an organization looks at your financial situation when deciding about your scholarship.

Additionally, different scholarships fall under different categories based on the mission of the organization or person providing the scholarship’s financing. These missions typically emphasize different things like academic achievement, specific career goals, community service, leadership, family background, skill in the arts, or having overcome hardship. As you select scholarships to apply for and complete your applications, you should keep these missions in mind.

No matter what type of scholarship you are applying for, you will be asked to provide the review committee with standard materials. This includes your transcript, GPA, and resume/extracurriculars, but also, importantly, your personal statement. A scholarship personal statement is a bit different from your normal college essay, so we’ve put together this guide and some examples to help you get started!

The purpose of your personal statement is to help a review committee learn more about your personality, values, goals, and what makes you special. Ultimately, like with your college essays, you are trying to humanize your profile beyond your transcript, GPA, and test scores.

College essays all have one goal in mind (which is why you can apply to multiple schools at once through applications like the Common App or Coalition App): convince admissions officers that you would be a valuable addition to the university environment. The goal of your scholarship personal statement is different and differs more from one scholarship to the next. Rather than convincing various review committees that you are a generally good candidate for extra funding for college, you need to convince each review committee that your values have historically aligned with their organization’s mission and will continue to align with their organization’s mission.

Common missions amongst those who give scholarships include:

• Providing opportunities for students with career ambitions in a particular field
• Helping students who have experienced unexpected hardship
• Supporting students who show outstanding academic achievement
• Funding the arts through investing in young artists with strong technical skill
• Supporting the development of civic-minded community service leaders of the future
• Providing opportunities for historically underrepresented ethnic communities 

If a specific mission like this is outlined on an organization’s website or in the promotional material for its scholarship, the purpose of your personal statement is to show how you exemplify that mission.

Some scholarships ask for your personal statement to be guided by a prompt, while others leave things open for interpretation. When you are provided a prompt, it is obvious what you must do: answer the prompt. When you are not provided a prompt, you want to write a personal statement that is essentially a small-scale autobiography where you position yourself as a good investment. In either case, you should identify a focus or theme for what you are trying to say about yourself so that your application does not get lost in the shuffle.

Prompts include questions like:

• Why do you deserve this scholarship?
• How have you shown your commitment to (leadership/community service/diversity) in your community?
• When did you overcome adversity?
• Why is attending college important to you?

If you are provided a prompt, develop a theme for your response that showcases both your values and your achievements. This will help your essay feel focused and will subsequently help the review committee to remember which candidate you were as they deliberate.

Themes include things like:

• I deserve this community service scholarship because my compassion for intergenerational trauma has inspired me to volunteer with a local after-school program. I didn’t just sympathize. I did something about my sympathy because that’s the type of person I am. Within the program, I have identified avenues for improvement and worked alongside full-time staff to develop new strategies for increasing attendance.
• I overcame adversity when my mother had to have a major surgery two months after giving birth to my younger brother. I was just a kid but was thrown into a situation where I had to raise another kid. It was hard, but I’m the kind of person who tries to grow from hard times and, through my experience taking care of a baby, I learned the importance of listening to body language and nonverbal cues to understand the needs of others (baby and nonbaby, alike).

Without a prompt, clarity can be harder to achieve. That said, it is of the utmost importance that you find a focus. First, think about both your goals and your values.

Types of goals include:

• Career goals
• Goals for personal growth
• The type of friend you want to be
• The change you want to make in the world

Values could include:

• Authenticity
• And many more!

After you write out your goals/values, write out your achievements to see what goals/values you have “proof” of your commitment to. Your essay will ultimately be an exploration of your goal/value, what you have done about your goal/value in the past, and what you aspire to in the future.

You might be tempted to reflect on areas for improvement, but scholarships care about you living out your values. It is not enough to aspire to be exemplary in leadership, community service, or your academic field. For scholarships, you have to already be exemplary.

Finally, keep in mind that the review committee likely already has a copy of your extracurricular activities and involvement. Pick one or two accomplishments, then strive for depth, not breadth as you explore them.

My interest in the field of neuroscience began at a young age.  When I was twelve years old, my sister developed a condition called Pseudotumor Cerebri following multiple concussions during a basketball game.  It took the doctors over six months to make a proper diagnosis, followed by three years of treatment before she recovered.  During this time, my love for neuroscience was sparked as I began to research her condition and, then, other neurocognitive conditions.  Later, my love of neuroscience was amplified when my mother began to suffer from brain-related health issues.  My mother had been a practicing attorney in Dallas for over twenty years.  She was a determined litigator who relentlessly tried difficult cases that changed people’s lives.  Now, she suffers from a cognitive impairment and is no longer able to practice law.  Oftentimes, she has headaches, she gets “cloudy,” her executive functioning slows down, she feels overwhelmed, and she forgets things.  My mother has gone from being the strong, confident, emotional and financial caretaker of our family to needing significant help on a daily basis. Once again, with this illness came a lot of research on my part — research that encouraged me to pursue my dreams of exploring neuroscience.

Due to my experiences with my mother and sister when I was in middle school, I knew that I wanted to make a difference in the field of neuroscience.  I also knew that, to obtain this goal, I needed to maintain superior grades in school while also pursuing opportunities outside of school to further my education.  In school, I was able to maintain superior grades to the point where I am currently valedictorian in a class of 567 students.  In addition, in school, I challenged myself by taking 16 Advanced Placement classes and 19 Honors classes.  Two of the most beneficial classes were AP Capstone Seminar and AP Capstone Research.  AP Capstone Seminar and AP Capstone Research are research-oriented classes where students are given the opportunity to pursue whatever track their research takes them down.  As a junior in AP Capstone Seminar, I researched the effects of harmful pesticide use on the prevalence of Autism Spectrum Disorder (ASD) in children.  This year, as a senior in AP Capstone Research, I am learning about the effects of medical marijuana on the treatment of Multiple Sclerosis (MS).  

Outside of school, I furthered my education through taking advantage of the Duke TiP summer program. Duke TiP is a summer program run by Duke University where students who score extremely well on the SAT as middle schoolers are able to take college classes at different universities throughout the summers of their middle school and high school years.  I took advantage of this opportunity twice.  First, I went to Trinity University in San Antonio to expand my horizons and learn more about debate.  However, once I was done exploring, I decided I wanted to go into neuroscience.  This led me to take an Abnormal Psychology class at Duke University’s West Campus.  This class opened my eyes to the interaction between neuroscience and mental health, mental illness, and personality.  Years later, I am currently continuing my education outside of school as an intern at the University of Texas Dallas Center for Brain Health.  Through this internship, I have been able to see different aspects of neuroscience including brain pattern testing, virtual reality therapy, and longitudinal research studies.  With this background, I have positioned myself to be accepted by top neuroscience programs throughout the nation.  So far, I have been accepted to the neuroscience department of University of Southern California, the University of Virginia, the University of Texas, and Southern Methodist University, as well as the chemistry department at University of North Carolina–Chapel Hill.  

It is with this passion for neuroscience driven by my family and passion for education driven by internal motivation that I will set out to conquer my career objectives.  My educational aspirations consist of acquiring a bachelor’s degree in a biological or health science that would assist me in pursuing a medical career as a neuroscience researcher.  I decided to attain a career as a researcher since my passion has always been assisting others and trying to improve their quality of life.  After obtaining my Masters and my PhD, I plan to become a professor at a prestigious university and continue performing lab research on cognitive disorders.  I am particularly interested in disorders such as Autism Spectrum Disorder (ASD).  In the lab, I hope to find different therapies and medications to help treat the 3.5 million people around the world suffering from ASD.  Furthermore, I want to contribute back to underserved populations that struggle because they do not have as much access to medical assistance as other privileged groups.  As such, I hope to do a part of my research in less developed or developing Spanish-speaking countries. This will also allow me to pursue my love of Spanish while pursuing my love of neuroscience.  I think that following such a career path will provide me the opportunity to learn about the medical needs of the autistic community and improve their quality of health.  Furthermore, I hope to train a new generation of students to strive to research and make comparable discoveries.  Whether it be through virtual reality labs or new drug discoveries, I believe that research leads to innovation which leads to a brighter future. 

This student does a great job of making themself appear competent and dedicated to the field of neuroscience. This is primarily because they provided tangible evidence of how they have pursued their dedication in the past—through their AP Capstone courses, their Abnormal Psychology class at Duke TiP, and their internship at UTD. There is no doubt in the mind of a reader that this student is high-achieving. 

This student also engages successfully with a past-future trajectory, where they end with a vision of how they will continue to use neuroscience in the future. This helps the review committee see what they are investing in and the ways that their money will go to good use.

This student has two major areas for improvement. As we have said, the purpose of a personal statement is for a student to humanize themself to a review committee. This student struggles to depict themself separately from their academic achievements. A solution to this would be for the student to establish a theme towards the beginning of their essay that relates to both their values as a human and their achievements.

At the beginning of the essay, the student explores how their interest in neuroscience began. They explain their interest through the following sentences: “During this time, my love for neuroscience was sparked as I began to research her condition and, then, other neurocognitive conditions” and “Once again, with this illness came a lot of research on my part — research that encouraged me to pursue my dreams of exploring neuroscience.” The student made the great decision to tell the backstory of their interest, but they described their research in very mundane and redundant terms. Instead, they could have focused on their value of intellectual curiosity as a magnetic force that encouraged them to research their mother and sister’s ailments. Curiosity, then, could serve as a value-related thematic throughline to taking AP Capstone classes, taking college courses during the summer that weren’t required, and interning before even graduating high school.

A second area for improvement would be avoiding statistics. As the student identifies their valedictorian status and the number of AP classes they have taken, they might turn away certain personalities on a review committee by appearing braggy. Even further, these statistics are a waste of space. The review committee already has access to this information. These words distract from the major theme of the essay and would have been better used to humanize the student.

Throughout my academic career, I have been an avid scholar, constantly pushing myself towards ambitious goals. I held and continue to hold myself to a high standard, enrolling myself in rigorous curriculum, including Honors and Advanced Placement courses to stretch my mental potential. During my junior year of high school, I took four AP tests, two on the same day, and earned the AP Scholar with Honor Award. Additionally, I received the Letter of Commendation for the PSAT/NMSQT, and qualified for Rotary Top 100 Students both my freshman and senior year, a sign of my commitment to my studies. However, school has not been all about having the best GPA for me; beyond the numbers, I have a deep drive to learn which motivates me to do well academically. I truly enjoy learning new things, whether it be a new essay style or a math theorem. I always give each class my best effort and try my hardest on every assignment. My teachers have noticed this as well, and I have received school Lancer Awards and Student of the Month recognitions as a result. It is a major goal of mine to continue to aspire towards a high level of achievement regarding future educational and occupational endeavors; I plan on continuing this level of dedication throughout my educational career and implementing the skills I have learned and will learn into my college experience and beyond.

This fall, I will begin attending the University of California Los Angeles as an English major. I chose this major because I am fascinated by written language, especially its ability to convey powerful messages and emotions. I also enjoy delving into the works of other authors to analyze specific components of their writing to discover the meaning behind their words. In particular, I cannot wait to begin in-depth literary criticism and learn new stylistic techniques to add more depth to my writing. Furthermore, I recently went to UCLA’s Bruin Day, an event for incoming freshmen, where I was exposed to many different extracurriculars, some of which really piqued my interest. I plan on joining the Writing Success Program, where I can help students receive free writing help, and Mock Trial, where I can debate issues with peers in front of a real judge. The latter, combined with a strong writing background from my undergraduate English studies will be extremely beneficial because I plan to apply to law school after my undergraduate degree. As of now, my career goal is to become a civil rights lawyer, to stand up for those who are discriminated against and protect minority groups to proliferate equality.

As a lawyer, I wish to utilize legislation to ameliorate the plight of the millions of Americans who feel prejudice and help them receive equity in the workplace, society, and so on. Though this seems a daunting task, I feel that my work ethic and past experience will give me the jumpstart I need to establish myself as a successful lawyer and give a voice to those who are often unheard in today’s legal system. I have been a Girl Scout for over a decade and continually participate in community service for the homeless, elderly, veterans, and more. My most recent project was the Gold Award, which I conducted in the Fullerton School District. I facilitated over ten workshops where junior high students taught elementary pupils STEM principles such as density and aerodynamics via creative activities like building aluminum boats and paper airplanes. I also work at Kumon, a tutoring center, where I teach students to advance their academic success. I love my job, and helping students from local schools reach their potential fills me with much pride.

Both being a Girl Scout and working at Kumon have inspired me to help those in need, contributing significantly to my desire to become a lawyer and aid others. My extracurriculars have allowed me to gain a new perspective on both learning and teaching, and have solidified my will to help the less fortunate. In college, I hope to continue to gain knowledge and further develop my leadership skills, amassing qualities that will help me assist others. I plan to join multiple community service clubs, such as UCLA’s local outreach programs that directly aid residents of Los Angeles. I want to help my fellow pupils as well, and plan on volunteering at peer tutoring and peer editing programs on campus. After college, during my career, I want to use legal tactics to assist the underdog and take a chance on those who are often overlooked for opportunities. I wish to represent those that are scared to seek out help or cannot afford it. Rather than battling conflict with additional conflict, I want to implement peaceful but strong, efficient tactics that will help make my state, country, and eventually the world more welcoming to people of all ethnic and socioeconomic backgrounds. These goals are close to my heart and therefore I will be as diligent as I am passionate about them. My perseverance and love for learning and community service drive my ambition in both education and life as a whole, and the drive to make the world a better place is one that I will carry with me for my entire life.

This student emphasizes two values in this essay: hard work and community service. These are values that go together nicely, and definitely make sense with this student’s end goal of becoming a civil rights lawyer! That said, some changes could be made to the way the student presents their values that would make their personal statement more convincing and engaging.

Structurally, instead of using a past-future trajectory, this student starts by explaining their academic achievements, then explains their career goals, then explains their history of community service, then explains their future desires for community service. This structure loses the reader. Instead, the student should have started with either the past or the future. 

This could look like 1) identifying their career goals, 2) explaining that hard work and a commitment to community service are necessary to get there, and 3) explaining that they aren’t worried because of their past commitment to hard work and community service. Or it could look like 1) providing examples of their hard work and community service in the past, then 2) explaining how those values will help them achieve their career goals.

Additionally, like with our other example, this student shows a heavy investment in statistics and spouting off accomplishments. This can be unappealing. Unfortunately, even when the student recognizes that they are doing this, writing “beyond the numbers, I have a deep drive to learn which motivates me to do well academically. I truly enjoy learning new things, whether it be a new essay style or a math theorem,” they continue on to cite their achievements, writing “My teachers have noticed this as well, and I have received school Lancer Awards and Student of the Month recognitions as a result.” They say they are going beyond the numbers, but they don’t go beyond the awards. They don’t look inward. One way to fix this would be to make community service the theme around which the essay operates, supplementing with statistics in ways that advance the image of the student as dedicated to community service.

Finally, this student would be more successful if they varied their sentence structure. While a small-scale autobiography can be good, if organized, every sentence should not begin with ‘I.’ The essay still needs to be engaging or the review committee might stop reading.

Feedback is ultimately any writer’s best source of improvement! To get your personal statement edited for free, use our Peer Review Essay Tool . With this tool, other students can tell you if your scholarship essay is effective and help you improve your essay so that you can have the best chances of gaining those extra funds!

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