Learning to Be Heard by Ema

Learning to Be Heard by Ema - August 2026 Scholarship Essay

Sometimes it still hits me- the bright, flickering fluorescent lights shining on my face, which is tinged with a blush and dampened with sweat as nerves begin to overwhelm me. As I look up from my shaky hands, which are clutching a crumpled Post-it note covered with a barely legible script, I see the blank stares and hear the muffled giggles of my classmates as I begin my presentation.
During my junior year of high school, I dreaded the AP European History class that occupied my life from 2:15 p.m. to 3:05 p.m., Monday through Friday. Mrs. Anderson was stern in her expectations for each of her students despite the easygoing, friendly energy she exuded. Her sternness became all the more real to me when I received my first presentation grade. She made it clear that my project was flawless; the attention to detail and structured research made her hesitant to deduct points from my overall grade. However, as I approached her desk and noticed her heavy sigh, I blurted, “I’ll do better next time.” I knew what my grade of 50 out of 100 represented: an embodiment of my fear of presenting.
This had been a longtime struggle of mine. A combination of adolescent insecurities and cliquey energy made it difficult for me to transition comfortably into new environments. Mrs. Anderson could only do so much to cushion these feelings, but her role as an educator was clear, and that meant fair grading for all. According to the syllabus, the established grading system consisted of 50 percent for the project and 50 percent for the presentation. I figured that if I poured all my energy into the project portion of the assignment, I would gain a bit of wiggle room while I stuttered and avoided eye-contact throughout my ten minutes of uninterrupted presentation time. I was wrong to assume this as my grades for the next presentation portions waned and started to reflect my growing discouragement. This was conflicting for me because the topics we covered in class piqued my interest- religious reform, scientific reason, modern identity, and more.
One day, Mrs. Anderson announced yet another project and presentation, marking the halfway point in our course material. I awaited my turn to receive a topic and was eventually assigned a presentation on the “Freedom of Thought” era in European history. Throughout the week I diligently noted key facts, designed my slides, and practiced presenting my work to anyone who would listen.
When the day of my presentation arrived, I made my way up to the front of the room while trying to mask my anxiety. Mrs. Anderson was wrapping up her usual introduction to the topic and briefly reviewing what was expected of each student during a presentation. I took a deep breath, turned toward Mrs. Anderson, and noticed a look of quiet expectation. My nerves were palpable, but I knew in this moment that I had to show not only Mrs. Anderson what I was capable of, but also myself. I could not bear to receive another low grade due to my fear of public speaking and judgment from my peers. Throughout my presentation, I felt my voice grow stronger, my face become more expressive. Slowly, I slipped the notepad that had served as my security blanket into my pocket- I no longer needed it. The research, preparation, practice, and confidence were all coming together- finally, my presentation reflected the quality of the work I had put into it.
Getting my grade back was a huge turning point for my academic career. There was a noticeable gap between my quality of research and my ability to communicate it. With the help of Mrs. Anderson, I was able to bridge that gap and realize my capabilities as a student. I carry this approach to learning today and have since adopted new techniques in how to further research subjects, organize information, and present my findings. As I have developed into a more well-rounded learner, the legal field has piqued my interest. Law requires more than simply understanding the facts- it requires the confidence to communicate those facts effectively and advocate for a position. My newfound confidence is a direct result from preparation, feedback, and the willingness to try again.