My passion for democracy began at an early age when I was first introduced to the idea of a student government in my fifth-grade classroom. This formative moment, when our class held an election and I was first selected as a representative, started me on my multi-year journey with student government and civic education. Since then, I became dedicated to advocating for my peers as a student representative throughout my middle school years, and then as Vice President of my class for the past three years of high school. When I first entered high school, I was determined to give back to my community and share my passion for civic engagement with an even younger generation. As the oldest of three sisters, I have always enjoyed sharing my knowledge with my younger siblings, which led to my fondness for working with young children. When I set out to find ways to do this outside my home, however, I discovered that after-school elementary aged programs in some of our surrounding communities didn’t offer the classes I envisioned. Instead of being discouraged, I decided to create my own!
We live in a highly active political environment, and regardless of your views, I believe there is great value in educating people early about the importance of civic engagement, our democracy and how even just one person can contribute to making our community a better place for all. This is how I was inspired to create my class called Kids for Democracy, where weekly I teach at a local youth center through a program called Kids Helping Kids. Typically, 6–12 students participate in each session, often drawing both repeat students and new participants, reflecting the welcoming and engaging environment that I try to create.
My curriculum includes hands-on learning experiences such as mock elections, voting activities, civics games, and group discussions that introduce democratic concepts in ways that are both accessible and fun. Every week, I show up prepared and enthusiastic, with a structured lesson plan, interactive activities, and small incentives that keep students motivated and engaged throughout the hour-long class. Classes can take many forms, be it a traditional lesson, a game, or even a mock election. For example, one day, I may introduce election vocabulary and then I follow up with election bingo, where I quiz the children on the vocabulary while also rewarding them with prizes. On another day, we may have a serious (and sometimes silly) conversation about how elections work and what it takes to be a good candidate. Regardless of the topic or structure, I will always endeavor to teach new vocabulary words or concepts and have the children leave with something that they never knew before our class. My dream for them is to one day run their own campaigns where they can put into practice the lessons they have learned.
I believe that I am able to capture the attention of the students through my balance of warmth and authority. It is incredibly important to me that I’m viewed as both a friend and a teacher—someone the students trust, respect, and look forward to seeing. Through constant participation and discussion, I aim to keep students actively involved while helping them build confidence, curiosity, and an early understanding of civic responsibility.
My volunteer service demonstrates initiative, leadership, and sustained commitment. At a young age, I identified a need within my community and responded by creating and leading a program that has a tangible, positive impact on children week after week. My Kids for Democracy work shows how one individual’s dedication can empower others and foster meaningful civic engagement from an early age. Come, see for yourself how powerful Kids for Democracy can be for unlocking your civic potential!
