When I first started running track and cross country two years ago, it was because I wanted to do a sport in order to look good for college. After doing some research, I determined that track was a sport that I wanted to do because of my previous enjoyment of running during middle school. I enjoyed pushing myself every week to lower my time, and seeing my improvement made me feel great because it showed me what I was capable of. I loved the sense of accomplishment that I would feel every time after a run, and that the more tired I felt meant the more effort I had actually put in. It was so difficult at first. I was not a natural, and the first race was a sign of it. The starting gun went off and everybody took off. I saw my own teammates ahead of me as well as those of the competing school. I felt the adrenaline rush pushing me to try and keep up and go even faster. After I had completed the mile, I was exhausted, and I checked my time and was met with a surprise. I had dropped my time from a 7:30 mile to 6:11. I thought to myself that if I was able to drop my time this much with little training, that I would be able to drop my time by even more if I became really committed.
Since then, I have been committed for about two years now and have been going to every single practice, eventually becoming the captain of the team. I was chosen to be captain of the team because of my commitment and leadership skills that I had demonstrated by trying to help everybody get to practice, be cleared for competitions by the school, and better themselves in running.
Normally, I run in the afternoons around Griffith Park after my classes are over. I want to be prepared in case we have a cross country or track season, as well as wanting to keep myself in shape. It is a skill that did not come natural to me but rather I had to develop over time with hard work and commitment.
As a result of running, I got to meet all of these people such as my teammates, my coaches, and runners from other schools. Some are old friends who I knew before and went to other schools. It has given me an opportunity to see people again, but in a competitive spirit. I likely would have never met them or come to rely on them or them on me if I hadn’t started running.
Our coaches have taken us to many different places to train. Once, he took us to the Rose Bowl. Another time, to a random park. We developed a sense of running on different terrain. I got to see different places, especially during competitions. I know I would never have been able to go and see these places otherwise.
Running has allowed me to be more organized with my time and develop my leadership skills. I did not expect that joining track would give me so many opportunities, especially since I joined with a mindset of doing it just to have something on my college resume. As a result of it, I got blessed with a lifelong love for running, new skills that I can use in everyday life, companionship, and memories. I am thankful for this unexpected opportunity.
by Numan Khan, age 16, 826 Boston
A bilingual "I am" poem filled with conviction and courage.
Talea W., Age 18, 826 Valencia
A poet imagines their identity and Blackness through the heat of summer.
by Katya Torres, The 826 Dallas Project
This bilingual poem explores the harrowing story of a boy working while in school to save his mother.
by Leydi Di Villanueva, The 826 Dallas Project
This creative narrative imagines how the coronavirus views humanity during the pandemic.
Virginia Walker, age 18, 826 Boston
A student writes to a grandfather she never met.
by Lukoiy, Grade 12, Woodburn, OR
A poet speaks out as a voice for change and all those who cannot speak.
by Jana C., 826LA
A celebration of self and exploration of core values.
by Earl Williams Jr., The 826 Dallas Project
A powerful poetic piece about the experience of being Black in America.
by Jesus C., Grade 12, 826LA
A poet identifies with a trapped ocelot at the zoo.
by Riti Shrestha, 826NYC
In this poem, metaphor is used to describe who the narrator is.
Rosman A., age 18, 826CHI
Smells swirl about a student walking around an ice cream shop.
by Terry Velasquez, Grade 12, The Bronx, NY
In this letter from the Essential Words lesson, a student shares gratitude for the dedication of nurses and gives “credit where credit is due.”
by Alanis T., Age 17, 826 Boston
A student reflects on how her relationship's with her parents has influenced her life.
by Olivia H., 826CHI
A piece that explores the connection between stars, legacy, and Black resilience.
by Timothy T., Age 17, 826 Valencia
A student tells the story of how his family has influenced his life.
by Joanne H, 826 Valencia
In this poem, a student’s experiences in two countries meld together as she seeks out her true home.
by Jarmani M., Age 18, 826 Boston
Jarmani reflects on the pain of being rejected from his top high school, but through that challenge, he finds motivation. He grows more focused, disciplined, and driven to succeed in all areas.
by Kayla, 826 Boston
This poem offers a very-real answer to "What do you want to be when you grow up?"
by Samuel Wang, Grade 10, 826NYC
A poem about the complexity of love exchanged during the holidays.
by Alphonsine M., 826LA
A student reflects on the journey and struggle of growing in the face of adversity.
by Sharoya Bracey, 826NYC
In this memoir, the narrator recounts the struggle of being the bigger person in a very small space.
by Shayne Williams
Discover what one student experiences when they tuck their phone away for a whole day.
by Bianca Morcho, 826 MSP
A personal essay that explores the different shades of the Black Lives Matter movement.
by Isaiah, 826 New Orleans
This student reveals the mysterious origin story of the king cake. Hint: it includes Big Freedia, DJ Chicken Wing, and a massive party.
by Jeremy Hsiao, 826 National
From the 826 National anthology, Poets in Revolt!, this poem reminds activists that "to change everything, we need everyone."
by Junaynah R., Grade 11, 826NYC
Full of exquisite imagery, this poem explores the idea of second chances.
by Karina Centeno, Grade 12, 826 Dallas Project
This poem takes an honest look at two sides of the writer's culture.
by Ryker, 826michigan
Liner notes that showcase the meaning and musicality of the Jimmy Ruffin song “What Becomes of the Brokenhearted.”
by Jennifer Alcocer, The 826 Dallas Project
This personal narrative addresses the struggles of students graduating high school during the pandemic.
by Quardasha Mitchell, The 826 Dallas Project
In this compelling poem, the author navigates her relationship with America as a young African-American woman.
by Terra C., Grades 10-11, 826NYC
A student recalls their journey on how they discovered their LGBTQIA+ identity.
by Soraya, 826NYC
This student’s powerful piece reveals the essence of racial injustice.
by Oriel, 826NYC
In this poem, an echoing question strikes a chord and reveals the tragic loss held within systemic injustice.
Kaprice D., Age 15, 826 New Orleans
A writer builds love with her family through a shared special word.
by Salma Khalif, 826 MSP
A powerful poem that lifts up Black women.
by Jazlyn Moses, 826 National
One student explores their online persona and the lasting importance of conscientious social media practices.
by Jesus Sanchez, The 826 Dallas Project
This creative short horror piece explores the mysteries and danger of a night in the woods.
by Yojannie Pizarro, Age 17, 826 Boston
This poem explores the beauty of friendship.
by Sergio M, 826 Valencia
This piece reminds us that a smile is not always what it seems.
by Sarah X., Grade 12, 826 Boston
A student shares how they've uplifted their community.
by Matthew Inoa, 826 NYC
In this letter from the Essential Words lesson, a student describes how essential workers are the pulse of New York, fueling the city’s hope.
by Keyshana, Grade 11, 826CHI
Black strength, beauty, and pride soar in this poem as a student discusses overcoming brutality and discrimination.
by Lisbeth M.F., 826NYC
A story about how Marcus becomes Marcela.
by Abner L., 17, 826DC
Abner explores the meaning of his name through color, joy, strength, and heritage, connecting it to culture, family, and faith.
by Nhu N., Grade 12, 826 Boston
A young writer reconciles their sexuality with the beliefs of their community.
by Colin Y., Age 17, 826 Valencia
A student describes how volunteering saved him from his online prison.
by Jahruwach Hamilton, Grade 10, 826NYC
In this rousing poem, a student asserts her strength and worth as a woman.
by Melody Marcano, 826 Boston
In this poem, a student reflects on their roots and their desire to grow.
Kenya G., 17, 826LA
A poet relates her experience as a queer woman in the closet to a peacock in the zoo.
by Manuel C., 17, 826DC
Manuel sees his name as joyful and strong, linked to faith, fun, and his favorite characters, with two names that reflect who he is at home and at school.
by Denisse Reyes Gonzalez, Age 17, 826NYC
Using metaphors, this bilingual poem explores the idea of lost love.
by Izzy T., 826 Valencia
A student reflects on memories of home and what binds her special community together.
by Gisel J., 826LA
The power of public speaking shines through this student's memoir.
Yamilet J., 826LA
A student reflects on the fear and wonder of becoming a mother.
by Maria, Grade 12, 826 Boston
In this public narrative, a student makes the case for creating community change by building youth centers in her neighborhood.
by Johnny Vasquez, 826 MSP
A family interview reveals a mother's painful past and shines a light on her persistence.
by Emmerson Todd, Grade 11, Novato High School, Novato, CA
This list poem shares tips to manage the anxiety that can come along with making a phone call.
by Michaiah Anderson, The 826 Dallas Project
In this poem, a student describes their family origins with an intimate point of view
by Lucas Hu, 826 Boston
A poem about staying true to yourself during a challenging transition
by Sarah X. Age 18, 826Boston
A rousing public narrative from an author coming to terms with their identity as a young Chinese American woman and what they represent: the community of Boston's Chinatown.
by Karla M., 826LA
A poem for lovers of love and the moon.
Lukoiy, Grade 12, Woodburn, Oregon
A young student channels the voices of the people that are voiceless through the ringing music of poetry.
by Tyler, Grade 11, 826DC
In this powerful letter to the United States Congress, this student stands up for representation of young people in government.
by Rowan Yordy, Grade 11, 826michigan
This poem uses imagery to describe a small moment of joy.
Henry F., Grade 12, 826CHI
A trans student reflects on their desire to be male.
by Cristina, 826CHI
A student recounts separation with a beloved friend through a nostalgic lens.
by Tina N., Grade 12, 826 Boston
A student describes their shark like imaginary friend.
by Kaleo V.C., Age 17, 826 Valencia
A student looks back on their first day of kindergarten and how they've changed.
by Corazón, 826 New Orleans
In this essay, a student threads their identity across cultures, histories, and places, engaging with legacies of violence and the movement of people.
Antonia O., Age 17, 826LA
A young writer's ode to her mother's resilience and hard work.
by Sylvia C., 826 Valencia
A poet demonstrates their devotion to love.
by Jonas K., 826 National
A student explores the paradox of how technology is used amongst teenagers.
Isabella V.M., Grade 11, 826NYC
A poet imagines their mother growing up and falls in love with a past and present version of their mother.
Annasian Walters, Grade 11-12, 826NYC
A student explores gratitude and love through sharing food.
by Maya M., Grade 11, Newburg, OR
A student reflects on the memories they made while backpacking.
Tariq C., Age 19, 826 Boston
A poet critiques the violent oppression of Africa and African people.
by Sally Phan, 826 Boston
A memoir that questions the idea of home and how it changes with time.
by Elsy M.E., Grade 11, 826 Valencia
A poet imagines a better and more harmonious world.
by Tammy Fong, 826NYC
A soccer-filled, feud-fueled memoir.
Hanna D. P., Age 15, 826 Valencia
Our names are part of our identities--what happens when we can't claim them?
by Arianna R., Grade 11, 826 Boston
A beautiful ode to home and self.
by Augustus Griffith Jr., 826 National
From the 826 National anthology, Poets in Revolt!, this poem explores the aftermath and lasting impacts of school shootings.
by Sian Laing
When Instagram becomes an unsightly battlefield.
by Alexis G., Grade 11
In this narrative, the author uses vibrant language to explore their identity, in all its complexity, through different landscapes.
by Daniela Martinez, Grade 12, 826 Boston
A poem exploring an electric, freeing moment shared on the dance floor.
by Kailyn Espinosa, 826NYC
In this letter from the Essential Words lesson, a student shares how essential workers’ courage and compassion center her during these hectic times.
by Kayla Wayne, Grade 11, 826NYC
In this poem, a student reflects on their first encounter with forced assimilation.
by Jizelle Villegas, Grade 12, 826 Dallas Project
The stunning and vulnerable poem processes feelings of loss, grief, and hope for the future.
by Steysi Hailee, 826LA
A student reflects on a small moment and single sacrifice that transformed her outlook on giving.
by Julianna C. 826 Dallas Project
This narrative piece contemplates the struggle of immigrants during the pandemic.
by Justis Porter, age 16, 826 Boston
A neighborhood ode filled with sights and sounds of the poet's street.
by Ryan, Grade 12, 826 Boston
In this public narrative, a student illustrates the hardships his uncle has faced to argue for a path to citizenship.
by Jordan, 826 New Orleans
Crawfish, crayfish, or mudbugs. Whatever you call them, the writer of this poem doesn't like them.
by Franny, 826CHI
A student spins through space and a treasure trove of memories in this poem.
by Vanessa Ramon-Ibarra, 826DC
Living in the digital world can create unwanted attachments, as one student laments.
by Henry F., Grade 12, 826CHI
In this poem, a student reflects on identity.
by Albin C., Age 18, 826 Boston
A student recalls how he was able to take charge and turn his life around.
Trinity L., Grade 11, 826 New Orleans
A poet explores the warmth and safety they feel with their love.
Cate H, Grade 12, 826CHI
A poet sets the stage to showcase her reflections on being trans.
by Rockelle Rodd, Grade 11, 826NYC
This poem uses analogies to describe all of the pieces of the writer's personal history.
by Raheem, 826 New Orleans
A student compares themself to the place they live, New Orleans, as both evolve through great obstacles.
by George S., Grade 11, 826 Boston
A writer implores people to get outside and touch grass because you never know what you might find!
by Helen, Grade 12, 826 MSP
In this letter from the Essential Words lesson, a senior at South High School in Minneapolis offers words of support to healthcare workers across the country, including her own mom.
by Camille, 826LA
A student finds her wings in unexpected places in this piece about the transition to college.
by Abby S., Grade 11, 826 Boston
An author reflects on their correspondence with their friend from the past.

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