Twice-exceptional (2e) students—those who are both gifted and have learning differences—require educational environments that not only support their academic and emotional needs, but also prioritize their physical and psychological safety. This ethnographic study explores how safety procedures and protocol planning are developed, communicated, and implemented in educational settings designed for 2e learners. Conducted at Bridges Academy, a school tailored to the needs of 2e students, this research involved in-depth interviews with faculty and staff, as well as direct observation of the school environment and a review of existing safety documents. The central research question asked: To what extent are safety protocols in 2e-specific environments effectively planned and understood by the community they are intended to protect? Findings revealed that while formal safety procedures did exist, there was a significant lack of awareness and clarity among both students and staff. This disconnect has implications for how emergency preparedness is communicated and integrated into the culture of schools serving neurodiverse populations. The significance of this study lies in its focus on the intersection of safety planning and neurodiversity—an often overlooked area in educational policy. By highlighting the importance of inclusive, well-communicated protocols, this research advocates for more intentional safety planning that addresses the diverse cognitive and emotional profiles within 2e communities.

When discussing disability, visible disabilities often dominate the conversation. However, many disabilities are invisible, including those encompassed by the concept of neurodiversity. Neurodiversity recognizes the natural variation in how brains function and includes conditions such as ADHD, autism spectrum disorder (ASD), learning disabilities, and other neurodevelopmental differences. Individuals with neurodiverse conditions experience and interact with the world in unique ways, often shaped by their sensory environments. This study explores how sensory pollution, specifically light and sound pollution, affects the daily lives and spatial navigation of neurodiverse individuals. Data for this research is being collected through ethnographic methods, including interviews and participant observation, with three neurodiverse individuals enrolled in an independent living program in the Westwood area. The findings aim to illuminate the nuanced ways in which sensory stimuli shape lived experiences for neurodiverse people. As an ongoing project, results will be presented at the Undergraduate Research Week Showcase.

My research explores how a developmentally appropriate college and career exploration curriculum can support middle school students in identifying their strengths, personal assets, and aspirations. As part of a UCLA Research Practice Partnership, I conducted a case study of a six lesson curriculum I developed and implemented at the UCLA Community School. This study aligns closely with the school's mission and vision, which emphasize preparing students for college, careers, and civic participation through a supportive community and rigorous instructional programs. The lessons unite Social Cognitive Career Theory and Yosso’s Community Cultural Wealth framework to help students build self-awareness, goal-setting skills, and emotional intelligence. Using mixed-methods, I collected data from student work, teacher reflections, and instructor feedback to assess the curriculum’s impact. My analysis focuses on recurring themes in student responses and examines how their views of college and career pathways evolve over time. Findings suggest that when students are given opportunities to reflect on their identities and connect their strengths to future goals, they demonstrate greater engagement and motivation in thinking about their futures. This project adds to the growing field of middle school career readiness and stresses the importance of integrating personal development into early college and career exploration. It cultivates aspirational capital and fosters a culture of possibility in diverse educational settings.

This study examines the ethics and sustainability of UCLA’s food procurement process by investigating documented labor rights and safety violations among key suppliers. Utilizing OSHA and ALRB records, the project reveals recurring issues at UCLA Dining’s suppliers for their 25 most-purchased vegetable items. Some farms – Church Brothers, Irigoyen Farms, and Babé Farms – have records of repeated non-compliance with health and safety regulations, highlighting significant failures in safety protocols and emergency preparedness. These companies have received hundreds of thousands of dollars in financial penalties from OSHA over the past 20 years covered by the research. While some suppliers adhere to robust safety practices, others display systemic shortcomings, jeopardizing worker welfare in UCLA’s food supply chain. As far as the authors have been able to find, this research is the first of its kind. This research was done in collaboration with UCLA Dining. The results will be taken into account when Dining evaluates its contracts with suppliers. Further, given the shocking results we have found and the lack of publicly available supplier information, we will be pushing Dining to make its supply chain more transparent to students, staff, and other stakeholders in the UCLA community.