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Himmelfarb Headlines: Student Profile - Meet Natalia Anzaldua - Occupational Therapy class of 2025

Himmelfarb Headlines

Student Profile - Meet Natalia Anzaldua - Occupational Therapy class of 2025

Student Profile

Natalia was part of the inaugural class for GW’s Occupational Therapy Doctoral program and was selected to be the 2025 Student Speaker for GW’s Commencement. We were proud to see Natalia and the entire inaugural class graduate in May, and we look forward to welcoming the incoming class!

What brought you to GW?
Having the opportunity to live in Washington, D.C., originally drew me to apply to GW. Once I received an interview for the Occupational Therapy (OT) Doctoral program, I felt very connected with everything the interviewer shared. Specifically, having conversations about what I disagree with healthcare systems and questions that made me reflect about what I believe and value for myself and my future clients. The questions and conversations during my interview really aligned with my values and aspirations.

GW seemed like a place where I could grow not only intellectually, but also personally and professionally. I was particularly drawn to GW’s focus on creating change and advancing the OT profession through occupational justice and inclusive engagement. Additionally, I was very interested in forming a part of the first cohort of the OTD program. The collaboration they took with us as students really resonated with me and drew me toward coming to GW. I was exposed to conversations and self reflections I had never had with anyone else before.

Are there any memorable research or special projects you have participated in while at GW?
Currently, I am finishing my capstone project titled: "User-Centered Co-Creation of Informative Video on Early Intervention Rights for Spanish-speaking Families Receiving Early Intervention Services." In this research project, I relied heavily on resources from the Himmelfarb Library, where I was able to identify gaps in the research for empowering Spanish-speaking families to become advocates for their child. This led me to focus my capstone on creating a resource that supports families whose children are receiving early intervention services.

One memorable moment during this project was collaborating with Spanish-speaking families from D.C.’s early intervention program Strong Start, for their input on how to create a resource that is most helpful to them. The goal is to create a resource that educates the families on their rights to empower them to advocate for their child and families’ needs. Having conversations with the families reminded me why I am passionate about working with parents of children with disabilities. This experience reinforced the importance of community engagement and collaboration, which is a core value of the GW OT program and something I will continue to take past my time at GW.

What's been the most unexpected, surprising, or challenging experience as a GW student?
One of the most challenging experiences I faced was realizing that my English reading level was lower than I expected, which made it difficult to keep up with the advanced research papers I was required to read and analyze during my first year of graduate school. Additionally, learning medical jargon added another layer of complexity to this challenge. This initially made me feel isolated and contributed to feelings of impostor syndrome.

Thankfully, my professors guided me to use the Resiliency Center at GW, where I gained access to 1-1 meetings with members from the Resiliency Center that connected me to other resources from GW to work on specific outcomes to work on my current challenges at that moment. Looking back, this experience taught me that you should always ask for help when you need it, and many who have been in your shoes before are more than willing to talk to you and guide you on what worked for them. This has reinforced me to become someone who is approachable for anyone needing support or questions about anything related to OT or graduate school.

As you reflect on your time at GW, can you share a favorite Himmelfarb memory or an experience you found most useful?
My friends from my program and I would spend long hours at Himmelfarb Library, and we loved that it was open 24/7. We definitely took advantage of this—so much so that we would be at the library so long we would even take naps there before waking up to continue studying!

Being at Himmelfarb always inspired productivity because everyone around us was so focused and motivated. It created an environment where I felt encouraged to push myself to work through my school work. It was a nice place full of predictability and availability that provided stability for me in my study routines.

When you are not studying, what are your hobbies, interests, or special things you like to do?
I really enjoy going to yoga and meditation, especially after learning how much exercise and mindfulness can benefit both mental and physical health. These practices have helped me manage stress during graduate school and maintain balance in my life. Additionally, I love spending time with friends and exploring coffee shops for ceremonial-grade matcha, which is my favorite!

When I have more free time during school breaks, I also enjoy sewing and embroidering clothes for myself, my mom, and my sister. I enjoy activities in which I can be creative and create things with my hands. This was actually my “pandemic hobby” that I took up. I bought a sewing machine and learned how to sew thanks to YouTube tutorials and a lot of trial and error. 

What are your plans after GW?
After graduation, I plan to continue working with children—especially those with cognitive disabilities—and their families. My goal is to break down barriers for Spanish-speaking families by providing culturally sensitive care and resources that empower them as advocates for their children.

My ultimate goal is to always work with children and create for them an environment where they can feel empowered and encouraged to embrace their individuality while developing the skills they need to grow and thrive! Allowing the children to grow, learn, and be curious at their own pace through a safe environment built by wonderful individuals open to challenging themselves to do the same.