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“The Princess and the Pump” by Veronica '26
Veronica reflects on storytelling, diabetes advocacy, and helping children feel seen.
Spring 2026
Q: Can you tell me a little bit about your Senior Project and how the idea first came about?
When I first started thinking about my Senior Project, I knew I wanted to do something connected to health science because I’m interested in medicine and hopefully pursuing pre-med in the future.
At the same time, I’ve spent so much time working with kids at Family School, and I realized I really love educating and supporting children. So after a lot of conversations with Ellie, I landed on writing a children’s book about type 1 diabetes.
The project also connected to the thesis paper I wrote about the social-emotional effects of type 1 diabetes on children, so everything started weaving together naturally.
Q: What made you want to create a children’s book specifically?
I think it felt like a more creative and approachable way to explain what living with type 1 diabetes is actually like. A lot of younger kids ask questions when they see insulin pumps or blood sugar monitors, and I noticed how quickly curiosity can sometimes turn into confusion or fear because people simply don’t understand what diabetes is.
I wanted to create something that felt comforting and educational at the same time — especially for kids who might feel scared or different after being diagnosed.
Q: Can you describe the story a little bit?
The book is called The Princess and the Pump. It follows a young princess named Anastasia who is diagnosed with type 1 diabetes. At first she feels overwhelmed and scared, but over time she learns how to manage it, decorate her insulin pump, and eventually feel more confident in herself.
By the end of the story, her dream becomes helping other children the same way people once helped her. It’s definitely inspired by parts of my own experience.
Q: Was there a moment where you realized this project could become meaningful for other children and families, not just yourself?
Definitely. Last summer I worked with an endocrinologist in Kenya through a medical program, and I got to observe clinics and work with diabetes educators. I watched them explain diabetes to children and families using drawings, books, and visual tools, and seeing kids suddenly feel calmer or more understood felt incredibly meaningful to me. I think that experience really solidified how powerful education and empathy can be in healthcare.
Q: How has living with type 1 diabetes shaped your own experience growing up?
I was diagnosed when I was very young, around two years old, so diabetes has always been part of my life.
When I lived in Connecticut, there were several other kids in my classes who also had type 1, so it felt very normalized. But after moving to California, I realized many kids didn’t understand it at all.
That was difficult as a child because people sometimes reacted with fear or stigma or misunderstanding. I think those experiences are a big part of why I wanted to create this project.
Q: What do you wish people understood better about type 1 diabetes?
I wish people understood how much kids with type 1 are managing every single day on top of everything else. And I also wish people understood that diabetes shouldn’t carry shame or stigma. A lot of comments people make casually can actually feel really hurtful to children who are already trying hard to navigate something difficult.
More understanding and kindness make a huge difference.
Q: What emotions felt most important for you to include in the book?
I wanted to include both fear and reassurance. Being diagnosed can feel really overwhelming and scary, especially for children. I didn’t want to avoid that reality completely. But I also wanted the story to show that things can become okay again and that there are people who will help you through it. The book definitely ends on a hopeful note.
Q: What was the creative process like for you?
Writing the actual story came pretty naturally because I had so many ideas and experiences I wanted to include. The illustrations were honestly more intimidating for me at first because I wanted them to feel warm and engaging for younger kids. I spent a lot of time observing second and third graders at Family School to see what kinds of books and illustrations they responded to. Some of the kids even gave me drawings that I used as inspiration in the dedication pages.
Q: How did Midland support you in pursuing a project this personal?
Honestly, Midland was probably the perfect place for a project like this. Jess and Ellie were both incredibly supportive throughout the process. They really encouraged me to pursue something meaningful and personal instead of choosing a safer or more conventional topic. I think Midland genuinely values students sharing their identities, experiences, and perspectives in meaningful ways.
Q: Do you think you would have had the freedom to pursue something like this at another school?
Honestly, probably not. Midland creates so much space for self-reflection and personal exploration. People here really want students to feel heard and understood. I don’t think I would have been able to pursue something this personal and emotionally meaningful somewhere else.
Q: What do you hope young readers take away from the book?
I hope kids with type 1 diabetes feel seen and understood. And for kids who don’t have diabetes, I hope they leave with more empathy and curiosity and kindness toward people whose experiences might be different from their own.
Q: What do you hope parents or caregivers take away from it?
I dedicated part of the book to parents and caregivers because they go through so much too. When a child is diagnosed, it affects the whole family. I really wanted caregivers to feel acknowledged and appreciated because they play such an important role in helping kids navigate all of it. They’re kind of superheroes honestly.
Q: What did this project teach you about yourself?
It taught me how much I love storytelling and education. I realized I really enjoy helping people understand difficult things in ways that feel compassionate and approachable. That was really meaningful for me to discover.
Q: Next year you’ll attend Smith College studying early childhood education and biochemistry. How do those interests connect to this project?
The project kind of sits right at the intersection of those interests. I love science and medicine, but I also deeply care about children and emotional support and education. I think understanding both the medical and emotional side of care is really important. Ultimately I just want people – especially children – to feel heard and supported.
Q: What would you say to a younger child who has just been diagnosed with type 1 diabetes?
That everything is going to be okay. It’s difficult and scary at first, but there are so many people who care about you and want to help you. And there’s absolutely nothing wrong with asking for support when you need it.
Q: What would you say to a student considering Midland?
I was honestly really nervous before coming here, even though my mom had gone to Midland. But within my first week, I realized how kind and welcoming people were. Older students immediately took me in and helped me feel comfortable and included.
I remember walking to volleyball one day and suddenly realizing, “I really belong here.” That feeling stayed with me throughout my entire time at Midland.
Written by Jasmine Fullman, Admissions Associate
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