NurturiNg Well-BeiNg For AcAdemic SucceSS
Grant Robertson, Assistant Principal: Student Welfare and Designated Safeguarding Lead
It has always been a deep source of frustration for me that I struggle so much with mathematics. As the language of the universe and our closest connection to objective truth, maths holds a unique, almost mystical appeal. I would love to explore physics at a higher level, but the moment an equation appears - blast! I’m completely stumped. Arrgghh!
Despite this, my favourite teacher at school was Mrs Burton, my GCSE Maths teacher. Why? Because she was kind, supportive and made me feel safe. While other teachers had shown anger, frustration, or outright incredulity—”Are you completely stupid, Robertson?”—Mrs Burton took me back to basics. She helped me reach a point where I could at least feel confident enough to achieve the GCSE Grade C needed for university.
I’m never going to find maths easy and I certainly never volunteer to divide the bill after a meal, but I managed to get to university (not to study maths!) and can now navigate life with just enough competent numeracy. Without her kindness, patience and focus on my emotional well-being, who knows where I’d be?
THE LINK BETWEEN WELL-BEING AND ACADEMIC SUCCESS: A SHARED RESPONSIBILITY
As educators and parents, our shared goal is to see our students thrive - both academically and personally. Central to achieving this is recognising the profound connection between well-being and academic success. While we often focus on grades, test scores and extra-curricular achievements, it’s crucial to understand that a student’s emotional and mental health underpins all these accomplishments.
THE
EVIDENCE FOR WELL-BEING AND ACADEMIC ACHIEVEMENT
Research consistently shows that well-being is a foundation for academic achievement. When students feel supported and emotionally balanced, they are better able to concentrate, engage and excel. Conversely, when well-being is neglected, stress and anxiety can disrupt their ability to learn and perform.
For example, a meta-analysis synthesising 151 effect sizes from 47 studies with a total of 38,946 participants found a statistically significant association between subjective well-being and academic performance. This re -
search highlights the integral role that emotional balance plays in achieving educational success (Bücker et al., 2018).
THE IMPACT OF PHYSICAL CHASTISEMENT AT HOME ON ACADEMIC SUCCESS
Studies have demonstrated that physical chastisement at home can adversely affect students’ academic performance. For instance, research conducted by Penn State University found that physical abuse was associated with decreases in children’s cognitive performance, while less severe forms of physical punishment were independently associated with reduced school engagement and increased peer isolation. This suggests that even milder forms of physical discipline can negatively impact a child’s academic journey (Penn State University, 2017).
PROACTIVE WELL-BEING EDUCATION: WHY IT MATTERS
At Patana, we recognise the importance of a proactive well-being education. While responding to crises and challenges is essential, it’s equally vital to provide students with the tools to maintain and build their well-being before problems arise. Proactive approaches empower students to understand and regulate their emotions, manage stress, and build positive relationships - all skills that lay the groundwork for success.
This is fundamental to why in Secondary we have scheduled time dedicated to well-being: Friday morning lessons, the Well-being Toolkit and individual mentoring sessions are all embedded in the curriculum. These learning experiences are not merely to help students facing difficulties, but are essential for everyone. Drawing a parallel to teaching English to native speakers or physical education to students who are already fit, well-being education benefits all students, regardless of their starting point. For those already flourishing, it provides the scaffolding to sustain their progress; for others, it’s a lifeline that equips them to overcome obstacles.
A SHARED APPROACH TO WELL-BEING
While schools play a pivotal role in promoting well-being, parents are indispensable partners in this journey. Together, we can create an environment that nurtures resilience and self-confidence. Modeling positive behaviors is one of the most effective ways parents can support
their children. Demonstrating effective stress management, open communication and self-care sends a powerful message about prioritising mental health.
Encouraging dialogue about feelings and challenges also helps normalise discussions about mental health, enabling children to feel heard and supported. These conversations provide a foundation for children to navigate emotional difficulties and develop resilience.
MAKING WELL-BEING A PRIORITY
Well-being is not a distraction from academic achievement; it is a prerequisite. When students feel safe, valued and emotionally balanced, they are better equipped to focus, persevere, and excel. This is why well-being must remain a central pillar of our school’s ethos and curriculum.
Moreover, well-being initiatives are an investment in the future. Students who learn to prioritise and manage their mental health are more likely to lead fulfilling lives, contribute positively to society, and face life’s challenges with resilience. In short, well-being education is as vital as any academic subject - if not more so.
While a correlation between well-being and academic success may now be universally acknowledged, the concept of ‘well-being’ itself remains highly bespoke. For instance, Sarisa Techasukij, a Grad ‘24 student, chose to learn Russian in order to read Dostoevsky’s works in their original language during her spare time: a pursuit that brought her joy but would leave most of us feeling utterly exhausted!
The individual reflections of these Junior Student Representative Council (JSRC) members highlight the importance of self-reflection, support, and personal growth in the learning process. Nicole (Nikkie) Araneta, 9C emphasised the value of competing with oneself, shifting focus to personal improvement. Lana Hart, 9C echoed this by embracing the idea that everyone learns at different paces and that being behind others is not automatically a failure. Isabella Pitcher, 8S overcame perfectionism by realising that success is defined by effort, not inherent talent.
Yu-Ning (Emily) Wang, 7C shared how a supportive teacher made learning enjoyable, greatly improving progress. Similarly, Natnaree (Suri) Tiraratanakul, 9H and Areeya (Proud) Vijakkhana, 7C discussed how building comfort and confidence in the classroom, supported by teachers, helped them speak up and overcome nerves. Sirianong (Plearn) Devakula Na Ayudhya, 8A highlighted the importance of supportive friendships in engaging more in class, while Worapachara (Zen) Tejapaibul, 8J asserted that increased communication and constructive support helps overcome challenges in maths.
Ritsu Kurita, 7B, despite initially being limited in reading preferences, learned the value of broadening horizons and developed a new interest in fiction. Hania Zaigham, 9T found confidence through collaborative learning and overcoming stage fright, and Sia Lee, 7S realised that personal growth, rather than competition, is key to success. Together, their experiences emphasise the critical role of support, mindset, and self-acceptance in developing well-being and learning.
LOOKING AHEAD
We are committed to ensuring that well-being is woven into the fabric of our school community; however, our collective success depends on partnership. By working together as educators and parents, we can create an environment where every student has the foundation to thrive academically and personally.
Prioritising well-being isn’t just about addressing problems—it’s about unlocking potential. Together, we can nurture students who are not only successful but also happy, resilient, and prepared for the future.
References
Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://www.uni-trier.de/ fileadmin/fb1/prof/PSY/PAE/Team/Schneider/BueckerEtAl2018.pdf
Penn State University. (2017). Physical abuse and punishment impact children’s academic performance. https://www.psu.edu/news/research/ story/physical-abuse-and-punishment-impact-childrens-academic-performance
When Festivals oF light came to Foundation stage!
Foundation Stage children make connections and links with their experiences. They are excited to share and feel the sense of belonging that comes from being the Expert.
The Characteristics of Effective Learning describe behaviours children use in order to learn. To learn well, children must approach opportunities with curiosity, energy and enthusiasm. Effective learning must be meaningful to a child, so that they are able to use what they have learned and apply it in new situations. These abilities and attitudes of strong learners will support them to learn well and make good progress in all the Areas of Learning and Development.
What can be more meaningful, and evoke curiosity, energy and enthusiasm to children than a celebration! Celebrations are an important part of what makes us. We all have special celebrations with our families from birthdays
to anniversaries to other traditions like Lunar New Year, Hannukah and Christmas. Children in Foundation Stage show their understanding of the world, people and communities by sharing their experiences of special events and the appreciation of similarities and differences. This is one of the first steps of Global Citizenship. Children are encouraged to share and describe what happens in their homes and families…we might all celebrate slightly differently; in fact, we usually do.
This week Foundation Stage have been particularly rich in celebrating. We have enjoyed vibrant, colourful experience of Diwali and Loy Krathong. We have been very enthusiastic about both celebrations. Diwali and Loy Krathong, both interlinked with light. For our Diwali celebration, children heard information from some of our Key Stage 1 students, they listened to music, watched dancing and even tried out some Bollywood moves themselves.
Carol Ashworth, Foundation Stage Leader, Curriculum and Assessment
Each child added to a collaborative petal rangoli and took home a beautiful lantern called a ‘Diya’.
For Loy Krathong, we dressed in bright and colourful traditional Thai clothes. The children were supported by our wider community, students from Srinakharinwirot University and Ramkhamhaeng University, to create their own miniature krathongs using sustainable, natural folded banana leaves. These were also for sharing and floating at home. We learned about expressing gratitude and giving thanks. The children were captivated by the beauty and scent of the flowers. Then we enjoyed some exercise playing Mon Son Paa (Duck, Duck, Goose). Also, great for listening to and following instructions. Some of us are very swift runners. Finally, we rode banana stem horses.
By celebrating Diwali and Loy Krathong, our Foundation
Stage learners have not only gained a deeper appreciation of global cultures but have also developed essential learning skills and values. Together, we’re raising curious, compassionate and globally minded citizens who shine as brightly as the lights of Diwali and the candles of Loy Krathong.
Thank you so much to the members of our parent community who supported our special Diwali celebration and the school Thai team who made Loy Krathong so exciting.
empoWeriNg the Next geNerAtioN: BreAkiNg BArrierS
For girlS iN Sport At pAtANA
“Overpower. Overtake. Overcome.” – Serena Williams
AtBangkok Patana School, we are committed to championing girls in sport, not only by providing opportunities for participation across all Year groups, but by fostering a supportive community that values open communication. Our sports programme, spanning from Foundation Stage classes in our academies to Year 13, enables girls to engage in activities ranging from football and dance to swimming and softball. Through these experiences, our students gain lifelong skills in teamwork, resilience, and self-confidence, with many representing Bangkok Patana in international competitions like SEASAC FOBISIA and BMAC.
“Sports teaches you character, it teaches you to play by the rules, it teaches you to know what it feels like to win and lose – it teaches you about life.” –
Billie Jean King
ROLE MODELS AND BUILDING CONFIDENCE
Our community includes over 20 female staff members across our PE, Sport and Academy teams. These role models are teachers, coaches and mentors who play an invaluable role in inspiring our young female students and encouraging them to view physical activity as an integral part of life. By showcasing these staff and our senior female students, we promote a vision of what is possible and demonstrate that the skills learned through sports, such as leadership and perseverance, extend beyond the field and into future aspirations.
Girls who stay in sports are 80% more likely to hold leadership roles as adults.
TACKLING THE DROPOUT TREND
We recognise that girls face unique challenges that can lead to disengagement from sports by their teenage years. Research shows that by age 14, girls are twice as likely as
Cindy Adair, Cross Campus Principal, Alice Curwood, Cross Campus Vice Principal, Extra-Curricular Activities and Sports, Jayne Jauncey, Leader of Primary Physical Education
boys to drop out of sports, often due to factors like shifting friendships, body confidence issues, and societal pressures. As a school we are committed to addressing these barriers head-on by cultivating an inclusive, understanding environment that celebrates girls’ achievements, facilitates important conversations, and adapts to the needs of our female students.
“Sports gave me confidence and made me a better leader.” – Indra Nooyi, former CEO of PepsiCo
ENCOURAGING OPEN DIALOGUE AMONG STUDENTS, PARENTS, AND STAFF
In our recent parent workshop, we explored ways to break down these barriers and encouraged a culture of open communication around girls’ experiences in sport. By bringing together students, parents, and staff, we aim to normalise discussions around topics such as body image, periods, and sports bras. These conversations provide a safe space where girls feel understood and supported, laying the foundation for a positive and long-term relationship with physical activity.
“I play sport and find time to exercise as a way to escape from a busy life. It’s the time where I recharge, spend time with my friends and keep my body fit and healthy”,
said Rebecca Blundell, Primary PE Teacher.
6 WAYS WE CAN SUPPORT GIRLS IN SPORT TOGETHER
1. Make it Social: Encourage participation with friends, whether through group fitness classes, team sports, or casual meet-ups. Shared experiences build camaraderie and make staying active more enjoyable, especially for teens.
2. Promote Role Models: Inspire girls by showcasing diverse female role models within our staff and among senior students. Seeing relatable figures in sports reinforces the message that girls can thrive and lead in all forms of movement.
3. Encourage Multi-Sport Play: Help girls avoid early specialization by exploring a variety of sports. Different activities can match changing body shapes and interests, particularly as they transition through puberty.
4. Involve Families: Plan family-oriented active days like hikes, bike rides, or even a simple walk. When families embrace an active lifestyle, it reinforces the message that movement is a natural, enjoyable part of life.
5. Create Safe Spaces for Open Conversations: Normalize discussions about topics like periods, sports bras,
and body image to ensure that girls feel comfortable and supported, without fear of embarrassment.
6. Foster Confidence Through Skill-Building: Focus on skill development in a range of activities, celebrating progress to reinforce self-belief and a sense of accomplishment.
‘“If it was easy, everyone would do it!” has motivated me throughout my journey in sports and dance. From netball to group dance, it’s always been about overcoming
challenges and reaching personal goals, which still brings me joy today.’ - Sarah Dullaghan, Head of Dance
COMING UP IN 2025…
Student workshops to identify and remove barriers and misconceptions that may be halting participation
Mentorship programme pairing senior girls with younger students
Recreational sport ECAs for girls only
exploriNg ‘our Story’ through Art
As part of our International Day celebrations this year, we invited our students to create a piece of art-work, which explored their identity. We were thrilled to received 130 entries from students in FS – Year 10. These are currently displayed in the Primary Arts Building – do pop by to admire them.
Art serves as a powerful medium for self-expression, enabling students to explore and articulate their identities in a safe and creative space. In an intercultural setting, this becomes even more profound, as art allows individuals to navigate and reconcile the different cultural influences that shape their sense of self. Through painting, sculpture, or digital media, students can reflect on their heritage, values and personal narratives while simultaneously engaging with new perspectives. The creative process encourages introspection, fostering a deeper understanding of who
they are amidst the diverse tapestry of voices and traditions around them. This exploration helps students not only embrace their unique identity but also see how it contributes to and enriches the broader community.
Moreover, art transcends linguistic and cultural barriers, creating a universal language where students can connect with others across differences. The act of creating a collection together encourages dialogue, dismantles stereotypes, and promotes mutual respect. This shared experience helps students see themselves as both unique and interconnected, equipping them with the confidence and cultural awareness needed to navigate a globalised world. Ultimately, art becomes more than self-expressionit is a tool for building a sense of belonging and a bridge between personal identity and the intercultural community.
Cindy Adair, Cross Campus Principal
exploriNg iN yeAr 5
It was just an ordinary day in Bangkok Patana and, as Wednesdays go, not much was happening. Year 5, however, was filled with “ooohs” and “aaaaaah” when a certain world-famous jungle explorer, adventurer and former jungle guide, Coke Smith, was wowing everyone within earshot!
Coke is our Secondary School ESS Curriculum Leader as well as a published author featured in numerous global photography publications. A passionate photographer and conservationist, he is also an incredible storyteller whose tales, based on his own adventures, transport listeners to the planet’s most remote jungles. Over two decades, he has explored every rainforest on Earth. On his recent trip, he photographed the elusive Cat Ba langur monkeys, native to Vietnam, which inhabit remote rainforest-covered islands and have rarely been captured on camera. Unsurprisingly, he found and photographed them. His upcoming expedition will take him to the northern Amazon rainforest, bordering Guyana—a region so isolated that roads are
nonexistent, and traversing swamps, mountains, and caiman-filled waters is the only way in. In short, the man is a legend.
During his visit, Coke vividly described the rainforest’s layered ecosystem, illustrating it with photos of big cats, bears, anteaters, and other creatures, each accompanied by captivating anecdotes. He recounted tales of bug bites, snake bites, and even a spider bite on an unexpected part of his anatomy, leaving us alternately laughing and gripping our seats in suspense.
We marveled at stunning photographs of vibrant parrots, including one as large as a small child, as Coke explained how much of the rainforest’s wildlife lives high in the canopy. Offering advice for future explorers, he emphasized the importance of looking up when hiking in Khao Yai to spot wildlife and avoiding loud voices to increase chances of encountering rare animals.
Among the many memorable stories he shared were a
Bartosz Cowling, Year 5 Class Teacher
hair-raising encounter with a massive gorilla in Rwanda and a life-threatening chase by an enraged rhino - both of which he managed to photograph despite the danger. His tales transported us into his world of extraordinary adventure and survival.
To our delight, Coke mentioned his frequent visits to Manaus, the gateway to the Amazon. This connection was particularly exciting as Manaus features prominently in The Explorer, the book inspiring our current writing projects. While Fred and his group in the story strive to reach this jungle city, Coke is preparing for his next real-life adventure there.
Before concluding, Mr. Smith introduced the Wildlife Photographer of the Trip competition, which he will judge. He shared valuable photography tips: be patient, stay still, center your image, and crop digitally later. These practical insights sparked enthusiasm among budding photographers in the room.
We were all inspired and sad to see him go. An hour of listening to him zoomed by and before we knew it, it was over. Thank you for your visit, Mr Coke Smith and we look forward to seeing you for the announcement of the competition winners.
Not bad for a Wednesday morning.
ommuNity eNgAgemeNt At BANgkok pAtANA
Sarah Wong & Kavu Italiya, Year 13, Co-presidents of WFP
WFP(World Food Programme) is a community engagement club that aims to raise awareness of and address local issues surrounding food insecurity here in Thailand. We believe that acts of kindness and generosity, whether small or large, can make a positive difference in the lives of underprivileged families and individuals. As one of the longest-running clubs at Bangkok Patana School, WFP has proudly continued its commitment to community service each year, demonstrating a direct and meaningful impact on the local community through initiatives such as the Food Drive and MasterChef.
At WFP, our most anticipated event each year is the Food Drive in November, where we rally the entire secondary community to donate food and other basic necessities to slum areas in Bangkok. After collecting donations from Secondary students, our team of 14 members packs and personally delivers the boxes to the local community. This year, our Food Drive will take place on 23rd November 2024, where we will once again engage in the packing and delivery process.
Another of our annual events is “MasterChef,” which has
become a club tradition similar to the Food Drive. Inspired by the popular TV show, this event brings students together in teams to compete in a “mock” MasterChef environment, creating unique dishes to raise awareness of global food scarcity. Last year, the competition focused on an ingredient budget of 200 baht, highlighting the challenges of preparing meals with limited resources.
In September, the iCare Foundation Thailand reached out to us for help, as floods had severely affected regions in Northern Thailand. With short notice, we organised an “Emergency Food Drive” to collect food supplies for those impacted by the floods. Within two weeks, we managed to gather a truckload of items, and WFP as a club also donated 2,000 baht worth of goods.
All of our efforts are made possible by the generous donations from the Patana community. Your ongoing support makes a significant difference to those in need. If you’re interested in our work, please follow our Instagram account @bps_wfp or join our meetings every Tuesday at lunchtime in CAN 212—we’ll save you a seat and maybe even a snack!
AmiNo iNSecto
As the founder of Amino Insecto, a student organisation focused on promoting insect consumption as a sustainable protein source, I had the incredible opportunity to host Bangkok Patana School’s first-ever seminar on this topic. Our event aimed to raise awareness about the benefits of insects as food, particularly in addressing environmental challenges like climate change, deforestation, and greenhouse gas emissions. I first became interested in insect protein while training with the Thai national basketball team; I was in need of protein and was exploring alternative food sources. When a teammate offered me an insect snack, I was initially terrified. But after trying it and discovering its nutritional benefits, I began to see insect protein in a completely new light.
This experience led me to dig deeper into insect consumption’s potential, and I soon realised how sustainable and nutritious this food source is. I also saw that insect farming could create valuable job opportunities for Thai locals and help tackle issues like protein deficiency in countries
with harsh conditions. With the support of my friends Inging and Helen, I founded Amino Insecto to bring these ideas to life.
I was very honoured to invite two experts who flew in from Finland: Professor Sara-Maria Kauppi, a lecturer at NTNU, the Norwegian University of Science and Technology, and Chef Topi Kairenius, a pioneer in Finnish insect-based cuisine. Professor Sara-Maria Kauppi began her work in the field of edible insects in 2015 with a thesis project at Aalto University in Finland, and she has extensively networked with European stakeholders. Her PhD research at NTNU in Trondheim, Norway, investigates how packaging design influences consumer behavior toward novel foods and edible insect products. By identifying design strategies, her research supports the broader shift toward sustainable food sources and offers valuable insights for both academia and industry. Chef Topi, a chef, author, and pioneer of Finnish insect-based cuisine, has been promoting edible insects since the early 2010s. As a
Napa-ai (April) Suriyabhivadh, Year 12
prominent figure in Finnish media, he is known for introducing insects into Nordic food culture. Chef Topi organises tastings and events internationally, highlighting insects as a sustainable and nutritionally rich alternative to traditional proteins. He is also a founding member of Fat Lizard Brewing Company, and the brewery’s namesake restaurants were the first in Finland to feature insect dishes on their menus.
During the seminar, Professor Sara-Maria provided valuable insights into consumer behavior around insect consumption, explaining how thoughtful design strategies can encourage people to try novel foods like insects. Chef Topi offered a unique perspective on the development of insect consumption in Europe, highlighting differences in attitudes and culinary practices between Europe and Asia. Their expertise gave us a deeper understanding of the global landscape of insect consumption and how it
could be adapted to different cultural contexts.
Afterward, Chef Topi even brought Finnish water bugs, which were a big hit—students lined up to give them a try! Alongside the seminar, we set up a booth featuring dishes like mango sticky rice with wood ants and Finnish forest mushrooms with caramelized locusts, blending familiar and new flavors in every bite. We gave out over 180 samples, with many students coming back for seconds and even thirds! Seeing this enthusiasm for insect-based foods was inspiring and showed me that our school is ready to embrace sustainable alternatives. Through Amino Insecto, I hope to continue raising awareness and help shift perspectives toward insects as a valuable protein source, contributing to sustainability and addressing protein deficiency worldwide. The positive feedback from the seminar and booth was very encouraging, and I’m excited to expand this initiative to have an even greater impact!
BugS For Food!
Coke Smith, Curriculum Leader, Environmental Science
Whata spectacular treat many of our Bangkok Patana School students had last week when they were treated to knowledge about one of the most important sources of animal protein the human race will be using in the very near future. As you read in the previous article, we had two world experts in insects as food and their marketing. Students found this event very fascinating.
As an extension to the learning, our ESS teaching team consisting of Caroline Ferguson, Suzi Hobday and myself, Coke Smith, decided to take this fascinating and relevant learning experience to a higher level. Our students used science to determine the relative energy content in several species of insects that are readily available at local Thai markets.
This was an excellent opportunity for students to apply scientific methodologies to determine the efficacy of consuming insects based on actual empirical comparison of energy content per gram of insect protein and fat.
Before the actual experiment commenced, students discussed what they would expect from the insects which included, silkworm pupae and three species of crickets ranging from large species to quite small species. Most students assumed the silkworms would be the most energetic, considering their round, plump bodies and the fact that pupae in general needed to contain a lot of energy as this stage of metamorphosis is a non-feeding and energy self-sufficient stage of development.
Surprisingly, the cricket species were by far the most energetic! Dramatically so. Now this is an ongoing research activity so the reasons for this still need to be determined through further investigation. We’ll keep you posted!
NOTE: All insect used in this experiment were purchased pre-cooked as food in the local markets. None were killed for the sole purpose of this investigation.
ShApiNg A Brighter Future For rurAl childreN through BookS
Across the span of two years, Brighter Future has put forth a fundraising and volunteering effort to promote inclusive learning for vulnerable children. In a parallel strive, its sister club, Brightly Beaming, has undergone a digital library and book-publishing venture. The year 2024 was a milestone for our joint endeavour. We were able to beautifully expand our reach and impact, a testament to the power of collaboration in achieving our shared mission - Quality Education (SDG4).
FUNDRAISING ROLE
From our online donation website, we extended our efforts to online, hosted and sponsored sales. Under the campaign “Library to Life”, we facilitated the online book sale drive, the second-hand book sale at Nantawan’s Sunday Market and the Secondary Book Fair, as well as hosting the ‘Librarython’ book-creating competition and “Krispy Kreme Fundraiser” sales. The recent “Book and Bake” sale at the Primary CAT Fair has also contributed favourably to our proceeds.
Together, we have successfully funded printing over
1,400 books from our digital library, worth approximately 200,000 baht. These books have ultimately touched several thousands of lives in rural schools across Thailand’s four major regions through the distribution of the World Vision Foundation of Thailand. We are grateful for the foundation’s support, generous donors, sponsors, committed interschool teams, and teachers: Mrs Kullakan Iamthadanai (Kru Pu), Mr Stephen Murgatroyd and Mrs Caroline Ferguson, who have been the cornerstone of our fundraising journey.
VOLUNTEERING APPROACH
We engaged children through in-person tutoring with our own library resources tailored to their interests to inspire curiosity and a love of learning. Our teaching experiences at the “Home of Praise” nursery in the Klong Toey community and Thai Red Cross Children’s Home were always vibrant and dynamic. Seeing the children’s joy and enthusiasm as they immersed themselves in our brightly coloured flashcards and fun-filled activity books was uplifting.
Vachiravich (Turbo) Phantratanamongkol, 12Y
TEAM EFFORTS
Alongside our fundraising commitment, the collective dedication of our Brightly Beaming editorial team was prominent. Their collaborative support in creating illustrated custom books for children in multiple languages enriched the National Library of Thailand and other notable libraries open to the public.
Alisa, Panna and Baifu have these inspiring reflections to share:
“My brightly beaming project - “Months of the Year” activity book - was a way for me to connect with rural children through language. The interactive aspect of it was important to me since I remember my experience with similar books. They were created with kids in mind
and to help them explore their learning independently. To me, a simple activity book symbolises the care that goes into teaching and how fun learning can be. Being able to create and share this experience with rural children is very special, something only Brightly Beaming can do!”Alisa Sangiambut, 11V
“During our visit to the Home of Praise, we had the privilege of interacting with students through storytelling, games, play dough and flashcards, to teach them some vocabulary. They were all enthusiastic as they participated in our activities. Despite minor distractions, the session flowed smoothly, with the children actively engaged and eager to ask questions. Overall this experience was not only eye-opening but also taught me valuable life skills.”
- Anisa (Panna) Ngamtrakulpanit, 12S
“Translating books into Chinese for Brightly Beaming has been a very rewarding experience for me. I am glad to be involved in spreading knowledge to those who may not have easy access to educational resources. It is also very fulfilling to know that my efforts are physically helping others. Overall, this experience has not only allowed me to improve my translating skills but also introduced me to the joy of helping others.” - Baifu Zhang, 12G
DIVERSITY
Another critical pursuit is our club’s diverse expansion; we welcomed new authors, translators, and chapter leaders to our Brighter Future family from other schools in Thailand and several countries, including Malaysia, the Philippines,
Indonesia, India, South Korea and the USA.
LOOKING AHEAD
As we turn the page on another year, we are more energized to move forward and broaden our horizons to support the children and the wider community. We invite you to join us in establishing the path to educational inclusion, whether through donations, sponsorships, volunteering, book production, or a book-creating competition HERE Our unity will empower the life stories of many more children.
Learn more about the Brighter Future group @brighterfuture.thailand @brightly_beaming on Instagram or visit www.brighterfuture.live
School ANNouNcemeNtS
If you require documentation from the School to support visa applications or extensions over the Christmas break, please request this as soon as possible.
Please complete the request form via the Parents’ Gateway allowing 3 working days : Document Request from Admissions (patana.ac.th)
Please note that the last date to submit requests this term will be Monday 9th December 2024. Requests received after this date will be processed from 6th January 2025 onwards.
If you have any questions, please contact parg@patana.ac.th
The School Shop and Post Office will be closed from 16th December 2024, and will reopen on 6th January 2025.
term 2 School FeeS 2024/25
Invoices for school fee for Term 2-2024/25 were sent to parents on Wednesday, 30th October 2024.
If you have not received your invoice, please contact the Accounting Department or email accounts@patana.ac.th. Please note that the due date for settlement is on Friday, 29th November 2024. Payments received after this date will be subject to a late payment charge of one percent per month.
ACADEMIES AT PATANA
SeASAc FootBAll
From Friday, 8th November to Sunday, 10th November, our Varsity Football teams were in action at the SEASAC Football Tournament. The event was hosted at our Sports Complex and Primary Back Field, with the weekend filled with intense matches, team spirit, and unforgettable moments.
Our Varsity Girls team demonstrated exceptional skill and teamwork throughout the tournament. From the opening match to the final whistle, the girls exhibited superb team play, resilience under pressure, and a fierce commitment to each other and the game. The girls flew through the group stages unbeaten and were narrowly beaten in the semi final of the cup.
Their hard work paid off as they secured an impressive 3rd place finish with a 1-0 win in extra time of their 3rd & 4th Place play off time on Sunday. Their podium finish is a testament to their dedication and hardwork through the season. A special mention to Aya, who was named BPS Varsity Girls MVP for her performances throughout the tournament.
The Varsity Boys team started the tournament with strong
performances on the first day, showcasing their hard work and team spirit in a set of three close fought games. Unfortunately, their efforts saw them miss out on a place in the semi finals of the cup as they lost out on goal difference in the group stage.
The momentum of Friday efforts couldn’t carry through, and despite their best efforts, they faced challenging matches. The boys’ journey ended with an 8th place finish after a heart-wrenching defeats in both extra time and penalty shootouts of their play off matches. While the result was not what they had hoped for, their sportsmanship and fighting spirit were commendable. A special mention to Londo Kawasaki, who was named our Varsity Boys MVP for his performances throughout the tournament.
Both teams should be proud of their hard work and determination at this year’s SEASAC. Congratulations to our Varsity Girls for their well-earned success and to the Varsity Boys for their resilience and dedication. We look forward to seeing both teams grow and come back stronger next season!
Adam Currington, Head Football Coach
Patana ParticiPates!
Achievements from Our Community
Daniel Ross, Parent
PATANA’S PAWNS PROMOTE!
Bangkok Patana had a total of 35 players representing themselves and the school at last weekend’s Bangkok Patana Chess Championships, hosted by Red Knight Chess Club.
The School came in 2nd place of the “Best School Teams” Award with a total of 24 points, behind King’s College (25.5 points) and ahead of Shrewsbury Riverside (22.5 points). Top scoring Tigers were Evie Choi, Levi Ross, Lele Song (each 5 points from 6!) and Muchen Li (4 points).
Individual kudos to Trophy Winners Evie Choi (U9), Levi Ross (U8) and Tyger Lim (U7) who all won 2nd place trophies.
Congratulations to all Patana Representatives! Come join the team at Fobisia Chess Championships on 6-7 December!
Trophy Winners
• Evie Choi (2nd Place Trophy U9)
• Levi Ross (2nd Place Trophy U8)
• Tyger Lim (2nd Place Trophy U7)
Medal Winners
• Lele Song (3rd Runner Up U8)
Patana Representatives
• U14: Arthur Chen
• U2: Rywin Chalermsook, Aiden Choi, Tent Jesbodhin, Torres Ji, Joshua Ko, Leah Leung, Nirvaan Narula, Patiharn Tangburanakij, Rei Terada, Ricky Wainman, Edison Ye
• U10: Viv Bansal, Dexter Frost, Perry Liu, Marwyn Lohtong
• U9: Evie Choi
• U8:, Daichi Hatasue, Caden Kong, Rourou Leng, Tea Liu, Luke Liu,Luke Mahadumrongkul, Levi Ross, Lele Song
• U7: Aveer Anansongvit, Ryan Du, AnAn Kuo, Tyger Lim, Nicky Srikhuekul, Jason Vinya
• U6: Lucas Chen, Muchen Li, Milo Ross, Alisha Zhu
Patana ParticiPates!
Achievements from Our Community
Saori Tanaka, Parent
Bloc D, featuring Mizuki Tanaka, claimed an impressive second place in the High Teen Division (ages 13-18) at the AGC Hip Hop World Competition held in Seoul. Competing against top teams from across the globe, Bloc D showcased exceptional talent, creativity, and teamwork, securing their spot as one of the best in their category.
Achievements from Our Community
ArthurArin Utoktham (Year 9) showcased his talent live on MCOT HD Channel 9 as part of their Loy Krathong Festival program. Performing on a live TV show offered Arthur an incredible opportunity to experience the excitement of a professional production, learning about backstage operations and the intricate sequence of creating a live broadcast.
Pink U, Parent
Patana ParticiPates!
Achievements from Our Community
Bangkok Patana School in collaboration with five leading international schools, hosted the ‘STEM Youth Writing Contest’ under the theme ‘Global Challenges, STEM Solutions.’ Running from 15th October to 20th November, 2024. The contest invited Secondary students to explore science, technology, engineering, and mathematics through creative writing.
Judges, including Dr Anan Jongkaewwattana (BIOTEC) and Dr. Thitiphat Atsachakulwisut (Mahidol University), will evaluate entries. Sponsored by organisations like Looloo Technology and EOS Orbit, the event highlights a commitment to fostering 21st-century skills. The contest empowers students to address global challenges while promoting curiosity, collaboration and innovative thinking.
Achievements from Our Community
Janet and Joyce, Parents
OnSaturday, 16th November 2024, in Phu Quoc, Vietnam, four Bangkok Patana students took on their first triathlon at the prestigious IRONMAN 70.3 event.
Xiang Jie (Year 12) tackled the challenging Sunrise Sprint, completing a 0.75km open water swim, 20km bike ride, and 5km run. He excelled, finishing 4th in his age category.
Meanwhile, Sam (Year 7), Daniel (Year 9), and Xiang Yuan (Year 9) participated in the IRONKIDS event, successfully completing a 0.15km open water swim, 6km bike ride and a 2km run.
Congratulations to all four students for their perseverance and determination in achieving this incredible milestone as triathletes!
Parith Rungsimanond, Loolotech
