Dunia June 2024

My advice to young people is to listen to their hearts, it doesn’t go wrong very often. Embrace failure as a pathway to success, growth cannot happen without taking risks.”

Nadiem Makarim ’02 , UWCSEA alumnus and Indonesia’s Minister of Education, Culture, Research and Technology

From UWC Congress 2024, page 29.

Reflections on the Grade 9 Mt. Rinjani

ES SU CASA

UWCSEA’s hosting programme for boarders COVER IMAGES

Front: Student receiving certificate from High School Principal, at East Graduation Back: Students on-stage at Dover Graduation

Dunia is published two times a year by UWC South East Asia. Reproduction in any manner in English or any other language is prohibited without written consent. Please send feedback to dunia@uwcsea.edu.sg.

Editors: Sarah Begum, Sinéad Collins, Tara Diong, Sean Gerard, Hazel Ong and Lucie Snape | Photography: Janrius Rogers, Joseph Tan, Jules Wainwright and members of the UWCSEA community | Design: Nandita Gupta and Grace Hong

UWCSEA Dover is registered by the

MOMENTS THAT MAKE A DIFFERENCE

By Nick Alchin, Head of College, UWCSEA

Transitions are often a time of reflection; our recent graduation ceremonies are particularly powerful moments for parents and teachers alike as we burst with pride, watching our children step across the stage, and into the next phase of their lives. Moments like Graduation, and the prospect of our children leaving home, serve to remind us that our moments are precious and finite, and to appreciate what we have in each other. But in truth, we shouldn’t need the spectacle of the big events; we should be able to find this in the small everyday moments that happen across the entire College. So while it’s always a good time to take special note of these small moments, it is especially poignant as we begin to close the book on the year.

Conversations that inspire

There is always great delight in speaking with our youngest students—one of whom, when I asked her how her reading was going, could barely contain her excitement as she exclaimed, literally shouting, “I can nearly do a whole word and soon I will be reading books!” At the other end of the school, two of my Extended Essay students described what they learnt as “so far beyond what I had expected’ and ‘a uniquely liberating experience … profoundly fulfilling” (really, they did!). These don’t happen all the time for everyone, but I hope they happen sometimes for everyone.

There are also some wonderful stories from our alumni, which fill me with pride in what education can accomplish. One, now a 40-year-old senior executive in a real estate company, described how he sees his time with us as one of “planting the seeds of why”, and that it took him years to work out the how. That he has now founded a re-afforestation not-for-profit foundation in Mumbai suggests the seeds are flowering. Other alumni have made contact to offer deep-expertise in philanthropy, audit, and capital projects—wanting to bring back their commercial expertise to connect with the College in a different way.

Two other conversations also especially struck me. One was from a student who struggled at school. Now with her own daughter, she has recently been diagnosed as neurodivergent and wrote with a “well that explains it!” message. I was delighted to hear how successful she has been—as one of only three people in her country who has two fellowships in both her areas of medical specialism, she writes that her difficulties “made me

determined to succeed”. The other one was a student who mentioned a conversation I had with him in a mathematics lesson. Honestly, I didn’t recall it—but when he mentioned one of my favourite books and a quote I could recall, it certainly had the ring of truth. And it turns out that this conversation was a significant factor in his choice of career, where he has been very happy and successful.

Small moments with a bigger purpose

Often the moments are private and in passing, but sometimes they happen in public. And sometimes it is our students inspiring our staff and parents. Like many, I was moved by our Ugandan scholar Deng’s wisdom at the last Kishore Mahbubani Speaker Series (KMSS) event. He spoke about the importance of struggle—especially as it flies in the face of a lot of the current discourse of how life should be. In the same panel, Faith Abiodun, our UWC International Executive Director responded to our Brazilian scholar Maria’s question about purpose; he emphasised the power of small actions, saying, “The key to doing great things is to do lots of small things very well. Just lean into what you’re doing now, and the next step of your journey will reveal itself.”

The essence of our College’s most memorable events such as UN Night, CultuRama, Giving Day, Family Festival, or Community Fair lies in those small moments. Simple acts such as sharing traditional foods at cultural events, singing traditional songs or participating in a colour run can collectively add up to transformation—this year, as the result of these small moments during our December Giving Day, we will welcome four new scholars to our College in August 2024. That’s four transformed lives.

All this adds up to the great joy, and the great responsibility that schools carry. The things that happen in schools really do make a real difference—we may not always even realise it in the moment, but across a lifetime, the impact can be profound. As parents and professionals, we know that there are often tough times, but it is that bigger purpose, that sense of Mission, which can be found in those small moments that makes it all worthwhile.

Community Activities Over two days, students, staff, parents, and even our local partners enthusiastically participated in various communityorganised activities such as Zumba, Colour Run and Walk, Yoga and more!

THE RETURN OF OPUS SPOTLIGHT ON …

UWCSEA Dover’s iconic OPUS is back! Since 1998, OPUS has been a highlight event of the musical calendar, and this year’s performance at The Esplanade Concert Hall did not disappoint. Featuring more than 390 students, parents and teachers, OPUS showcased nine ensembles, with musical scores from the Jazz Band, Cantabile, Singers, Percussion Ensemble, Arioso, Phoenix Orchestra, Senior Strings, Chamber Players, and Symphonic Band! The grand finale was a showstopper, with the Symphonic Band and choirs coming together for “Peace, Triumphant Peace” by Karl Jenkins, a powerful piece inspired by many well-known advocates for peace, including Nelson Mandela.

Small shoes, big impact

Primary School Student Council uses their voice to bring about positive change for the campus community

Taking care of business! In a Primary School classroom, a group of Grade 3 to 5 students is engaged in their weekly meeting about how they can enhance the day-to-day experiences of their classmates on campus. Known as Student Council Representatives, these budding leaders of the Primary School Student Council have taken up the mantle of being a voice for their peers to initiate positive change within their school community.

From ideas to impact: real-life school improvements On Dover Campus, Grade 5 students, Ronan, Joy, Dia and Elayna are among these young leaders who have been elected by their classmates to represent them. When asked why they wanted to run for council, their answers were varied yet all shared a common theme of wanting to make a difference. Ronan found the absence of a Student Council in his previous schools intriguing and saw this role as an opportunity to try something new. Joy, on the other hand, has been involved in Student Council since Grade 1 and felt a strong urge to contribute to her community of peers. Dia wanted to ensure that student voices were represented and heard, while Elayna was eager to address student feedback and influence the student experience.

Student Council initiatives have included encouraging their peers to adopt improved hygiene standards; working with the Facilities Team to fix nonfunctional water fountains; and installing baskets for lost belongings in play areas to reduce the amount of unclaimed lost property on campus.

Putting these projects into action wasn’t easy. We had to work with the departments in our school, write convincing letters to share our ideas, and be respectful when talking to the grownups at school. When we saw our projects come together and how it improved the experience of our classmates because of what we did, it made us very happy and proud!”

Student Council Representatives 2024

Photo of some Student Council members

What makes a Student Council Representative?

Being a Student Council Representative requires a diverse set of skills. Effective teamwork, clear communication, and the ability to compromise are essential. These young leaders emphasise the importance of empathy, critical thinking, and planning when tackling projects that benefit the entire Primary School community. Let’s hear from them!

Teamwork is crucial, and you have to be able to communicate effectively even with people you might not know well. It’s about finding common ground and collaborating.”

Ronan, Grade 5, Dover Campus

Being a good observer and empathetic are important traits. You have to balance noticing what needs to change with recognising what’s already working well for others.”

Joy, Grade 5, Dover Campus

Planning skills, writing clear and respectful emails, and prioritising the concerns of the majority are key. Also, critical thinking is a must, especially when dealing with budgets and materials.”

Dia, Grade 5, Dover Campus

We must focus on projects that lead to long-lasting change and prioritise what is best for everyone over our personal interests.”

Elayna, Grade 5, Dover Campus

There is no age limit to leadership and advocacy!

Our Primary School Student Council Representatives prove that anyone, no matter their age or grade, can make a big difference to our community. These young leaders inspire their peers, set a positive example for others, and pave the way for the next generation of student leaders to follow in their footsteps.

“Student Council is an important part of the Primary School culture as it gives students a voice to advocate for what they feel is important for the whole of the student community. It’s about improving school life from the inside out and these leaders show incredible self-confidence and belief that they can make a difference and their actions will better the lives of their peers and community. They share their perspective on what is important to their student body. Listening to these valuable and often creative ideas teaches us teachers a thing or two too!” Allison Garland, Grade 5 Curriculum Coordinator and Primary School Student Council Teacher Supervisor, Dover Campus

Over on our East Campus!

The Primary School Student Council is actively involved in various campus projects. Previously featured in Dunia for their incredible work on the Primary School Playground project, their current projects include the Playground Patrollers initiative, creating and installing playground signs, and the Campus Champions initiative to tackle litter. They are also collaborating with Sodexo Campaigners to enhance menu choices as well as partnering with a Vice Principal to analyse student wellbeing data. We can’t wait for all the incredible projects our students will share with us as they continue to lead and grow here at UWCSEA.

Creating space for dialogue

The Black Student Union invites us on their journey of belonging

At UWCSEA, the Black Students Union (BSU) isn’t just a student-led group; it’s a family. We formed it with a clear mission: to nurture a sense of belonging and shed light on the rich socio-cultural experiences of African Diaspora individuals within our community. Like other student unions, we’re here to amplify student voices beyond advocacy, especially in the areas of inclusivity, diversity, and equality. We’re all about creating a space that not only accepts, but celebrates our stories, traditions, and joys, with anyone willing to listen and learn regardless of their background.

A starting point: BSU at Dover Campus Seyda Aidara ’24

Since its inception, I’ve seen how the union impacts those around me and connects to Black people. We’ve grown more outspoken in raising awareness. Many think BSU is exclusive to Black people, but it’s about having conversations and sharing stories with everyone from all cultures, races, and backgrounds. Students are now more comfortable sharing experiences and opinions on topics affecting us. It’s also about celebrating our culture and history.

During Black History Month in October, we organised a screening of the documentary Back to Natural, which sparked meaningful discussions about identity, heritage and representation such as the symbolic significance of hair for the historical resilience of the African Diaspora, shedding light on instances where students have faced expulsion for wearing culturally significant hairstyles in certain regions. We also host workshops and discussions for all students interested in learning how to advocate for themselves or their peers. By promoting a culture where open dialogue is respected, we want every BSU member to have the opportunity to feel that their voice is both heard and valued.

As one of the non-Black members of BSU, my experience as both a member and a leader has been unique and yet deeply intertwined with my growth as a person. I joined the group entirely by accident, walking into the classroom serendipitously during a meeting time and deciding to stay. I felt immediately at home, and was awed by the level of trust, camaraderie, respect and appreciation in that one hour of discussions and activities. Within just a few meetings, I found myself proposing activities and initiatives, drawing from my own experiences and learnings. Throughout my time with BSU, I’ve developed a deep sense of empathy for minority groups and have learned invaluable leadership skills. I’ll forever cherish the bonds formed within my BSU family.”

Ray, Grade 10, Vice President of BSU, Dover Campus

So I decided to try everything, to keep myself wide open to human beings, all human beings—seeing them as I understand them to be, not as they wish they were, but as I understand them to be.”

Maya Angelou, Writer, Poet, Civil Rights Activist

Creating a community: BSU at East Campus

Seiiy Lin,

Grade 11

In September 2023, the East Campus BSU team was invited to a meeting that was led by Dover Campus High School teacher, Bernard Murrary, and Kim Cheah, Senior Designated DEIJ Lead, to discuss whether we wanted to extend the impact of the already existing BSU founded on Dover Campus. That initial meeting had us all sharing our personal relationships with our culture, from our food to our hair!

I was so excited about the possibilities for dialogue that I took it upon myself to see the BSU at East Campus grow beyond its first meeting, and that’s how I became the student leader of the union, with the guidance of two lovely teachers, Chantel Marson and MJ Johnson, who have been there every step of the way.

Every BSU meeting has brought me closer to having a better understanding of myself. Though BSU at East Campus may be new, we come together as a family, learning how to navigate self-expression and identities. While it may be difficult for students to switch between their academic and social environments, we hope students will view BSU as a supportive network where they can find mentorship, guidance, and friendship. We’re starting to host more cultural celebrations where students showcase their connections to their cultural heritage. Whether it’s taking photos celebrating Black hair in Art class, organising dances, playing traditional games, film screening or sharing food, there’s a spot for everyone to connect, learn, and celebrate together.

Connecting with one another

We’ve now evolved to embrace new objectives beyond activism, racial equity and social justice. We’ve begun working on communitybuilding efforts from intellectual discourse, and personal and leadership development to cultural immersion such as games, dance and storytelling.

We’ve been able to connect more with younger students in the College who may feel lost as minorities in their grades. Our spaces offer an opportunity for them to connect with others who have experienced what they may be feeling; we can act as role models and show them that they are not alone.

We’ve also expanded our network, engaging with a broader community of interested students, teachers, parents across campuses and beyond UWCSEA including other BSUs in international schools like Singapore American School (SAS).

To anyone interested in joining our family, let’s take a collective step towards growing together, celebrating our differences, and embracing what makes us unique. Join us as we deepen our understanding and engage in meaningful dialogue across cultures.

Sail to the Caribbean with UWCSEA East’s first High School musical in five years

Imagine a magical place where the forces of love and destiny collide! Set on the shores of Haiti in the Caribbean, UWCSEA East’s retelling of ‘Once on This Island’ takes the classic fairytale ‘Little Mermaid’ and centres it on Ti Moune, a peasant girl in the French Antilles who falls in love with Daniel Beauxhomme, a grand homme, and makes a deal with the gods to save his life. With a vibrant cast of characters and spellbinding scores, this epic musical about magic and the human spirit brought the Drama, Dance, and Music Departments together on stage, for the first time in five years.

A love story about community and compassion

At the heart of the story is a tale of community and compassion. The resonant themes of race and colonialism are intended to spark discussions about history, culture, race and decolonisation—serving a purpose that extends far beyond the stage and reflects complex issues also tackled throughout UWCSEA’s Learning Programme. As the production team brought these complex issues to life on stage, the musical’s Director and Head of High School Arts, Anthony Kelly, was careful to maintain a focus on UWCSEA’s values in all aspects of production.

The Costume Department created a dress made entirely of upcycled plastic together with scrap fabric from donated clothes, turning the repurposed costume into a powerful message of environmental stewardship. Each thread and fabric scrap woven into the textile of the costume symbolised how history is an intricate textile of interconnected human experiences. Closely adhering to the colour scheme reflected in Caribbean local fashion and national costumes was a deliberate choice to pay homage to the rich tapestry of traditions, cultures, and identities of the region. Each hue served as a visual cue, evoking the lush landscapes, vibrant flora, and diverse cultural influences that make this region unique.

An ode to Haiti: authenticity at the heart

The cast spent the first few weeks of rehearsals working with students from the Caribbean to help them understand Caribbean culture and way of life; the nuances of the region’s history; the significance of Haiti; and the human experiences and spirituality that can be considered unique to this area. A team led by College DEIJ Lead Kim Cheah, and High School teacher Vikki Bell, provided valuable support. Supported by Caden Smith, a Grade 12 Bahamian student, they helped inform production decisions that reflected both authenticity and appreciation for the Caribbean culture and its people.

The set design drew inspiration from contemporary images of Haiti and the vibrant colour palette of its traditional iconic houses. It also nodded to French colonial influence with French-language signs. A beachside set was created to highlight Haiti’s reliance on fishing—the country’s key economic driver. The production process involved conscious artistic choices that aligned with UWCSEA community values, ensuring every detail resonated with authenticity and respect for Haitian culture.

In this production, we connected to Haiti as the setting but were careful to do this within the context of a people and a place affected by natural disasters such as the 2010 earthquake. We also wanted to communicate the impact of discarded waste globally and draw a connection between the ocean depicted in this production and the global crisis of plastic waste in our seas. We did this by bringing Haiti’s vibrant spirit to life and repurposing and recycling materials often found washed up on beaches.”

Anthony Kelly, Director, East Campus

Opportunity and growth

A common thread throughout UWCSEA’s Learning Programme is the idea of student choice and agency. From K–12, students are encouraged to explore opportunities, pursue interests and passions, and face their fears. In this production, Grades 9–12 students were able to try their hand at a multitude of different roles and responsibilities as both cast and crew: actors, dancers, musicians, costume designers, stage managers, lighting and sound technicians, set designers, and projection technicians. Multifaceted opportunities allowed students to explore beyond a single interest and discover roles that were new to them, and maybe even a little bit daunting. This inclusive approach to learning was a source of immense pride for the UWCSEA staff behind this production who saw their students collaborate with industry professionals over the sixmonth journey to shape and refine their ideas and skills.

I was one of the two percussionists in the band. I learned a lot about working together as an ensemble, not just with the band but with the actors too. There were many times when we took our cues for the music from the actors themselves, and we learned how to adapt on the spot to make small changes on stage which was a huge challenge and something I’m really glad to have been able to experience.”

Thomas Alchin ’24, East Campus

THE GREEN HEART A future for sustainable learning DOVER CAMPUS

Immerse yourself in nature within this vibrant eco-space, which also serves as an outdoor classroom! Here students have the opportunity to engage with a natural playground, providing them with access to a functional space where they can learn, play, and connect with the environment in multiple ways.

Beauty is in the Eye of the Planter: Garden Beds

Our teachers and Service Team on campus utilise this space for Unit of Study lessons and after-school gardening. With more than 200 indigenous and endangered plant species, the garden beds are home to a diverse array of flora. Not only does this space enhance the campus landscape with its beauty, but it also offers hands-on learning opportunities for our students, who maintain it diligently.

Scan the QR code to read the article in full

From Seed to Sprout: Rainforest Nursery UWCSEA’s Rainforest Restoration Project nurtures hundreds of critically endangered tree seedlings, contributing to conservation efforts and biodiversity enhancement in Singapore. Collaborating with NParks and participating in initiatives like the Million Trees Initiative, our students actively care for these endangered and indigenous tree species, cultivating them in the nursery before reintroducing them and replanting them within the Singapore community.

Nature that Inspires: Outdoor Classroom

The focal point of the Green Heart space is an outdoor classroom equipped with tables and seating for students to take lessons that draw inspiration from their surroundings while addressing environmental challenges. Engaging with nature not only enhances learning but also promotes wellbeing, strengthens community bonds, and nurtures a deeper connection to the green environment around us.

Did you know? There is a ‘natural’ table with seats that was upcycled from parts of an old majestic tree (khaya senegalensis species) on Dover Campus. It was rescued from decay, treated for pests, and repurposed to ensure they are safe for use. What a tree-mendous backstory!

The substance behind ‘Stories that Matter’

Grade 9 and 10 students on East Campus take on the newsroom to build their own UWCSEA Human Library

By Clare Kiersey, High School English Teacher, East Campus

Within every person lies a story waiting to be told and at UWCSEA East, these stories find their voice through the Stories that Matter programme. Formerly known as Writers’ Fortnight, this tradition has become a rite of passage for Grade 9 and Foundation IB students since 2008, when Kate Levy (current East Campus High School Vice Principal) was Dover Campus Head of English. Recognising the need for authentic writing experiences, she brought established writers and artists to campus for sessions with students. These sessions allowed for a ‘Human Library’ approach to the programme by connecting students with the personal stories of others, before they were then able to re-tell these stories in their own unique ways.

A library of human stories

Conceptually, the ‘Human Library’ serves as a space where students are able to access the various stories told by different speakers from our UWCSEA community and beyond; this includes students, parents, teachers, local

artists and entrepreneurs. Each year, Stories that Matter features selected speakers who visit our Grade 9 and 10 classrooms over the course of two weeks to share their personal stories. Previously, our unit focused on published writers like Meira Chand and Philip Jeyaretnam who shared with our students novels they had written and their writing processes. We’ve also been lucky to have parents in our community–Chetan Bhagat, Mukul Deva and Alison Jean Lester–who are novelists and came to share their experiences. We’ve recently expanded our approach to storytelling, welcoming journalists like Kirsten Han, a local Singaporean journalist and activist who writes for We, The Citizens to discuss their real-life experiences and offer writing tips to our students. Our unit now embraces different genres of storytellers, including UWCSEA parent, Tom Wright, an investigative journalist turned author of A Billion Dollar Whale. He has been a favourite among our students for the past three years. We also had Sonny Liew, an internationally renowned graphic artist

most known for The Art of Charlie Chan Hock Chye. Sonny demonstrated how he incorporates visual and comic book elements into his storytelling through live drawing sessions and our students loved it! These various storytelling approaches broaden the appeal to our student audience and encourage them to view the world through different lenses and engage with narratives in creative ways.

Some of this year’s most powerful Human Library stories were Grade 11 scholars from East Campus: Deng, Luna and Eugénia (Lala), among others. After their stories were shared, students in this unit then mirrored professional journalists, delving into interview techniques from making their interviewees comfortable, to posing lead-up questions and learning to develop, connect, and extract meaningful insights from their notes. What we hope for with the Human Library, is that each student finds a story which resonates with them or inspires them to share their own, carrying forward the impact of Stories that Matter.

I adored having the chance to share my experiences with others! Everybody has something to say, and our voices count, in my opinion. For me, every day is an opportunity to learn, and I am incredibly appreciative of the opportunity to share the joys, hardships, and variety of experiences that have shaped who I am today. To all of you, don’t be embarrassed to express yourself! Remember, in a world full of winners, we need warriors!”

Eugénia (Lala), Grade 11 scholar and Stories that Matter speaker, East Campus

“We were cautious about bringing up anything that may be too personal, however, Deng’s journey was incredibly inspiring and I felt like I wanted to contribute and make a change in the world! It was a powerful experience.”

Aarshay, Grade 9, East Campus

“By sharing these stories, we can inspire others to strive for what they feel strongly about. Additionally, these stories can showcase the importance of access to education for all.” Alina and Tasha, Grade 9, East Campus

The closing line

At the final stage of Stories that Matter students delve into the postproduction process. They have the creative freedom to re-tell their stories in any format they wish. This can mean crafting engaging op-ed pieces or exploring various storytelling methods, including documentaries, podcasts, graphic novels or visual stories. These multimedia stories are then showcased on an online platform for our community to access. It’s an innovative approach to shared learning among students, pushing them to think beyond traditional storytelling,

and catering to different ways of retaining and presenting information. Through Stories that Matter, our Grade 9 students immerse themselves in hands-on experiences that bridge classroom learning with the real world. They connect with people and their stories, refining their ability to convey meaningful narratives with substance and impact.

We hope our students leave their classrooms inspired to think about the bigger picture and understand how different perspectives shape the world around them. As they uncover and narrate the stories that matter to them, we’ve witnessed so many of our students grow in their confidence and resilience, discovering the true power of storytelling to connect, inform and inspire.

Explore the inventory in our Human Library stories here:

Charting a new course

What’s in store for our first cohort of the new IB Systems Transformation

This new course allows me to be a part of an environment that is innovative, collaborative and empowering, perfect for the changemaker I am at heart.”

course starting in August 2024

By Elsa, Grade 10, Dover Campus

Being chosen to take part in the inaugural IB Systems Transformation: Leadership for Change cohort is an exciting opportunity! A first of its kind, this ‘disruptive’ approach to experiential learning, is at the forefront of new ways in which to analyse issues and ideas of the 21st century.

While there are many reasons as to why I am looking forward to being a part of this pilot course, I am particularly eager to gain insights into how new and innovative concepts can be executed. I have always been an extremely creative individual, but I often struggle to bring my ideas to life. I hope that with the help of my peers and mentors in this pilot course, I can overcome these obstacles and accomplish my ideas in ways I never thought possible. Another aspect of the course that intrigues me is the idea of solving real-world problems. I find it extremely motivating to work with others who are just as passionate as I am on innovative projects that address dilemmas our world faces today. The course’s heavy focus on project-based learning will allow me to push the boundaries of what I can achieve, by providing an elevated level of relevancy and application.

What originally sparked my interest in taking this course, is actually another course I currently take at school known as The Imperfect Art of Living (IAoL) as part of UWCSEA’s Grade 9 and 10 Academic Learning Programme. From what I’ve gathered, this course embodies values similar to those of the IB Systems Transformation course and the skills I will learn are directly applicable. What I’ve enjoyed most about IAoL are the group discussions and project-based learning opportunities. Meeting people who share similar and different interests and opinions has allowed me to grow as an individual. Within the class, my classmate Ray and I co-founded an initiative at school called Peer Coaching, which emphasises inclusive knowledge-sharing. Students come together to coach one another when preparing for upcoming exams, breaking down barriers to learning and encouraging connection instead of competition. With over 25 student coaches actively participating, this initiative highlights the significance of community-building and student agency in each student’s educational journey. I believe that the IB Systems Transformation course will continue to provide cool and innovative opportunities like this, which I am excited to see come to life. While I believe that project-based work will come with many challenges, I look forward to seizing the learning possibilities and experiences that this new course has to offer.

Whilst I am extremely excited to take part in the course, there are some factors that I think may be particularly challenging. Given that this is the first time the course is being introduced at UWCSEA, a key focus for me will be to find ways to balance the differing demands of this course’s approach to learning, with my other extracurricular and academic activities. Another potential challenge is the transition from “traditional” learning methods to a more disruptive learning methodology. Although I often thrive in environments where I can actively engage with the curriculum material and my peers, I’m excited about the opportunity to adapt to new learning experiences that come with shifting from traditional classroom structures.

While there may still be some fear of the unknown that comes with starting the new IB Systems Transformation: Leadership for Change course, I look forward to being in the first cohort to help shape the future of this course. As pioneers, we will have the opportunity to pave the way for future classes, a responsibility that only a fortunate few in the UWCSEA community will experience. My parents, particularly my mother, are extremely supportive as I embark on this new and exciting journey. They believe that being a part of this pilot course means being a part of the future of learning. We all see the potential of this course, and I am committed not only to carving my own path but also to paving the way for those who will follow in my footsteps.

GRADUATION 2024

SATURDAY, 18 MAY

As we turn the page on another fantastic year at UWCSEA, it’s time to celebrate the amazing Class of 2024. From overcoming challenges to creating lasting memories, we’re so proud of our students who have shown incredible dedication, hard work, and solidarity in their community. To our new alumni, you have all grown into remarkable individuals ready to take on the world and we cannot wait to see where you’re headed next! Here’s to your future adventures!

students 24 scholars 58 countries 55 boarders

Class of 2024, we know just who you are and what you can do. You will undoubtedly go on and do great things. But in the midst of your pursuit of greatness, do not forget the value in friendship, in family. These things mean more than just being a Class of 2024 graduate, they make us human. Let us go forth with courage, compassion, and conviction, knowing that together, we can truly make a difference.

Aliya Kraybill ’24 and George Rutteman ’24 Student Speakers, Dover Campus

DOVER CAMPUS

Our grade has truly embodied what it means to be compassionate, kind, and caring individuals. Beyond the academic and extracurricular achievements, it is the genuine connections that we have formed with our peers and teachers that have set us apart. The community that we have created is not just a part of our past, but a legacy that will transcend place and time, reminding us that we are a part of something greater than ourselves.

Viveca Roske ’24 and Helena Teh ’24 Student Speakers, East Campus

We need you to lean into discomfort and avoid any opportunity to give up. Whatever path you take from now, I hope you don’t forget that the values of this precious education will live much longer than the time you spent here. I hope you will choose to pay this forward in many ways and embrace the global community that now surrounds you.

Faith Abiodun UWC International Executive Director, Guest Speaker

275 students 20 scholars 53 countries 54 boarders

EAST CAMPUS

Meet the heart of our UWCSEA

The critical role of our Parents’ Associations in supporting our

I’m proud and impressed by the community’s commitment at all levels to come together for this year’s Community Fair. We’re in the second year back after the pandemic, so more people in the school now understand what it’s all about. It’s one of the largest events organised at the school each year and wouldn’t happen without the incredible effort from everyone involved.”

Duncan Howard, PA Vice Chair, Dover Campus

Sparking conversation and strengthening ties

With more than 200 talented volunteers, the Dover Campus Parents’ Association (PA Dover) supports 2,256 families with campus events, parent activities, and special interest group initiatives. They help new families integrate into the community via the Parent Buddy Programme and encourage involvement through parent interest groups like Sustainability, and Mental Health and Wellbeing, which host talks and activities.

PA Dover organises and supports popular events such as the Welcome Back BBQ, Cinepicnic, Aquafest, UN Food Festival as well as the Community Fair, a flagship annual event, which draws over 1,500 attendees with nearly 50 vendors, 80 stalls, and 12 Jamfest performances. They also coordinate campus-wide cultural celebrations for Diwali, Christmas, Lunar New Year, among others. Throughout the year they also play host to regular Coffee Mornings aimed at facilitating important dialogue and discussion between parents and College leadership, and strengthening ties between the two. As always these events are testament to PA Dover’s hard work and dedication to strengthen ties in the UWCSEA Dover community.

PA Dover connects with the parent community via the Classlist app, their parent-to-parent communication platform. Dover Campus parents are invited to join Classlist and engage with the PA Dover, with other parents, with special interest and nationality groups, and to view the exciting events on the PA’s calendar!

Did you know?

A highlight of every year is the PA’s cross-campus Careers Fair for High School students. This event brings together students and experts in a wide range of industries and includes parents, alumni and other volunteers from sectors identified by our University Advising Centre (UAC) teams based on their relevance to student interests.

parent community community

connections and spirit

We’re always eager to welcome new faces to our team!

Scan the QR code to learn more about the PA and opportunities for parent involvement at UWCSEA.

I’m honoured to represent the dedicated voices of our association and parent community. Together, we strive to create an enriching environment and experiences through collaboration and unwavering support of all. I’ve learnt a lot in the last two years, especially in the last six months in the position of Vice Chair. I’ve been able to dedicate my time to meaningful decisions, supporting wonderful causes, enjoying time with fellow parents and walking out with a sense of giving, achieving and contentment.”

Nidhi Raj, PA Vice Chair, East Campus

Building connections and making memories

A community isn’t without its people and with a dedicated committee of talented volunteers serving 2,053 families, our East Campus Parents’ Association (PA East) plays a pivotal role in creating an inclusive and supportive environment. They’re responsible for hosting the lively ‘Welcome Back’ events at the start of each school year and the fun-filled Family Festival, held every March and this year played host to over 2,000 visitors; with performances from students and parents; food stalls displaying international cuisines; a Vendor Bazaar with over 33 vendors and more. The PA are also responsible for providing students with invaluable exposure to the professional world through the annual student Careers Fair.

One of the most important roles for the PA is to welcome and support new families when they first join the College. From this very first touchpoint they continue to facilitate community connections and support through the many PA events, for example, ‘Thank You’ morning teas for staff, and expert talks on topics of importance such as mental health and wellbeing for parents and students.

This year, in collaboration with the DEIJ team, PA East proudly launched a new initiative! As part of an ongoing effort to promote greater awareness and understanding of different learning abilities, they have formed The Neurodiversity Parent Support Group, to provide a support network and safe space for families of neurodivergent children at UWCSEA East.

Talking to the Moon

Students on East Campus are sending lunar satellites into space with NASA!

It’s not every day we see ‘UWCSEA’ and ‘NASA’ in the same sentence! While reading the National Aeronautics and Space Administration’s (NASA) newsletter, Grade 8 student, Aarav, came across something that caught his eye—GLEE. He jumped at the chance to bring the Great Lunar Expedition for Everyone (GLEE) to UWCSEA because it offered a chance to be part of something truly innovative and groundbreaking.

GLEE is a worldwide programme for High School and College students, in partnership with NASA’s Artemis mission, which involves students coding and designing a lunar satellite that will later be sent straight to the Moon.

Not wanting to miss out on such a fantastic opportunity for our High School students to participate, Aarav set his plans in motion with the guidance of Matthew Weaver, Head of

Our innovation strategy here at UWCSEA is to attract exceptional teams, but we also build them and in this case we were able to do this through immersive exploration whilst connecting the Middle and High School students.”

Matthew Weaver, Head of Innovation, East Campus

Innovation at East Campus. He garnered sign-ups from 30 students, each bringing diverse skills to the table, enough to form six teams.

Taking on the role of GLEE Student Leader, the teams worked on their project for two years, building on their ideas from the ground up. Collaborating with NASA, they worked on designing a lunar satellite intended for the Moon—one that was capable of collecting scientific data from the lunar surface.

“Whether in the classroom or space, GLEE has provided all of us with an opportunity to take on meaningful real-world challenges beyond our usual standardised assessments. We had to learn how to code, wire, and successfully design lunar satellites to the standards set by NASA for GLEE. As the lunar satellites are composed of unique boards, the teams needed to know how to use the interface and how to access all the scientific instruments that were provided by NASA.” Aarav, Grade 8, East Campus

The teams have now successfully sent the equipment back to NASA with their finished codes and designs. Their lunar satellites will be sent to the Moon for scientific research and experimentation—meaning a piece of UWCSEA will be sent to the Moon!

Nurturing young innovators

Our Innovation@EAST programme has played host to innovative projects led by students, such as GLEE. The programme’s interdisciplinary mindset involves students tackling problems and crafting solutions aimed at making a social impact both locally and globally.

Aarav is an avid innovator under this programme and credits Matthew Weaver and the College for supporting his GLEE initiative adding that “it is incredibly exciting to network with like-minded people, learn about new advancements, and be a part of a culture that supports achievement and innovation”. What’s next? Space of course!

The GLEE lunar satellites are timed to coincide with NASA’s Artemis mission, a programme aimed at re-establishing human presence on the Moon for the first time since the Apollo 17 mission in 1972. Expected to be sent to the Moon in 2025 or 2026, the GLEE lunar satellites may just pave the way for future missions to Mars!

We must listen to our bodies, respect their signals, and work with them to achieve our athletic goals. It’s a journey of self-discovery and growth, both on and off the field.”

Tara Kabir ’24, East Campus

FEELS LIKE TEAM SPIRIT

Peer-to-peer support for student-athletes

At UWCSEA, sport is a big part of our College identity, but being a student-athlete brings with it the unique challenge of balancing academics and athletics. While our College provides supportive resources for student wellbeing and mental health, a group of student volunteers has gone the extra mile to create initiatives to support their friends and teammates in meaningful ways. For these student-athletes, competition isn’t just about winning; it’s about forging meaningful connections and contributing to a sense of support and belonging amidst the daily challenges faced by all adolescents, both on and off the field.

Athlete Health and Wellness Club (AHWC)

By Owen Inkster ’24, East Campus

Athlete Health and Wellness Club (AHWC) is a new lunchtime activity at East Campus. We aim to create a welcoming and safe space for athletes to find support for their physical health and mental wellbeing. When I was in Grade 11, I experienced my first major sporting injury in gymnastics. It was when I had to take a step back from the sport, that I learned to understand what injury can do to a person, physically and mentally. In my recovery process, I felt that my experience gave me a unique opportunity to help others in the same situation. I then kickstarted the club with the support of Mr Dinsdale, who helped bring my idea to life. With Coach Khid’s guidance, we began weekly sessions focusing on sports injury recovery techniques and meaningful conversations with student-athletes. We had around 10 student-athletes show up each session to learn simple ways to promote their injury recovery such as taping, treatment of injuries, recovery methods, and nutrition. We also had sharing sessions, where we discussed our struggles as athletes. As our members develop their leadership skills, they are likely to share and pass on their new takeaways with their own sports teams.

I hope that even after I graduate, the younger leaders in AHWC will continue to expand this positive space for others to improve their mental health in both competitive and recreational sports. While the club is only in its first year, I am confident that there will be more room to grow our community and strengthen our support for fellow student-athletes. Our motto is simple: while the challenges of being an athlete may not always be understood by others, positively impacting even one person aligns with the club’s overarching goal.

Raising awareness of menstrual health

By Tara Kabir ’24, East Campus

Throughout almost 10 years of competitive swimming, I had always heard my fellow athletes talk about how menstruation impacted their ability to perform in the pool and how this, in turn, impacted their mental health. More often than not, menstruation is stereotyped as an excuse to avoid physical training. As young women, we often find ourselves confused when navigating our menstrual cycles as athletes. I decided to initiate a project to raise awareness of how menstrual cycles can impact athletes in our school.

I conducted a survey among female athletes at our school, revealing a significant impact on focus, mood, and physical abilities during menstruation. For example, an iron deficiency caused by menstruation can have a significant impact on a female athlete’s strength and energy levels. I found that 77.5% of the athletes had difficulty focusing, and 95% reported mood changes during menstruation. Athletes also noted problems with endurance, speed, and energy throughout their menstrual phase. I presented my findings to school sports leaders, advocating for education on menstrual health and dietary adjustments for athletes.

I felt it was important to highlight the significance of understanding female athletes’ health, especially during menstruation. Through my own experiences and research, I’ve come to realise the importance of regular testing and proper nutrition to avoid deficiencies—for example, ensuring sufficient iron intake is particularly vital during menstruation, something I’ve personally grappled with in my own athletic journey.

Together with other younger athletes, I hope the knowledge continues to grow with the resources we’re trying to create, so that future generations are well-informed about menstrual health. For my peers, I hope my message resonates: It’s not just about female athletes; it’s about fostering a broader awareness within our sporting community. Pushing ourselves in sports is essential, but not at the expense of our bodies.

Student-Athlete Committee (SAC)

By Hailey Yong ’24 and Yash Sharma ’24, Dover Campus

We established the SAC to enhance our sports programmes and ensure a positive experience for our peers who represent us on the field. We felt that it was important for our student-athletes to understand the support systems available to them, especially when dealing with school-related pressures. As Student Leaders, we want to create a welcoming environment by giving athletes a voice, encouraging them to seize opportunities that help them grow, and promoting interaction with the wider student body. We’re not only supporting athletes but also opening the door for our community to understand the challenges of balancing academics and sporting commitments and lend a hand along the way.

The SAC consists of three departments:

1. Physical Team: Conducts assessments to enhance performance through testing and progress tracking, allowing coaches and athletes to monitor development and identify areas for improvement.

2. Psychological Team: Collects feedback from peers to identify any issues or patterns in behaviours, provides resources to support, and facilitates check-ins and workshops with peers, coaches, and students focused on understanding mental health and cultivating a supportive environment.

3. Promotion Team: Broadcasts sporting events and achievements, building community spirit through the promotion of all things sports-related, whether friendlies, tournaments or achievements; advocating for the talents and efforts of athletes. We set out to build a community where we celebrate each other’s triumphs and resilience, whether it’s in sport or in our personal journeys. Our message to fellow athletes is to remember that sport should be fun—play with the same curiosity and excitement you had as a child. Create memories to cherish as you grow older and don’t let the pressures of sport take away the joy it brings. Take a step back, embrace the moment, and go with the flow.

Exploring career pathways

From students to young professionals

The UWCSEA Careers Programme is now in its second year and we’re delighted to share the four key pillars on which it is built— Internships, Mentoring, Major Events and Company Visits. Our exciting programme guides students through a series of engagement opportunities to both introduce and actively involve them in the dynamics and goings-on of a professional work environment.

Thanks to strong support from the UWCSEA community, we’ve provided over 120 internships in over 50 companies in a range of different sectors including Finance, Health Science, Sustainability, Start-ups, Tech, and the Arts. We’ve also had a successful round of our Mentorship Initiative which boasts 1,500 dedicated professionals who act as mentors to our students. Mentors offer year-round support and guidance to students as they explore their interests and options for future careers. Through our programme we are thrilled to have been able to offer our students invaluable company visits to industry giants such as Google, Amazon Web Services, ByteDance (TikTok), VISA, and Razer, to name just a few!

Our heartfelt thanks to all our alumni, those in our current parent community and our partners who have contributed to building such a supportive network, championing our students’ exploration of their future career options. The world is their oyster!

INDUSTRY INSIGHTS TOUR

Selected Grade 10–12 students visit various organisations from different industries after school. Companies we have visited include:

• Google

• Asian Development Bank

• Visa

• Bloomberg

• Amazon Web Services

• ByteDance (TikTok)

• Razer

COMPANYVISITS

UWCSEA CAREERS PROGRAMME

WORLD OF LEARNING

A week-long career exploration in various industries for Grade 10 UWCSEA Programme East Campus students

ON-CAMPUS INTERNSHIPS

Alumni return for work experience in various school departments for a 1–2 month period

SUMMER INTERNSHIPS

INTERNSHIPS

Opportunities for Grade 10–12 students and undergraduates to work at various organisations offered by our partners

CAREERS FAIR

MAJOREVENTS

In a world where there is a growing emphasis on the value of hands-on work experience, the UWCSEA Career Programme aims to support our students and young alumni with the knowledge and understanding to navigate their career journeys after graduation.

Students speak to industry professionals and participate in panel discussions to explore career choices

CAREERS WEEK

Professionals from fields of medicine, engineering, architecture, entrepreneurship and NGOs are invited to the 2-day event to speak to Grade 10–11 mentor groups

UNIVERSITY ADVISING

Year-round lunchtime events where Alumni come to share their career pathways, university choices and National Service (NS) experiences

CONNECT

Alumni members creating opportunities on CONNECT to network and mentor fellow alumni and High School students

ALUMNI UK CHAPTER

Led by the UWCSEA Alumni UK Chapter, alumni members offer mentorship, pastoral support, resources and networking opportunities in various industry groups

Find out more about the internships first-hand!

Vivek Venkatram ’20 at Bayer

At Bayer, Vivek conducted a comprehensive policy analysis of global water issues, presented proposals to the International Affairs team, and created policy briefs. He was also involved in supporting the planning and execution of Bayer’s engagement strategies for World Water Week.

This has been a great opportunity to gain insight into the day-to-day of various areas within a multinational corporation (MNC) and to engage in real-world policy analysis.”

Izzy Ko ’22 at Autism Recovery Network

At the Autism Recovery Network, Izzy had the opportunity to refine her organisational and communications skills through interacting with children who face developmental challenges. Her internship in the company’s unique therapy service involved working with a team of skilled clinicians who adopt a holistic approach to providing innovative solutions for supporting children diagnosed with Autism Spectrum Disorder (ASD).

“UWCSEA’s internship programme plays an invaluable role in supporting our IB students by offering experiences that foster self-reflection, selfadvocacy, and informed decision-making—skills crucial for both academic success and career readiness. Through their participation, students cultivate essential soft skills, industry knowledge, and professional networks, helping to prepare them for life after UWCSEA.”

Pamela Wetzell, Head of University Advising Centre (UAC), East Campus

I am so grateful for the support we continue to receive from the UWCSEA Alumni Team after we graduate from the College. It is extremely competitive to secure internships even as an undergrad, but it’s good to know that the UWCSEA community is still here for us.”

Natasha Chiam and Andrew Lie ’02, current parents and Co-founders of The Ice Cream & Cookie Co. (ICC)

We wanted to get involved in the internship programme with students for two primary reasons:

• Students at UWCSEA are informed global citizens who are at the forefront of social issues and trends, offering fresh and youthful perspectives and insights from which companies like ICC can benefit; this allows us as alumni and mentors to learn from them as well.

• As members of the UWCSEA community, we realised the personal and professional benefits of gaining real-world work experience, particularly as students aim to distinguish themselves in the competitive college application process; We wanted to extend that invaluable opportunity to current UWCSEA students.

The Ice Cream & Cookie Co. partially sponsored ice cream cups for our Grade 12 students as a sweet welcome to the UWCSEA Alumni community!

A night of adventure at the

Singapore Zoo

Grade 2 students go camping for the first time!

Explore the wilderness on a night at the Singapore Zoological Gardens with our Grade 2 students! This exciting two-day, one-night camp gives our students the chance to connect with nature, learn more about themselves and others, and build strong bonds with their peers.

Grade 2 Zoo Camp is an important event in our Outdoor Education Programme for these young learners and prepares them for the excitement of their Grade 3 camp in the school year ahead. Together they undertake team challenges and curriculumlinked observational tasks designed to build confidence, resilience, and essential life skills.

Supported by their teachers and one another, these adventurers embraced the thrill of staying out at night without their parents. We’re so proud of our brave little explorers!

KidzWorld, with its interactive exhibits and play areas, provided additional fun and learning opportunities.

After a full day of exploration and learning, students rested in cosy sleeping quarters provided by the zoo.

A short trek to the Pavilion added an element of adventure.

At the Night Safari, students observed nocturnal animals in their natural habitats.

UWC CONGRESS 2024

Shaping a new world for education

How will UWC help to shape the future of education amidst the backdrop of rapid global change?

Taking place once every six years, the UWC International Congress 2024, was held from 29 February to 2 March 2024, in Phuket, Thailand. This event marked a significant milestone in the history of the UWC movement. As part of the 60thanniversary celebrations, this Congress played host to educational and governance leaders, partners, supporters, and representatives from the UWC global community and was the first of its kind to be held in a hybrid format.

The theme of the conference was ‘Education as a Force’, which was unpacked and explored through a series of keynote sessions, panel discussions, workshops and impact talks. Speakers and guests explored their ideas for the future of education and how UWC can work to re-align educational models and meet the ever-changing needs of our time.

My advice to young people is to listen to their hearts, it doesn’t go wrong very often. Embrace failure as a pathway to success, growth cannot happen without taking risks.”

Nadiem Makarim ’02, UWCSEA alumnus and Indonesia’s Minister of Education, Culture, Research and Technology

Turning dreams into possibilities

Among the keynote speakers was Nadiem Makarim ’02, UWCSEA alumnus and Indonesia’s Minister of Education, Culture, Research and Technology. Nadiem opened Congress in an onstage interview with Danlan Xu, a UWC Thailand student from China. The topic was ‘Education as a Force: A Timeless Mission for Complex Times’ and Nadiem addressed the need for education to adapt in the face of today’s unprecedented convergence of political, social, economic and ecological instability referred to as a state of “polycrisis”. He spoke about how collectively, we can amplify UWC’s Mission through revised educational models and innovative strategies to better prepare our students for the global challenges both now and in the future.

“My experience at UWCSEA offered me a unique perspective on leadership and prepared me for solving complex challenges at government levels. Those four years as a boarder were undoubtedly the best years of education I’ve received, fostering independence as a boarder and nurturing my social and emotional wellbeing alongside peers facing similar situations. The values instilled in me by UWCSEA led me down a path towards leading educational reform in Indonesia. Through hands-on experiences in my favourite subject, Higher IB Theatre Arts, I developed confidence, public speaking skills, collaboration and a sense of accountability.”

Follow Grade 11

UWCSEA East Scholar, Eugénia, as she shares her journey to Thailand for the UWC Congress 2024.

DAY 1

Arriving at UWC Thailand and meeting other UWC Congress go-ers

UWC Thailand did an incredible job in bringing the UWC communities together and they made us feel so welcome. It was my first time in Thailand and visiting another UWC campus! When we arrived, I sat down for a bit and reflected on the goals I wanted to achieve during the three days. After that, I got a chance to socialise with other students, we also went on a student-led tour around UWC Thailand where all of us got to mingle with each of the representatives.

I’m Eugénia, a scholar from Timor-Leste and a member of the UWCSEA community. I grew up on an island known as East Timor near Singapore. Attending the Congress was an eye-opening experience. I got to engage with UWC representatives from around the world, exchange perspectives and participate in discussions about how we can improve education to better prepare our students for future complexities. I feel honoured to be a part of this community where my voice is heard and I have the chance to represent others like me.

DAY 2

Activities with UWC students from around the world

I took part in student activities such as mindfulness sessions which involved sitting down, leaving any thoughts behind, and focusing on the moment in order to bring our inner power back. This was something significant to the culture of Thailand which I found really helpful and engaging—it’s no wonder UWC Thailand students are head over heels practising it!

We went kayaking and I was so excited that I had the chance to be in touch with nature again, the air was fresh and reminded me of home. We also had gift-exchange with one another and I’ll remember the bonds I’ve made even after the Congress. The day included a College Fair where together with other students, I presented the amazing sustainability and Service projects I’m so proud of.

Shaping a path into the future

What small steps can we as a community take to drive change?

In his closing remarks, Faith Abiodun, the Executive Director of UWC International, reflected on the diverse range of ideas and initiatives shared throughout the Congress. Faith encouraged us to dream big while reminding us of the importance of taking action. “Transformation is a journey of perseverance and unity, and there is no better way to embark on this journey than by recognising the significance of each individual's contribution to the broader success of the Movement.”

With our student changemakers, alumni worldwide, and the rest of our UWC community leading the way, we look forward to where our UWC Movement takes us in the next six years and beyond!

DAY 3

Feeling inspired about learning

I had the fantastic opportunity to meet UWCSEA alumnus and keynote speaker, Nadiem Makarim ’02 as well as Faith Abiodun, Executive Director of UWC International.

I loved it when Mr Nadiem Makarim said, “Being academically successful does not define value in the real world.” Indeed it is very true. I want my peers to know that it is okay to fall sometimes, what matters is how many times you try to get back up.

Mr Faith Abiodun also inspired me when he said, “Don’t do things for people to notice, just do good things.” He truly lives by his words. Everything he said made me reflect deeply, and that is more than enough.

At our latest Kishore Mahbubani Speaker Series session that took place on Thursday, 16 May 2024, Faith was also a featured speaker alongside Grade 11 student panellists, Deng, Harshini, Maria Clara and Besufikad. Together, they discussed ‘Education as a Force: The Future of the UWC Movement’ envisioning a future where empowered youth can drive positive change in their communities. Watch the session here:

DAY 4

Farewell to fellow attendees

All of the delegates felt the Congress had been a success in connecting with others who are motivated by the UWC Mission, in building relationships and in the productivity from the sessions and workshops. It was an excellent opportunity for others in the Movement to meet and we are looking forward to the outcome in the new strategy.

I love learning about people and their cultures. I am glad that I have built another long-lasting relationship with people from other UWCs. Deep down we all know that this is not goodbye, UWC will connect us again.

Discovering resilience in Lombok

Reflections on the

Grade 9 Mt. Rinjani expedition

By Dr Christopher Wolsko, Associate Professor of Psychology,

Oregon State University—Cascades, and Dr Michael Gassner, Outdoor Adventure Education Consultant.

At a recent Summit of the Stanford Institute for Economic Policy Research, Jensen Huang, co-founder and CEO of multinational technology company NVIDIA, was asked what advice he would give to students aspiring to be successful entrepreneurs. He discussed the high expectations that Stanford graduates have, noting that “people with very high expectations have very low resilience. And unfortunately, resilience matters in success. I don’t know how to teach it to you except for I hope suffering happens to you.” This is why, at NVIDIA, he talks openly about pain and suffering “with great glee.” He said that, “greatness comes from character,” and “character isn’t formed out of smart people, it is formed out of people who’ve suffered … I wish upon you ample doses of pain and suffering.”

By our account, the Outdoor Education pedagogy at UWCSEA is clearly synchronised with Huang’s counsel. At the end of March 2024, we accompanied a group of UWCSEA Grade 9 students on their Mt. Rinjani expedition in Lombok, Indonesia. We can attest to the fact that the trip offered a literal all-youcan-eat buffet of nasi goreng, pain, and suffering.

Of course, we’re not talking about some sort of sadistic endeavour. This was not encouraging suffering for the sake of suffering, but rather that particular variety of enjoyment and learning that comes from having to find and conquer new

… the trip offered a literal all-you-can-eat buffet of nasi goreng, pain, and suffering.”

limits within oneself, and to persevere, alone and with others, in the midst of challenging circumstances. Mountaineers and other endurance athletes know the feeling well. As Sir Edmund Hillary once remarked about his experience of climbing: “There is something about building up a comradeship that I still believe is the greatest of all feats,” and “the intense effort, the giving of everything you’ve got. It’s really a very pleasant sensation.”

Over the past several years, we’ve been studying the outcomes of Middle and High School students’ Outdoor Education experiences at UWCSEA. We have witnessed numerous ways in which these trips have improved students’ psychological wellbeing, their internalisation of profile skills and qualities, and their sense of connection with nature. While the effects of these trips on personal, social, and even academic development are multifaceted, the cultivation of grit and resilience has always been a primary aim of the

outdoor expeditions, and this year’s hike up Mt. Rinjani was a testament to that endeavour.

UWCSEA defines resilience as the ability to persevere in unfamiliar and challenging situations, with courage and confidence. Angus Lawrence, the owner of Rinjani Dawn Expeditions, our provider in Lombok, said of this trip, “I think it will be the most physically demanding activity they’ve ever undertaken.” Indeed, the ascent of the mountain required two very long days of steep hiking, carrying overnight gear, up over 2,745 vertical meters. Much of the route was on volcanic scree, turning two steps forward into one. The weather was scorching hot on the first day, with extensive travel through sun-baked grassland. Staying hydrated was challenging due to the amount of sweat. Steep sections of the trail tested some students’ fear of heights. Blisters, chafing, sunburn, aches and pains had to be managed and endured. And the overnight camp at the crater rim, while breathtakingly beautiful, was

not the Ritz, unless your idea of luxury is sleeping on the cold, hard ground in a damp tent and defecating by head torch into a shallow hole on an unfamiliar, wind-scoured ridge at the edge of an active volcano.

In the fading darkness of pre-dawn, one group of students we accompanied was nearing the summit, but they were almost completely spent. At least one student remarked that he couldn’t possibly go on any more. Suddenly, a student from the back of the group offered a clear and strong admonition, “Let’s go guys, let’s dig!” With those words, they found another gear that it didn’t seem like they had, and they were on their way to the top.

Two other students were on the final stretch of the climb when a teacher adroitly asked in a calm voice, “Are you okay?” One student shook her head sideways indicating “No, I am not okay.” This student was obviously struggling with the mental and physical challenge. But in almost the same

moment, through an expressive glance, she conveyed such a profound sense of grit and determination that it is hard to put into words. There was steel in her eyes, and onward she went. This is resilience, grit, and determination. This is the kind of character you want on your team, in your company, by your side.

Not everyone made it to the summit. For some students, the goal was reaching high camp at the crater rim, while others were uncertain how far they could push themselves. In each case though, the journey revealed an aspect of each person’s character and offered an opportunity to demonstrate resilience. Throughout it all, students did not need someone to ask them if they wanted to turn back. That is the last thing many of them wanted, and such a question would have been a disservice to their grit and integrity. Yet, it is one of the easiest questions we often ask ourselves. Wouldn’t it be more comfortable to push a little less, to rest more within the

confines of a secure and predictable life, to avoid unpleasant experiences of vulnerability? Why should we passionately engage in risk and challenge at all?

Because that is the edge where learning and innovation occur, where deeper connections, meaning and character are revealed, and where life is truly lived. Outdoor Education excels in offering curricula and environments unlike any other, engaging and illuminating the whole person—psychologically, emotionally, socially, spiritually, and physically.

A climber once interviewed by Mihaly Csikszentmihalyi, pioneer of work on the psychology of optimal experience, said that, “There is no possible reason for climbing except the climbing itself; it is a self-communication.” While we have seen all sorts of learning transfer between what happens in outdoor education and other areas of students’ lives, one deeper purpose of these trips is precisely that selfcommunication. We would go a bit further than Huang to

say that resilience is not just something you must learn in order to be successful, but that enacting resilience is the success itself. Making it to camp or to the summit may bring temporary feelings of accomplishment and pride, but the true satisfaction often comes from overcoming those limits within ourselves and experiencing a new sense of what is possible.

References

Huang, J. (2024, March). Presentation at the Stanford Institute for Economic Policy Research Summit.

Robert. (2008). Edmund Hillary, first on Everest, dies at 88. Retrieved from https://www.nytimes.com/2008/01/10/world/asia/11cnd-hillary.html?_ r=1&hp=&oref=slogin&pagewanted=all

Czikszentmihayli, M. (1990). Flow: The Psychology of Optimal Experience.

Mi Casa es Su Casa

UWCSEA’s hosting programme for boarders takes culture and connection and turns it into family

Meet Reza, an Admissions Officer, and her husband, Nat, a Sports Assistant, at UWCSEA who are familiar faces to our boarders at East Campus. They’re among the many families from both campuses who participate in an initiative started by our boarding houses to provide a home away from home for students who attend our College from around the world. With 337 students from various countries, including over 100 scholars in our East and Dover Campus boarding houses, the initiative helps our incoming scholars adjust to life in Singapore. It begins in August at the start of the school year when UWCSEA families can host a scholar for an evening dinner during their orientation. This initial event often leads to long-term friendships and offers unique opportunities for cultural exchange, which can continue during longer host stays over school breaks. During these stays, scholars immerse themselves in their hosts’ culture, bond over shared meals, and enjoy a change of scene and a reconnection with family life.

“It’s wonderful to see our scholars thrive with the supportive families in our community, sharing meals, stories and experiences. These relationships expose both host families and scholars to a cultural exchange that lays the foundation for lasting connections, many alumni fondly remember their hosts as their Singapore families.”

Andy Mullin, Houseparent, UWCSEA Dover Boarding

A UWCSEA family that just keeps growing!

Nat and I have committed to this programme for the past seven years, welcoming scholars from around the world, and we can’t express how much it’s enriched our lives and the lives of our children.

My interactions in the school and with my host families have been enriched by the vibrant culture around me. I have found genuine warmth in the laughter we share, and I have met people I consider family now.”

Seiiy Lin, Grade 11, East Campus

We feel our family has grown so much from having scholars such as Seiiy Lin, Grade 11, as well as alumni like Mohammad Abeid ’24 and Elitumaini Swai, Etsubdink Gebremariam and Sandra Ofori from the Class of 2019 and more who’ve joined us as part of their journey. It’s a privilege we cherish as a family! Our three boys and the scholars we’ve hosted have formed deep connections and bonds beyond what we could have asked for. It’s more than just opening our home to these students, we want to help them settle comfortably into their new school life in Singapore. On one occasion, a student’s father called us at 3am, just to ensure his child was doing well. Like an extended family, we support them emotionally, making sure they feel cared for and loved. Many of them love the home-cooked meals we prepare, with dishes from African, Indian and local cuisines and what they enjoy most is having a chat with Nat for hours speaking about things back home and bonding with the children. We also always make it a special tradition to meet for lunch on campus whenever possible. The most touching moments are when they call me “Mum,” or when we hear our children say to one another, “Our home is your home.”

What’s really special is how these connections often run deeper than just sharing a meal. Many of our host families share cultural backgrounds or home languages with the students, creating an atmosphere where everyone can truly be themselves. After a term of hard work, it’s a chance for these new students to catch their breath and feel supported in their journey.”

Marcel Campbell and Nick Allison, Directors of Residential Life, UWCSEA East and Dover Boarding

Welcome our new boarding students to the College for the new school year! It’s a wonderful way to help them connect with our day student families and ease their transition from life in their home countries to boarding life in Singapore. Host families with children of any age are invited to join. If you have children from Grades 8–11, it’s particularly beneficial, as our boarders will have a friendly face in their classes on the first day of school. Interested in opening your home to boarders for a home-cooked meal and some time away from the boarding house in the school year ahead? We would love to hear from you! Please get in touch with us at boardingdover@uwcsea.edu.sg or boardingeast@uwcsea.edu.sg.

GRADUATION 2024

On Saturday, 18 May, UWCSEA celebrated the Graduation of 615 students. Among the graduates were 44 scholars and 109 boarders. Congratulations to all the graduates and their families! See page 18.