I joined Wellington in Year 9, when we still had the freedom to explore a wide range of subjects. I quickly realised that I was drawn to history and the humanities, while the sciences were neither my strength nor my interest. By IGCSE, that view had only become clearer. As a child, I was fascinated by politics and public life, and global affairs were often discussed at home. Combined with my love of history, this initially led me to consider studying PPE. However, after discussions with our university counsellor and a clearer understanding of what PPE involves, I realised it was not the right fit.

Because sport has always been central to my life, I also explored Sports Management, a relatively new and specialised field. A summer internship at Decathlon was valuable precisely because it tested my assumptions and helped me recognise the difference between an idea that sounds appealing and a path that genuinely suits me. As the university application cycle approached, I decided to keep my options open and applied across several disciplines, including management, politics, international relations, and theology. My parents supported that breadth of exploration, and the school did as well.

In the midst of that uncertainty, I came to accept something important: everyone’s journey looks different, and this was mine. It may not have been the most conventional route, but it was an honest one.

Research from NACE suggests that many graduates do not ultimately work in roles directly related to their degree subject. In my own family, I have seen how unpredictable careers can be—my father, now a successful entrepreneur, studied fashion design. For me, a degree course does not define who you are, nor does it determine what you can achieve. I may not have had a single fixed destination, but I was certainly not standing still. I was building perspective, experience, and self-awareness through exploration, and those qualities will matter wherever I go next.

Throughout this process, Wellington supported me at every stage. Each time I questioned my direction and tried something new, the school provided opportunities to grow. 

The Head of College position guided me countless times and gave me a platform to experiment with different leadership styles. It also taught me how to deal with real-world issues that may prevail in professional settings, but with less harsh consequences than in society. It taught me how to plan events, book venues, haggle over prices, and coordinate multiple vendors for a single event. Beyond these practical skills, it taught me how to handle setbacks and mistakes, and how to deal with superiors and consumers. These were practical experiences that aren’t in textbooks.

Apart from that, the EPQ provided by the school also helped me greatly, but in a different way. Beyond the knowledge, the rigorous research process gave me insight into what university life may entail, as well as what a life in research and academia might look like. It gave me a skill set and an understanding of how to conduct future research projects.

One experience that shaped my thinking was the Masterclass series within the Accelerated Programme, where we met accomplished professionals from a range of industries, including parents from Wellington and other Wellington schools across China. A session led by Dr Max particularly resonated with me. He introduced the Japanese concept of ikigai: pursue what you are good at, what you love, and what society needs—ideally in that order. When I felt most uncertain about what to study, I tried to use that framework as a guide.

Serving as Head of College also taught me lessons that extended far beyond academics. 

Early in the role, I made a mistake that reminded me leadership is not simply a title; it is a daily practice of judgement and responsibility. For a time, I questioned whether I was suited to leadership at all. In the end, I chose to learn from the experience and to continue. Over time, I found a better balance: bringing energy and humour to school life, while holding myself to a higher standard and understanding the example I was expected to set. 

It was a form of learning that many people encounter later in their careers, and I feel fortunate to have developed it at school.