Knowledge isn’t just about agreement; we want to shake our students out of their intellectual comfort zone of being able to debate perspectives, and explore a real world where we often have to choose a course of action even when certainty is not achievable. We want them to unpack what counts as knowledge, and why, think critically about authority, bias, and the power of perspective.”
Paul Sharry, Head of Theory of Knowledge, East Campus
Read the article There’s a question for everything on page 28.
Amrith ’97’s
Editors: Sarah Begum, Joanne Cheong, Sinéad Collins, Sean Gerard, Hazel Ong, Lucie Snape and Ashima Thomas | Photography: Elena Bell, Joseph Tan, Jules Wainwright and members of the UWCSEA community | Design: Nandita Gupta
UWCSEA Dover is registered by the
The world our children will live in
By Nick Alchin, Head of College, UWCSEA
When I was around 11 years old, my mother arranged piano lessons after school for me. I hadn’t asked for them, and I was not a good student. I would walk slowly up the road, arrive 10 minutes late to an elderly teacher who had a habit of shutting her eyes during my lessons—more in disgust than reverie, I think, though possibly just old age. After some months, I told my mother that I wanted to give up the lessons. You’ll regret it when you are older and you’ll wish you could play, she warned me; and I was sensible enough not to disagree. Yes, I expect I shall, I said, but I won’t next week after school on Wednesday. The lessons ended, and of course, my mother was right; I have regretted that choice for decades.
Regret as a universal experience
I expect many of us have been through similar experiences. They may even be a daily staple: Fancy another drink, knowing you’ll regret it tomorrow? Just another episode on Netflix? Neglect that run, again, to lie in bed another hour? We’ve all done it.
According to some views, this is an irrational failure. We should take into account how we will feel about things in the future. This is expressed most
clearly in the ‘no regrets’ approach to life, which suggests it’s a failure not to consider the so-called ‘future self’—the self that will look back and wish we had made different choices. Philosopher Derek Parfit puts it like this [if] we … neglect our future selves [it’s] because of some failure of belief or imagination (Parfit, 1984, p. 327). And that might sound right—after all, our future self is just us, in a few hours or years, so it makes no sense to shortchange the person who we will shortly be. But it turns out, perhaps, to be more a problem of empathy than belief or imagination. Neurological studies seem to indicate, bizarrely, that we do not think of our future selves in the same way as we think of ourselves. In fact, when we think of our future selves, we literally use the same parts of our brain as when we think of strangers!
The implications of this are stark. As a parent and a teacher, it might mean that my appeals to my children and students about the future are unlikely to be effective (the 11-year-old me certainly did not care about the future-me’s regrets, even though I was only briefly 11 and have decades of regrets). And if we see our future selves as somehow ‘other’, then no wonder we don’t take them into consideration; it’s like saying do this now
so that some future stranger can benefit in years to come —hardly compelling! And it completely explains why it’s not an effective strategy to ask kids to study for distant career rewards or to avoid smoking because of health risks decades in the future. We need to find alternative ways to appeal to the present.
Considering our future selves
This problem is really one of attention. From friends and family to teachers in class, to social media giants, to emails, to advertisers, to hobbies, there are many calls for our attention; often right in our faces, insistent, and hard to ignore. But they are, as we know, often distractions, and filmmaker Wim Wenders wrote about the monopoly of the visible, which wrongly dominates our attention (Wenders, 1991). It’s interesting to see that the existential threat of our time—climate change— has largely arisen because it is so hard to pay attention to things that are decades away, even when they will dramatically affect our future selves. Alas, the decades are passing and things are now far more urgent and dangerous than they would have been, had we paid proper attention sooner.
The job of leadership is often to direct attention to the less visible. For me, the
emotive approach of attending to the type of world we want to leave for our children turns out to also be the most rational approach. As well as pointing at the future, it is anchored in the present, because our emotions about our children are very much our present reality—there is no stronger pull on us when their wellbeing is at stake. For me, this helps to ‘see the big picture’, ‘play the long game’ or ‘take the balcony view’ (as it is called in different leadership approaches) because it connects us to future generations via the present. Furthermore, this idea has a venerable history. Eighteenth-century philosopher and economist, Edmund Burke, described society as a partnership … not only between those living but [also] between those who are living, those who are dead and those who are to be born. Former US President Teddy Roosevelt also spoke of the present-day minority of humanity Environmental lawyer Edith Brown Weiss, in her book In Fairness to Future Generations (1989), recommended that the United Nations designate a ‘High Commissioner for Future Generations’. Written in modern, systems-speak language, thinking about the type of world we would want to leave for our children implies an ecosystem of care that extends not only across space to other nations,
not only across differences to a wide variety of people, but also across time to our descendants.
Learning from history and looking to the future
That doesn’t mean that anything is straightforward; certainly in terms of climate change, there are no easy answers. If there were, then we’d likely have found them already—now there are only hard choices ahead. I know some advocate for an approach that stresses the willpower to abstain from consumption as the solution—but my 11-year-old piano-playing self was fully, if unwittingly aligned with English economist Nassau William Senior, who said to abstain from the enjoyment which is in our power, or to seek distant rather than immediate results, are among the most painful exertions of the human will (Senior, 1836). We should not count on it.
The way forward here has to be an approach that makes a tight link between the present and the future. It has to involve avoiding a narrow, individualist mindset that ultimately views the world as an economic resource, no more than a means to an end. It means we need to bring our kids, our students, to places of natural beauty and wonder, and to help them
understand systems and science well enough to want to act now, not out of some sense of deferred gratification, or through gritted teeth, but out of genuine sense of connection and appreciation. It means teaching them ways to engage with people with very different ideas from them, in ways that do not push people further apart and create a polarised, fractured society. It also means developing a deep sense of empathy that goes beyond the people who are in front of us here, today, and that extends across space and time.
In practice, these forms of thinking, these habits of leisure, need to form a thread across childhood—at school and home—if they are to inform the way of being that we need as adults. It’s all our work to educate peoples, nations and cultures for peace and a sustainable future.
References
Parfit, D. (1986). Reasons and Persons. Oxford University Press. | Wenders, W. (2018). The Visible and the Invisible. The Norton Lectures on Cinema, Mahindra Humanities Center, Harvard University. | Weiss, E. B. (1989). In Fairness to Future Generations: International Law, Common Patrimony, and Intergenerational Equity. Tokyo: United Nations University Press | Senior, N. W. (1836). An Outline of the Science of Political Economy. London: W. Clowes and Sons.
Contributing to the world as CHANGEMAKERS
We know the high-quality work of excellence that is done in the school (UWCSEA), and as we are piloting something that is new, we want it to happen in an environment where we know that there are capabilities of learning from a new approach.”
Olli-Pekka Heinonen, IB Director General
The IB Director General visits UWCSEA to and the partnership behind it, is reshaping
We were honoured to welcome Olli-Pekka Heinonen, Director General of the International Baccalaureate (IB), along with members of the IBO executive team, to East Campus in March 2025.
During the visit, Head of College Nick Alchin shared how our shared mission with the IB—and the strength of partnership—can drive meaningful educational change. A highlight of the day was a dedicated session on our pilot course, IB Systems Transformation: Leadership for Change. IB Teachers Clayton Chmiel and Eivind Lodemel, together with IBDP Coordinators Andrew McCarthy and Gemma Dawson, presented how the course empowers students to explore complex systems and lead real-world change. Students from the cohort shared their projects with members of the IB team, inviting them into their thinking and showing how they’re mapping systems, identifying leverage points, and testing ideas that could shift the way we respond to challenges.
Through this innovative course, and our ongoing collaboration with the IB, UWCSEA is not only preparing students for the future; we’re equipping them with the tools, confidence and mindset to shape it.
“It’s such a unique and once-in-a-lifetime kind of opportunity in the field of learning—it’s such an innovative way of learning. The thing I love about it the most is that it helps me take my passions from my other core subjects and put them into the real world. And it’s through such a safe, supportive environment that I feel like it’s really empowering as a student to feel in control of my own learning and in control of what I can contribute to the world as a changemaker.”– Hannah, Grade 11, East Campus
Hannah, who is currently enrolled in the course, had an opportunity to interview Olli-Pekka. Read excerpts from their video interview and explore more about the UWCSEA – IB partnership in piloting this transformative course.
What role do student and teacher voices play in shaping the final version of this programme, and how can our school help refine it for the intended global rollout in 2030?
“That’s why we’re here: we’re hearing your experiences with the course. We are hearing the voices of teachers. … I would say that in a way, you’re making history with what you’re doing, because it’s not only about the IB schools, but me coming from [the] national system of Finland, I know that the questions that you are involved with and the solutions that you’re creating are the questions that all education systems in the world would like to have solutions [for]. So you contribute to the whole education community of the world.”
explore how the Systems Transformation pilot course, education
How does the IBDP and Systems Transformation prepare students for the future of work and global challenges, and what skills or mindsets does it prioritise?
“… we see that the world is more networked, more connected. And what that means is that those interconnections of a system become more important, that the valuable things actually happen between different elements of the system. For example, let’s take the loss of biodiversity or the climate change challenges or the situation with the polarisation of opinions—those are all questions that are systems challenges. There won’t be a technology that will solve them, but they are challenges that are connected to us as humans. How do we behave? How do we consume? How do we treat each other? How do we look at the world? Those are the things that become essential. … We want to create a school which is a safe environment for students to be, a place to practice those kinds of skills and then be ready for the world and be changemakers, truly making a difference in their lives.”
You have spent some time with our students in their sessions now. Are there any moments that stood out to you from your interactions with the Systems Transformation students?
“There were many of them, actually. When I was listening to you all, one of you said that being capable of doing something in a way that you don’t really know what the outcome will be. To have that capability of doing something that you are very motivated about, but also live with the uncertainty of how will it turn out when you go further in the process? That’s not a very traditional education. We often think that there is a right answer at the end. But with the work, the projects that you are doing and the teamwork that you’re doing, it is, in a way, creating something new every time, which is unique. And I was so thrilled to hear your stories about that. And I must say that I’ve been very passionate about this pilot before, but now I’m really convinced that this will be a big thing, for the future.”
Learn more about the visit and watch the full interview here:
Students from the cohort sharing their project ideas with members of the IBO executive team.
GRADUATION Congratulations and farewell, Class of 2025
Another year, another bittersweet goodbye. On Saturday, 24 May, the Class of 2025 Graduation ceremony brought everyone together to celebrate both the journey our graduating students have taken and the one that lies ahead. As we send them off into the world, we know they’ll carry the lessons, friendships, and spirit of UWCSEA with them. Congratulations to the Class of 2025—your adventure is just beginning, and we’ll be cheering you on every step of the way!
DOVER CAMPUS
343 students 25 scholars 56 countries 60 boarders
We’ve been challenged in many ways, and we’ve had to learn to grow, reflect, and take accountability. Our memories may live on in walls and places but, at the end of the day, they belong to us, and the people with whom we’ve made them. We’re not only moving forward; we’re bringing forward everything we’ve built together. No matter where we go, a part of this place goes with us.
But despite all the unknowns, there’s one thing that will always tie the 281 of us together. It’s a philosophy. The idea that we dedicate our lives to the service of others, not out of compulsion, but out of compassion. To live with purpose, guided by empathy and a shared desire to leave the world in better shape than we found it. If there’s anything a UWC education has given us, it’s direction.
Prakrit Anand ’25 Student Speaker, East Campus
As soon as you graduate, it doesn’t matter what grade you were in or even if you are East or Dover. You become part of a global family, a network of people who will enter your life in the most unexpected places. The UWC network is one of the greatest gifts you’ll ever receive, not just for jobs or opportunities, but for perspective. So don’t treat today as an ending. Treat it as a handshake.
, Guest Speaker
281 students 26 scholars
54 countries 54 boarders
Zal Dastur ’01
EAST CAMPUS
What is Graduation without its iconic farewell?
Before they step on stage to receive their certificates and walk off as UWCSEA alumni, our students get one last chance to soak up every hug, every cheer, and every tear.
At Dover Campus, the Leavers’ Assembly felt like a full-hearted goodbye—speeches that made us laugh and cry, and performances that reminded us just how much they’ve grown. The Primary School’s Leavers’ Song, a tradition that never fails to tug at the heartstrings, had everyone wiping away a tear or two. The Grand Walk around campus felt like a final hug from the community that has cheered them on all these years.
At East Campus, the Final Assembly was just as moving, with samba drums pulsing and smiles shining through the tears. Parents, staff, and friends gathered along the Grand Walk, which ended at the Plaza—a place that has held so many beginnings and now, a beautiful farewell, giving our Grade 12 students the send-off they truly deserve.
It’s a powerful reminder that while they leave to become changemakers, they’ve always had a home here, and always will.
A ruff day remedy
Meet Rico!
This three-year-old Golden Retriever, part-time therapist and full-time good boy, can be found every Wednesday at the Counselling and Wellness Centre on Dover Campus. He listens (without judgment), offers hugs (on request), and has an uncanny ability to turn a stressful day into a better one. As an official member of the Counselling Team, Rico supports students in ways that words sometimes can’t.
Whether a student’s feeling anxious or unsure where they fit in, Rico helps shift the focus. Suddenly, they’re smiling, opening up, or connecting with someone new. He’s this walking icebreaker.”
Ben Hill, School Counsellor, Counselling and Wellness Department
A lesson in acceptance and belonging
Walking into the Counselling and Wellness Centre can feel intimidating, but when you notice Rico trotting over, ears perked and tail thumping against the floor, suddenly everything feels a little lighter. Stroking his soft fur or sitting beside him releases oxytocin, the “love hormone”, which naturally calms the body and mind.
“He’s like a pattern interrupt,” says Counsellor Ben Hill. “Whether a student is feeling anxious or unsure where they fit in, Rico helps shift the focus. Suddenly, they’re smiling, opening up, or connecting with someone new. He’s this walking icebreaker.”
Rico’s magic isn’t just one-on-one. He creates quiet bridges between students who feel nervous in groups, and even those who carry fears as personal as a fear of dogs.
Take Sia, now in Grade 2:
“When I was little, a dog jumped on me and scared me, so I thought all dogs were dangerous. I was too afraid to go near them. But in Grade 1, Mr Hill introduced me to Rico. He was calm and friendly, and I slowly built the confidence to stroke him. Soon, I even let him lick me! Now, I’m not afraid anymore—and I really want a puppy of my own. Thank you, Rico and Mr Hill, for helping me.”
One of the best things about Rico is that he teaches by example. His presence isn’t just comforting—it models respect and empathy. Students learn that not every interaction is about them; Rico has his own moods and needs, just like people. Some days he’s playful, others he needs space. The Counselling Team is intentional about making every interaction a choice for both students and Rico. In learning to connect with him, students learn how to connect with each other.
At UWCSEA, belonging isn’t just an idea—it’s lived every day. Rico shows how something small and thoughtful can make a big difference. Just by being himself, he brings people together, lifts spirits, and reminds students they’re not alone. Sometimes, all it takes is a wagging tail, a gentle nudge, and a welltimed goofy grin to say: you belong here.
Rico gets comfortable with students visiting the Counselling and Wellness Centre on Dover Campus.
A SHOW LIKE NO OTHER
East Campus Dragons Circus Show and the art of coming together
Step right up, take your seat, and prepare to be mesmerised by the dazzling acts of UWCSEA’s very own East Dragons Circus Show! In November 2024, the Main Hall transformed into something a little more striped—a green-and-white big top bursting with lights and an electric atmosphere. With over 70 ringmasters, acrobats, clowns, and characters from Grades 6 to 12, this Circus Show tumbled, twirled and tightroped its way into the hearts of a packed audience.
The magic continued as the cast returned just before the Term 2 break , performing again for Primary School students. This time, the young audience stepped into the tent, wideeyed and curious, taking in all the colour, chaos, and charm. Beyond the noise and excitement, each act celebrated connection, creativity, and the values of Service, resonating with the audience and setting the show apart through its international collaboration.
Old friends, new acts and a long-standing partnership
From knife juggling and fire twirling to giraffe unicycles, aerial silks and a life-sized elephant puppet (a star from past Dover Campus Drama productions), this year’s East Dragons Circus had it all. Organised by students in the Circus activity group, the show incorporated elements from across the College, including support from the gymnastics, drama, dance and music departments.
Adding a special dimension to the performance were 12 young performers from Blue Dragon Children’s Foundation—a longtime Global Concerns (GC) partner of UWCSEA in Vietnam. Side-by-side, the Blue Dragon GC and Circus Club, teamed up with Middle and High School students to choreograph, rehearse and co-create the performance.
This Service partnership has grown over the years through events like CultuRama, UWC’s Got Talent, and previous circus shows, making their return to East Campus feel like a homecoming. Since the inception of East Campus in 2010, the Circus Club has continued to grow, bringing together students from across disciplines and passions to collaborate, create and perform as one dynamic ensemble under our very own Big Top.
Kim Miller, Asia Pacific Partnerships Lead at Blue Dragon, shared that performing in Singapore was a meaningful opportunity for the children of families and communities, many of whom had experienced trauma after Typhoon Yagi: “They turned that pain into something creative. They choreographed their performance, wrote the rap song, and supported each other as they overcame personal challenges. Their confidence grew tremendously, and they learned to ask for help and appreciate the dedication of the other student performers.”
Students also shared their experiences of the show:
Working with students from other sections and the Blue Dragon performers made everything better. Their performance was beautiful and inspiring. Just watching it got me more excited to be part of the event.”
Freya, Grade 7, East Campus
Fellow cast member and Grade 7 student, Sophia, also shared that, “It was really fun getting to work with different people from around the school. We encouraged each other, made new friends, and learned so much together.” Grade 2 student, Edie, shared, “I really felt happy and excited. It made me want to be part of the circus” after having experienced the full show.
I saw how hard the other students rehearsed and how many years it must’ve taken them to learn their skills. It makes me want to practise even more so I can be better too.”
Manh, Blue Dragon Children’s Foundation performer
For students, staff, and performers alike, the experience served as a reminder that the arts can bridge backgrounds, build communities, and spark change. The shows have raised over S$10,000 for Blue Dragon Children’s Foundation, supporting creative outreach for street children and young people rescued from trafficking in Vietnam.
This joyful circus with a profound mission transforms entertainment into an act of Service. Every laugh and cheer contributes to rescuing and empowering children. It’s a reminder that Arts and Service are not separate—together, they create lasting change.”
Videep, High School student and Blue Dragon GC leader
Whether soaring through the air or sharing a quiet moment backstage, each person walked away with more than they arrived with:: a deeper connection to themselves, to each other, and to the UWC Mission that brought them together.
Don’t miss the magic as the Circus Show returns in the new school year in November 2025, so stay tuned!
Say it your way
Student HLP-ers are helping peers learn, share, and shine— in the languages that feel most like home
A little ‘help’ goes a long way, especially when it’s in your home language! Across both East and Dover campuses, students in Grades 11 and 12 volunteer their time to support peers in learning and celebrating their home languages through the HLP-ers Service. These student helpers work closely with experienced language teachers from the Home Languages Programme (HLP), blending technical language instruction with personal connection. The programme offers a unique space where students not only develop language skills but also share culture, hobbies, and stories, making learning both meaningful and enjoyable. For these HLP-ers, it’s about more than teaching; it’s about connecting with others and creating an environment where everyone feels understood and included simply by speaking their own language.
Teaching is personal Yuki, Grade 11, Dover Campus
For Yuki, the HLP-ers Service isn’t just about teaching a language, it’s about creating a space where students feel comfortable and valued as they learn. “I’ve always loved teaching,” Yuki says. “From helping my sister learn to read the clock to supporting friends with homework, it’s just something I enjoy.” But for Yuki, the deeper reason for joining HLP-ers was the magic of language itself.
After moving between more than six schools, I found that speaking Japanese helped me build incredible connections. Nothing beats the look on someone’s face when they realise you share a home language. That’s the experience I want to share with younger students.”
At school, where English is often the main language everyone gravitates towards, Yuki finds comfort in speaking Japanese with close friends. This daily ritual becomes a small escape from routine, a chance to relax and be himself. Using slang and expressions that don’t translate into English, speaking Japanese after class feels like a familiar refuge, just like the language he uses with his family at home.
Primary School student in a HLP Hindi class.
East Campus students learning with the support of a student HLP-er during Japanese class.
Connecting through culture and language
Jessi, Grade 11, Dover Campus
Jessi joined the HLP-ers Service because it connects deeply with her culture and personal experience.
I was excited to support students working on their home language alongside English—it felt like a meaningful way to help create a more inclusive environment. It’s about creating a space to connect through language in a very international school.”
She enjoys the balance between formal language learning and personal connection. “Working alongside language teachers, I try to bring warmth, sharing hobbies like reading or chatting in Spanish. Those moments show real progress, not just in language but in friendship.”
Speaking Spanish at school gives Jessi a comforting way to express herself fully, creating a space where she feels both at ease and proud of her cultural identity. She believes the HLP-ers Service plays a vital role in making UWCSEA more inclusive, as sharing language alongside culture helps new students feel a stronger sense of belonging.
Nami, Grade 12, East Campus
Outside the classroom, Nami sees herself as an engaged and genuine learner, something she brings fully to her role as a HLP-er supporting younger fellow Japanese students. “Being half-Japanese, this activity allowed me to connect with my identity and support younger learners in a language I care about deeply.”
She reflects on how the experience offered a chance to both teach and learn: “When I enjoy something, I commit to it fully, and I truly enjoyed the opportunity to contribute meaningfully and demonstrate leadership.”
Over time, Nami developed a strong understanding of how her students learn. “Some were outgoing and lively, others quiet and focused. I found that using games and friendly competition helped engage both groups.”
In the final lesson she led, she designed a fast-paced activity that encouraged active learning through play. She also applied a teaching technique she’d picked up from her own teacher: using an ‘exit ticket’ to help students consolidate what they learned and stay engaged.
I believe my involvement in HLP-ers shows both my enjoyment and commitment to learning and leadership, as well as my willingness to innovate in and beyond the classroom.”
For HLP-ers like Yuki, Jessi, and Nami, it’s not just about guiding others, but walking alongside them. As they show that language is a two-way street, they’re also paving the way, reminding the next wave of HLP-ers that while our languages may differ, connection is always possible. By sharing the parts of their language that feel like home, they open the door for others to find that feeling too.
Jessi and her fellow student HLP-ers at a meeting with Dover Campus’ Head of Multilingualism K–12 and First Languages, Pilar Jimenez.
A seat at the table
Student voices are transforming what’s on the menu and why it matters
At UWCSEA, where cultures, beliefs and backgrounds intersect daily, food plays a central role in shaping how students feel seen, connected and at home. As the College transitions to a new food service provider, Smorgasbord, students have been leading conversations that go beyond what’s on the plate. They’re advocating for a food culture that nourishes not just the body, but the community, bringing forward ideas rooted in wellbeing, sustainability and cultural understanding.
“Students have long collaborated with the Facilities and Operations Team to improve food services, and the transition to Smorgasbord was no exception. They were excited about the change and connected curriculum projects to the real-world shift, conducting market research, gathering feedback across grades, and sharing insights directly with the new vendor.” – Kelly Low, Project Manager for Facilities and Operations Team.
Here’s a closer look at how four students—Tim, Dheer, Vedant, and Fionn —have taken part in shaping the future of food at the College.
TIM Grade 9, Dover Campus
“In a school setting, a ‘food community’ represents more than just shared meals; it’s a space where nutrition, culture, sustainability, and student voice intersect.”
A long-time advocate for student voice through his five years on Student Council, Tim saw this project as a meaningful next step. His involvement began with early-stage discussions around concerns such as quality, accessibility, and sustainability. Over the weeks, he facilitated conversations, sometimes literally over lunch and helped shape respectful, constructive dialogue between students and the food provider.
One memorable moment stood out: “When Kelvin, the Head Chef, highlighted a point raised by my team, that was a turning point. It felt like my voice mattered.” The experience has sharpened his leadership and diplomacy skills and deepened his belief in collaborative change.
VEDANT Grade 10, East Campus
“We collaborated in groups to brainstorm ideas and discuss the best outcomes for us as students to contribute.”
For Vedant, nutrition isn’t just a side note, it’s foundational. “It has a great effect on your health and also your mood, which can change the way people approach things.” His group focused on this aspect for their Critical Perspectives project, working on practical changes, like reducing long queues and improving layout. He valued working closely with Kelly: “She listened to what students were saying, and that partnership made students feel like active participants rather than passive consumers. It shows that change is possible when you take action.”
DHEER Grade 10, East Campus
“As part of a team project in Critical Perspectives, I used Systems Thinking to explore how small changes in food service could have ripple effects on wellbeing, logistics, and social connection. It helped me understand how different parts of the canteen are connected—and how changing one element can influence the whole.”
Instead of relying on surveys, Dheer and his team opted for in-person interviews to gather more meaningful insights. “I was surprised by the overall dissatisfaction— no one rated the canteen five stars,” he reflected. One moment that stood out to him was learning from Chinese students who felt their cuisine wasn’t authentically represented. “It opened my eyes to how food is about more than taste—it’s about identity, belonging, and culture.”
FIONN Grade 10, East Campus
“We had a responsibility to improve the food for everyone at school, and that motivated me even more. I like helping others, and with our Critical Perspectives project, this felt like one of the best ways I could do that.”
Fionn joined the focus group because he saw food as a thread that ties the community together. “Lunchtimes are one of the key ways we centre ourselves at school, and this was one of the best ways I could help others.” His motivation wasn’t just about food—it was about building something better for everyone.
A student focus group exchanging their ideas with Head Chef, Kelvin.
SPOTLIGHT ON …
INCREDIBLE EDIBLES
In the Edible Garden on Dover Campus, students are growing more than just food. With their hands in the soil each week, the Incredible Edibles Service group tends a thriving garden that has become a space for learning, experimenting, and caring for the environment, for others, and for the future. From reviving the Primary School garden to experimenting with climate-adapted tomatoes, composting, planting, harvesting and adapting to the seasons, they’re finding small, tangible ways to live out the UWCSEA Mission—one seed, and one shared effort at a time.
CHALLENGE ACCEPTED
For these UWCSEA staff, growth lives just beyond the comfort zone
You might not guess it from their day job titles, but off campus, these UWCSEA staff bring a spirit of adventure to everything they do—running ultra-marathons, tackling physical challenges, climbing mountains, and accomplishing exceptional feats that showcase what’s possible with resilience.
I just told myself to take ten more steps, and when that was too much, I told myself four more steps. I just kept counting four steps over and over again.”
ANGELA ERICKSON Head of Libraries, Dover Campus Angela was inspired by the documentary ‘Cholitas’ about five indigenous Bolivian women who climbed Mount Aconcagua in Argentina. She decided to model the behaviour that she teaches her students: that they can do hard things. So, she set her sights on climbing the 6961-metre mountain herself.
She started training hard. For months, Angela attended Dover Campus fitness classes, walked up Bukit Timah hill every weekend, and climbed staircases of neighbourhood blocks with a backpack full of books. She summited both Kota Kinabalu and Mount Kilimanjaro in preparation for the challenge. All along the way, fellow teachers and members of the UWCSEA community walked, exercised, hiked, trekked and climbed alongside her. One teacher even cooked her food.
During the climb, Angela faced many moments when she wanted to turn back—it was the coldest and most tired she’d ever felt.
“I just told myself to take ten more steps, and when that was too much, I told myself four more steps. I just kept counting four steps over and over again,” she said.
On Saturday, 11 January, when her all-woman team became the first in their cohort to summit Aconcagua, Angela was flooded with emotion. For her, the accomplishment would not have been possible without the support of the UWCSEA community. Speaking to students at a Grade 10 Assembly, she emphasised that she did a hard thing, and the same people who cared about and supported her are the same people who care about and support them. So, they can do hard things too.
VICKI HILL Teacher of Physical Education and Sports Science, Dover Campus
Vicki Hill is a teacher, coach, athlete and Ironman. She is not only a source of motivation and admiration for her students, but also an inspiration for the whole school and the wider Ironman community. Competing in an event that includes a 3.8km swim, a 180km bike ride, and a full marathon of 42.2km is mind-boggling for most. For Vicki, transitioning to the full Ironman was a natural progression from competing in marathons and shorter-distance triathlons. It required months of preparation—early mornings, long training hours, all while working in a full-time role at Dover Campus.
She has since completed 13 Ironman competitions. Vicki serves as an incredible role model for her students, illustrating the core values UWCSEA strives to instil. They see the power of hard work, perseverance and courage to push boundaries. During her lessons, Vicki leads by example, teaching resilience, goal-setting, and the importance of physical and mental health. Her message is clear: no matter where you start, with discipline, consistent effort, and self-belief, you can achieve things you once thought were not possible.
Our mission for Activities is for our students to ‘explore new interests, develop their strengths and pursue their passions.”
No matter where you start, with discipline, consistent effort, and self-belief, you can achieve things you once thought were not possible.”
IAN DEETH Head of Primary School Activities, East Campus
Keeping fit and challenging himself have always been staples in Ian’s life. When Hyrox came to Singapore in 2023, it provided a new platform for Ian to challenge himself. The gruelling indoor race requires eight repetitions of running for 1km, and completing a functional fitness station. Each race has its own challenges, and as fatigue accumulates, the final 100 metres of lunges and 100 wall balls become a test of endurance and character. It was this unique blend of exercises that attracted Ian, and after his first Hyrox, he set his sights on training for more.
Ian has now taken part in 11 Hyrox races as an individual, with a partner and as part of a team. His aim has always been the same: to try to push himself to run the best possible race he is capable of running on the day. Finishing position has never been a focus for him; despite that, Ian has podiumed in every race for his age group and won three outright.
“Our mission for Activities is for our students to ‘explore new interests, develop their strengths and pursue their passions.” Hyrox was a new experience for Ian, which he enjoyed and decided to train for. It’s now his passion, and his way of embodying some of the goal-setting principles he teaches his students.
FRAMES AND FACES
A creative journey between Visual Arts and Theatre with Artist-in-
Residence Damián Siqueiros
What happens when you bring together a classic play about life’s fleeting beauty, a group of young artists, and an internationally recognised photographer? At East Campus, this creative collaboration blurred the lines between visual art and performance, resulting in something truly memorable.
In the lead-up to this year’s Grade 11 production of ‘Our Town’ by Thornton Wilder, Theatre and Visual Arts students took part in a special Artist-in-Residence (AIR) programme with Canadian photographer Damián Siqueiros. Known for his multidisciplinary approach spanning artistic direction, set design, make-up, and fashion, Damián guided students over four immersive days in January to explore how the play’s themes of time, connection, and the rituals of daily life could be expressed through both image and movement.
‘Our Town’ invites its audience to pause and take notice of the ordinary: a shared breakfast, a walk home from school, a wedding, a goodbye. Inspired by this, students worked in pairs and small groups to build visual narratives that echoed the play’s mood and message. Theatre students reimagined their characters for a still image, adapting performance techniques such as posture, gesture, and facial expression to suit the camera. Visual Arts students took on the role of directors, guiding their peers from composing to crafting each frame.
A key part of Damián’s practice is what he calls ‘Art for Impact’—an approach that sees art not just as self-expression, but as a way to question, reflect on, and respond to the world. In his workshops, students explored how photography and performance can be used to engage with themes like justice,
Working with Damián shaped how I approached lighting design for ‘Our Town’. His guidance on creating strong portraits and visuals inspired me to think more deeply about how to craft the world of the play.”
Tanay, Grade 11, IB Theatre student
identity, and environmental responsibility. Rather than focusing solely on technique, they were encouraged to think deeply about what images communicate and what they might challenge.
Throughout the process, students stepped beyond the familiar, exploring mood, texture, and symbolism to discover how a photograph can capture the same emotional depth as a moment on stage. They developed fresh ways of approaching creative challenges: How do you photograph the passing of time? What does connection look like in a single frame?
As Theatre students took to the stage with a new understanding of how to frame scenes and convey meaning, the Visual Arts students showcased their photographs just outside the theatre, offering a thoughtful and visually layered
introduction to the world of the play. Subtle yet powerful, the images reflected the same intention, emotion, and storytelling found in the performance, showing the parallels of how the two art forms shaped and strengthened one another.
At UWCSEA, programmes like this are designed to stretch the imagination and encourage bold, interdisciplinary learning. Collaborating with professional artists such as Damián pushes students to go deeper, think creatively, and approach collaboration from new angles. The outcome speaks for itself: a thoughtful performance and a striking collection of images that revealed just how far creative learning can go when students are given the space to explore and the support to grow.
Having Damián’s perspective on how to bring our own vision to life was incredibly valuable. It was amazing to see how he helped us create striking artworks using just a simple studio setting.”
Magdalena, Grade 11, IB Visual Arts student
DOVER CAMPUS
A WORLD IN A POD
Imagine hacking through a rainforest, frolicking in the ocean or sliding across polar ice—all in a single afternoon. For Grade 1 students, make-believe becomes reality as they transform their learning pod, the space that connects their classrooms, into an immersive environment for exploring Science and Humanities units like Animal Habitats. Through imaginative play and inquiry-based activities, students deepen their understanding of ecosystems.
Investigation
As part of a research project, each teacher gave their students art materials and invited them to build an animal habitat. This hands-on approach prompted students to ask questions about what plants and animals live in their chosen habitat, what they need to survive and possible threats they face. Students had access to books and digital resources to research and check facts.
Creation
Students were given dedicated time to draw, cut, mould, glue and tape their ocean, rainforest, mangrove and polar scenes together, piece by piece, eventually moving their creations beyond the classroom and into the shared pod. As they progressed through the unit of study, the grade slowly grew their dioramas, with each class contributing to the scenes.
Collaboration
Working together in a tactile way, and in a shared space, has the benefits of building teamwork, collaboration and communication skills. It enables students to socialise with others in their Grade who aren’t in their class, as projects spark conversation, discovery and an exploration of personal interests.
Innovation
Primary School incorporates pod-based activities into their curricula through a range of units of study such as ‘Power of Performance,’ ‘Taking Care of Me, ’ and ‘Communities.’ Learning can include activities such as drama performances on a small stage, investigating the nature of light using torches, role-playing real-world scenarios like a medical clinic and more.
More than metrics
Exploring how data helps us see the full picture of student wellbeing—so we can act on what matters most
By Theo Sweeting, Head of High School Personal and Social Education, East Campus
We often think of wellbeing as something we feel—but what if it’s also something we can notice, understand and support more intentionally? At UWCSEA, we use data to help us recognise patterns, ask better questions and respond to what students need. Guided by the ‘self-determination theory’, our approach focuses on the conditions that help young people thrive: feeling connected, capable and in control. While data may not stir the soul, it quietly powers the ways we pay attention to what matters most.
On East Campus, we’ve spent the past five years developing tools to better understand student wellbeing. Our live wellbeing dashboard provides real-time insights, giving mentors a clear view of where students are doing well and where additional support may be needed. This allows for timely, meaningful check-ins—whether to celebrate progress or respond to emerging challenges—ensuring each student receives the attention they need. By doing so, we can celebrate the strengths of our entire cohort while identifying areas for strategic development based on what we learn.
This data is drawn from our in-house wellbeing survey, which asks students to regularly reflect on their experiences. Because wellbeing can’t be captured by a single score, the survey explores how engaged they feel in their learning, how connected they are to others, and how well they manage their emotions, giving us a deeper understanding of each student’s overall wellbeing. After several trials, we’ve expanded this survey to cover Grades 5 to 12, to be taken at developmentally appropriate intervals to ensure it remains relevant for each age group. To get a fuller picture, we also partner with an external provider for an annual survey that dives deeper into wellbeing. This gives us both hard data and insights directly from students, allowing us to see patterns across different groups. With all of this, we can make sure that our approach is not only evidence-based but also shaped by the voices of our students. This focus on how students feel reflects a growing global shift: that wellbeing is a key indicator of school quality. The IB now includes student wellbeing in its performance measures, affirming what we’ve long believed: how students feel matters just as much as what they achieve. Using the insights from our dashboard, we’ve been able to make meaningful improvements to student life. These have already shaped several key initiatives, including:
• Designing mentoring spaces that cultivate meaningful student-teacher connections
• Updating our PSE curriculum to respond to current wellbeing trends
• Supporting student-led wellbeing projects that ensure their voices influence our approach
One way we’ve acted on this data is by creating digital-free zones on campus, giving students a space to reconnect with themselves and their peers without their devices. The second student-designed no-phone pod is almost finished, with more student-led projects coming soon.
A focus on relationships
Wellbeing data reveals what students might not always say aloud. It gives mentors and teachers the chance to check in, offer support, and build the trust that strengthens their relationships. When they feel connected, they’re more likely to take risks, ask for help, and feel they belong both here and beyond the College.
Heads of Grade meeting to discuss about the data from the surveys.
Listening between the lines
How UWCSEA’s Tuning in to Kids and Teens programme is helping families understand emotions and grow closer
By Chris Kearns and Cindy Tisdall-McPhee, Heads of UWCSEA Counselling
Navigating emotional ups and downs can be challenging for both children and parents. For the UWCSEA Counselling Team, supporting families is a vital part of how we nurture student wellbeing, and that includes helping parents better understand and respond to their children’s emotions. That’s why we’ve introduced the ‘Tuning in to Kids’ and ‘Tuning in to Teens’ programmes: each a thoughtful, six-session series that helps parents and caregivers build deeper emotional connections with their children, especially during the oftencomplex adolescent years.
Originally developed by the University of Melbourne, this evidence-based programme is grounded in decades of research in child development and psychology. It teaches parents to become skilled ‘emotion coaches’, noticing and naming their child’s feelings, showing empathy, and creating the space for emotional regulation before addressing behaviours or solutions.
We also drew on research from the Organisation for Economic Co-operation and Development (OECD)’s ‘Why Parenting Matters for Children in the 21st Century’, which shows that warm, emotionally attuned parenting not only strengthens relationships but also supports long-term outcomes in wellbeing, academics, and health. Why is this important? Emotions are central to how children experience and make sense of the world around them. When parents respond with patience and understanding, they help their children develop emotional skills, whether it’s managing peer pressure, resolving conflicts, or creating stronger friendships and wellbeing.
The programmes unfolds over weekly sessions, giving parents time to learn at their own pace, reflect on what’s working (and what’s not), and openly share their highs and lows.
This shared journey creates a supportive community where parents connect over common challenges and offer each other encouragement and understanding.
Each of the six sessions follows a similar format with key teaching points, small group sharing, collaborative practice, and in-between-session activities for practice and reflection. Throughout the week, parents are encouraged to practise the steps of emotion coaching, reflect on their progress and share with small groups to consolidate learning. The last session is a review and celebration, with consideration of what may get in the way of continuing their emotion coaching journey and making a plan to overcome possible obstacles.
Feedback from participants is consistently and overwhelmingly positive. The small groups formed during the course nurture a supportive community where people exchange tips and experiences even after the programme ends. Parents also update one another on improvements in their ability to model emotional intelligence, label and identify emotions, and apply the five steps of ‘Emotion Coaching’. These skills have proven valuable not only in interactions with their children but also across other personal relationships. Many participating families have highlighted the programmes as exceptionally valuable experiences and resources that have brought the community closer together and truly sets UWCSEA apart from other international schools.
As we continue to develop the programmes, we look forward to sharing more tips to support parents in navigating their children’s formative years, helping families deepen trust and connection, improve communication, and grow closer.
Explore our Counselling and Wellbeing resources here:
Parents attendees of a session led by the Heads of Counselling.
Exploring Thailand where nature nurtures character
Throughout this school year, more than 500 UWCSEA Grade 8 students embarked on life-changing expeditions across the stunning landscapes of Khao Yai, Thailand. Over six days, they trekked 10 kilometres through dense jungles, paddled down the rapids of the Nakhon Nayok River, mastered Thai bushcraft, and cooked under chilly, starlit skies. Every challenge took them beyond their comfort zones—and brought them closer together as a cohort.
It was more than nature; these experiences guided students toward self-discovery, preparing them as they begin their High School journey in Grade 9 and for challenges beyond the classroom.
Outdoor Education specialist Jeremy Tong led a session on river safety, teaching students how to tie knots and throw ropes to assist someone in distress while navigating the river.
With paddles in hand and life jackets securely fastened, students embraced the thrill of kayaking on both a calm lake and through river rapids. They learned to steer, balance, and work together as a team, all while taking in the serene beauty of the surrounding landscape.
In the forests of Khao Yai National Park, students teamed up to tackle a series of outdoor challenges. As they navigated trails, solved problems, and immersed themselves in the beauty of nature, they discovered the importance of trust, perseverance, and collaboration.
Students learned to prepare classic Thai dishes using fresh, local ingredients. As they chopped, stirred, and tasted their creations, they not only sharpened their cooking skills but also developed a deeper appreciation for Thai culture and the art of flavourful cooking.
From pitching tents to starting campfires, students tackled each challenge with determination, gaining strength, confidence, and a stronger connection to their peers and the world around them.
A visit to a Wat (Buddhist temple) allowed them to learn about local customs, religious practices, and the rich cultural heritage of Thailand.
There’s a question for everything
Explore TOK, the IB’s most intriguing subject
What do we do with what we know?
It sounds like a simple question, but in Theory of Knowledge (TOK) at UWCSEA, it opens up unexpected conversations. Students challenge everyday assumptions and dig into what it really means to create, share, and make sense of knowledge.
Exploring knowledge through different lenses
The Grade 11–12 course begins with students examining the relationship between the Knower and Knowledge, reflecting on how their own perspectives shape understanding. From there, they engage with a range of optional themes: Language, Politics, Technology, Religion, and Indigenous Societies. Each theme opens up compelling questions: Who controls knowledge? Can AI truly know? How do beliefs shape truth? These explorations invite students to view knowledge from new angles and consider their place in a complex, interconnected world.
TOK is taught by teachers from across subject backgrounds such as
Maths, Languages, History, Human Sciences and more, bringing a range of perspectives into the classroom. While the course follows a shared structure, each teacher draws on their subject expertise to adapt lessons and make them relevant and engaging.
In a TOK classroom, knowledge isn’t just about agreement; we want to shake our students out of their intellectual comfort zone of being able to debate perspectives, and explore a real world where we often have to choose a course of action even when certainty is not achievable. We want them to unpack what counts as knowledge and why, think critically about authority, bias, and the power of perspective.”
Paul Sharry, Head of TOK, East Campus
TOK in action: the exhibition, the essay and the unexpected
Blending weekly classes with three dedicated ‘TOK Focus Days,’ students spend an entire day exploring the complexities of knowledge and its real-world implications. It also doesn’t end with a traditional exam. Instead, students are assessed through two components in which they apply their learning in thoughtful and creative ways.
• The exhibition: Students select three objects and use them to explore a knowledge question. These could be everyday items with hidden significance or historical artefacts that reveal something deeper about how knowledge is constructed.
• The essay : Students tackle big and unique questions like Does acquiring knowledge destroy our sense of wonder?—encouraging them to wrestle with multiple perspectives.
Some of the most successful exhibitions were rooted in students’ personal experiences, weaving in heirlooms,
artefacts, or memories from cultural trips into their projects, and turning these showcases into a deeply reflective and meaningful experience for them and their peers, while offering a window into their identities and values. Such learning experiences open up opportunities for them to celebrate the richness of their lived experiences, which connect back to the UWCSEA ethos of experiential learning and valuing diversity.
When approaching her exhibition prompt: How might the context in which knowledge is presented influence whether it is accepted or rejected?, East Campus Grade 11 student, Sama shared, “I’ve learned to unpack the complex relationship between personal and shared knowledge. An idea that’s rejected by some due to cultural beliefs or emotional discomfort, might still hold value for others on a personal level. It’s a reminder that knowledge, especially when it relates to emotions or technology, isn’t always understood in the same way. Cultural and emotional contexts shape how we
interpret, accept, or even resist what we know.”
This reflective learning often sparks curiosity beyond the exhibition itself. Students begin to question the sources of knowledge they encounter in subjects like history, economics, and even current affairs. Teachers often notice a visible shift in the classroom when students start connecting ideas across disciplines. “You can actually see the ‘aha!’ moment when they realise TOK isn’t just another subject,” says Claire Nortcliff, Spanish and TOK teacher. “It’s the lens through which they can make sense of all their learning.”
Dover Campus Grade 12 student, Vaibhavi, shared how TOK encouraged her to think critically about power dynamics in knowledge creation—how some ideas are accepted as fact while others are dismissed as mere opinion. Even in scientific disciplines, students start to ask deeper questions. Min-ghi Son, also Grade 12, reflected on how TOK helped him consider not just what a theory explains, but why we trust it,
and whether the conclusions drawn are truly justified.
A mindset, not a subject
Many alumni describe TOK as one of the most enduring parts of their IB journey. For Yi Sheng Yuan ’19 and Kiera Roisin Graham ’23, it meant learning to question assumptions, recognise bias, and think more critically and reflectively. For those in creative fields, TOK adds a philosophical and cultural lens that deepens their work and supports thoughtful, ethical choices grounded in context and perspective. The true value of TOK often reveals itself over time. Students leave not just more analytical, but also more attuned to the complexity and responsibility of knowing. They learn to navigate uncertainty with curiosity, where questions are just as important as answers. Long after the course ends, TOK continues to echo: what do we truly know, and what will we question next?
A TOK exhibition in the Dover Campus High School library.
FIRST NOTES TO FINAL CHORDS
SEASAC Music Festival
SEASAC Music Festival 2025 brought young musicians from across Southeast Asia to East Campus over three days in March. 75 students from East and Dover campuses joined peers from Australian International School, Stamford American International School, Canadian International School of Hong Kong, Saigon South International School in Vietnam, and International School Yangon in Myanmar.
Guided by visiting conductors Akiko Otao, Chee-Hang See, Dan Z’berg, and music teachers from each school, student performers bonded over their shared language of music, exchanging tips and supporting each other during rehearsals.
The Gala Concert wrapped up the festival on a high note, with every ensemble filling the East Campus Auditorium, not for awards or rankings, but to share their joy in creating music together. Moments like these remind us how music can connect across borders, backgrounds, and beats to create something truly special!
With open minds and a genuine desire to understand the experiences of others, Grade 8 students at Dover Campus got their thinking hats on in an Inclusive Design project that challenged them to merge empathy with innovation. Their goal? To design practical tools that support individuals with physical or visual impairments in everyday life.
To deepen their understanding of the challenges faced by individuals with different abilities, students explored a range of perspectives by experiencing limited vision or mobility first-hand. This practical experience informed their designs, leading to thoughtful, usercentred solutions.
Using professional 3D modelling software, Fusion 360, many students embraced digital product design for the first time. Rising to the challenge, they crafted, printed, and tested prototypes, refining their ideas through hands-on problem-solving and creative thinking. This project served two purposes: to support their growing skills and offer valuable feedback to improve their designs further.
Thinking differently, designing thoughtfully
Grade 8 students take on real-world design challenges to shape a more accessible world
As part of peer assessment, students evaluated their work by balancing originality with functionality, recognising the importance of both. Through a showcase of posters and presentations, students shared their projects and gathered peer feedback, gaining insights into their own work and that of their classmates. In the process, they also developed the valuable skill of giving and receiving constructive criticism.
At the final exhibition, students showcased their creations and explained how their designs could empower users. Standout ideas combined aesthetics with practicality, illustrating how inclusive design can address the specific needs of people with disabilities while also improving everyday experiences for a broader range of users. These designs highlighted not only creativity but also a sincere commitment to making a meaningful difference. They reflected the project’s central theme: that thoughtful, accessible design begins by recognising the barriers faced by individuals with different abilities—and,
in doing so, creates solutions that are more usable and equitable for all.
To explore the Inclusive Design project in more depth, read the full story and visit the dedicated project website via the QR code. The story provides an overview of the objectives, highlights some standout student work, and includes reflections from the students themselves. The website goes further, offering a behind-the-scenes look at the design process, including the tools and techniques used throughout the project.
This project is a powerful example of UWCSEA’s commitment to global citizenship and inclusion, encouraging students to recognise and work towards thoughtful design that can help build a more accessible and equitable world for everyone.
Explore the Inclusive Design project in more depth here:
Grade 8 students engage in peer feedback and showcase their designs in action.
The young and the invested
UWCSEA East’s Investment Society explores big ideas and builds real-world confidence
Lifting others up
The society engages Middle School students, introducing them to key concepts in personal finance and economics in preparation for more advanced learning in High School. In parallel, the students organise voluntary financial wellbeing forums for staff. These sessions invite staff to share experiences and explore topics such as ethical investing, retirement planning, and personal finance, helping build financial awareness and wellbeing across our wider community. While these sessions do not offer financial advice, they’re informal, community-led conversations that create space for learning and reflection.
Most people think subjects like business, economics, or finance are all about money. The students behind East Campus’ Investment Society see it differently. For them, it’s about ethical decision-making, shared responsibility, and using financial literacy as a force for positive change. With the guidance of Chet Khatu, Teacher of High School Economics, they come together to explore what it really means to invest, not just in markets, but in ideas, people, and communities.
The group’s popularity has grown steadily. With access to shared presentation spaces, including large screens and sound systems, student members have honed their public speaking and facilitation skills while also expanding their reach across different areas of the school. School leaders and even a few parents have occasionally joined the sessions— sometimes by invitation, sometimes simply out of curiosity.
Grade 11 student Ashir shared his experience of joining the society in Grade 9: “I decided to try something new to push myself out of my comfort zone, so I joined the Investment Society. Initially, I was a bit sceptical about how much I would enjoy it because I had no experience with the economics of finance before. Yet, as I attended more sessions and learned about the interconnected world of finance, I became fascinated with it. The society became more than just a place of learning, but a space where I could discuss events and ideas with my peers and share my perspectives and things I found interesting. Looking back, this was a vital experience in my life as it allowed me not only to increase my confidence and presentation skills but also to learn from casual conversations with friends.”
Learning that feels real and relevant
A focus group within the society, UWC Investors, involves a weekly commitment to meet online, collaborating with the UWC Endowment
Fund team in London as well as other professionals to learn how real-world investment strategies seek to fund UWC scholarships in perpetuity. Through this ongoing partnership, students understand how long-term investing and financial literacy can drive global equity, expand access to education, and turn mission-driven learning into meaningful action.
Meanwhile, the Dragons Investors activity group is all about collaboration; teaming up with other students, running sessions, and diving into everything from finance careers and sometimes, preparing for competitions such as the KWHS Investment Competition, a global, team-based challenge supported by the Wharton School, which they’ll once again join next year. The challenge goes beyond ‘winning big,’ focusing instead on exploring how money can be a tool to inspire meaningful change on a personal level. Every session is hands-on, with team members sharing ideas and perspectives, learning from each other and collaborating on ways to explore finance.
Since early 2024, student members have also spent Friday afternoons in conversation with investment professionals to learn about ethical investing and long-term business analysis. For the second year in a row, they took part in the second UWCEM Global Stock Pitch Competition, open to their peers across the entire UWC network. With 12 UWC campuses participating, the UWCSEA East team performed strongly, giving them the chance to connect and share insights from 20 online sessions, presenting ideas, building confidence, and stepping into a field that often feels out of reach for most High School students.
Building on this momentum, the society has connected with a range of field experts so far, across green technology, venture capital, private equity, and infrastructure investing, and engaged with industry leaders from Antler VC, Overlook, and Greenback Technologies. What has stayed with them most are the insights these professionals shared about investing, not just as a skill, but as a habit or even a career path.
Not many students get the type of hands-on experience the UWCEM club equips them with. Learning from industry professionals has helped me to clarify that my career path should be in the finance industry. I believe that UWCEM has opened up new opportunities for me, such as gaining an internship with Triple P Capital—a private equity firm based in Singapore.”
Harshini Shankar, Class of 2025, Ex-President of Dragons Investors
From numbers to meaning
Studying investing in theory is one thing— applying those ideas through meaningful interactions with industry professionals and the wider community is quite another. These real-world experiences enable students to deepen their understanding of finance, revealing how it shapes meaningful life choices and contributes to broader social impact. As their Economics and Business lessons come alive, students embrace ethical decision-making, seeing finance not just as a personal achievement but as a tool to drive mission-led change and create opportunities for themselves and their communities.
Unpack the past
By Rory, Grade 11 Student Director, Dover Campus
Students confront uncomfortable truths and challenge perspectives through theatre
Student-led productions give us an opportunity to bring a story to life and shape it into a show from start to finish. Directing a play isn’t just about knowing the script—it’s about learning how to be a leader who can adapt, collaborate, and think on our feet. We learn how to manage our time, problem-solve and open ourselves up to diverse perspectives when we work with others to create something amazing. That’s what theatre is to many of us—it’s a space where we not only explore the stories of others but also discover new parts of ourselves along the way.
As a student director, I was keen to bring a bold and thoughtful production to the stage—one that would challenge both the cast and our audience. Tanika Gupta’s reimagining of ‘A Doll’s House’, set in British-ruled Calcutta, gave us just that opportunity. Her adaptation relocates Henrik Ibsen’s 19th-century classic to the heart of colonial India, allowing us to explore complex themes of gender, race, and
power through a lens that feels both historically grounded and deeply relevant today.
The story centres on Niru, a young Bengali woman married to Tom, an English colonial officer who views her more as a prized possession than an equal partner. While Tom believes his love is genuine, it’s shaped by control and exoticism. As Niru’s long-held secret threatens to unravel her carefully constructed life, the play raises powerful questions about autonomy, identity, and the true cost of freedom.
The choice to stage Gupta’s version was deeply intentional. We took inspiration from our classroom experiences in the Grade 9/10 Drama course, inspired by how the adaptation layered colonial dynamics onto Ibsen’s original narrative. This deeper, intersectional lens helped us to spark important—and sometimes uncomfortable—conversations with our peers about power, identity, and injustice.
We knew from the start that getting the cultural details right really mattered. To capture the full atmosphere of the
Theatre is an opportunity to reflect on the world around us, to critique and learn from the past. The play doesn’t shy away from difficult truths. If it made people uncomfortable, we knew we were doing something important.”
colonial Indian setting, we worked with members of our Dover Campus community. I collaborated with staff and students to ensure accurate costumes, respectful use of the Bengali language, and meaningful cultural references. Dr Anuradha Ruhil, a High School teacher, guided us in understanding Bengali culture and pronunciation. Grade 12 student, Aditeya, composed and performed live Tabla music, while Grade 10 students, Sanjana and Ashita, choreographed a traditional Kathak sequence. The Drama Department was a constant source of support, offering advice and helping source materials when I hit roadblocks. I also connected with other students to support with props, music, and more. It was definitely a learning curve—balancing a full-scale production with the IB and other activities wasn’t always easy—but it gave me a chance to grow. It was a true team effort—one that helped make the story feel both grounded and relevant for our UWCSEA audience.
With only six characters in a two-hour play, every role came with its own challenges. Balancing rehearsals, schoolwork,
and everything in between wasn’t easy, but we pushed through together, and that made it all the more meaningful. From lights and sound to live music, choreography, stage management, direction, and acting, in the process, we learned how to collaborate under pressure and problem-solve with care—skills that will stay with us outside our classrooms.
Theatre is, at its heart, an exercise in empathy. The characters in ‘A Doll’s House’ are fictional and deeply complex—some hold views that contrast with my own, or with those of the cast. But as actors and directors, our role is to step into their shoes, to see the world through their eyes, and to understand what drives them. In a world where echo chambers and misinformation thrive, developing that kind of perspective feels more important than ever. We learned to listen, to question, and to connect—skills that echo UWCSEA’s values. These lessons don’t end with the final bow—they shape how we engage with the world, as UWCSEA students and beyond.
Shifting mindsets
Student-led Peer Coaching that builds confidence, not competition
By Ray and Elsa, Grade 11, Dover Campus
Big ideas start with the right support. We’re Ray and Elsa, Grade 11 students leading the Peer Coaching initiative at Dover Campus—a student-led network that’s grown from a simple idea into a team of over 25 coaches. For us, peer coaching is all about breaking down barriers, sharing what we know, and tackling challenges together; building real confidence along the way. Inspired by UWCSEA’s Values, we’re working towards changing how we learn, focusing on collaboration, empathy, and agency—and, above all, lifting each other up.
We follow a clear structure with weekly sessions that are flexible and built around 10-week cycles tailored to each learner, from tackling tricky topics to building strong study habits. The programme evolves with students: in Grade 9, they join as learners; in Grade 10, they can train as coaches; in Grade 11, they take on senior roles and
can earn Service (CAS) credit; and in Grade 12, they coordinate, support and mentor new leaders. It’s a model that blends service, leadership, and learning and is entirely student-driven.
By rediscovering the joy of learning, we’re always looking at what excites our coaches and peers about their subjects, and their reasons are a reminder that learning, at its best, is about passion, not pressure!
Elsa: learning means adapting and doing it together
As I moved from Primary to High School, I noticed how much our attitudes toward learning changed. When grading was introduced in Middle School, I saw how quickly focus shifted to numbers and comparisons, and how this sometimes affected my friends’ confidence—and mine too. At first, I struggled with the idea that a single grade could define my abilities. That’s when I realised there had to be a better way—one that values both the learning
process and the results. That inspired me to help create the Peer Coaching initiative, so students could support each other, enjoy learning, and grow together without feeling pressured by competition.
Joining Peer Coaching means becoming part of a group that collaborates, and makes sure no one is left behind. One of the most rewarding parts is witnessing someone grow, knowing you’ve made a positive impact on their learning journey. It feels like passing on a piece of yourself, which then continues on through others, like an endless chain of support.
Balancing studies while coordinating Peer Coaching can be tough, but seeing the impact keeps me motivated. For example, I coached a group of seven Grade 10 (I)GCSE students in Chemistry alongside a friend. We worked through the full syllabus because they found it helpful. When the two-month exam break began, I expected the group to stop, but they continued meeting online
It feels like passing on a piece of yourself, which then continues on through others, like an endless chain of support.”
Elsa, Grade 11, Dover Campus
weekly for an hour until the final exam, showing their commitment and the value they found in peer coaching.
As coaches, we adapt our approach using tools like simulations, discussions, or practice exams, depending on what suits each student best. It challenges us to be creative and thoughtful in how we support others.
Ray: your style, your pace, your lead
When Elsa first asked me, “Ray, how do you study?” I didn’t have a great answer. I told her, “Honestly, I don’t really believe in studying, I just review things or relearn stuff right before exams.” But she challenged me, saying, “Are you sure about that? Maybe you just haven’t found the right way yet.”
That simple conversation completely changed how I see learning. I realised it’s not about last-minute cramming or passively taking in facts, but about understanding, retaining, and applying
knowledge over time. Since then, I’ve tried different techniques and found what works for me, focusing less on memorising, and more on what I can truly take away.
That mindset shift became the foundation for Peer Coaching, where ownership is key and students are encouraged to explore their learning styles while supporting each other in meaningful, sustainable ways. I always encourage learners to steer their journey, letting them lead what we focus on, but also gently nudging them with questions like, “What do you think?” or “How do you feel about this?” even when they might want to zone out. When students feel in control, they trust me more as their coach to help them move from point A to point B.
I believe in being open and real. If I mess up explaining something, I’ll laugh, own it, and move on. It creates a relaxed and honest space for learning. I also try to connect personally with each student, adapting my support based on their
needs and our rapport. Some have even come to me for advice on subject choices or to talk through challenges, which feels amazing. It’s more than just coaching; it’s about being someone they trust to learn with and turn to when it matters.
Thinking about the bigger picture
Peer Coaching supports students in reaching their potential, making even the toughest subjects feel more manageable. It’s been inspiring to see this community of learners and coaches grow. We’re excited to share the approach across the UWC network— and hope every High School student sees it not just as help, but as a way to learn better, share what they know, and be part of something positive.
The view may change, but the roots
As Dover Campus prepares for the move to our future campus in Tengah in 2032, many of us find ourselves holding on to the spaces, people, and moments that have shaped this community. When Sunil Amrith ’97 returned to Dover Campus with his family in December, he shared a personal and thoughtful perspective on what it means to move, to belong, and to remember—one inspired by his experience as both a historian and an alumnus. Sunil reminds us that while buildings may change, the heart of UWCSEA lives in its people, in the connections we make, and in the stories we carry with us.
By Sunil Amrith ’97, UWCSEA Dover
When I returned to Singapore for the first time after the pandemic border closures, I went for a walk in the Botanic Gardens. I stopped to visit a tree that I’ve known for most of my life. It is the banyan that stands by the edge of the lake. Over the years, its aerial roots have thrust downward to form the tangled pillars that make it feel monumental—I used to imagine a secret palace hidden within.
In the 1980s, when the banyan was a backdrop to my childhood outings to the gardens, it had already been standing at that spot for more than a century. The first known photograph we have of the tree is from 1877, and by then it was already tall.
For me, the tree represented a sense of rootedness after my longest-ever absence from home; but the banyan, too, is a migrant. Known as the Burmese Banyan, its origins as well as its name are mysterious. It is a relatively rare species of fig, scattered across Southeast Asia but not documented in Burma. It took root in a period when a cluster of streets in the growing port city of Singapore acquired the names of Burmese places— Rangoon, Moulmein, and Mergui roads, as they are still called today. The names all date from a moment of rapid change in Southeast Asian history when labels of origin—for people as well as for plants—were often creative fiction.
The Burmese Banyan is a lonely tree. Its fruits are rarely fertilised, because they depend on a species of specialist pollinator wasp that did not migrate with the tree. It is, in a sense, marooned and out of place. Yet it has become a place of sustenance for countless birds and insects, and an important site of human memory—including my own.
Sunil Amrith ’97 on the Dover Campus’ iconic rooftop.
Plants and animals everywhere are on the move. Fleeing unaccustomed heat and unseasonal rain, many species are moving poleward and to higher elevations. Many find their avenues of escape blocked by roads, settlements and mines. Land-based species confront a bewildering mismatch between sunlight and temperature, muddling the clues they rely on for survival. In many forests around the world, the balance of tree species is shifting towards those better adapted to warmer climates. But this process, known to ecologists as ‘thermophilisation,’ is advancing much more slowly than the climate is warming. Whole forests find themselves in a new and unfamiliar world.
And so do we all. Social psychologists have observed the emergence of ‘ecological grief’ in communities around the world. People mourn the loss, and anticipate the future loss, of familiar landscapes and cherished animals. They mourn the erosion of hard-won local knowledge that can no longer account for weird weather, changing light and missing migratory birds. They mourn the breaking of bonds that forge human and morethan-human communities. A member of the Inuit of Nunatsiavut, in Labrador, Canada, put it this way—“Inuit are people
of the sea ice. And if there is no more sea ice, how can we be people of the sea ice?”
Given how vertiginously Singapore has changed since UWCSEA was founded in 1970, the city-state and its residents are well adapted to a coming world of uncertainty. There is, in Singapore, a sense of never quite standing on solid ground. Singapore’s famed economic and political stability is, paradoxically, built on the impermanence of its landscape, which has been reshaped in an unending process of reclamation.
Perhaps as a result, Singapore’s residents cling less tightly to land and landscape, which in so many other parts of the world constitute an essential source of identity. In the 1980s, Singapore began exhuming cemeteries, which took up too much valuable real estate. Since 1998, the government has imposed a strict 15-year time limit on all graves, after which the remains have to be relocated. There are many sources of belonging that people in Singapore feel—cultural, political, emotional—but attachment to the soil, to the places where ancestors are buried, is rarely among them.
Many of us feel a sense of loss knowing that the Dover Campus has entered the
final decade of its life. It feels like so many of the places we value, places infused with our memories, are disappearing. But it is in many ways a luxury to have several years, and ample resources, to plan for the move. Tengah is an opportunity for UWCSEA to live up to its mission by building a campus that is truly sustainable, and adapted to a warming world. Those of us with privilege have an enormous responsibility to be less profligate with how much we extract from the ecosystems that sustain us: my UWCSEA education taught me that lesson in the 1990s, and it is even more true today.
In the meantime, like people around the world, we can begin to imagine ways to preserve the memory and the spirit of places that no longer exist. And we can remember the lesson of the Burmese Banyan—that an accidental visitor can end up taking root and sustaining a whole community.
Sunil Amrith, UWCSEA ’97, is a Professor of History and Environmental Studies at Yale University and Director of the MacMillan Center for International and Area Studies. His work focuses on the histories and environmental challenges of Southeast Asia and the Global South. In The Burning Earth (Penguin Press, UK, Singapore, and Commonwealth; W.W. Norton, North America), Sunil explores the urgent global impact of climate change. He credits his UWCSEA education—especially his IB English literature class with Andrew Flory and his involvement with Global Concerns, including a 1995–1996 Service project in Cambodia—as transformative experiences that shaped his career.
Moments that bring us together
From student showcases and community events to important milestones across both campuses, these occasions reflect what makes UWCSEA special: a community that supports one another and shares a commitment to making a positive difference. Thank you to everyone who made these moments possible, both behind the scenes and on the ground. Flip the page to explore the many exciting highlights from the year that have kept us connected.
Dover Campus
The annual Community Fair was a lively celebration that brought together students, families, alumni, and staff. With student performances, a busy vendor market, and chances to connect with Service and community partners, it was a great reminder of how much we can achieve when we come together.
OPUS 2025, the annual High School arts showcase, gave us an evening full of music and talent. With performances from the Symphonic Band, Phoenix Orchestra, Senior Strings, Chamber Players, Cantabile (a cappella choir), Singers (choir), Percussion Ensemble, and Senior Jazz Bands, our students brought their passion and hard work to the stage. A huge well done to all our performers!
East Campus
The Family Festival filled the campus with community-run stalls, interactive games, and outstanding student performances. Cocreated by students and the Parents’ Association, the annual event celebrated cultural diversity, connection, and giving back, with proceeds supporting UWCSEA community initiatives. It was a true expression of the inclusive, service-oriented spirit that is central to our UWCSEA identity.
Dragon Scales, put on by the East Campus Music Department at the Esplanade Recital Studio, was a celebration of the music and creativity that thrive in our community. The High School Chamber String Ensemble played beautiful pieces like Suite for Piano and String Orchestra and Meditation from Thais, while the High School Jazz Band kept things lively with music by Cory Wong. The vocal group Bersama added a soulful touch with A Little Jazz Mass, and some incredible solos from East Campus musicians made the night even more special.
Across the College
More than 800 students, parents, and staff attended this year’s PA Careers Fair at East Campus, where over 70 professionals shared insights from more than 20 fields. Panel discussions on topics like Technology, Healthcare, and Sustainability, along with workshops on CV writing and interview skills, gave students a chance to explore their future pathways.
During Careers Week, organised by the UWCSEA Alumni team, 25 alumni took time out of their busy schedules to share their career journeys and insights with our Grade 10–11 students. From sports scientists to marine biologists, they joined us in person and virtually, showing what’s possible after UWCSEA.
At the Kishore Mahbubani Speaker Series (KMSS), Prof. Cheong Koon Hean, Chair of the Lee Kuan Yew Centre for Innovative Cities, shared insights on urban innovation and city planning. With student panellists, she discussed how cities like Singapore can address challenges such as ageing populations and limited space, sparking meaningful discussions about the future of our communities.
Celebrating the power of giving at
UWCSEA Foundation
Behind many of UWCSEA’s most impactful programmes is the generous and unwavering support of our donors. Every year, we take a moment to celebrate their generosity and the transformative impact it has on our community.
On Wednesday, 23 April, the UWCSEA Foundation Team welcomed our donors along with students, College leaders and educators from both East and Dover campuses, to HortPark in Singapore for our annual Donor Celebration Event.
Guests had the opportunity to meet our students and better understand how gifts to the College make a difference. Scholars shared their life-changing UWCSEA learning journeys, and their aspirations. Dover Campus IDEAS Hub, Innovation@EAST, and the Sustainability teams from both campuses, set up booths showcasing their innovative projects, giving guests a first-hand look at the potential real-world impact that is driving our students’ desire to create change.
At UWCSEA, I discovered what it means to be seen, to be heard and to be loved for who I am. Here I found a home. Because of your donations, I made it to Singapore. You have given me the power to rewrite my story. You have given me hope.”
Deng Bul ’25, Scholar from South Sudan, East Campus
A highlight of the evening was a panel discussion with Grade 11 students Ai and Yixuan, and Grade 12 student Deng, moderated by Head of Development, Jill Kaplan. They gave honest, heartfelt reflections and messages of hope, agency, hard work and of dreams coming true, highlighting the immense impact of community giving.
It’s this support that empowers students like Deng, Ai, and Yixuan to dream bigger and lead change.
UWCSEA
Feedback from our donors was overwhelmingly positive:
We are always happy to support the great work of the Foundation, especially the Scholarship Programme, which gives life-changing opportunities to deserving students. We’ve also supported Sustainability at the College, and seeing our daughter as one of the Ambassadors for Sustainability at the event makes our involvement even more meaningful”
Amith Narayan and Monisha Kamdar, parents and donors
Our students were truly the heart of the evening. Their energy, passion, and dedication were evident—a testament to the spirit of UWCSEA, alive and thriving across our campuses and in our community.
Be a force for good
Help UWCSEA continue to make an impact
Your support helps us to create more innovative learning opportunities, advance student-led sustainability initiatives and fund scholarships for talented students from highneed communities around the world.
Every donation helps to bring the UWC Mission and vision to life.
To learn more about the impact of community giving or how you can get involved, visit www.uwcsea.edu.sg/supportus, or scan the QR code:
GRADUATION 2025
UWCSEA celebrated the Class of 2025 on Saturday, 24 May, with 624 graduates ready to take on the world. Congratulations to each of them, and to the families and staff who supported them along the way! See page 6.
