When David received his acceptance letters from University College London (UCL) and the University of Manchester, he didn't show much overt excitement. This boy, who once felt deeply discouraged as a struggling student at the bottom of his class in a key middle school program due to severe subject imbalance, has now calmly secured offers from 13 overseas universities — including UCL, University of Manchester, University of Melbourne, University of Sydney, Australian National University, Rutgers University, UC Irvine, UC Davis and more. Yet rather than embracing the label of an "underdog comeback," he prefers to sum up his journey at ZWIS with a simple, heartfelt saying: "Persist in doing what you believe is right, even when no one else is watching."

That is the greatest lesson his four years of study have taught him, and the advice he most wants to leave for the underclassmen.

Judging by where he is now, it's hard to imagine that David once ranked at the very bottom of his class.

"Back in the key middle school program, my grades were basically stuck between last and second-to-last. It really hit me hard."

In middle school at a public school, although David did well in English, he was extremely unbalanced in his subjects. He admits that he never passed history, moral education, or similar subjects, and his math scores averaged below 80%. "I hated having to memorize all those sentences word for word. I just couldn't get interested in most subjects. Plus, the learning pace in the key program was so fast — it just added to my stress." The constant frustration made him gradually lose confidence, and his grades kept slipping.

Seeing how much pressure he was under, his family decided to step in and let him try international curricula. Choosing an American high school program and AP courses also became a natural next step.

（David and his family）

"Although the American high school curriculum demands a high level of English proficiency, it doesn't force students to study subjects they dislike — which is very accommodating for those who excel in certain areas while struggling in others." Undoubtedly, this was a more suitable path for David.

After arriving at ZWIS, David experienced for the first time what it meant to "have the freedom to choose the subjects he loved." He began dedicating more energy to areas such as economics, nutrition, and computer science, and gradually came to realize that what truly captivated him was human geography.

"I really enjoy studying how ideas evolve across different societies, and how cultural thoughts spread and expand their influence." Compared to the climate and landforms emphasized in traditional physical geography, he is more concerned with the connections between people and society. He enjoys analyzing the interplay between religion, population distribution, urban development, economy, and culture. This realization led him to confirm his university major — geography. And this interest was also deeply connected to one particular teacher.

（Teacher Alexander）

"Alex (Alexander) is our human geography teacher. His classes are really interesting — he always uses interactive games, group activities, and other engaging methods to help us understand the cultural differences between different countries and regions. He is a very kind person, always patient in guiding and encouraging us. No matter what questions we have, he always has an answer."

The teacher's influence went beyond just academic guidance — it felt more like an experience of 'being understood.' The child who had repeatedly faced setbacks within the traditional assessment system finally found his own place in a new environment.

Like many students transitioning from a traditional to an international curriculum, David's academic journey wasn't always smooth sailing. When he first enrolled, he was quite surprised. "Compared to the rushed, almost herding-like pace of the traditional system, the freedom here was incredibly high. Teachers never forced us to study like they used to — as if holding a gun to our heads — and the workload wasn't nearly as heavy. It would be very easy to slack off."

This is a common challenge for many international curriculum students: without intense supervision, the only thing that truly determines your academic state is self-discipline. "Eventually, I realized that no matter where you are, learning ultimately depends on yourself. This current situation has actually helped me adapt in advance to the pace of university life."

David doesn't see himself as a naturally gifted student who races ahead effortlessly. He admits, like many ordinary students, that one of his biggest learning difficulties is "forgetting what I've learned." Even after reviewing, he might forget things quickly. But instead of giving up, he tackles the problem with the simplest yet most reliable method — constant review and continuous adjustment.

Through this persistent effort, he gradually became what his teachers and classmates would call "a Role Model of Learning Attitude."

His geography teacher, Alex, is also proud of what David has achieved:

"David has truly been the kind of student every teacher hopes to teach. He is not only polite and friendly, but also consistently hardworking, diligent, and reliable. Whenever I planned a lesson, unit, or topic, I knew with complete confidence that David would complete his work as expected, on time, and to a high standard. This mutual trust helped create a very positive teacher-student relationship and contributed greatly to David’s academic progress and achievement."

In David's eyes, the most distinctive features of ZWIS are its "openness" and "inclusiveness."

As a reserved introvert ("I" person), he's not naturally good at expressing himself in front of others, and public speaking inevitably makes him nervous.

"But I'm very grateful to our homeroom teacher, Ms. Lyn. She always encouraged me to participate in various competitions and activities."

With his teacher's encouragement, David appeared in all kinds of school activities — event hosting, speech competitions, welcoming foreign guests... He even served as a teaching assistant for a summer camp for lower-grade students.

Among them, the most memorable experience was the school's "Teacher-Student Swap Day." Teachers and students switched roles, and for those two days, he became a "real" homeroom teacher.

"I experienced firsthand the difficulties homeroom teachers face in managing students' daily learning and lives."

It was through these activities that he truly began to understand others.

"Before, when looking at things, I instinctively only thought about my own perspective and didn't really understand how others felt. Later, I gradually learned to integrate and accommodate different viewpoints." This growth in empathy also made his interactions with others more harmonious and pleasant.

Looking back on his four years of study, David feels that his biggest gain has been the improvement in his leadership skills. "The school's rich activities gave me many opportunities to grow. Over these four years, I think my leadership abilities have improved significantly. I've also become more outgoing, and my classmates sometimes say I'm humorous and fun." His classmates and teachers even gave him an interesting nickname: DVD.

"David not only possesses strong learning abilities and a self-disciplined character, but what's even more rare is his willingness to share and his enthusiasm for serving others. He has demonstrated well-rounded qualities in academics, clubs, and leadership practice. Whether it was organizing the Teacher-Student Swap Day or serving as a teaching assistant for the freshman orientation camp, he earned recognition through his strong sense of responsibility. He always treats his teachers and classmates with respect and sincerity, making him an outstanding student representative trusted by teachers and admired by peers," said his homeroom teacher, Ms. Song.

During his time at school, there were many moments that brought him warmth.

From the very beginning of his enrollment, the college counselors regularly held three-way meetings with David and his family, helping him filter through school options and plan his academic direction. When application season arrived, they reminded him to prepare materials and submit applications, gave him suggestions for revising his personal statement, and even after the offers came in, guided him on how to confirm his enrollment and register with the university systems.

In terms of academics, whenever I encountered difficulties, my teachers would tell me what I should do and remind me of what needed to be done and when — for example, when to take the IELTS exam, when to prepare for the SAT, and so on. They also provided intensive cram sessions right before the exams.

David and Ms. Song went to Hong Kong to attend a UNHCR sharing event, which left him deeply moved.

During his time at school, David participated in math and physics competitions, as well as the Scholar's Cup debate activities. He also completed an internship in computer and electrical engineering-related projects at Dalian University of Technology.

The teachers nurtured him without fanfare, always offering steady and timely help at critical moments. "I especially want to thank Mr. Alex. I'm grateful for his academic guidance, which helped me gradually understand what I truly love and gave me a clearer vision for my future. I want to say to Alex: Thank you, teacher. I will carry this passion forward with me into my university studies."

When facing the underclassmen, David paused for a moment, then slowly said: "Do what you believe is right. Even when no one else is watching, keep making the right decisions. Remember to stay upright and self-disciplined, even without supervision."

From confusion to clarity, from self-centeredness to caring for others, from anxiety to self-discipline — his four years of high school taught him more than just endless patience and tolerance toward life. They taught him to keep working hard even when no one is watching, and to stay true to his heart when faced with choices. What is most hidden is often most evident, what is most subtle often manifests most clearly — a person of virtue is mindful of their conduct even when alone. Through this, David has gradually become the captain of his own life, steadily moving toward a better future.