It started almost by accident. About three years ago, Anastas joined the STEAM club simply because I needed to pick an extracurricular activity. What started as a reluctant decision quickly turned into one of the most remarkable engineering journeys led by students at PBIS. Today, he plays a central role in the development of the PBIS hydrogen car – redesigning mechanical components, experimenting with new technologies and helping to lead a team that recently won 1st place in the modified car category at the Košice Hydrogen Cup 2026.

Although Anastas has been involved in PBIS since the beginning of his school career, he first encountered the hydrogen car project in the 10th grade. His physics teacher introduced him to the club and suggested that he give it a try. At the time, Anastas had very little knowledge about hydrogen-powered vehicles. “I thought, why not?” he recalls. “I need to join a club anyway.” He had always enjoyed cars especially Formula 1 but their construction and engineering were something completely new to him. When he joined the club, the previous team had just graduated and left the car at home. The message he received was simple: Here’s the car. Do whatever you want with it. “I didn’t know how it worked,” he says. “I took everything apart and then told myself I didn’t know how to put it back together.”

As the project grew, Anastas realized that one person couldn’t improve the car. He began to organize the team more systematically, creating different areas of responsibility within the club. This structure of students is largely focused on specific tasks while also collaborating on the development of the car. Trust in the team has become one of the most valuable outcomes. “A project works best when people are genuinely interested and committed,” they explain.

During the competitions, Anastas also began to learn from teams from all over Europe. Czech teams are among the strongest in the world and provided valuable insights into chassis design with optimal performance. A Slovak team helped him better understand the hydrogen fuel cell system. Beyond student teams, he also began building connections with industry professionals. He reached out to companies internationally, forming contacts with specialists who helped manufacture parts for the car, including custom carbon-fiber chassis components produced using CNC milling technology. These connections significantly advanced the team’s technical capabilities.

One of Anastas’s most memorable experiences came during a race hosted at PBIS earlier this year.For the first time, he saw one of the leading teams usually dominant in competitions begin to worry that PBIS might overtake them. Watching the car perform exactly as designed perfectly balanced in corners and operating at its limits was deeply rewarding. “It behaved exactly how I expected it to,” he recalls. Moments like this confirmed that years of experimentation and persistence had paid off.

Before joining the Hydrogen Car club, Anastas had not seriously considered what he wanted to study at university. Now, his direction is much clearer. He hopes to pursue engineering at a university that participates in Formula Student, an international competition where students design and build full-scale racing cars. In many ways, the Hydrogen Car project introduced him to that possibility.

Looking back, Anastas believes the Hydrogen Car club at PBIS offers much more than technical experience. For students willing to invest time and energy, it provides an opportunity to explore engineering, develop leadership skills, and build connections far beyond the classroom. “It’s a place where dedication really matters,” he says.

At PBIS, projects like the Hydrogen Car club show how curiosity, persistence, and the freedom to experiment can turn a simple extracurricular activity into a defining educational experience.

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Here, students design, build, and test their own hydrogen-powered vehicles before racing them in international competitions. This January, a new team HYDRO PBIS JUNIORS stepped into this world. Alongside the more experienced HYDRO PBIS senior team, they participated in the Košice Hydrogen Cup 2026 for the first time. They arrived as newcomers. Yet in the Green Category for modified cars, they achieved an impressive 5th place out of more than ten teams. The result mattered. But the journey behind it mattered even more.

The team has five members, each with a clearly defined role. Herbie works primarily as a mechanic. Wojciech focuses on mechanical work and electronics, designing a custom printed circuit board that collects performance data from the car. Mikhail is the team’s driver and also develops the software that processes the data and helps optimize the car’s performance. Their work naturally overlaps hardware and software evolve together.

Their first race also brought several challenges. 

Herbie highlights the technical lessons: “We learned a lot about the setup of the car — for example how tight the differential should be and how small adjustments affect performance.” Wojciech remembers the fuel cell replacement most clearly: “It was a stressful moment, but we handled it well.” 

Motivation within the team comes from several directions. For Mikhail, the project offers the chance to learn skills that go far beyond typical classroom activities. Herbie admits that competition also plays an important role many other schools specialize in building vehicles and have years of experience, which makes the challenge even more exciting. For Wojciech, the greatest value lies in the learning potential. The project introduced him to technical areas he might never have explored otherwise.

The experience is already influencing their future plans. Herbie is considering studying mechanical engineering and hopes to continue similar projects at his next school. Wojciech always planned to pursue engineering, but the project introduced him to elecelectrical engineering, which he now finds particularly interesting. Mikhail is exploring the possibility of combining engineering and physics, and the club is helping him clarify which direction he wants to take.

The team is also thinking about future projects. One idea currently being explored is the creation of a drone club, potentially leading to drone racing competitions in the future. When asked what advice they would give to new students, the team’s message is simple. “We need more people,” says Wojciech. “Dedicated people who are willing to learn and build something together.” Mikhail adds that previous experience is not necessary. “What matters most is commitment. The rest can be learned.”

The Hydrogen Car project at PBIS shows how curiosity in the classroom can evolve into real engineering experience.

And sometimes, the path toward future careers begins exactly this way with one project, one team, and one race.

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Now in the final months of the IB Diploma Programme (IBDP), Isabelle looks back at the experiences that shaped her journey from a motivated student into a confident young scientist preparing for the next stage of her life.

Isabelle describes herself as someone who is naturally driven, both academically and personally. But for her, motivation does not come from competition alone it comes from a sense of responsibility. She recognizes how fortunate she has been: a supportive family, strong friendships, and access to an education that opens doors around the world.

For Isabelle, that privilege comes with an obligation.

Discovering Science Beyond the Classroom

One of the most formative experiences of Isabelle’s time at PBIS came through a year-long internship at an institute of the Czech Academy of Sciences, made possible through the Open Science programme. For Isabelle, stepping into a real research laboratory was transformative. Watching scientists conduct experiments, analyze results, and explore unanswered questions gave her a firsthand look at how science operates beyond textbooks. It confirmed something she had already begun to feel in the classroom: that scientific research was not only fascinating, but also something she wanted to pursue at university. Just as important were the people she met along the way researchers whose passion for discovery left a lasting impression. Looking back, Isabelle believes that her preparation at PBIS played a crucial role in making that opportunity possible. The school’s emphasis on inquiry and critical thinking had already sparked her interest in scientific research long before the internship began.

A TEDx Talk That Built Confidence

Another defining moment came through an experience that initially pushed her far outside her comfort zone: delivering a TEDx talk hosted by PBIS. Public speaking had never been something Isabelle enjoyed. Standing in front of a large audience was intimidating, and the idea of presenting personal ideas publicly seemed daunting. Yet she accepted the challenge. In front of an audience of around one hundred people, Isabelle spoke for ten minutes about a topic she cared deeply about. The experience changed her perspective. She realized that even the things that seem uncomfortable at first can become powerful opportunities for growth. Preparing the talk, structuring her message, and delivering it on stage strengthened her confidence in ways she had not expected.

A Team Victory on the International Stage

Another milestone came through the Sci-Tech Innovation Challenge, a competition organized by Junior Achievement in partnership with ExxonMobil. Isabelle joined the competition almost by chance, after classmates encouraged her to participate. Working together as a team, they developed their project and competed at the national level. Their work paid off. The team won the national round, earning the opportunity to represent the Czech Republic at the international finals in Brussels. Beyond the competition itself, the experience introduced Isabelle to students from across Europe and gave her the opportunity to collaborate with people she might never otherwise have met. Many of those connections remain part of her network today.

A Community That Encourages Growth

Looking Ahead

As graduation approaches, Isabelle feels confident about the future. The experiences she has gained working in research environments, speaking on stage, collaborating with international teams have given her both direction and confidence. She plans to continue pursuing science at university level, building on the curiosity that first developed in the classroom and grew through the many opportunities PBIS provided. For Isabelle, the journey is only beginning. But the foundation has already been built.

 At PBIS, success is not defined by a single achievement. It grows through curiosity, responsibility, and the courage to take on new challenges. 

Isabelle’s story shows how those qualities can turn opportunities into a path forward.

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As an interest. At the first meeting, simple ideas were thrown around. An information stand. A charity run. An online campaign. Nothing revolutionary. But it was theirs.

But the real impact wasn’t just financial. The students understood how an international organization works. How to plan a project. How to communicate a sensitive topic without oversimplifying it. And above all, that even a local initiative can have a global reach.
After the project ended, feedback came from UNICEF. Thanks. Specific information about how the funds raised were used.

For the team, it wasn’t the end. It was the beginning. Some of them decided to continue volunteering. Others chose to study international relations or development studies. Not all of them will follow the same path. But the experience remains.

PBIS does not just educate students with academic results. It creates an environment where the ability to take responsibility for the world around them is developed.

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They were a diverse group. Some were technically advanced, others were physically strong, and still others were just finding their footing.

But they were missing the most important thing. A common rhythm. The first games confirmed this. Individual quality was not enough. They played alongside each other, not together. They reacted late in defense and got in each other’s way in attack. They lost three of their first four games. Not dramatically. But clearly.

In their case, PBIS did not mean “increase the pressure.” It meant going back to basics. Clear expectations. Defined roles. Open reflection after each game.

Each player had a clearly defined responsibility on the field. Not in general. Specifically. Who sets the pace. Who communicates in defense. Who makes decisions in the final minutes. The change did not come overnight. But it began to show. Fewer unnecessary losses. More communication. Greater discipline in defense.

The second half was different. Not because of emotions. Because of the system. They slowed down the game. They closed down the rebound. They communicated in defense. The difference began to narrow. A minute before the end, the score was tied. The last attack belonged to them. Not to the best shooter. But to the player who had a clear role in that situation. A basket with a foul. A converted free throw. They won by three points.

Not by chance. Thanks to discipline. From that moment on, the season turned around. They didn’t start winning because they were individually better. They started winning because they functioned as a whole. They entered the regional competition finals as a respected team. Not as the favorite. But as an opponent that was not easy to beat. The final game ended in a narrow victory. Not by a large margin. But by a controlled performance. Their success was not built on one talent. It was built on a system. On an environment that gives players clear roles, support, and room to grow. Today, some players continue at a higher level. Others remain in basketball for fun. But they all took away something essential. An understanding that success does not come by chance. It comes step by step.

PBIS does not just create winning teams. It creates an environment where individuals learn to function as a whole.
And that is where the real results begin.

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One of the key values of PBIS is not only structure and feedback, but also space. Space to discover. Space to experiment without immediate evaluation. Space where talent does not have to prove itself first in order to emerge.

Elen began attending theater classes regularly. At first, she remained in the background. Simple exercises, small roles, minimal visibility. There was no pressure on her to stand out. And that’s what allowed something to begin to emerge.

During one class, the students were asked to improvise a short scene. No script. No preparation. For many, it was uncomfortable.
For Elen, it was unexpected.

She reacted naturally. She listened. She responded. She was present. It wasn’t remarkable. It wasn’t dramatic. But it was real.

That moment didn’t change everything immediately. But it was noted. Not as a finished performance, but as a signal.

With each lesson, her confidence grew. Not because of external pressure, but because of internal understanding. She no longer tried to “act.” She learned to work with what came naturally to her.

The environment continued to play a key role. A clear structure. A safe space for experimentation. Adults who knew when to lead and when to step back.

Gradually, more demanding roles came along. Not randomly, but purposefully. Each step followed on from the previous one.

Participation became direction. Elen began preparing for the admissions process. Not because she was being pushed. But because it made sense.

Thanks to the PBIS environment and its international partnerships, she was given the opportunity to move forward. She participated in a selection program at The Juilliard School, where she worked with professionals in the field and underwent intensive training. This experience was not only a confirmation of her talent, but also proof that her path had a real direction.

Her subsequent acceptance into this program was not a sudden breakthrough. It was the result of an environment that allowed talent to be discovered, developed, and recognized.

Today, Elen continues in the international artistic community. But the foundation remains the same. A space where she could begin to experiment. A structure that helped her understand her own abilities. And guidance that turned potential into direction.

PBIS does not only support talent when it is visible. It creates the conditions for it to be discovered. Because sometimes the most important thing is not to improve what we already see. But to allow what was hidden to reveal itself.

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Today, Marek regularly competes at the regional level, gradually improving his performance and becoming a reliable member of the local cycling team. His progress is not defined by medals, but by consistency, discipline, and a clear direction. His journey did not begin with a turning point. It began inconspicuously.

Cycling was not his first sport.

At first, cycling was a practical choice. A way to get some exercise, be outdoors, and give his days a certain rhythm.
Gradually, it became something more.

At the beginning, he had no training plan. He rode according to his mood. Short routes, irregular pace, no clear goals. But thanks to PBIS, his approach gradually changed. Instead of pressure to perform, the emphasis shifted to habits. Uncertainty was replaced by structure. Vague ambitions gave way to small, achievable steps. Ride regularly. Track effort, not just miles. Reflect after each ride.

“I didn’t suddenly become faster,” says Marek. “I began to understand what I was doing.”

Signing up for his first race was a natural step, not a decision made under pressure. It was a small local event. No big attention, no high expectations. But it meant a lot to Marek. The race didn’t go perfectly. He started too fast, couldn’t keep up the pace, and soon lost contact with the leading group. He didn’t give up. He adapted. He slowed down. He adjusted his pace. He reached the finish line.

In terms of results, it was an average performance. In terms of development, it was a pivotal moment. After the race, he didn’t focus on his placement. He was interested in the process. What worked. What didn’t. What to change next time.

The ability to reflect and adjust his next steps accordingly became a key part of his progress.
With the support and structure of PBIS, his training continued to evolve.
More consistency. Better pacing. Greater confidence in decision-making.

In the following season, the improvements began to show. Not in leaps and bounds, but steadily. He finished races stronger. He managed his energy better. He was able to stay focused even under pressure.

Today, Marek still does not claim to be exceptionally talented. But he is consistent. He knows his pace. He understands his process. And he keeps going.

His next goals remain open. He wants to continue racing, try longer tracks, and see how far his progress can take him. He doesn’t have all the answers. But he has a direction.

PBIS is not about quick success. It is about creating conditions for stable and meaningful growth.
And about giving students structure and security so they can move forward one step at a time.

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Although Laura only decided what she wanted to study when filling out her university applications, her list of achievements is not only impressive today, but continues to grow. She recently graduated with a bachelor’s degree in biochemistry as the top student in her class, completed an internship at the Max Planck Institute of Biochemistry, and won six prestigious awards, including the Jelf Medal for academic excellence and extracurricular involvement. This fall, she is starting her doctoral studies at Oxford University.

Her journey has not been straightforward or pre-planned. Rather, it has been a series of steps, decisions, and small steps forward—the kind that parents watch with a sense of their child growing, gaining confidence, and gradually taking responsibility for their own direction. However, one lesson recurs again and again in her story: no one grows up alone. A support network of people who help you ask the right questions and give you the courage to move forward is essential for academic and personal success.

Learning based on curiosity (INSPIRE)

It wasn’t a final decision that led Laura to biochemistry, but rather her interest in the subject. She enjoyed biology and chemistry in high school, mainly because the lessons weren’t about memorization, but about exploration. Practical experiments, going beyond the curriculum, and teachers who encouraged questions gradually showed her that learning makes sense when it’s based on curiosity.

“At first, I didn’t really understand what biochemistry entailed,” she admits. “But it was the opportunity to discover and delve deeper that motivated me to continue.” The decision came in her senior year, when she was preparing her university applications. It wasn’t a sudden change of heart, but a natural outcome of a long-standing interest.

Skills that give confidence

At university, it became clear how important the skills acquired during high school were. Analytical thinking, the ability to ask questions, present her own opinions, and not be afraid to speak in public all became a solid foundation on which she could build. Discipline and time management were equally important, especially during the demanding IB Diploma program.

However, the transition to university was not without its shocks. Her first essay showed that independent study requires a different approach. Laura therefore turned to her tutor and actively sought feedback. Today, she considers the ability to ask for help and seek solutions to be one of her most valuable skills.

School as a place of belonging (ENRICH)

One of the things Laura remembers most is the feeling of belonging. The school environment provided her with a safe space where she could try new things, get involved in projects, and build relationships. This foundation proved to be crucial later on, when she found herself in a new country and at a new university, where she initially felt like a “small fish in a big ocean.”

Getting involved in clubs and student organizations helped her rediscover a sense of belonging. She gradually worked her way up from a regular member to the president of the faculty, where she helped younger students with academic challenges and finding internships. It wasn’t just an item on her resume, but a real experience of responsibility and community service.

Success as a combination of academic and personal journeys

Laura sees winning the Jelfa Medal as confirmation that success is not just about grades. She received the award for her combination of academic excellence and extracurricular involvement—and it is this balance that represents the true meaning of education for her. She considers personal development, leadership skills, and the ability to contribute to others to be just as important as academic results.

A direction that is just emerging

Laura openly admits that she is not one of those people who have their entire life plan clearly mapped out. During her doctoral studies, she wants to continue discovering where her true passion for science lies. She is interested in Alzheimer’s disease and neurodegenerative diseases and dreams of one day founding a company that develops therapies that could slow their onset. At the same time, she would like to remain in academia as a professor.

Her story shows that education is not about quick answers, but about space to grow, ask questions, and search. It is about a school that gives children the certainty that they belong somewhere. And it is about a path that can be followed step by step—with the confidence that each step has meaning.

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Today, her achievements speak for themselves. Laura graduated with a bachelor’s degree in biochemistry as the top student in her cohort, completed an internship at the Max Planck Institute of Biochemistry, and received six prestigious awards, including the Jelf Medal for academic excellence and outstanding extracurricular involvement. This autumn, she is beginning her doctoral studies at Oxford University.

Her path was never a straight line drawn in advance. Instead, it unfolded through a sequence of small decisions and gradual progress. It is the kind of growth that parents observe quietly: increasing confidence, independence, and a growing sense of responsibility. Throughout her journey, one lesson returns repeatedly—no one grows alone. Academic and personal development depend on people who help ask the right questions, provide reassurance, and offer the courage to take the next step.

The transition to university life was not without its challenges. Her first essay revealed that independent study required a different approach. Rather than withdrawing, Laura sought feedback from her tutor and actively worked on improvement. Over time, she came to see the ability to ask for help and look for solutions as one of her most valuable skills.

One of Laura’s strongest memories from school is the sense of belonging it provided. The environment offered a safe space to try new things, participate in projects, and build meaningful relationships. This foundation became particularly important later, when she moved to a new country and a new university and initially felt like a small fish in a vast ocean.

By getting involved in student clubs and organizations, she gradually rebuilt that sense of belonging. What began as participation developed into leadership, and she eventually became faculty president. In this role, she supported younger students with academic challenges and helped them find internships. This experience was not merely an addition to her résumé, but a genuine lesson in responsibility and community service.

Winning the Jelf Medal confirmed Laura’s belief that success is not defined by grades alone. The award recognized her ability to combine academic excellence with active involvement beyond the classroom. For her, true education lies in balance—in personal development, leadership, and the willingness to contribute to others alongside strong academic performance.

Laura openly acknowledges that she does not have her entire life mapped out. During her doctoral studies, she hopes to continue exploring where her passion for science truly lies. She is particularly interested in Alzheimer’s disease and other neurodegenerative conditions and dreams of founding a company that develops therapies capable of slowing their progression. At the same time, she remains drawn to academia and the possibility of one day becoming a professor.

Her story shows that education is not about quick answers, but about having the space to grow, to ask questions, and to search. It is about a school that offers a sense of belonging. And it is about a journey taken step by step, with the confidence that each step has meaning.

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We congratulate the Class of 2025 and wish them every success as they take their next steps toward university and a bright future.

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