Seeing growth in practice, step by step (EMPOWER)
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.