Like many of my classmates at international school, I was born into a happy family. My parents prioritised education, while also supporting my interests in singing, dancing, golf, field hockey, and other cultural and sporting activities. Receiving a British-style education and applying to university, I seemed to be following a path that many have travelled.

Since the first grade of primary school, however, I noticed differences between myself and my classmates. I read much slower. I could not distinguish between mirror letters like "b" and "d", and had difficulty finishing my reading assignments. During reading classes, the teacher asked us to take turns reading. Classmates breezed through sentences in seconds, but I took a minute to read a sentence, stumbling through the material, and slowing the class down.

Although the teacher was very patient, and my classmates did not express any  dissatisfaction, I always felt that I was holding all my classmates back and disappointing them. At that time, I thought I was a failure.

I did not know what was wrong with me. Even by Year 6, I still could not learn the basic English alphabet. One time I cried and confided in my mother that I felt like a total failure. She comforted me with tears in her own eyes, and told me to have faith in myself. She explained that every child has a unique pace of development, just like flowers with different blooming periods, and reassured me that her "little flower" would certainly bloom someday.

It was only recently that my mother told me that I had been diagnosed with dyslexia at an early age. According to the International Dyslexia Association, approximately 10 percent of the world’s population has this abnormal mental and psychological function. Learning processes become extremely difficult for those with this condition. Many people with dyslexia avoid activities related to reading, writing, as well as social interactions.

Over the years, my parents chose to normalise this “imperfection” by letting me go to a regular school without asking the school to give me special treatment, and by allowing me to grow up like my regular classmates. While the journey was challenging, I am grateful to my parents for enabling me to develop resilience and the courage to face setbacks and failures.

The teachers at YCIS have been incredibly supportive throughout my journey. Adhering to the philosophy of "teaching to each student's abilities," they consistently adapted their teaching methods to accommodate my learning needs. I fondly remember that Ms Margaret Dunow, my English teacher, was particularly patient. Even when I made stupid mistakes, she would carefully mark them, and then reassure me, and encourage me to persevere. Several NGOs in Hong Kong SAR also provided me with valuable professional guidance and training. As I grew older, I gained confidence and discovered my interest and aptitude for mathematics. Now, I no longer feel like I am falling behind my peers. Instead, I recognise my own strengths and interests.

Perhaps due to my proficiency in math or the challenging learning experiences of my childhood, I used to approach risks with caution, trying to analyse and manage them, and thus stay in my comfort zone. However, as I have grown older, I have become more daring, and willing to try—and even to make mistakes and fail.

I believe this is because I never felt oppressed or excluded when I was growing up. Instead, my parents and teachers consistently encouraged me to explore new interests and pursue diverse experiences, such as learning a new subject, participating in various extracurricular activities, or performing on a bigger stage. They made me realise the importance of trying, and accepting failure. They taught me that it is more important to try new experiences and to be curious, rather than to worry about failure.

At Stanford, I plan to major in economics. Unlike many students who had already decided their career paths early, I first encountered economics during my first year of IGCSE. I didn't know anything about the subject before then, except for a vague understanding that economics involves a lot of math, a subject that I am very interested in.

From the first lesson, I was fascinated by the fun and engaging explanations of Ms Kathy Lam, my economics teacher. She was adept at using examples and interactive tools like Kahoot! to explain abstract economic concepts and to stimulate our interest in learning economics. At YCIS, many lessons begin with games designed to develop our passion for learning. These activities often involve teamwork, which enhances our communication and collaboration skills, as well as our empathy for others.

I have become more and more fascinated with economics, and now appreciate how its concepts and knowledge can be applied in the real world to solve economic and political problems in our society. Through studying and researching economics, I can leverage my mathematical skills in quantitative analysis to propose innovative concepts and models.

In my first year of IB, I worked with my mentor on a study about land reclamation in Hong Kong SAR. Together, we developed a mathematical model to assess both the economic costs, such as the impact on the environment and climate, and the economic benefits of reclamation. Our goal was to determine the optimal reclamation area.

The project not only expanded my knowledge, but also developed my critical thinking skills. It provided me with a deeper appreciation for how policymakers navigate competing interests among stakeholders—e.g., the public's demand for more land versus environmentalists' concerns about excessive reclamation. I gained insights into diverse perspectives, and learned the importance of avoiding bias and prioritising the broader needs of the community over personal interests.

This was also a key focus of Ms Lam's daily lessons. I vividly remember a class where she organised a debate about whether we should have free trade or trade protectionism. Many of us found ourselves arguing from perspectives contrary to our own personal beliefs. The exercise encouraged us to think about viewpoints contrary to our own and to understand people who differ from ourselves.

Our discussions were always open, and Ms Lam constantly encouraged us to express our opinions freely. She emphasised that in economics there is often no entirely right or entirely wrong viewpoint . Many students, who did not speak much in other classes, actively participated in Ms Lam’s classes.

The emphasis could even be described as "mandatory." At YCIS, many courses allocate only 20 percent of the grade to final outcomes; the remaining 80 percent is based on the process. We had to analyse and reflect on our actions, and strive for improvement at each stage. These reflections were also part of our overall grade. I have found that my most significant growth has come from this process of reflection.

The educational environment in Hong Kong SAR is highly competitive, with intense pressure to excel in every subject, and peer competition adds to the stress. My education at YCIS, however, allowed me to shift my focus towards personal growth rather than only on grades. This change in mindset enabled me to appreciate the intrinsic value of each subject. I understood the true meaning of learning, and found the motivation to study.

Although I am doing well in economics, I am not yet ready to commit to a specific career path. My time at YCIS has sparked my interest in diverse fields such as chemical engineering, biomedical science, and social sciences. I learned about Stanford University's majors in advance, and an interdisciplinary programme known as "Management Science and Engineering" (which encompasses economics, business engineering, and public policy) caught my attention.

What attracts me to these complex subjects is the recognition that it is too early for 18-year-old students to know what we want and to decide on a career path. Blended learning in diverse subjects will allow me to succeed in various fields and prepare me for the future.

Since childhood, my parents and school have taught me the importance of serving others and contributing to the community. Growing up with dyslexia, I received valuable support from NGOs and the community. Now, it is my turn to give back to society and help others in need.

Despite my rigorous academic schedule, I have dedicated a lot of time and effort to volunteer activities. I have served as a mentor to primary school students; organised events and donation drives for minorities and refugees; assisted optometrists with eye examinations for underprivileged children; and visited children with cleft lips. These experiences have profoundly influenced me.

In a Syrian refugees' home, I first grasped the concept of "a home with four walls." The dwelling was a cramped makeshift flat with bare walls and metal bunk beds. The family with five children had fled their war-torn country, but had to rebuild their lives in poverty. While playing games with a girl of my same age, I noticed many similarities between us, but our conversations also revealed a stark divide between us. I realised more and more how lucky I am.

On another occasion, while volunteering at the Jockey Club Eye Centre at the Chinese University of Hong Kong, a child kept crying for his mother and resisted the examination. His distress reminded me of my own previous anxieties in unfamiliar settings. What comforted me then was the patience and understanding of the teachers at YCIS. They never showed any impatience or disappointment. They listened attentively, and taught me to approach situations with the same empathy. I applied the same patience and understanding to calm the child. He was eventually able to complete the examination and the treatment.

For me, volunteering was not about enhancing my university applications. I will continue to do volunteer activities because of my genuine passion and gratitude for the education and support I have received. Many applicants mention their public service activities, but I believe applicants should show how their experiences and passions demonstrate the ways that they apply their skills, academic knowledge, and interests to make a meaningful impact in the real world.

Actually, I never expected to be accepted to Stanford University. Yet, I overcame my fear of failure by knowing that even if I were rejected, I would not regret having tried. I believe is far better to face rejection after having put in the effort, than to regret not having tried at all.

Like many applicants, I was initially attracted by the prestigious aura of Stanford University. After reflecting on my past experiences, however, I soon realised that such superficial aspects are not important. I understood that true growth involves discovering  your own uniqueness and finding what you are passionate about and what brings you fulfilment.

Rather than portraying myself as a stereotypical "ideal candidate," I chose to embrace my true self in my personal statement and during my interview, I focused on my real interests. I view the application process not as a means to an end, but as a valuable journey in itself. I attribute my success to discovering "who I am" through this process.

Among Stanford alumni, in addition to skier Gu Ailing, I admire Rose Zhang, a world-class golf prodigy. Her dedication resonates with me, and like her, I have strong family support. Her unwavering determination inspires me. For example, she used to travel economically by flying at night and sleeping in airports or cars to save money for tournaments. Despite her widespread acclaim today, she behaves modestly and politely. This reminds me of a time when I played golf with my father—he taught me to remain humble in victory and resilient in defeat.

On 16 December last year, I anxiously opened the email from Stanford University with my family by my side. As the words "Confirmed Acceptance" came into view, I was  initially shocked, then in disbelief, and finally overwhelmed with joy. When I submitted my application, my mother had cautioned me not to expect too much. I responded with, "I understand, but even if it doesn't work out, I'll have no regrets as long as I tried." Hearing this, my mother expressed her pride in me, and my journey has come into full bloom.

In the long journey of life, the application outcome is only a small milestone. The true rewards of growth—such as the courage to try and to accept failure; curiosity; the love for knowledge; and the capacity for lifelong learning—are the basis to cope with all challenges and setbacks. We hope that every graduate will embrace these values.