I hesitated before starting to write, unsure of how to summarize my high school experience.

After the middle school exams, I transitioned from the national education system to the AP curriculum. The pressure of academics, environment, and ideology in the national system often left me gasping for air, causing a noticeable decline in my physical health and making me want to escape reality at every moment. Overwhelmed by the arrival of new things, I dragged my weary body to Hongrun Boyuan with my mother.

The new student orientation camp was my first formal introduction to this community. Faced with a new environment, my mind automatically filled with numerous assumptions and fears. I worried about not fitting in, not presenting myself well, the embarrassment of doing things in public, and not being able to keep up with the school curriculum. Indeed, during middle school, I felt like a hermit crab without a shell, constantly at risk. For me, preparing for the worst meant that I could accept any outcome. However, it turned out that this approach was hardly worth mentioning. The orientation camp activities made me appreciate the joy of being in a community and expressing myself. Here, I felt that I could let go without worry.

Whether it was the performances at the new student orientation camp or those after officially enrolling, there was always praise and support from the teachers afterwards. I remember Principal Chris Moses kindly complimenting my performance, and Teacher Irene exclaiming how great it was. Performing, speaking, and hosting on the Hongrun stage multiple times enhanced a sense of fearlessness and relaxation I had never experienced before.

My favorite way to de-stress is to be with nature, probably a habit from my childhood. Whenever there was a holiday or the spring weather was pleasant, my family would take me out to interact with nature and culture, taste tea, have picnics, and play. At Hongrun, the campus environment alleviated many of my anxious feelings.

What I heard most from my family was about changes in my personality. Rather than changes, it was more about revealing my true self. Here, I was enveloped by the warmth of the community's big family, with classmates who were mutually supportive and teachers who were both mentors and friends. We naturally discussed our views, waiting for the collision of different ideas. Whether it was about academics or discussions on reality, the present, and the future, my friends and I always freely shared our thoughts, equally critiqued each other, and resonated. Teachers also often communicated with me, shared my recent situations, provided timely advice and help, and offered opportunities.

In terms of academics, I have only one piece of advice: don't follow the crowd. Make an effort to understand fully, and communicate thoroughly with college guidance counselors to avoid regrets. I was introduced to the American high school AP system relatively late, not starting to exchange ideas with seniors and college admissions officers until 10th grade. Through clubs and elective courses, I gained a general understanding of the application process for the American high school system. As for standardized tests, it's essential to prepare early to free up enough time for the application season, allowing more time for school selection, preparation, and engaging in activities of interest. Moreover, assess your capabilities realistically and commit firmly to your decisions. I recommend maintaining an optimistic and positive attitude on the application journey, actively adjusting to unsatisfactory outcomes instead of avoiding them, because you will have to face them someday.

Following the crowd is not just a sign of not understanding yourself; it can also lead to immense suffering when you're fully conscious. Due to my lack of understanding and fear, I was conservative in choosing courses in 10th grade, not proactively exploring activities and projects of interest. This led to an inefficient use of my 10th-grade year, where I only acted reactively within the school, moving only when pushed by a teacher. I regret this deeply. If I could do it over, I would plan my application timeline more carefully, seize every opportunity, continuously pursue and seek out my passions, and fight for opportunities for myself. Self-reflection was what I lacked.

Under the pressure of 11th-grade applications, I finally took the initiative to pursue the goals in my mind. With a fondness for and a desire to promote Chinese traditional culture, I founded a club related to Chinese culture -- the Shadow Puppetry Club, aimed at igniting students' passion for excellent traditional culture, significantly enhancing my leadership skills. Subsequently, combining my interests and a relatively solid foundation in human geography, I participated in the "Hexi Corridor" volunteer project, which involved planting trees in the desert and brought me new insights.

Also, in the 11th grade, I had more communication with my teachers. One-on-one conversations analyzing myself often pleasantly surprised me, as classmate Pan mentioned in this term's opening ceremony, analyzing oneself is painful. Perhaps it was these opportunities that allowed me to understand myself better. After clarifying my thoughts, I further gained the courage to think about the future, myself, and knowledge, which made me happy. 

This led me to choose human geography as my major for university applications. Looking back, some seemingly incidental activities further informed my choice of major. In the 12th grade Building Shanghai project, I chose the theme "Fashion Tomorrow" for a five-day research project. During this period, I delved deeper into the sustainability applied to clothing. In recent decades, the fashion industry has gradually increased its awareness of environmental protection. What kinds of materials and manufacturing processes are they using to reduce pollution? Does the fashion industry's use of environmental protection as a selling point have a positive effect? These questions gave me a tangible sense of sustainability.

Starting in the 11th grade, the encouragement and help from my teachers alleviated my academic pain and anxiety. The language standardization tests frightened me. It was a process that needed to be approached gradually, requiring days of accumulation and practice; the process was essential. Impatient by nature, I fell into anxiety and sadness after failures, losing motivation. Shannon, responsible for college guidance, would regularly check on my academic progress and provided full affirmation and support when I felt lost and pained by standardization tests. My homeroom and psychology teacher Chloe also helped me navigate through life's troubles and offered broader perspectives to face difficulties, adjusting my mindset... The care and encouragement from my teachers gave me the courage to face my setbacks and hurdles, helping me to understand myself better. After carefully reviewing my high school career, the content for my college essays was also smoothly determined. Following the timeline of the application season, I maintained my composure and applied to Lehigh University during ED2, ultimately successfully receiving an offer from Lehigh University.

Finally, I want to thank my parents. With their tolerance and encouragement, I bravely practiced my ideas. I was fearless because I knew the haven of home was always open to me.

I will continue to move forward with hope and anticipation.