创校生故事｜从选择到扎根，让每一份热爱都有回响

选择一所刚刚创立、一切未知的学校，需要勇气。

但Hugh、Hunter、Kate的家庭，却在2020年做出了相似的决定——成为狄邦华曜最早的一批“同行者”。

Hugh是最典型的“创校宝宝”。

家住在学校附近，恰逢狄邦华曜与华二合作初建，一切新鲜又充满可能。父母让尚在大班的Hugh成为第一批入学的孩子。

真正让他们彻底放下顾虑、坚定选择的，是孩子一句发自内心的话：“妈妈，周末能不能不放假，我还想上学。”

| Hugh一家与幼儿园园长Jacqueline Speer、副园长万茗

来自内蒙古的Hunter，是被疫情“推”来的。

反复停课与居家学习，原本稳定的节奏被打乱，让家人重新思考：对于当时还在二年级的他，什么样的教育路径，才更适合他的成长。

从线上了解，到实地探访，校园的整洁舒适、老师的专业与温度、那种温和又有支撑感的氛围，一点点打动了这个北方家庭。

“这里的干净度、舒适度，还有老师的亲和度，都让人很有安全感。”

一句话，成为一家人跨越千里、从北方奔赴江南城市的起点。

Kate则是主动“投奔”而来。

从常熟另一所双语学校转入，她早已习惯小班化的细致与关注，也更在意自己是否被真正看见。狄邦华曜优越的师生比、“以学生为中心”的校园文化，恰好与她心中的理想学校完全契合。

“老师关心我的情绪、生活、状态，不只是成绩。这种被理解、被重视的感觉，让我在新环境里很快找到了位置。”

三个起点完全不同的孩子，却在同一片校园里，找到了最适合自己的节奏。

而家长们的期待，也惊人一致：不希望孩子被分数裹挟，更希望他们从内心生发出学习的动力，成长为有温度、有思想、有独立人格，并能从容面对世界的人。

Choosing a newly founded school — one filled with uncertainty — takes courage.

Yet in 2020, the families of Hugh, Hunter, and Kate made the same decision: to become some of the very first companions on the journey of Dipont Huayao Collegiate School.

Hugh is the quintessential “founding child.”

Living near the campus, and with the school newly established through the partnership between Dipont and ECNU No.2 High School, everything felt fresh and full of possibility. His parents enrolled him as one of the very first students while he was still in his final year of kindergarten.

What ultimately dispelled all their doubts and affirmed their decision was something simple yet powerful — a heartfelt sentence from Hugh himself:

“Mom, can we skip the weekend? I still want to go to school.”

Hunter, from Inner Mongolia, was, in many ways, “pushed” here by the pandemic.

Repeated school closures and periods of remote learning disrupted what had once been a stable routine, prompting his family to rethink: for a second grader at the time, what kind of educational path would truly support his growth?

From initial online research to an in-person visit, the campus gradually won them over — its cleanliness and comfort, the professionalism and warmth of the teachers, and an atmosphere that felt both gentle and deeply supportive.

“The cleanliness, the comfort, and the approachability of the teachers all gave us a strong sense of security.”

That single feeling became the starting point of a journey that brought the family across thousands of miles, from northern China to a city in the south.

Kate, on the other hand, made her way here by choice.

Transferring from another bilingual school in Changshu, she was already accustomed to the attentiveness of small-class teaching and cared deeply about whether she was truly seen.

At Huayao, the strong teacher-student ratio and student-centered culture aligned perfectly with her vision of an ideal school.

“My teachers care about my emotions, my life, and how I’m doing — not just my grades. That sense of being understood and valued helped me quickly find my place in a new environment.”

Three children, three completely different starting points — yet on the same campus, each found a rhythm that suited them best.

What united their parents was a remarkably shared vision:they did not want their children to be driven solely by grades,  they hoped their children would develop an intrinsic motivation to learn — growing into individuals with warmth, independent thinking, and the confidence to face the world.

在狄邦华曜，教育从来不是“批量培养”，而是“点亮与陪伴”。孩子不是被安排、被塑造，而是被支持、被鼓励，按照自己的节奏自然生长。

英语、数学、科学、STEM、艺术、运动…… 所有课程，都在唤醒孩子内心的力量。

Hugh的变化，最初体现在语言能力上。

刚入园时怯于开口，没多久就能用英文和老师轻松交流——聊作业，也分享生活里的小事。

升入小学后，英语学习也从简单的读读写写，升级为阅读理解、写作甚至给AI写信，学校配备的IXL、myON等学习软件，还有午间的DEAR TIME自主阅读时间，更让他养成了每日读英文书的习惯，有时能沉浸式阅读长达一小时。

| 小学英语自1年级起由外教授课，实施分层教学，满足不同学习需求

比语言更珍贵的，是思维的打开。他会主动讨论城市建设、飞机原理、GDP组成、昆山排名…… 这些远超年龄的思考，都来自学校的跨学科课程 —— 让知识走出课本，让孩子在真实世界里探索答案。

2024年春节，Hugh做了一件让全家动容的事：他主动要设计一座完整城市。

为此，他坐公交走遍昆山，实地观察一座城市该有的配套与逻辑。最终完成的图纸，医院、博物馆、生活服务一应俱全，完整、严谨、充满想象力。

那个曾经害羞、依赖老师的小男孩，早已长成眼里有光、心中有世界的少年。

同样的「自主成长」，也发生在Hunter身上。

二年级刚入校时，他就被生物教室深深吸引。听说可以观察细胞与微观世界，他满心好奇地追问老师：“二年级能不能学这个？”这份对生物科学的懵懂好奇，也成了他探索学习的起点。

小学项目式学习中，他和同学一起做环保城市模型、太阳能小车，在动手实践中体会“知识真的有用”。

升入初中，生物、物理、化学分科，他终于走进心心念念的生物课堂。

在Mr. Shaun的生物课上，课堂氛围生动有趣，不仅会在课上展示甲虫、鲨鱼幼崽、蛇蜕等珍贵标本，还在教室里打造了专属水族馆，带着大家开展生态探究，让原本抽象的生物知识变得鲜活有趣，也让他对生物科学的热爱愈发浓厚，真正沉浸在探究式学习的乐趣中。

这份由兴趣驱动、在个性化培养中不断生长的成长路径，在即将毕业的Kate身上，更是完成了从探索到深耕的沉淀。

作为今年即将毕业的学生，Kate已手握多伦多大学、不列颠哥伦比亚大学、加州大学戴维斯分校、威斯康星大学麦迪逊分校等全球顶尖学府的录取。

却很少有人知道，小学时的她曾经是个连经典读物都读不进去的学生。《骆驼祥子》三次翻开都无法沉浸，直到初中语文老师老谢，为她打开文学的大门。

老谢为她推荐《许三观卖血记》，书中直白的语言、现实的情节让她深受震撼并被深深吸引；后来老谢又推荐格非的《江南三部曲》，因“金蝉”线索让她满心困惑，她大胆给作者格非教授写邮件求教，不仅得到暖心回复，更真切体会到兴趣驱动探索的快乐，愈发热爱阅读与思考。

循着对文字热爱，Kate将阅读收获转化为实践动力，在学校加入了风吟文社、创办了《先锋》校报，全程参与选题、撰写、排版、发行；还多次担任校园大型活动主持，从容把控现场、流畅完成表达。

这些经历与她的专业追求深度契合，让她从热爱阅读进阶为能熟练运用文字、表达观点、策划内容的实践者，练就了人文学科所需的文字功底、表达能力与统筹思维。

At Dipont Huayao Collegiate, education is never about mass production, but about igniting potential and walking alongside each child.Students are not shaped or directed into a mold; they are supported and encouraged to grow at their own pace, in their own way.

Across English, mathematics, science, STEM, the arts, and athletics, each discipline plays a role in awakening a student’s inner potential.

For Hugh, the first signs of change appeared in his language development.

When he first joined, he was hesitant to speak. Before long, he was comfortably communicating in English with his teachers—talking about homework and sharing moments from his daily life.

As he moved into Primary School, his learning expanded beyond basic reading and writing to include comprehension, composition, and even writing to AI. With the support of tools like IXL and myON, along with dedicated DEAR time, he gradually developed a consistent reading habit—often becoming fully immersed in English books for up to an hour at a time.

| 小学英语自1年级起由外教授课，实施分层教学，满足不同学习需求

Yet more valuable than language was the opening of his mind.

He began to actively discuss topics far beyond his age — urban planning, how airplanes fly, the composition of GDP, Kunshan’s economic standing… These questions were nurtured by the school’s interdisciplinary curriculum, where knowledge extends beyond textbooks and students are encouraged to explore answers in the real world.

During the 2024 Spring Festival, Hugh did something that deeply moved his family: he decided to design an entire city on his own.

He took public buses across Kunshan, observing firsthand what makes a city function — its infrastructure, systems, and logic. The final blueprint included hospitals, museums, and everyday services — comprehensive, thoughtful, and full of imagination.

The once-shy boy had grown into a young learner with curiosity in his eyes and a world in his mind.

The same spirit of self-directed growth can be seen in Hunter.

When he first joined in Grade 2, he was immediately drawn to the biology lab. Upon learning that students could observe cells and the microscopic world, he eagerly asked his teacher:“Can we learn this in Grade 2?”That simple curiosity became the starting point of his learning journey.

Through project-based learning in primary school, he experienced for the first time that knowledge could truly be applied — building eco-city models, designing solar-powered cars, conducting field research, and collaborating in teams. Learning became something tangible.

In MG, as biology, physics, and chemistry became separate subjects, he finally stepped into the biology classroom he had long dreamed of.

In Mr. Shaun’s class, learning came alive — with beetle specimens, shark embryos, snake skins, and even a classroom aquarium designed for ecological exploration. Abstract concepts turned vivid and engaging, deepening his passion for biological sciences and immersing him fully in inquiry-based learning.

This pathway — driven by interest and nurtured through personalized education — finds its fullest expression in Kate, who is now on the verge of graduation.

She has received offers from top universities including the University of Toronto, the University of British Columbia, the University of California, Davis, and the University of Wisconsin–Madison.

Yet few would guess that she once struggled to engage even with classic literature.She attempted to read Rickshaw Boy three times but could not immerse herself — until her Chinese teacher, Mr. Xie, opened the door to literature.

He recommended Chronicle of a Blood Merchant by Yu Hua. Its direct language and realistic storytelling captivated her.

Later, he introduced Jiangnan Trilogy by Ge Fei. Intrigued and puzzled by the recurring motif of the “golden cicada,” she boldly wrote an email to Professor Ge Fei himself. Not only did she receive a warm reply, but she also experienced, firsthand, the joy of inquiry driven by genuine interest — deepening her love for reading and thinking.

To this day, Kate remains in touch with Mr. Xie. His book recommendations continue to align closely with her interests. Through works like Biographies of Notable Figures in Chinese History, she discovered her affinity for nuanced storytelling and micro-level perspectives — a realization that later helped her define her academic direction and strengthen her university applications.

Following her passion for language and narrative, Kate transformed reading into action. She joined the school’s literary club, founded The Pioneer school newspaper, and was involved in every stage — from topic selection and writing to layout and publication. She also hosted major school events, demonstrating confidence, clarity, and composure on stage.

These experiences closely aligned with her academic aspirations, enabling her to evolve from a passionate reader into a capable communicator — someone who can articulate ideas, craft narratives, and lead content creation, developing the essential skills of the humanities: writing, expression, and critical thinking.

聊起孩子的成长，三位家长还说到了很多那些无法用分数衡量、却能支撑一生的“软实力”：

自信、独立、抗挫折、共情、合作、表达、自我认知、情绪稳定……

这些看不见的能力，恰恰是决定一个人未来能走多远、走得多稳。

Kate对这一点感受尤为深刻。从小热爱运动的她，在篮球场上完成了最深刻的蜕变。

| Kate参加篮球校际比赛

作为篮球校队队长，她曾经直率较真，总以为“好队长就是把事情做到最好”，后来才慢慢懂得，真正的领导力，不是一个人强大，而是让整个团队变得强大。

从一开始直接指出问题，到后来学会用“我们一起调整”的温柔方式表达，她在输赢之间、在汗水与成长中，慢慢长成更成熟、更有同理心的领导者。

| 左一 Matt老师，右一创校校长Carol Santos，第二排左四Kate

对Hugh而言，他的成长藏在日复一日的坚持里。

他与游泳的缘分，从幼儿园校队竞选就已开始。大班那年遗憾落选，他没有气馁，反而每天课后主动练习基础动作，凭着一股韧劲在一年级成功入选。这一坚持，就是近六年。

每周两次训练从未间断，每次游完一两公里早已成为日常。后来，他与队友并肩拿下全国游泳比赛三等奖，这份并肩作战的荣誉，让他格外珍视。

运动不仅让Hugh变得自律而坚韧，更让他读懂了集体与责任，在一次次坚持与跨越中，练就了强大的抗挫折能力。

Hunter则在飞盘课上尽情奔跑，在包容温暖的团队氛围里主动上场、全力投入。

没有因失误被指责，只有彼此鼓励、默契配合与共同复盘。他在协作中学会沟通、信任与担当，更懂得依靠团队、凝聚力量。

“遇到事情会想着和大家商量，而不是自己憋着，这大概就是团队的力量吧。” 

运动让开朗自信的他愈发成熟从容，责任、尊重、合作、表达…… 这些扎根心底的软实力，也成为他面向未来最坚实的底气。

正如家长们共同的感慨：

世界很大，成长从来不止一种标准答案。

愿更多孩子，能在这样的校园里被看见、被点燃、被温柔托举，带着内心的力量与眼底的光芒，走向属于自己的广阔人生。

When talking about their children’s growth, the three parents also highlighted many “soft skills” that cannot be measured by grades, yet will support them throughout life:

confidence, independence, resilience, empathy, collaboration, communication, self-awareness, and emotional stability…

These invisible abilities are precisely what determine how far a person can go—and how steadily they can move forward.

Kate feels this especially deeply. Having loved sports from a young age, it was on the basketball court that she experienced her most profound transformation.

| Kate参加篮球校际比赛

As the captain of the basketball team, she used to be straightforward and exacting, believing that “a good leader is someone who gets everything done perfectly.” Over time, she came to understand that true leadership is not about one person being strong, but about enabling the entire team to grow stronger.

From initially pointing out problems directly, she gradually learned to communicate with a gentler tone—saying “let’s adjust together.” Between wins and losses, through sweat and growth, she slowly developed into a more mature and empathetic leader.

| 左一 Matt老师，右一创校校长Carol Santos，第二排左四Kate

For Hugh, growth is found in quiet, daily persistence.

His journey with swimming began with a kindergarten team tryout. After not being selected in his final kindergarten year, he did not feel discouraged. Instead, he practiced basic techniques on his own every day after school, and with determination, earned his place on the team in Grade 1. This commitment has now continued for nearly six years.

He has never missed his twice-weekly training sessions, and swimming one to two kilometers each time has long become routine. Later, he and his teammates won third place in a national swimming competition—a shared achievement he deeply treasures. Sports have not only made Hugh disciplined and resilient, but have also helped him understand teamwork and responsibility, building a strong capacity to overcome setbacks through perseverance and growth.

Hunter runs freely on the ultimate frisbee field, stepping forward and fully engaged within a warm and supportive team environment.

There is no criticism for mistakes—only mutual encouragement, seamless coordination, and shared reflection. Through collaboration, he has learned to communicate, to trust, and to take responsibility. He has come to understand how to rely on a team and how to bring people together.

“When something happens, I think about discussing it with others instead of keeping it to myself—that’s probably the power of a team.”

Through sports, his natural confidence and openness have grown into a deeper sense of maturity and composure. Responsibility, respect, collaboration, expression—these deeply rooted competencies have become the strongest foundation supporting him toward the future.

These experiences, which may seem “unrelated to grades,” are in fact quietly shaping the competencies that will matter most for their future.

As the parents shared,

The world is vast, and growth has never had a single standard answer.

May more children be seen, inspired, and gently supported in such an environment—carrying inner strength and a light in their eyes as they step into their own expansive futures.