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As one of the founding students of King’s, Evelyn began her journey alongside the school itself. Growing together with the community, she not only witnessed the rapid development of King’s, but also discovered a strong academic interest in understanding the relationship between individuals and society.
In the 2026 application season, Evelyn received offers from a number of world-leading universities, including University College London, University of Manchester, University of Warwick, University of Southampton, University of Sheffield, University of Melbourne and University of Sydney.
From a companion at king’s founding to a young scholar stepping confidently toward her future, Evelyn’s journey reflects the shared growth of both student and school. We are immensely proud of her achievements and look forward to seeing her continue her path with curiosity about society and a deep care for the world around her.
Evelyn | The Story of a Founding Student
If we turn the clock back three years to the day Evelyn first walked onto the campus of King’s School Shenzhen, the school itself was still very young. The academic buildings had only just come into use, the student body was small, and there had not yet been a graduating class.
For many families, choosing a newly established school naturally came with hesitation: what would the future of such a young school look like? No one could offer a completely certain answer. It was in that very year that Evelyn became one of King’s founding students.
Before joining King’s, Evelyn had been studying in the public school system. It was a familiar path: a demanding curriculum, constant homework, and days filled with tutoring and exams. Looking back, Evelyn’s mother recalls that her daughter was always busy during that time, yet rarely truly relaxed.
Gradually, she began to consider another possibility. Perhaps in a different environment, her child might grow in a different way. The moment that truly helped them make the decision came on the day of the school interview.
Evelyn's mom share her Parenting insights
Evelyn still remembers meeting Head of School Becky for the first time. She was nervous, and her English was not yet very fluent. Yet the interview turned out to be surprisingly relaxed.
“When I couldn’t quite express myself, she would help explain and encourage me to keep going,” Evelyn later recalled. It didn’t feel like an interview at all—it felt more like a conversation.
After a moment’s thought, she added with a smile:
“She felt a lot like a mom.”
Over the past few years at King’s, many of Evelyn’s classmates have come and gone. Mobility is common in international schools—some students transfer, some move abroad, and others leave Shenzhen altogether. Evelyn laughs when she talks about it: “My close friends have come and gone in different groups.” Yet she herself never seriously considered leaving.
One reason was that, over time, she found her own rhythm of learning here. With small class sizes and close relationships between teachers and students, whenever she encountered difficulties, there was always someone willing to sit down with her and work through the problem step by step.
“In many international schools, teachers stop responding to student questions after work, but the teachers at King’s are different.”
There was also a belief her mother often repeated, one that gradually shaped Evelyn’s own thinking:
“Don’t be quick to blame the environment. If learning becomes difficult, we should find ways to solve the problem—rather than starting over somewhere else.”
In her mother’s view, what matters most is not avoiding challenges, but learning how to take root wherever you are. With that steady encouragement, Evelyn gradually learned something even more important: to settle in, and to take responsibility for her own growth.
When asked what she is most grateful to the school for, Evelyn’s mother gives a simple answer: “Not the grades, but the fact that she grew up in a caring environment.”
In her mother’s eyes, the most significant change has not been Evelyn’s scores, but her overall state of mind. She began looking forward to going to school each day and became more willing to speak with her teachers. At home, she would share stories from class and thoughtfully talk about what she might want to do in the future. The confidence that grew from within, her mother says, is far more meaningful than any report card.
By the end of the university application season, Evelyn had achieved what many would call a “full house” of offers. Stories like this are sometimes described as a “comeback,” as if everything changed in a single dramatic moment.
But when you look at the past three years more closely, there was nothing sudden or dramatic about it. No instant awakening, no turning point overnight. More often, it was made up of quiet, specific moments: a concept that suddenly made sense in class, an afternoon spent in long conversation with a teacher, a gradual process of discovering her own direction.
This is often how growth happens. Not through one extraordinary day, but through many seemingly ordinary ones, where change unfolds little by little.
Three years ago, she walked into this young school as one of its founding students.
Three years later, she now sets out from here, carrying a direction that is entirely her own.
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