中文
Tiếng Việt
Student Profile
Student Name: Harry
Admitted to: University of Washington, Seattle
About Harry
Harry grew up in Beijing, where he attended public school through middle school. When his family began considering education abroad, they thought carefully about when he should make the transition. They felt that starting in ninth grade would be too challenging, since the adjustment to a new language, teaching style, and school culture would be significant. Instead, they chose to have him begin in eighth grade at an American high school, giving him time to adapt before high school officially began.
Harry’s transition into eighth grade was relatively smooth, but the challenges became more apparent once he entered ninth grade. At first, his family simply followed the school’s course recommendations, but by the middle of tenth grade it became clear that a more structured, long-term plan was necessary.
Harry’s parents recalled that this period required careful attention. While school reports reflected his grades, they offered limited guidance on long-term course planning, which activities to prioritize, or how to start preparing for college applications. Being in China also made it harder for them to fully understand his daily experience and provide the support he needed. To navigate these challenges, they decided to seek professional guidance and began working with Ivy Talent.
Working with Ivy Talent
In 10th grade, Harry’s family learned about Ivy Talent through a friend’s referral. The team took time to understand Harry’s personality and learning style, which helped the family feel confident in moving forward. An Ivy Talent consultant developed a structured plan for Harry, covering course selection, extracurricular activities, and school club involvement. To keep communication clear and timely, they maintained regular contact through WeChat, ensuring that any questions or concerns could be addressed quickly.
As Harry progressed through high school, he encountered challenges in subjects that required strong language skills, such as English writing and American history. Ivy Talent provided guidance to help him bridge these gaps and offered support during difficult moments. For instance, after a disagreement with a teacher resulted in a lower grade, an Ivy Talent consultant coached Harry on how to take responsibility and communicate directly with the teacher. This approach not only helped him improve his grade but also taught him how to develop stronger relationships with his teachers, an important skill for success in the U.S. school system.
Over time, Ivy Talent also helped Harry build confidence and uncover his strengths. Although he wasn’t especially interested in traditional sports, he discovered a passion for fitness in ninth grade after being introduced to it by a classmate. What began as a casual activity soon grew into a strong interest in exercise, nutrition, and personal health. This new focus not only boosted his self-confidence but also shaped his long-term academic goals, ultimately inspiring him to pursue nutrition at university.
How Ivy Talent helped
Ivy Talent’s support extended well beyond academics. They guided Harry through every step of the college application process, from identifying universities that matched his interests to arranging campus visits and polishing his essays.
At first, Harry was most interested in West Coast schools, especially California, which he saw as the “birthplace of fitness and bodybuilding.” While Ivy Talent respected his preferences, they also encouraged him to keep an open mind about East Coast options. His first school visits, organized by Ivy Talent, gave him the chance to explore campuses and consider new possibilities. Later, during his junior year, Harry traveled to Boston on his own with Ivy Talent coordinating accommodations, transportation, and scheduling. These experiences expanded his perspective and allowed him to make more informed decisions about where to apply.
During application season, Ivy Talent worked closely with Harry to highlight his passion for fitness and nutrition in his essays. They encouraged him to share how his interest in health not only transformed his own life but also positively influenced his family’s lifestyle and strengthened communication at home. By focusing on resilience, personal growth, and commitment to his values, Harry was able to craft an application that truly stood out.
Ivy Talent also worked closely with Harry’s family throughout the process. His mother maintained communication with the consultants about her concerns and questions. By seeking advice directly, she was able to manage her own stress without placing extra pressure on Harry. This approach allowed her to support him in a calm and encouraging way. With Ivy Talent providing both practical guidance and emotional support, the whole family felt reassured during the challenges of the application years.
Reflection
Harry’s journey to the University of Washington highlights the value of recognizing and building on personal strengths. For him, fitness was more than a hobby. It became a source of confidence, motivation, and discipline, and it ultimately inspired his decision to study nutrition. His dedication to physical activity also shaped other areas of his life, helping him develop focus, perseverance, and a balanced approach to challenges.
Ivy Talent worked closely with Harry and his family throughout the admissions process, helping them make thoughtful decisions at every step. The team guided him in choosing courses, developing extracurricular activities, refining his application strategy, and preparing his essays so that his strengths and personal growth were highlighted effectively. Their ongoing support allowed Harry to approach each stage of the process with confidence, stay organized, and present himself in a way that felt genuine and reflective of his abilities.
Harry’s experience demonstrates that there is no single path to success. Each student has unique strengths and interests, and when these are identified, nurtured, and communicated effectively, they can open doors to opportunities and help students reach their goals.
