DHSZ Class of 2026 Offer Stories: Charlotte G | Biology @ Washington University

As part of DHSZ Class of 2026 Offer Stories series, we share the journeys behind students’ university choices and the learning that shaped them. Charlotte has received an Early Decision (ED) offer to study Biology at Washington University in St. Louis, ranked 20th among National Universities in the latest U.S. News rankings.

Her story is not one of early certainty, but of direction formed through sustained exploration.

Some paths are not clearly named from the outset. They often begin with a single attempt, a moment of curiosity, or an exploration without a predetermined direction. Charlotte’s journey into Biology unfolded in precisely this way.

A Choice Shaped by Curiosity

For Charlotte, the Early Decision offer from Washington University in St. Louis marked neither a sudden leap nor a narrow conclusion, but a moment of quiet clarity. By the time the offer arrived, her academic direction had already been shaped through years of exploration, across disciplines, environments, and ways of thinking.

Washington University first stood out not simply for its ranking, but for the substance behind it. Known for strength in biological sciences and medicine, the university also came alive through conversations with alumni. 

As Charlotte shared, she had heard about “the beautiful campus and even the canteens” from former students, small details, perhaps, but ones that made the institution feel lived-in rather than distant.

Throughout this process, conversations with her University and Careers Counsellor, Ms Shi, played an important role in helping Charlotte reflect on how different universities aligned with her academic interests, learning preferences, and long-term direction.

In Ms Shi’s view, Charlotte embodies what it means to be a genuinely well-rounded student.

Alongside this guidance, insights from Dulwich alumni studying at Washington University offered a grounded perspective on campus life, academic expectations, and application strategies. During the application process, Charlotte sought advice on personal statements and standardised exams, but also on how students actually learn and grow once they arrive.

Together, these exchanges transformed WashU from a name on a list into a place she could genuinely imagine herself learning and growing.

From Business to Biology

Charlotte’s path toward Biology was not immediate. In Year 10, she was considering Business, imagining a very different academic future. That direction shifted through experience rather than instruction.

The turning point came through the school-led dragonfly DNA barcoding project. Fieldwork took her and her peers into wetlands, where they collected specimens of damselflies and dragonflies before returning to the lab to analyse DNA sequences and study species variation across regions. It was here that Biology stopped being abstract.

“That was when I first really entered Biology,” Charlotte reflected. The discipline revealed itself not as memorisation, but as investigation, a way of asking questions about the living world and following evidence where it leads.

Research in Practice

From Year 11 onward, Charlotte became deeply involved in iGEM, participating continuously through her final year. Unlike classroom learning, iGEM placed students inside real research contexts, demanding not only scientific knowledge but sustained collaboration and applied thinking. “It takes the knowledge we learn from textbooks into real life,” she explained. 

Beyond laboratory work, the programme’s human practices component required communication, social engagement, and business-style analysis, expanding her understanding of what scientific work can involve.

Throughout these projects, mentorship played a crucial role. Mr Mackay, Biology Teacher, Assistant Head (School Development), supported Charlotte across research initiatives, experiments, and broader projects, helping her develop both technical competence and confidence in navigating complex ideas. Reflecting on her journey in Research in Practice, he noted:

Turning Interest into Impact

Charlotte’s engagement with Biology did not remain confined to formal research. After the dragonfly project, she began learning how to make biological specimens, working with insects such as dragonflies, damselflies, and butterflies. Over time, this hands-on curiosity evolved into creative practice, including crafting jewellery from insect wings.

Wanting to share this fascination with others, she founded the Natural Science Life Exploration Editorial Department CCA. The CCA became a space where students could learn specimen-making techniques, explore natural science creatively, and engage with Biology beyond textbooks.

Alongside this, Charlotte also extended her long-standing musical background into community service. Having played the Guzheng since childhood, she initiated free Guzheng lessons for local primary school students, using music as another way to connect learning with generosity.

Across both science and music, a consistent pattern emerged: personal interest transformed into shared opportunity.

Learning Through Balance

Beyond her academic focus in Biology, she consistently involved herself across a wide range of intellectual, creative, and leadership contexts, including Model United Nations, debating, musical productions, Young Musicians, the Dulwich Olympiad, and global citizenship initiatives. She also took on positions of responsibility within the school community, serving as Deputy Head Girl of the Student Council and contributing as both a Student Ambassador and a DEA participant.

Together, these experiences reflect a student whose learning extended well beyond a single discipline, shaped by curiosity, commitment, and a willingness to engage fully with school life.

Managing this range was not effortless. She recalls: "I had the habit of feeling overwhelmed and staying up late to keep pace." Over time, she learned to multitask, plan deliberately, and rely on teamwork rather than carrying responsibilities alone.

These lessons shaped how she approaches challenges: with structure, collaboration, and an understanding that leadership does not require doing everything oneself.

Beyond the ED Offer

Charlotte approaches the future with openness rather than certainty. Entering a new environment excites her; uncertainty, to her, is not something to avoid. New people, new subjects, and unfamiliar opportunities represent possibilities.

While she will be studying Biology, her aspirations extend toward leadership in science, whether through science communication, project leadership, or policy-oriented pathways. She is intentional about keeping options open, allowing experience to guide direction rather than narrowing choices too early.

“I hope I’ll keep my interest and enthusiasm in most areas,” she said. “I want to keep grabbing opportunities when they come.”

To younger students feeling pressure to decide early, Charlotte offers a perspective shaped by experience rather than hindsight. “Be brave enough to embrace the opportunities in front of you,” she said. “Be brave enough to experience different lives. You’ll figure out your own way one day.”

As Charlotte prepares to step into a new academic environment, she carries with her not only a discipline, but a way of thinking, one shaped by inquiry, collaboration, and the courage to choose through experience.

Grow in Dulwich, Thrive in Life.