Three students. Distinct disciplines. A shared moment of direction

DHSZ Class of 2026 Offer Stories

The Early Decision results to New York University (NYU), ranked No. 32 in the U.S. News National Universities ranking, marked a milestone for three students from Dulwich International High School Programme Suzhou, Class of 2026.

• Wayne L received an offer to study Media, Culture and Communication
• Lily J was admitted to NYU Tisch School of the Arts for Interactive Media Arts
• Garfield Z secured his place to study Mathematics

Their academic destinations span three majors. Yet behind these different pathways lie two complementary dimensions of a Dulwich education: the formation of strength of character, and the pursuit of academic excellence.

Wayne and Lily: Finding Direction Through Creative Practice

Wayne’s interest in creative work developed through sustained engagement with film and photography, shaped by experiences that challenged conventional storytelling. 

During a summer programme, he encountered an assignment shared by an NYU mentor: students were asked to tell a complete story using only 24 black-and-white photographs. It was an approach he had “never thought a story could be expressed through.”

Compared with more rigid formats, such as scriptwriting or standard films, the task prioritised interpretation over instruction. For Wayne, this openness allowed independent thinking to surface, with creativity emerging through choice, perspective, and restraint rather than fixed templates.

This understanding deepened through later experiences learning interactive design skills and working on capstone-style projects, including a collaborative robotics task to create a small desktop “pet.” Lily’s University and Careers Counsellor, Ms Chen mentioned: "As a House Captain and Student Council member, Lily demonstrates both strongorganisational ability and genuine empathy, fostering an open and positiveatmosphere within her teams. Her expressive enthusiasm and sincere willingnessto share often serve as a bridge between others. The SISU student society thatshe participated in and co-founded provided an important platform for herdesign exploration, allowing universities to clearly see her sustained, purposeful creative development and growth."

Becoming a Bridge for Others

For both students, creative work was inseparable from collaboration. Over time, “connecting people” emerged as a shared value, expressed in different ways.

While directing a short film during summer school, Wayne worked with a script written by someone he had never met. Disagreements arose over how closely the original text should be followed.

Rather than insisting on a single interpretation, he proposed filming two versions and resolving differences during editing. For him, being a bridge meant “finding a solution when people disagree, so that everyone can feel satisfied, or at least comfortable, with the outcome.”

Lily approached connection through communication and encouragement. She emphasised listening before acting, particularly in team environments where ideas often diverge. 

One moment stood out. Participating on Sports Day as House Captain, Lily encouraged a shy friend, strong in high jump and long jump but lacking confidence, to take part. The friend later won both a gold and a bronze medal.

“That was when I really felt I had done something for someone else,” Lily reflected.

Garfield: Academic Excellence Through Exploration

Garfield’s interest in mathematics did not begin with mastering formulas, but with questioning how certainty is constructed.

His engagement with probability emerged in Year 12, when he encountered it as a field that demanded interpretation rather than procedural confidence. As Garfield explained, “Instead of just following formulas, I had to consider uncertainty and the likelihood of different outcomes.”

This shift marked a turning point, Garfield started to focus on how assumptions shape conclusions, and how mathematical models attempt to make sense of unpredictability.

Learning to Interpret Results, Not Just Reach Them

That curiosity extended into applied contexts through a machine learning project on network detection. Working with probabilistic models, Garfield explored how data can be used to predict patterns and outcomes.

“During one statistics lesson, a class discussion about why the same data could lead to different conclusions made me reflect more deeply on how results are interpreted.”

Through examining how changes in assumptions, including the interpretation of p-values, could alter outcomes. He began to see mathematics as a discipline shaped by reasoning, judgement, and context.

Looking Ahead: Mathematics with Purpose

Access to advanced texts through the school library and open-ended office hours encouraged Garfield to see mathematics as a connected and evolving field.

“I found myself becoming increasingly curious about why certain methods worked and how the same concepts could be adapted to unfamiliar problems.”

During his study of additional mathematics in IG1, Garfield was encouraged by his Mathematics Teacher Mr Ju, to explore calculus in greater depth, establishing a strong conceptual foundation for further mathematical study. Mr Ju recalled: “During Year 11, Garfield consistently demonstrated curiosity and determination in his study of mathematics. He frequently sought guidance beyond the classroom, asking thoughful questions and engaging deeply with advanced concepts. His commitment to problem-solving and willingness to explore further resources reflected a genuine passion for learning.”

He will continue his studies in Mathematics at New York University, drawn to the Courant Institute of Mathematical Sciences for its emphasis on theoretical depth alongside real-world applications.

A Community That Sustains Growth

Across all three journeys, a shared foundation emerges in the role of the Dulwich community in supporting students through moments of challenge and transition.

Wayne often turn to his University and Career Counsellor, Mr Coyle, for advice when feeling uninspired when writing his personal statements. Reflecting on Wayne’s development, Mr Coyle noted, “I've seen Wayne growth in maturity day-by-day. I've watched as Wayne moved from taking photos at events to developing short videos, to directing anti-bullying videoes. When the NYU admission representative visited Dulwich in October 2025, Wayne was front row asking meaningful questions about the course structure. Wayne walked away from the meeting 100% sure he would apply ED to NYU - and I was sure he had left a mature impression ”

Lily’s support unfolded across both academic and sporting contexts. Working with her as her football coach, Mr Coyle recalled that “her forthright mentality and clear determination were visible on the pitch.” When Lily expressed interest in NYU, he encouraged her to attend the admissions meeting, where she learned that “a 4-year student in Dulwich does NOT need TOEFL or IELTS.” This, he noted, allowed Lily to “save the time on taking English exams and use it to write her essays with her college counsellor Ms Chen.”

That same culture of guidance and trust also shaped Garfield’s academic journey. Beyond classroom teaching, teachers encouraged him to explore ideas in depth, ask questions beyond the syllabus, and build confidence through understanding rather than speed or outcome.

Looking back, Lily reflected that what felt like “plenty of time” in Year 12 quickly became pressure in Year 13. She encouraged younger students to plan ahead, particularly with language tests, and to pursue activities connected to genuine interests, as these experiences help clarify direction and deepen understanding.

Garfield advised students not to confine their interests strictly to the curriculum. “Every attempt to complete a challenging project motivates you to learn new skills,” he noted. Through exploration and collaboration, he believes students can build both academic depth and the foundations for future university-level study.

Together, their stories reflect the Dulwich Difference in practice. 

As they move forward to New York University and beyond, these foundations will continue to shape not only what they study, but how they learn, contribute, and lead.

Grow in Dulwich, Thrive in Life