Growing in Dulwich, Ready for the World: Class of 2026
When the Class of 2026 arrived at Dulwich International High School Programme Suzhou in August 2022, they stepped into a world of new experiences, expectations and opportunities.
Four years later, 131 graduates leave DHSZ as confident, globally minded young adults ready to begin the next chapter of their lives. Their journey has been marked by academic achievement, personal growth, leadership, friendship and discovery. Along the way, they have developed not only the knowledge and skills needed for university, but also the character and resilience that will serve them long after graduation.
Year 10: Finding Their Place
For many students, Year 10 was about finding confidence in an unfamiliar environment.
Students arrived from a wide range of educational backgrounds and quickly discovered that life at DHSZ encouraged greater independence, responsibility and choice. Lessons were taught in English, expectations were different and students were encouraged to take an active role in their learning from the very beginning.
While there was much to learn, there was also a strong sense of support. Teachers, tutors and classmates helped students settle into a new community where they felt safe, valued and encouraged to grow.
One of the earliest highlights was the Dragon Spirit Rally, which welcomed new students into the DHSZ community and introduced them to the school’s culture of collaboration, respect and school spirit.
That sense of belonging continued to grow during Week Without Walls.
Away from their usual routines, students spent time together, built friendships and created shared memories. Experiences beyond the classroom helped transform unfamiliar faces into friends and gave students an early sense that they were part of something bigger than themselves.
Another important milestone came through the Year 10 STEAM presentations.
Whether competing, performing, volunteering or supporting their peers, they began to develop friendships, confidence and a stronger sense of identity within the DHSZ community.
By the end of Year 10, many of the students who had arrived feeling uncertain were beginning to feel at home.
Year 11: Taking Ownership
If Year 10 was about belonging, Year 11 was about ownership.
Students returned with greater confidence and a clearer understanding of how to make the most of the opportunities around them. The focus shifted from settling into school life to taking greater responsibility for academic progress, personal development and future planning.
As IGCSE examinations approached, students learned the importance of preparation, organisation and resilience. Teachers provided extensive support, but students were increasingly encouraged to take ownership of their learning by seeking help, using office hours and developing effective study habits.
At the same time, important conversations about the future began to take shape. Through subject showcases and pathway discussions, students explored the options available to them in Year 12 and beyond. They were encouraged to speak with teachers, counsellors and families, helping them make informed decisions about the next stage of their education.
Week Without Walls took on a different meaning during Year 11.
Where Year 10 had focused on belonging, the Thousand Island Lake experience emphasised independence, resilience and teamwork. Students learned to support one another, overcome challenges and develop confidence outside their usual comfort zones.
Students also began to contribute more actively to the wider school community through leadership opportunities and increased involvement in school events.
By the end of Year 11, the cohort had grown considerably. They had navigated academic challenges, made important decisions about their futures and begun to understand that success is built through consistency, effort and personal responsibility.
The University and Careers Counselling (UCC) programme became a central part of student life, helping students explore different pathways and think carefully about their aspirations. Conversations shifted from what students had already achieved to what they hoped to achieve next.
Beyond the classroom, students were encouraged to engage with ideas that challenged them intellectually.
The 'Scholars Programme' programmes invited students to explore ethical questions, academic debates and real-world issues connected to their chosen fields. Whether discussing medicine, economics, engineering, the arts or social sciences, students were encouraged to think critically, evaluate different perspectives and develop their own informed opinions.
Importantly, they also learned about academic integrity and the responsible use of emerging technologies. Students explored how AI could support learning and research while understanding the importance of maintaining authenticity and ownership of their work.
Year 12 also brought a growing range of co-curricular opportunities.
Olympiads, research projects, competitions, summer programmes and enrichment activities allowed students to pursue their interests beyond the curriculum. They were encouraged to read more widely, ask deeper questions and engage with subjects at a university level.
Across the year, students became increasingly confident in making informed decisions for themselves. Whether selecting academic pathways, exploring university options or pursuing personal interests, they learned to think critically about who they were and who they hoped to become.
Year 13: Leaving a Legacy
By Year 13, the students who had once arrived as newcomers had become leaders within the DHSZ community.
The year was defined by purpose, reflection and preparation for life beyond school.
University applications became increasingly real as students prepared personal statements, completed admissions tests, attended interviews and received offers from institutions around the world. Supported by the UCC team, they navigated a demanding process with determination and maturity.
Yet some of the most meaningful moments of Year 13 happened closer to home.
One of the strongest examples came through the Dragon Spirit Rally.
Four years earlier, the Class of 2026 were the fresh new students, unsure of what lay ahead. Now they stood at the front of the community, welcoming a new generation of Year 10 students and helping them begin the same journey.
In many ways, that moment captured the entire DHSZ experience.
They were no longer the students being welcomed. They had become the students setting the tone for others.
The final year also provided opportunities to celebrate friendships, create memories and reflect on how far they had come.
From Sports Day and performances to yearbook preparations, farewell traditions and time capsule activities, students embraced opportunities to celebrate the community they had built together. These moments reminded everyone that school is about far more than examinations and university applications. It is also about the friendships, experiences and memories that remain long after graduation.
As they prepared for their final examinations and their next destinations, students demonstrated a maturity that would have been difficult to imagine four years earlier. They had learned how to lead, how to support others and how to navigate uncertainty with confidence.
Grow in Dulwich, Thrive in Life
The story of the Class of 2026 is ultimately a story of growth.
Over four years, students developed academically, discovered new passions, built lasting friendships and learned to approach challenges with resilience and purpose. They became leaders, collaborators and globally minded young people prepared to contribute positively to the communities they will join.
Their university destinations and achievements are certainly worth celebrating, but they tell only part of the story.
The greater achievement lies in the people they have become.
They have grown in Dulwich. Now, they are ready to thrive in life.