Teresa H: From Dulwich to Harvard

“‘Best’ is a label defined by others; ‘best fit’ is how you truly feel.” This guiding principle shaped the journey of Class of 2021 graduate Teresa He. Once an average student with grades hovering around a C, Teresa has since earned offers from Harvard, Yale and Columbia, among other top universities. Her story is no fairytale of effortless brilliance, but one of self-awareness and sustained perseverance. In a candid conversation with Ms Eileen Law—her former economics teacher and now her mentor during her internship at DHSZ—Teresa reflects on the unconventional path that led to her success.

4am. A Ping.  Confetti on Screen, Tears in Eyes

“I tore open my inbox to find Harvard’s offer and my heart leapt—I just burst into tears,” Teresa recalls of that 4 a.m. notification. Having applied to programmes in Education, Management and Public Health, she had already received offers from NYU, Yale, Columbia and Brown. But it was Harvard’s email—complete with its celebratory confetti animation—that made her feel “chosen by fate.”

“Once I calmed down, I realised it wasn’t magic but the payoff of years of hard work and unwavering support,” she says. Her first instinct was to share the news with her internship mentor, Eileen.

Eileen was delighted, though not surprised. “When I wrote her university reference, I highlighted her resilience: zero absences during remote learning and boosting her A-level Economics from a C to an A. Teresa has always proven herself by action,” she reflects. To Eileen, Teresa exemplifies the idea that growth is not a sprint, but a marathon of continuous self-surpassing.

Lessons from the Internship: Challenges, Balance and Breakthroughs

After graduating from UCLA last year, Teresa returned to DHSZ before beginning postgraduate study, serving as an assistant economics teacher and boarding tutor. This dual perspective—both “student” and “teacher”—sharpened her focus on a key question: when peers rely on tools like Deepseek or ChatGPT to complete assignments, is technology deepening understanding or enabling shortcuts?

This reflection crystallised her research ambitions. Teresa applied to Harvard’s Education Innovation programme to explore how technology might be more meaningfully integrated into classrooms.

“I told my Harvard interviewers that I want to develop tech-enhanced teaching methods to offer students more effective learning pathways. Harvard’s curriculum aligns perfectly with that goal,” Teresa explains.

Balancing her internship with university applications required strict discipline: late nights revising personal statements, mornings back in the classroom, every hour precisely accounted for.

“Although it was intense, this hands-on experience clarified my research focus and gave my statements genuine depth and warmth,” she admits.

According to Eileen, Teresa’s most valuable growth came through deep engagement with school life, “She constantly pondered: what impact does genuine education have on students? What role should a teacher play? How can we foster student growth over those crucial high-school years? These reflections enabled her to articulate concrete reform ideas during her Harvard interview.”

Eileen also highlights Teresa’s contribution to the economics department, “She poured heart and soul into developing teaching resources and supporting boarders. Always ready to go an extra mile, her blend of diligence and innovation is precisely the hallmark of an outstanding educator.”

The Sweetest Kind of Dilemma: Harvard or Yale?

When both Harvard’s Graduate School of Education and Yale’s School of Public Health extended offers, Teresa spent two weeks in what she diplomatically calls a “sweet torment.” Though she leaned toward Harvard, Yale’s US$50,000 scholarship gave her pause.

To gain clarity, she spoke with current Harvard students, who praised the university’s inclusive culture and its wealth of cross-institutional opportunities across Boston. She also turned to her Dulwich students, asking, “Do you think I have what it takes to be a good teacher?” Their unanimous “yes” helped steady her resolve.

In the end, she asked herself the question that mattered most: “Five years from now, will I regret not delving into Public Health, or not pursuing educational equity?” The answer was clear. Her passion lay with education. With Harvard’s strong partnerships—including MIT—and its commitment to social change in schooling, she knew she had found the right platform to help transform education.

Grow in Dulwich: From “Accepting Mediocrity” to “Surpassing Expectations”

Over four years at Dulwich, Teresa evolved from a student uneasy with English and earning C and D grades into someone who confronts challenges head-on and pursues constant improvement. Faced with incomprehensible morning-assembly slides, she committed to daily English-language exposure; confused by supply-and-demand curves, she studied a Chinese-language economics text until the concepts clicked.

“Once I acknowledged my weaknesses, I could zero in on details and make real progress,” she reflects.

Taking part in choir competitions, sports meets, and later serving as a House Captain helped her develop teamwork and leadership skills. As Eileen notes, “Teresa accepted her early mediocrity without lowering her ambitions. During lockdown, she never missed a lesson or handed in late work—such unwavering dedication underpins all she has achieved today.”

Vision for the Future: Bringing Warmth to Education Through Technology

“Learn to change the world” is more than Harvard’s motto—it’s Teresa’s guiding principle. Post-graduation, she intends to teach on the front lines, immersing herself in real-world educational challenges before harnessing AI and other technologies to craft classroom and resource innovations that deepen understanding and application.

“Life offers no one-size-fits-all path. Rather than chase a high salary, I’ll pursue what I’m good at and passionate about. Education is that path for me, and I will refine my skills so that technology and human needs converge in the classroom, kindling truly meaningful learning.”

Advice from Teresa: Calibrate Your Compass through Experience

“‘Best’ is a label defined by others; ‘Best fit’ is how you truly feel.” That is the message Teresa most wants to share. Citing her own journey—from initially enrolling at UC Irvine and realising it wasn’t the right environment, to weighing Harvard against Yale, to testing her affinity for teaching as an assistant—she underscores the importance of “try first, decide later.”

“Only by stepping in can you discover whether a path truly suits you. If your current situation doesn’t resonate with your inner calling, don’t hesitate to forge a new course.”

Teresa’s narrative redefines conventional notions of elitism—there are no silver spoons here, only the courage to fuel perceived shortcomings into fervent momentum. When that 4 a.m. email lit up her screen, it wasn’t merely confetti from Harvard—it was the spark ignited by years of steadfast resolve. We believe education’s true magic lies not in sculpting perfect templates but in helping each “ordinary” individual find their own extraordinary trajectory. That flame, kindled by resilience, will illuminate the way for more seekers of the “Best fit.”