人物PROFILE
刘柏仪
2026届毕业生
一年级入学，无锡协和就读12年
学生领袖
陪伴星星
百千万志愿者
生态复兴倡议
爱丁堡公爵奖（银奖和铜奖）
鞋盒音乐节
冬季义卖会，夏季义卖会,
花样滑冰训练
青少年行为和精神病研究
罗塞塔老化生物信息学夏校
奖项
生物学挑战赛铜奖,
USAD国家学术大满贯铜奖
英国生物奥林匹克（BBO）全球入围，
国际生物学奥林匹克竞赛（IBO）全球银奖
普华永道ESG商业挑战赛全国银奖
......
录取院校
哥伦比亚大学 巴纳德学院
香港大学
华盛顿大学西雅图分校
加州大学戴维斯分校
加州大学尔湾分校
罗格斯大学新布朗维克校区
匹兹堡大学
如果有人问我，十二年是一段怎样的时间。
我大概会说，长到足够让一个一年级的小朋友变成今天站在毕业典礼上的自己；又短到回头看的时候，许多画面仍然像昨天发生的一样。
从小学一年级开始，我就在无锡协和双语学校读书。十二年来，我几乎把整个成长过程都留在了这里。这里不仅是我上学的地方，更像是见证我一点点长大的地方。
小时候的我并不算外向。很多时候，我更习惯坐在教室后排安静地听别人讲话，而不是主动举手发言。我并没有想过，有一天自己也会自信的表达自我。
但协和似乎总是在不经意间给学生创造各种尝试的机会。
老师鼓励我们表达自己的观点，学校鼓励我们参与活动、组织活动、甚至领导活动。一次次站上讲台，一次次参与团队合作，我开始发现，成长并不是突然发生的。它更像是一场漫长而缓慢的积累。那些曾经让我紧张的事情，在一次次尝试之后，慢慢变成了习惯；那些曾经让我害怕承担的责任，也在一次次经历之后变成了自信的来源。
十年级的鞋盒音乐节，是我第一次真正感受到“责任”两个字的重量。
那一年，我担任音乐节的总负责人和主持人。从活动策划、演员招募、节目编排，到排练协调和现场执行，每一个细节都需要有人去推动。活动筹备过程中并不总是一帆风顺。时间冲突、人员调整、突发状况几乎每天都在发生。我曾经因为担心活动效果而反复修改方案，也曾经因为进度滞后而焦虑到睡不着觉。
但正是在那段经历里，我开始明白，领导力并不是站在最前面发号施令，不是让所有人听从自己，而是让不同的人愿意一起朝着同一个目标努力。
音乐节结束那天，当最后一个节目落幕、全场掌声响起的时候，我第一次感受到一种特别的成就感。那种成就感并不来自舞台上的聚光灯，而是来自知道自己和团队一起完成了一件有意义的事情。
进入高中后，我接触到越来越多课堂之外的世界。
其中最难忘的，是参与艾滋病防治宣传项目。
我们与无锡市疾控中心合作，设计宣传材料、制作科普视频、组织校园宣传活动。刚开始时，我发现很多人对这个话题充满误解，甚至带着天然的回避和偏见。
那次经历让我第一次认真思考教育真正的意义。
教育不仅是学习知识，也是在帮助人们理解彼此。当一个社会愿意用科学代替偏见，用理解代替恐惧时，许多问题都会变得不一样。通过这个项目，我看到了知识如何改变认知，也看到了传播正确信息的重要性。
另一段让我始终难以忘记的经历，是“陪伴星星”项目。
作为项目负责人，我带领数名志愿者与自闭症儿童一起开展活动。起初，我以为自己是在帮助他们；后来我才发现，真正被改变的人其实是我。
这些孩子有着属于自己的表达方式和世界。他们教会我耐心，也让我重新理解“包容”这个词。包容不是把别人变成和自己一样的人，而是尊重每个人本来的样子；不是同情，而是真正地理解和接纳。
那些一起画画、做手工、聊天和游戏的下午，成为我高中生活里最温暖的记忆之一。
到了IB阶段，我开始逐渐理解协和一直坚持的“全人教育”意味着什么。
在这里，学习从来不只是考试成绩。
当然，IB课程教会了我如何思考、如何研究、如何面对挑战；但比知识更重要的是，它让我学会关注身边的人，关注社会，也关注自己真正想成为什么样的人。
CAS项目、学生领导力、社区服务、学术探索——这些经历共同构成了我的高中生活。它们让我意识到，一个人的成长从来不只是能力的提升，更是视野和责任感的不断扩展。
大学申请季到来的时候，我和很多同龄人一样感到迷茫。
面对文书，我总觉得自己经历过很多事情，却不知道该如何讲述自己的故事。
那段时间，升学指导Sarah老师给了我很大的帮助。
她很少直接告诉我应该写什么，而是不断追问我同一个问题：
“为什么？”
为什么选择这项活动？
为什么坚持做这件事？
为什么它对你重要？
起初我觉得这些问题很简单，但越往后思考，我越发现答案并不容易。
在一次次交流中，我开始重新审视自己的成长经历。我慢慢意识到，真正值得被写进文书里的，并不是获得过多少奖项，也不是担任过多少职务，而是那些让我发生改变的瞬间。
那些让我学会承担责任的时刻。
那些让我理解他人的时刻。
那些让我认识自己的时刻。
Sarah老师帮助我整理的不只是申请材料，更帮助我看清了过去十二年的成长轨迹。
现在，当我即将离开校园时，我发现自己最感谢的并不是某一次考试成绩，也不是某一个头衔。
我最感谢的是协和给予我的那些机会。
它没有要求我成为某一种固定模样的人。
它允许我尝试，允许我犯错，允许我迷茫，也允许我按照自己的节奏慢慢成长。
十二年前，我带着好奇走进这所学校。
十二年后，我带着勇气走向新的旅程。
而关于成长最重要的一课，或许正是在这里学会的
真正的教育，不是告诉你该成为什么样的人，而是在你寻找答案的时候，始终愿意相信你能够找到属于自己的方向。
人物PROFILE
刘柏仪Kayla
Graduated in 2026 after 12 years at WUIS (Grade 1–12)
Head Girl
· Companionship for Children with Autism
· Baiqianwan Volunteer Initiative
· Ecological Revival Initiative
· The Duke of Edinburgh’s Award (Silver and Bronze)
· Shoebox Music Festival
· Winter Charity Bazaar & Summer Charity Bazaar
· Figure Skating Training
· Research on Adolescent Behavior and Psychiatry
· Rosetta Aging Bioinformatics Summer School
Awards
· Biology Challenge – Bronze Award
· USAD National Academic Grand Slam – Bronze Award
· British Biology Olympiad (BBO) – Global Qualifier
· International Biology Olympiad (IBO) – Global Silver Medal
· PwC ESG Business Challenge – National Silver Award
Offers
· Barnard College, Columbia University
· The University of Hong Kong
· University of Washington, Seattle
· University of California, Davis
· University of California, Irvine
· Rutgers University–New Brunswick
· University of Pittsburgh
If someone asked me what twelve years feels like, I would probably say this:
It is long enough for a first grader to grow into the person standing at graduation today, yet short enough that many memories still feel as if they happened only yesterday.
I have studied at Wuxi United International School since Grade 1. Over the past twelve years, I have spent almost my entire childhood and adolescence here. This school has been more than just a place of learning—it has been a place that witnessed my growth, step by step.
As a child, I was not particularly outgoing. Most of the time, I preferred sitting quietly in the classroom, listening to others rather than speaking myself. I never imagined that one day I would be able to express myself with confidence.
Yet WUIS always seemed to create opportunities for students to try new things.
Our teachers encouraged us to share our ideas. The school encouraged us to participate in activities, organize projects, and even take on leadership roles. Through countless presentations, discussions, and collaborative experiences, I gradually realized that growth does not happen overnight. It is a slow and steady process. Things that once made me nervous gradually became familiar, and responsibilities that once felt intimidating slowly became sources of confidence.
One of the most memorable experiences in my journey was the “Xiehe”Music Festival in Grade 10.
That year, I served as both the chief organizer and host of the event. From planning schedules and recruiting performers to coordinating rehearsals and managing the final production, every detail required attention and commitment. The preparation process was far from smooth. Schedule conflicts, last-minute changes, and unexpected challenges seemed to appear almost every day. I often revised plans repeatedly because I worried about the quality of the event, and there were times when the pressure kept me awake at night.
It was during that experience that I began to understand the true meaning of leadership. Leadership is not about standing at the front and giving orders. It is about bringing people together and helping them work toward a shared goal.
When the final performance ended and the audience erupted into applause, I felt a sense of accomplishment unlike anything I had experienced before. That feeling did not come from being under the spotlight. It came from knowing that my team and I had created something meaningful together.
As I entered high school, I became increasingly exposed to the world beyond the classroom.
One of the most memorable experiences was participating in an HIV awareness project.
Working alongside the Wuxi Center for Disease Control and Prevention, we designed educational materials, produced awareness videos, and organized campaigns on campus. At first, I noticed that many people still held misconceptions about HIV and often avoided discussing the topic altogether.
That experience made me think seriously about the purpose of education.
Education is not only about acquiring knowledge; it is also about helping people understand one another. When a society chooses science over prejudice and understanding over fear, meaningful change becomes possible. Through this project, I witnessed how knowledge can transform perceptions and how important it is to communicate accurate information.
Another experience that has stayed with me is the “Accompany the Stars” program.
As a project leader, I worked with several volunteers to organize activities for children with autism. At first, I thought I was there to help them. Over time, however, I realized that I was the one being changed.
These children each had their own unique ways of communicating and experiencing the world. They taught me patience, and they helped me understand the true meaning of inclusion. Inclusion is not about making everyone the same. It is about respecting people for who they are and creating an environment where they feel understood and accepted.
The afternoons we spent drawing, doing crafts, talking, and playing together remain some of the warmest memories of my high school years.
During the IB years, I gradually came to understand what WUIS means by a holistic education.
Here, learning has never been solely about grades.
The IB taught me how to think critically, conduct research, and face challenges. More importantly, it taught me to pay attention to the people around me, to engage with society, and to reflect on the kind of person I want to become.
CAS projects, student leadership, community service, and academic exploration have all shaped my high school experience. Together, they showed me that growth is not simply about developing skills—it is also about expanding one’s perspective and sense of responsibility.
When university application season arrived, I felt just as uncertain as many of my peers.
I had experienced many meaningful things, yet I struggled to understand how to tell my own story through my applications.
During that time, my university counselor, Sarah, provided tremendous support.
Rather than telling me what to write, she kept asking me the same question:
“Why?”
Why did you choose this activity?
Why did you continue doing it?
Why does it matter to you?
At first, those questions seemed simple. The more I reflected on them, however, the more difficult they became to answer.
Through our conversations, I began to look at my experiences in a new way. I realized that the most meaningful parts of my story were not the awards I had received or the positions I had held. Instead, they were the moments that changed me.
The moments that taught me responsibility.
The moments that taught me empathy.
The moments that helped me understand myself.
Ms.Sarah helped me organize more than just my application materials. She helped me see the path of growth that had unfolded over the past twelve years.
Now, as I prepare to leave campus, I realize that what I am most grateful for is not a particular exam result or a specific title.
What I am most grateful for are the opportunities that WUIS gave me.
The school never told me what kind of person I should become.
Instead, it gave me the freedom to explore, to make mistakes, to feel uncertain, and to grow at my own pace.
Twelve years ago, I walked into this school with curiosity.
Today, I leave with courage.
And perhaps the most important lesson I have learned here is this:
True education is not about telling someone who they should be. It is about believing in them as they search for their own answers and giving them the confidence to find their own path forward.
*转自：无锡市协和双语学校官方公众号
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