In this blog post, I’ll summarize the efforts I put into my studies during high school, my participation in school activities, and what I learned through compassion, sharing, and collaboration.

Academic Experiences and Reflections

I’m a curious and active person, so rather than just sitting at my desk studying, I tended to participate in new activities and gain diverse experiences at school. While taking on roles such as class president, vice president, and secretary to help foster a positive class atmosphere, I also participated in various school activities, including the Student Welfare Committee, which taught me the importance of time management and maintaining focus. Because I was involved in so many activities, I had relatively less time to study compared to my peers, so it was essential to find ways to study efficiently within that limited time.
I analyzed my circadian rhythm and created a study plan tailored to it. Since I lacked energy in the morning and had trouble concentrating, I chose to use the afternoon—when my mind was clearer after classes—as my focused study time, rather than forcing myself to study in the morning. After lunch, I wasn’t tired and remained active even during breaks, so I used this time to memorize English vocabulary. After dinner, I reviewed what I had learned in class until the start of evening self-study.
During evening self-study sessions, I focused on memorization and problem-solving, and once I got home, I maintained a routine of going to bed a little later than my friends to review the material. Studying according to a schedule that suited me gradually led to improved grades, and through this experience, I realized how important it is to find and practice a study method that works for me.
As a result, I developed the habit of regularly checking and managing my own well-being, which allowed me to maintain a healthy balance between my academic work and the activities I enjoyed. The most important lesson I learned from this process is that finding a method that works for me and consistently following it leads to more tangible results than trying to conform to others’ standards.

Major School Activities and Reflections

My initial interest in the Student Welfare Committee began when I went to get a bandage after getting injured on the playground. I heard that the Welfare Committee kept first-aid supplies on hand in case the nurse was absent, so I went there—and I was deeply impressed by the thoughtfulness and warmth shown by the upperclassmen. Seeing them prioritize caring for an injured student without regard to seniority made me feel the warmth of human connection, and I naturally decided to join the committee.
Through my activities with the committee, I experienced both receiving and giving. Supplies needed by students often came from external sources such as volunteer organizations, the school board, and the alumni association. My role was to organize these items with gratitude, ensure they were available for students when needed, and let them know about them. I worked to ensure the smooth circulation of these supplies by posting notices and sharing information via social media.
I felt a great sense of fulfillment watching items pass from one person to another. Even though this wasn’t an activity I funded out of my own pocket, I felt a sense of pride and a sense of mission every time I saw firsthand how I was helping someone. That’s why I was able to immerse myself in the work wholeheartedly, regardless of volunteer credits or external rewards.
An important principle I learned through this experience is that “the right items must go to the people who need them.” For example, giving a chocolate bar to a friend who’s serious about dieting isn’t so much an act of sharing as it is burdening them. At first, I even hurt someone’s feelings by making such a mistake, but I gradually learned that accurately identifying the purpose and need before distributing items is a greater act of consideration.
Based on this, I came to realize that sharing is not simply about distributing items, but about considering the other person’s circumstances and needs. I studied various communities that independently organize sharing initiatives and, at times, participated in their activities to learn more effective ways of sharing.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

On the Student Welfare Committee, I primarily took on the role of supporting the team by working behind the scenes. My friends encouraged me to step forward and take on a leadership role, but I felt I lacked experience, so I chose to support the team from the background. I take pride in being a helper who trusts and follows the leader’s guidance while working harder than anyone else.
On one occasion, the leader accidentally ordered too many items, putting us at risk of exceeding our budget. At that time, some friends criticized the leader, and the situation could have escalated further. Rather than blaming the leader for the mistake, I comforted them and suggested we work together to find a solution. Specifically, I proposed that we collaborate with local communities to sell or exchange the remaining items, thereby minimizing the budget loss and turning the situation into an opportunity to build new relationships.
Thanks to the acceptance of my proposal and the support of the teachers in charge, we were able to sell the remaining items and recoup the excess costs; in the process, we built trusting relationships with other volunteer organizations and community groups. If I had sided with those criticizing the leader, the situation might have become deadlocked, potentially leading to disciplinary action or budget cuts. However, because I trusted the leader and worked with them to solve the problem, we were able to achieve a positive outcome.
Here are the lessons I learned from this experience. First, it is important not to view a leader’s mistake solely as a personal failure, but rather as a challenge we must overcome together. Second, the role of quietly supporting from behind is essential to a team’s success, and it requires a sense of responsibility and a proactive approach to problem-solving. Third, in conflict situations, proposing practical solutions and cooperating—rather than making emotional accusations—brings greater benefit to the community.
Moving forward, as a team member, I intend to continue taking responsibility, trusting our leader, and—when necessary—providing support from behind the scenes while tackling problems in a practical manner. I believe this attitude will be a great asset both during my college years and in my future professional life.