Journeys Summer 2025

From classroom adventures to global expeditions, this issue celebrates the spirit of adventure and the many ways our SAS community moves, grows, and transforms. Whether it's Interim Semester trips and Classroom Without Walls explorations, the bold leap from stage to spotlight, or alumni charting new paths across the globe, we follow the spirit of adventure wherever it leads. Our cover is created by high school artists who illustrated their favorite foods and beverages. These choices evoke memories, cultural roots, and the small joys that accompany us on life's biggest adventures. Through their art, students remind us that exploration doesn’t always require a passport—sometimes, it starts with something as simple as a sip, a bite, or a story. As our buildings evolve and students transition from one life stage to the next, we witness not just change, but transformation. This is a celebration of motion—of lives never still, always becoming.

https://www.sas.edu.sg/journeys

By TOM BOASBERG Superintendent

PREPARED FOR LIFE’S ADVENTURES

The adventure of exploring new places, cultures, and ideas is something we deliberately weave into every part of the SAS experience. Whether it’s through hands-on projects in the classroom, transformative travel during Interim Semester, or the daily challenges of collaboration and growth, we’re preparing our students for life.

Interim semester

classroom without walls communication content knowledge

Advanced Topic

cultural competence critical thinking Collaboration Quest

tri time Advanced Placement

Creativity character

As this issue of Journeys richly details, Singapore American School students love the adventure opportunities that we offer them in so many forms. And we do too!

Yes, the opportunities—from Interim Semester to Classroom Without Walls to the off-island retreats of our high school Quest program and writing courses—are full of joy, and intentionally so. I certainly hear a lot about them at every reunion gathering we have!

They are also a great chance for learning. They encourage students to explore new places and environments, they push them out of their comfort zones and they help our students learn the joy of facing new challenges with confidence and energy. And they do it all in teams, where our students learn from each other and learn to work together.

These experiences also remind us that some of the most meaningful learning happens when students take ownership—when they feel the

responsibility and purpose of directing their own journey. They develop agency when they navigate the streets of a new city or design a science investigation from scratch. They begin to trust their instincts, reflect thoughtfully on their missteps, and see themselves not just as passive learners, but as active contributors.

While our classroom and extracurricular spaces may be more familiar to our students than the places they venture to overseas, it is our hope that this same spirit of adventure equally takes root in all these learning experiences as well. Just like Interim Semester trips, we want our classrooms to be places of new experiences, welcoming students to learn new concepts and explore new disciplines. We want to encourage them to step out of their comfort zones, to push their thinking and learning, and to have confidence in mastering new ideas and skills. And like with our outdoor learning, we do this in collaborative teams.

As we think about the future our students will graduate into, these aspects of education only become more important. Whether it’s navigating a new culture, exploring a creative passion, or solving complex problems in future careers, the ability to learn deeply, adapt, and grow will remain among the most powerful tools they carry with them from SAS.

Our alumni consistently tell us that what has helped them most from their time at SAS was their growth as learners, not just in subject material but in mindsets—the resilience to bounce back, the humility to ask for help, the courage to try something new, and the communication skills to build meaningful relationships.

You don’t have to trek to a distant land to begin an adventure. In our early learning center, the journey begins when young children learn to ask thoughtful questions and explore the world around them with curiosity. In elementary school, students are encouraged to explain their thinking, build empathy through stories, and collaborate with classmates to solve problems that don’t always have clear answers.

By middle school, the adventure of learning becomes increasingly personalized. Programs like TRi Time empower students to independently choose and explore a topic of interest in depth, developing real-world skills like research, time management, and creative presentation.

In high school, these opportunities increase dramatically. Our students, for example, have a choice of 50 collegelevel Advanced Studies courses (both Advanced Placement and SAS-created Advanced Topic courses), in which we emphasize student-directed projects and deeper learning. Likewise, all high schoolers participate in an individual Catalyst project, which they design and shape with the help of an outside mentor as well as an SAS educator. We encourage our students to think outside of the box and use these opportunities to design their own learning adventures.

At its heart, SAS is a community of explorers—of ideas, of places, and of personal potential. And while we celebrate the many literal journeys our students take, we also know that adventure lives in the day-to-day: in a moment of insight during a class discussion, in the courage to revise a story draft one more time, or in the teamwork required to build something new together. These experiences, big and small, shape not only what our students know but who they become.

What makes all these opportunities—inside and outside the classroom—possible are SAS’s extraordinary educators. They are the ones who design the learning environments, model curiosity, and walk alongside students through challenges and growth. We are very grateful to have them guide our students’ adventures!

We're excited to welcome our community members (students, parents, educators, and alumni) to campus for a series of upcoming events that showcase the vibrant spirit of our school community. Whether you're cheering on our student-athletes at IASAS tournaments or reconnecting with fellow alumni and community members at the International Fair, there's something for everyone to enjoy!

This is not an exhaustive list of events, and dates are subject to change. For more events and details, check out our Contribute and Connect page:

www.sas.edu.sg/community/ contribute-and-connect

ECONOMY THE EAGLE/EDDIE SAS738547

Every departure tells a story –and for international students, especially third-culture kids, the airport check-in becomes a powerful metaphor for identity, resilience, and transition.

Airports are familiar ground. They are in-between places, marking life’s chapters. The hum of announcements, rolling suitcases, and a swirl of unfamiliar languages echo the rhythms of a globally mobile life. Yet, despite this familiarity, the check-in process—presenting passports, weighing baggage, navigating customs, and reaching the gate—sparks anxiety in me. It’s the moment departure becomes real, a metaphor for transitions shaping international students. These moments of uncertainty, of letting go and stepping forward, pulse at the heart of their journeys.

For international students, particularly third-culture kids (TCKs), this blend of familiarity and unease defines their lives. Like the check-in process, each move tests their ability to adapt, shaping a unique identity that thrives in transition.

David Pollock and Ruth Van Reken, in Third Culture Kids: Growing Up Among Worlds, define TCKs as individuals who spend key developmental years outside their parents’ culture, forging a third culture from their home, host, and global community. For TCKs, transitions are a way of life as they shift between countries, schools, and friendships. The airport check-in, with its scrutiny and restlessness, mirrors these shifts. Through these experiences, TCKs learn to find home in the in-between, carrying identities like passports stamped with global memories.

International schools like Singapore American School are global microcosms where students from countless countries blend perspectives. This diversity fosters cultural fluency and adaptability amid constant transition: arrivals, departures, and evolving connections. Like the check-in process, these changes challenge students to strike a balance between excitement and uncertainty. SAS supports this by offering orientation programs and counseling, fostering a community where students thrive. Since its founding in 1956, SAS has shaped over 10,000 graduates, each contributing to a legacy of global citizens. This year’s class of 300 students joins this legacy, carrying stories forged in Singapore and beyond.

SAS is more than a school. It is a launchpad, a community grounded in movement, a place where transitions are honored. Each new chapter begins with courage and care.

What stories will these 300 graduates write? Most will attend university. A few will take a gap year, choosing exploration over immediacy. And still others will fulfill their responsibility to Singapore and serve in National Service. Many will return to their passport countries with a new lens, navigating home as both insider and outsider. They’ll carry friendships spanning borders and a deep understanding of belonging everywhere and nowhere at once. Each graduate is a thread in the living tapestry of the SAS community. Woven together, these thousands of threads tell a story of resilience, movement, and possibility. What will become of these young adults? What impact will they have as scientists, artists, entrepreneurs, educators, advocates, and global citizens? Their adaptability, forged through transitions as nerve-wracking as airport check-ins, will guide them forward.

The influence of SAS extends to thousands of educators who shape its legacy, each a fellow traveler in the global journey of international life. These teachers, counselors, and coaches, many TCKs or global nomads themselves, understand the unease of transitions, from relocating across continents to adapting to new cultures. Their shared experiences forge a deep bond with students, enabling them to provide empathetic guidance. A physical education teacher or coach might inspire a student to embrace teamwork, fostering leadership on and off the field. A counselor might help a student navigate the emotional weight of a cross-country move, offering strategies for resilience. A drama teacher might empower a student to find their voice on stage, sparking a lifelong passion for storytelling.

These moments, small yet transformative, shape students’ futures, instilling confidence, curiosity, and a sense of purpose. SAS educators don’t just teach; they walk alongside students, sharing the joys and challenges of a globally mobile life, leaving a lasting impact on countless hearts and minds.

As the class of 2025 graduates, their paths will reflect the cultures they’ve embraced at SAS. Some will lead, others will innovate, and all will navigate complexity with TCK resilience. Transitions, like check-ins, may bring unease, but SAS equips them with curiosity and strength. SAS is more than a school— it's a launchpad, a community grounded in movement, a place where transitions are honored. Each new chapter begins with courage and care.

So, as this year’s seniors walk toward the gate, suitcases in hand and hearts full of memories, they do so not alone but as part of a legacy. Their journey began long before this moment and will unfold in countless ways, in countless places. May their lives be full of meaning. May their journeys be rich with purpose. May they always find, in the midst of transitions, both the courage to leave and the strength to arrive.

There was a time when the heart of the elementary school beat loudest in its playgrounds. From monkey bars to climbing walls and rope challenges, these spaces offered more than play—they were places to explore, connect, and grow. Our little Eagles built confidence, coordination, and friendships as they ran, climbed, and imagined. Simple, joyful, and essential—these playgrounds gave our students room to be kids.

Ten years later, in our new elementary school building, the playgrounds have been reimagined—and they’re more exciting than ever! Designed with creativity, movement, and adventure in mind, these are some of the most dynamic play spaces in all of Singapore. With climbing towers, obstacle courses, and nature-inspired features, they invite our young Eagles to explore, challenge themselves, and play their way. Here, joy and growth go hand in hand, just as they always have.

A Home for Big Dreams

By KINJAL SHAH Associate Director of Communications

In the art room, creativity has taken root— literally. “The natural light and window views have transformed our projects,” says art teacher Erin Caskey. “We’ve drawn landscapes, built geometric sculptures, even turned magnetic panels into marble runs. The students are completely immersed, grounded by the space, yet always exploring something new.”

This new building isn't just beautiful. It’s intentional. Every design element reflects the values SAS holds dear: belonging, collaboration, curiosity, and care.

“There’s a better flow. Materials are easier to access. Students take ownership of their learning because the environment invites them to,” Caskey says. “They feel empowered. They feel seen.”

Even the youngest Eagles are soaring.

“I thought the transition might be tough, especially mid-year,” says Deputy Principal Jo McIlroy.

On Thursday, April 10, the doors swung open— not just to a new building, but to a new era.

The move into Singapore American School’s state-of-the-art elementary school was more than a physical transition. It was a leap into something bold, something alive. An adventure that invited every student, educator, and space into motion.

The moment students walked through the doors, it was clear: something had changed.

“There’s a hum of excitement that seems to buzz all around,” says Paul Esslinger,

fifth grade teacher. “We expected fresh colors and new furniture. But what we didn’t expect was the emotional warmth. It feels like home—immediately.”

But not the same home. This is a reimagined space, built for movement, voice, light, and possibilities.

“It’s changed how I teach. It’s changed how I connect with students,” Esslinger continues.

There’s this fluidity now—walls that move, spaces that adapt, and a sense of agency that belongs to the kids. Learning no longer begins and ends inside the classroom. It happens everywhere.

But I’ve been amazed. Our youngest learners in the early learning center (ELC)—three, four, five years old—have embraced the new ELC with joy. And the new playground? The swing, the spider web slide? Instant favorites.

For elementary school counselor Carin Chow, the shift has sparked a different kind of movement—the kind that asks us to reimagine how we connect.

The building is big,” she says. “I’m still learning how best to meet students where they are—physically and emotionally. But the spaces invite flexibility. I see kids making choices, taking risks, and playing freely. That’s where real growth begins.

That sense of student agency is echoed by kindergarten teacher Maiki Del Rosario (class of 2011), “They’ve adapted so quickly. They use the new spaces with confidence. They love the indoor pools, the playgrounds, and all the freedom to explore. It’s like the school was made for them— and they know it.”

Every day brings a new story: soccer on the rooftop field, shared learning in team studios, surprise collaborations between teachers, and spontaneous moments of wonder in the creativity center. There is laughter in the hallways, curiosity in motion, and a palpable energy that says: we are becoming.

“This building is more than just a space,” Esslinger reflects. “It’s a living thing. It breathes with us. It moves with us.”

And in that movement, something extraordinary is happening—not just in how we teach, but in who we’re becoming.

At SAS, the adventure is never still.

By LYN REED Former Parent and SAS Board Member and Chair, 1989–1997

Step back to 1997, when a soaring eagle marked the bold leap to SAS’s Woodlands campus. Former board chair Lyn Reed shares the unforgettable story of vision, risk, and a legacy that still soars today.

There are moments in life when you stand still and realize you’re witnessing history— moments that mark not just change, but transformation. For me, that moment came in 1997, as I stood on the field at our brand-new Woodlands campus. I’ll never forget the 1997 dedication ceremony, when an eagle, on loan from Jurong Bird Park, was released into the sky above our new stadium field. As it soared high over the crowd, it felt like a powerful symbol of everything we had worked so hard

to achieve. It was a seminal moment— one filled with pride, relief, and awe.

Funnily enough, during the rehearsal a few days earlier, the eagle had taken off and disappeared for several minutes. For a brief, heart-stopping moment, we thought he might not return. But just like our Singapore American School Eagles, he found his way back, right when it mattered most. It was a moment none of us will ever forget.

From 1988 to 1998, SAS was not just where my children learned and grew—it was where I poured my time and heart as a parent and member of the school board. The decision to move SAS from its beloved campuses at King's Road and Ulu Pandan to a single location in Woodlands was one of the most courageous and controversial in our school's history. The community was anxious. Many felt the new site was too far removed from the heart of expat life. There was talk of alternatives. Doubt lingered in the air.

But for those of us leading the charge, the choice was clear: if we were to grow, if we were to provide the kind of education and opportunities our children deserved, we had to take the leap. We had outgrown the scattered campuses. Waitlists were long. Facilities were limited. We knew that a unified campus, with state-of-the-art sports and arts spaces, could offer students an experience that matched our dreams. So we adopted a simple but powerful mindset: If you build it, they will come. And they did.

The road to Woodlands was anything but smooth. Construction challenges, tough board decisions, and community skepticism were real hurdles. But we had a visionary superintendent in Don Bergman, an unflappable project manager in Dick Moore, and a chief financial officer, Bill Pearson, who kept us grounded and on budget. As a board, our job was to trust, support, and stay the course—no matter how daunting the task. When the campus opened, everything changed. Suddenly, SAS wasn’t just a school; it was a home. A complete learning environment. A community brought together under one roof. What was once an ambitious vision became the gold standard for international education in the region.

SAS has entered a new era of change with the reimagined elementary school building, renovations in the high school, and an upcoming new middle school building. I offer this simple advice: be patient. Trust the process. And remember that behind every construction zone and temporary disruption lies the foundation of a brighter future. I know how hard the wait can be. But I also know how worth it the result will be.

I may not have had the joy of watching my own children walk these new halls, but I take immense pride in knowing others will. Signing the lease for the Woodlands campus remains one of the proudest moments of my life. The dream we dared to dream became real—and it continues to grow, generation after generation.

"I may not have had the joy of watching my own children walk these new halls, but I take immense pride in knowing others will."

Beyond the Boundary: Celebrating

Our Builders, Bat, and Ball

The sharp, satisfying thwack of leather meeting willow is a sound every cricket lover knows by heart.

On a hot morning on Sunday, May 25, it was accompanied by something more than sound: a festival of cheers in multiple languages, a palpable energy, and widespread joy. The stadium field at Singapore American School transformed into a stage for a new kind of adventure—one of connection, as the Eagles Cricket Club hosted a special day of cricket celebrating the construction workers who help build a variety of buildings across the Little Red Dot we call home. Many of them were responsible for our newest elementary school building.

The event was a full-circle moment of gratitude that grew directly from the Eagles Cricket Club. Led by club president and rising senior, Vivaan, the team wanted to honor the construction workers who built their new home— the elementary school building and their own on-campus cricket nets. In collaboration with their club sponsor and technology and innovation coordinator, Ben Summerton, and the executive director of facilities and services, Simon Thomas, the students’ vision for a celebratory tournament took shape: a day to give the field back to its builders, celebrating their passion as well as their labor through the shared language of cricket.

The primary goal was to create a joyful, studentled experience celebrating “the stories and efforts of our construction worker community— those who often go unnoticed despite being the backbone of our campus.” With support from the SAS Foundation, 3Cricket, and parent volunteers, the day was a resounding success. Nearly 100 participants, including eight worker teams and two student teams, took to the pitch.

The day’s most powerful moment came during the final match between two teams. With the game down to the wire, a single player hit a six, winning the game for his team. The field erupted as spectators and teammates rushed to celebrate—a moment of pure joy and pride.

This event was the culmination of a long, personal journey for the SAS cricket community. Club president Vivaan recalls a love for the sport that started with a third-grade plastic-bat program. When it was discontinued, the passion remained, leading to a sixth grader’s bold march into the superintendent's office to demand cricket's return. Years later, after training at inconvenient off-campus locations, the club finally found a new home when the construction workers finished the on-campus nets."Without the crew who built our nets—and the very fields we now call home— none of this would exist," he shared.

By JOANNE SON Communications Specialist

For many students, the true adventure was in seeing familiar faces in a new light. As one organizer noted, watching the men take the field "not just as builders, but as athletes, humanized their roles differently."

Now, with plans to make this community cricket day an annual tradition and a digital collection of construction worker interviews in the works, the adventure continues. The most meaningful journeys don't always require a passport; sometimes, they

I was a finalist for the "Teacher in Space" project back in 1986 when the Challenger space shuttle flight occurred.

I love hot air balloon tours. There is something special about waking up early, and hearing the whoosh of the burners as many balloons are being filled. Getting lifted above everything is so magical; everything looks like a painting. There is also that thrill inside you as you keep getting higher and higher! Can't get enough.

Leading a team in abseiling, while silently panicking because I’m terrified of heights. Turns out, encouraging others while pretending I wasn’t clinging to the rope for dear life is a great way to build leadership and acting skills!

We asked our educators to share their favorite adventure.

Turn the magazine upside down to see if you matched the quote to the right person!

Our Secret Recipe

MR HOE'S CINNAMON ROLLS

(MAKES ABOUT 20)

Inspired to recreate this Mr. Hoe's classic? Follow our not-so-secret recipe below and enjoy this special dish in the comfort of your home!

My favorite adventure was doing an adventure course at SAS. It helped me face my fears, step out of my comfort zone, and try things I never thought I could do. It was a great experience that made me feel more confident.

My greatest adventure was moving to Korea when I was 24 (having never been overseas before). I was all by myself, in a completely new culture, teaching English to three-year-olds.

I directed the play "Ojos bonitos, cuadros feos" ("Beautiful Eyes, Ugly Pictures") by the recently deceased Nobel Prize winner for Literature, Peruvian Mario Vargas Llosa, starring high school students. The author attended the premiere, and it was a hit!

Frosting

Directions

1. Combine half the flour, wholemeal flour, water, and yeast in a mixer and stir into dough for 5 minutes. Let the dough rest for 30 minutes.

2. Add the remaining dough ingredients (olive oil, sugar and eggs) into the dough mixture. Stir about 10 minutes or until dough is smooth.

3. Knead the dough and form into a ball. Cover with a cloth and let dough rise for 45 minutes.

4. On a lightly floured surface, roll dough into a 2.5-inch thick rectangle. Sprinkle with cinnamon sugar.

5. Cut dough into 1.5-inch wide strips. Roll each strip into 3-inch circles and place in baking pan with space between each bun. Let buns rise for 45 minutes.

6. Bake at 375ºF for 15 minutes. Remove cinnamon buns from oven and cool completely.

7. Whip frosting ingredients together until smooth, adding small amounts of extra milk as necessary to make a spreadable consistency. Frost cooled cinnamon buns.

1,500 service hours given by students to communities in Malaysia and Indonesia

Classroom Without WALLS

By KINJAL SHAH Associate Director of Communications

ZACHARIAH JONES Communications Specialist and

A week of adventure, growth, and unforgettable memories—middle school students ventured beyond the classroom to discover new places, new friendships, and a new side to themselves.

The buses rolled out early in the morning, engines humming with anticipation. Backpacks were zipped tight, sneakers laced, and hearts pounding just a little faster than usual. For the middle school students of Singapore American School, Classroom Without Walls is not just a field trip—it is a rite of passage.

In one extraordinary week, 978 middle school students left the comfort of their classrooms behind and stepped into the unknown—across borders, over water, into jungles, and beside bonfires. They learned how to paddle, pitch tents, hike steep hills, make friends, face fears, and cheer each other on. It wasn’t just about where they went—it was about who they became.

This year’s Classroom Without Walls was a feat of coordination and care. With 108 dedicated educators, nine vigilant nurses, and 96 buses, the operation spanned nine diverse locations and covered 109,212 kilometers by road, as well as an astonishing 34,924 nautical miles by ferry. Whether traveling to a rustic camp or crossing a border for service learning, students brought with them a spirit of adventure—and returned with something even greater.

1,000 popsicles handed out by our incredible PTA— because nothing beats a cold treat after a tiring day

1,956 parent nights of freedom (you’re welcome!)

0

1,448 border crossings, carefully navigated with passports and purpose

These numbers can’t quite capture the full picture. They don’t tell you about the student who conquered her fear of heights by stepping onto a high ropes course with her classmates cheering below.

They don’t show the friendships built over shared meals, late-night laughter, or quiet moments watching the sun rise over unfamiliar landscapes.

They don’t reveal the transformation that happens when a student realizes they can lead a group, carry a heavy pack, or comfort a homesick friend.

And that’s the magic of Classroom Without Walls. It’s not a break from learning—it’s learning deepened. Students stretch their limits in physical, emotional, and social ways. They return not just with muddy shoes and tired smiles but with new perspectives, greater empathy, and stories they’ll tell for a lifetime.

Education doesn’t end at the classroom door. It’s in the earlymorning ferry rides, the team-building challenges, and the shared joy of completing a hike or lending a hand. This year’s Classroom Without Walls was a powerful reminder of what can happen when we step out— and step up. What follows are a few reflections from students— moments that made them laugh, think, stretch, and grow.

Shu-Lynne,SixthGrade

A moment that brought me joy on our CWW trip was when we went bowling because we were all together in the bowling alley. I felt valued as a member of our community during CWW during the overnight stay because each of us had a buddy, which made us feel included and special. What surprised me about myself was when we were in the old provision shop. We were standing right below a parrot, and even though I may have been a little scared, I was surprised that I didn't run off out of fear.

Pro tip: Be flexible and be positive. In Pulau Ubin, I was standing in a really muddy area and grumbling. Then I thought about how lucky we were to have even experienced this!

AMAlia,SeventhGrade

Ben, Eighth Grade

Before CWW, I was both excited and nervous about traveling to a different country without any family members. I was right because on the day we were supposed to have a campfire, a storm literally took umbrellas off their skeletons and ripped ponchos, so we had to move the celebration inside. Even though we couldn’t do the campfire, this experience was actually really fun.

I was most excited to spend time with all my friends and participate in fun activities while getting closer to them. I dreaded not knowing things about the trip, like what I ate, even though it was fine because it was a buffet setting. My favorite moments were doing fun things with my side, and specifically, the people in my room were really fun. I learned about everyone on my side, as well as myself, and the country we were in. It also helped me with my preparation for Interim Semester in high school as well as the culture in the country. and bond closer with my friends and the rest of my advisory. I was also excited to go kayaking and snorkeling because I love water activities. I had a positive experience, and I wasn't nervous at all because I felt comfortable and excited about the upcoming trip. My favorite moments were spending time with my friends during our downtime and at dinner, as well as participating in various activities with my advisory to bond, which was a lot of fun. I learned more about the people in my advisory as well as different skills, such as kayaking, which I did not know how to do before CWW.

I was most excited about bunking with my friends at the cabin. However, I dreaded having to swim with fish because I was scared of the fish, the bottomless water, and getting splinters on the floor. My favorite moments were being able to see my friends at night and just hanging out while we shared snacks, chilling on the boat and looking out the window, and surviving a typhoon. I learned many things, such as how people from Telunas attend school and how they utilize the resources around them to create something fun or useful.

Pro tip: Don't worry about your phone. At the end of the day, it's great fun to bond with friends, and I actually really enjoyed taking time off my phone.

52 years ago, a bold experiment took flight at Singapore American School.

From January 26 to February 5, 1973, small groups of high school students and teachers stepped away from the ordinary and into the unknown. They explored new places, wrestled with big ideas, and embraced discomfort in the name of discovery. Some wandered through the rainforests of Malaysia and Indonesia. Others roamed the streets of Singapore, uncovering stories hidden in plain sight. A few remained on the King’s Road campus, diving deep into intensive courses that pushed the boundaries of classroom learning. It was called the Interim Semester, and nothing at SAS would ever be the same.

Today, that same spirit of adventure lives on.

Learning through living.

Every spring, the familiar rhythm of high school life is suspended, and in its place, something remarkable begins. Interim Semester is no mere pause in routine; it’s a week where learning stretches across continents and grows from experience, community, and courage.

Imagine trekking through the icy passes of the Himalayas. Building homes— and friendships—in the villages of the Philippines. Sitting in quiet reflection in the monasteries of China. Tracing the footsteps of emperors in Japan. Sailing Singapore’s blue waters. Or stepping into leadership by teaching the next generation right here at SAS.

This is Interim Semester: a journey that challenges students and prepares them for the world beyond school. The destinations may shift year to year, but the purpose remains unchanged: to learn through living.

1,253 students

64 courses

46 bus trips

42 locations visited in Singapore

40,000+

Interim Semester trips to different parts of the world since 1973

By JOANNE SON Communications Specialist

The whir of a motor, the focused click of a wrench, the intense silence of a team staring at lines of code–these are the sounds of innovation in the high school robotics lab. Here, students command industrial-grade machines, competing on a global stage. But this journey of advanced engineering doesn’t begin with complex schematics. It starts years earlier, with a simple plastic block and a spark of curiosity.

That spark is first fanned in the elementary school’s vibrant STEAM program. The quest begins not with pressure to succeed but with the freedom to play. Students learn that making mistakes is okay and part of the process. As one third grader put it, “If something doesn’t work out with my robot, then I observe and think what went wrong, then I try to fix it.” They apply this resilience as they build and code solutions to classroom challenges, starting with a first grader’s Glowing Snail that teaches biomimicry and progressing to a third grader’s delivery robot that applies multiplication skills. When a design finally works, the room erupts in applause. Our elementary teachers describe students who literally jump with joy and it’s in these moments of pure, elated discovery that a simple declaration of “I want to be an engineer when I grow up!” feels like a promise.

That initial curiosity is forged into purpose in middle school. Here, students are met with a core philosophy from their robotics teacher, Patty Fawcett, who says, “The most important skill is learning to persevere through a struggle.” With the VEX IQ platform, students tackle more real-world challenges designed to make the world a better place, whether that’s designing Mars rovers, conservation drones, or natural disaster relief bots. This philosophy was put to the test at the recent VEX Worlds Championship. There, our student team

overcame initial doubts about their unique tanklike design by persevering to program a custom sensor that achieved a seemingly impossible task. When they succeeded, the audience, their peers, and the commentators went wild. It was a moment of profound affirmation, proving that their hard work, grit, and creative instincts were right. For many, this is when a subject becomes a passion. As middle school student Ayrana shared, “I didn’t know that this was something that I would fall in love with. It’s what I want to do.” It is experiences such as these, where doubt transforms into triumph, that prepare them for the challenges ahead.

By the time students reach high school, the lab has become a second home for them. For its 100+ members, it’s a third place where friendships are forged over complex problems. The culmination of their kindergarten-throughgrade-12 journey is on full display as they split into three distinct teams—MATE ROV, VEX V5, and FRC—each tackling real-world engineering challenges with staggering success. This past year alone saw a historic regional win in Hawaii for the FRC team, three VEX teams qualifying for Worlds, and a student-led workshop with Google engineers for the local community.

From a kindergartener’s joyful leap to a world championship trophy, the robotics program at SAS is a journey of personal growth. It proves that the most meaningful adventures don't just build robots—they build creative, resilient, and collaborative leaders, ready to engineer a better tomorrow.

Graduation Commemorative Special

Our time here wasn’t just about academics or achievements, it was about the memories we made along the way. From Woodgrove to Orchard, from Sentosa to Seminyak, from Nakasendo to Nepal, from unexpected conversations turning into something more, these were the moments that made this place feel like home. People always talk about leaving a legacy, something to prove we were here. But maybe the real impact is not what we leave behind, but what stays with us: the love and pride of our parents, the wisdom of our teachers, and the memories of our graduating class. Thank you SAS, and congratulations class of 2025!

COMMENCEMENT SPEAKERS

The Class Of 2025 At A Glance

300

graduates in the Class of 2025

Representing

33 different countries, including:

The Singapore American School class of 2025 started high school under unique circumstances, with masks, TraceTogether, social distancing, and uncertainty. But as the pandemic eased and ended, they applied their perseverance, energy, and determination to bring joy back into their learning. We are so proud of our Eagles, who have distinguished themselves in the classroom, in the arts, in sporting competitions, through cultural exchanges, and in service to others. They have developed our core values of compassion, fairness, honesty, respect, and responsibility, as well as humor, co-operation, and empathy. We wish them smooth transitions and happy landings as they move on to new adventures.

Congratulations to the class of 2025!

When did they join SAS?

Average time spent at SAS

Looking ahead and looking back...

Looking ahead and looking back...

Commencement

Winners Honored in Awards Ceremony

Our annual high school Awards Assembly took place on May 27, 2025. After summarizing each award’s history and focus, a faculty member explained how each winner embodies the award’s high ideals. Congratulations to all these students for their achievements in academics, arts, leadership, service, and sports!

english

Shivani Nayyar

social studies

Gayatri Dhir

mathematics

Akshay Agarwal

Technology, Electives, and Capstone

Jayesha Sharma

Physical Education and Health

Carson Uber

World Languages Sawyer Blass

Subject Area Awards

These seniors were recognized by subject-area departments for their impressive content knowledge and for their demonstrated excellence in our other learning aspirations of character, collaboration, communication, creativity, critical thinking, and cultural competence.

quest

Aaron Thoman

VISUAL ARTS

Yuku Kusanagi

Performing Arts—DANCE

Eloise Riley

Performing Arts—theater

William Jarel reed

Performing Arts—band

daniel lu

SCIENCE

Peiming

(Daniel) Xu

Performing Arts—STRINGS

Chen Zhuo Er Jiang

Performing Arts—choir

erin chen

Seal of Biliteracy

The Seal of Biliteracy is given to students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy may be given by a school, district, or state, and SAS implemented its Seal of Biliteracy program in 2018–19. The SAS-designed seal appears on students’ graduation diplomas.

Chinese and English

Seo Yoon Bang

Youyang Bao

Riona Cardozo

Yoonseo

Gayatri Dhir

Ki

Sissi

William

Sienna Africa Lagdamen

Minji Suk

Adriana Tan

Jiachun Tang

Audrey Tao

Vyjayanti Vasudevan

Xinyan Xie

Legend Yang

Shuyi Zhang

Booster Club Senior Scholarship Awards

Open to all seniors, these awards are based on written submissions scored on a blind grading scale. This year’s prompt was, “What advice would you tell yourself on the first day of high school?” The judging panel of parents and faculty members considered a record number of applications and was impressed by the many thoughtful and impressive stories shared by the writers.

Julien Spaccarotella

SPANISH and English

Harshraj Anand

Kaavya Anuj

Sylvia Barrios Gotor

Hasan Belgaumi

Armaan Bhargava

Myra Bhatia

Veehaan Deshwal

Shreya Kapoor

Stefania Sigismondi

Savitur Swarup

Emma Torjesen

Catalina Varde Parma

Amelia Wong

Rita Wu

Kaitlyn Zhu

PTA Senior Scholarship Awards

EARCOS Global Citizenship Award

The EARCOS (East Asia Regional Council of Schools) Global Citizen Award recognizes a junior who displays cultural competence by interacting effectively with people from all walks of life while having a sense of collective responsibility for all who inhabit the globe.

Vivaan Khushani

“Passionately supported aid and accessibility clubs while mentoring student service projects.”

For nearly two decades, the PTA has awarded senior scholarships to students who demonstrate academic excellence and embody our core values. A committee made up of teachers and parents judges student submissions through blind grading. The prompt this year was, “Imagine you have the opportunity to create one new tradition at SAS as a parting gift to the community. What would this tradition look like? What gap would it fill in the SAS experience? How would it impact future students in a positive way?” Zoravar

IASAS Scholar Awards

The IASAS Scholar Award is celebrated at all six IASAS schools.

Recipients must have participated in at least two of the six IASAS events held during the current school year, must have achieved Scholars List status, and must exhibit exemplary behavior.

First-Year Recipients

Bae

Cora

Michael

Shravan

Second-Year Recipients

Third-Year Recipients

Akshay Agarwal

Athlete of the Year Awards

Each year, the athletic department selects two students who model the Eagle Way, demonstrate athletic excellence and leadership, and have competed in at least two varsity sports in the last two years.

Calla Pentzien “A compassionate teammate who always kept the team at the center of her thinking."

Kian Williams “He led by example, constantly challenging himself to perform at his best."

Outstanding Volunteerism and Service Awards

Adriana Tan

educational for all

environmental science

Ananya Nathan

New Service Club Leela Laroia social equity Bruce Zhang aid and accessibility

Bob Gross Student of the Year Award

This award was established in 2007 in recognition of former Superintendent Bob Gross. It recognizes an eleventh-grade student who best exemplifies our core values of compassion, fairness, honesty, respect, and responsibility.

Sabrina Peña-Sy

“The ability to listen, to care deeply, and to commit to action has made this student a real leader.”

Chip Kimball Creativity and Innovation Awards

This award, established in 2019 in recognition of former superintendent Dr. Chip Kimball, is given annually to two seniors who use creativity to solve problems, explore new ideas, and challenge existing thinking.

For the arts and humanities

Sebastian Street

“Truly an artist, always pushing the envelope, he welcomes the criticism and dives into the work again and again and again.”

For science and mathematics

Youyang (Yoyo) Bao

“Science is all about asking questions, and this student asks a lot of them; she is plucky, punctilious, perspicacious, and passionate.”

Taylor Saich Arts and Creativity Award

This award, established in memory of Taylor Saich of the SAS class of 1999, is given to a senior who enriches the lives of others through dedication to the arts or other creative pursuits.

Naman Naik

“Helped to make creativity visible and an integral part of the intellectual and cultural life at SAS.”

Outstanding Catalyst Award

This award honors a senior who has demonstrated exceptional levels of leadership, thinking, and potential with their Catalyst project.

Legend Yang

“At the heart of a strong Catalyst project is a bold ambition, and this year’s recipient set out to sharpen his skills as both a magician and a performer.”

Burdell-Wood Scholar-Athlete Awards

These awards recognize two seniors whose academic and athletic careers have been exemplary, who are models to others, and who demonstrate outstanding integrity, self-discipline, and courage. Frank Burdell and Kay Wood were parent volunteers and respected members of Singapore’s American community.

Lauren Yang

“She leads with empathy, she uplifts others with kindness, and perhaps most powerfully, she has worked hard to be her authentic self.”

Akshay Agarwal

“He led with quiet confidence, played with integrity and outstanding sportsmanship, and consistently supported and mentored his teammates.”

Blair Sonnenberg Humanitarian Award

Established in memory of Blair Sonnenberg, an SAS student who passed away in 1996, this award is given to the senior who has embraced cultural competence by devoting time, energy, and talent to actively seek understanding and improve the quality of life of others.

Akilah Bennett

“Consistently demonstrates, across all facets of our school, the belief that every single person holds intrinsic worth.”

Scott Seator Ambassador Award

This award, established in memory of Scott Seator of the class of 1987, goes to the senior who has demonstrated the kind of critical thinking needed to solve our world’s most difficult problems and who has been involved in other cultures and contributed to making the world a better place.

Hasan Belgaumi

“Sees a common humanity in everyone with whom he shares the world.”

Don Bergman Leadership Award

Established in 1999 in recognition of former Superintendent Dr. Don Bergman, this award is given to the senior who has demonstrated excellence in one or more facets of communication and collaboration.

Erin Chen

“Makes the best of every situation and experience, and has the generous spirit and integrity of a true leader.”

Outstanding Graduates

Two Eagles receive the Outstanding Graduate Award each year. These awards are presented to students who have been at SAS for at least two years, excel academically, and exemplify the highest qualities of both our desired student learning outcomes and our SAS core values.

Adriana Tan

“Embodies the best of our hopes of all graduates— deeply passionate, deeply caring, and deeply ambitious.”

David Hevey Award

This award honors the late David Hevey and his lasting contributions as an SAS film teacher and faculty member by celebrating a student who demonstrates creativity and communication through the photographic arts.

Sebastian Street

“Incredibly gifted, refreshingly humble, and infallibly generous in devoting time and talent to the expansion of the film program at SAS.”

Cum Laude Recognition

The SAS Cum Laude system recognizes students who achieve excellence in their academic pursuits over the course of their high school careers. Adopted by SAS in 2018, these traditional Latin distinctions encourage rigorous scholarship while giving all students more incentive to work hard, embrace challenges, and explore their interests. Our three honors levels are determined by students’ cumulative high school grade point averages through the fall of senior year. We applaud the 140 graduates of the class of 2025 who graduated cum laude (with honors), magna cum laude (with high honors), or summa cum laude (with highest honors)!

Triston Wong

“Responsible and relatable, an amazing project manager with a knack for soliciting feedback with a calm and flexible demeanor.”

Congratulations

to the 61 students who graduated cum laude! to the 44 students who graduated magna cum laude! to the 35 students who graduated summa cum laude!

SAS Student Advocate Award

This award honors a senior who exemplifies our core values, who has demonstrated a deep commitment to equity and inclusion for all, and whose advocacy and actions have had a significant positive influence on our community.

Adriana Tan

“Embodies the heart of our DEI statement— not just celebrating diversity, but living out equity and inclusion every day.”

“As part of our culture of excellence, we are proud to honor our students’ academic achievement through our cum laude system. Modeled after honor systems in place at many universities, our cum laude system is designed to recognize and praise those students who have achieved the highest academic success during their time in high school. Please join me in saluting our students for this much-deserved honor.”

– NICOLE

VELTZÉ, HIGH SCHOOL PRINCIPAL

University

Matriculation

University is another step in the lifelong education process valued by the SAS community. Our graduates are impressive young adults who have prepared themselves not only for college but also for life. While the list of colleges and universities attended by our graduates is noteworthy, we recognize that this is only one measure of our success as an academic institution.

The following is the list of colleges and universities that members of the classes of 2023, 2024, and 2025 have chosen to attend. We report university matriculation for the last three graduating classes in order to protect student confidentiality and provide the most accurate picture of where SAS students—including those taking gap years and completing National Service—choose to attend university.

Savannah College of Art and Design

School of the Art Institute of Chicago

School of Visual Arts

Scripps College

Seattle University

Stanford University

SUNY Purchase College

Syracuse University

Texas A&M University

Texas Christian University

Tidewater Community College

Trinity College

Tufts University

Tulane University

United States Naval Academy

University of Alabama

University of California, Berkeley

University of California, Davis

University of California, Irvine

University of California, Los Angeles

University of California, Riverside

University of California, San Diego

University of California, Santa Barbara

University of California, Santa Cruz

University of Chicago

University of Colorado Boulder

University of Delaware

University of Denver

University of Florida

University of Hartford

University of Houston

University of Illinois at Urbana-Champaign

University of Maryland

University of Massachusetts, Amherst

University of Miami

University of Michigan – Ann Arbor

University of Minnesota – Twin Cities

University of Mississippi

University of Nebraska, Lincoln

University of North Georgia

University of Northwestern – St. Paul

University of Notre Dame

University of Oklahoma

University of Oregon

University of Pennsylvania

University of Pittsburgh

University of Puget Sound

University of San Diego

Class of

graduates’ immediate plans:

University of San Francisco

University of South Carolina

University of Southern California

University of Tennessee, Knoxville

University of Texas at Arlington

University of Texas at Austin

University of the Pacific University of Vermont

University of Virginia

University of Washington

University of West Florida

University of Wisconsin, Madison

Vanderbilt University

Vassar College

Vermont State University (Castleton University)

Virginia Commonwealth University

Virginia Polytechnic Institute (Virginia Tech)

Wake Forest University

Washington University in St. Louis

Wayne State University

Wellesley College Wesleyan University

Western Washington University

Whitman College

Williams College

Yale University

UNITED KINGDOM

Bath Spa University

Brunel University

Durham University

Imperial College London

King's College London

London College of Fashion

London School of Economics and Political Science

Loughborough University

Rose Bruford College

University College London

University of Bristol

University of Cambridge

University of Dundee

University of Edinburgh

University of Newcastle upon Tyne

(Newcastle University)

University of Oxford University of Southampton University of the Arts London University of Warwick EUROPE

The American University of Paris Amsterdam University College

Delft University of Technology (TU Delft)

IE University, Madrid John Cabot University, Rome Leiden University

Queen Mary University of London, Malta Campus

Radboud University

Tampere University

University College Dublin

University of Amsterdam

ASIA

De La Salle University

Hong Kong University of Science and Technology

Keio University, Shonan Fujisawa Campus

Korea University

Nanyang Technological University

National University of Singapore

Peking University

Singapore Management University

Sophia University

Vellore Institute of Technology CANADA

Dalhousie University

McGill University

Trent University

University of British Columbia, Okanagan

University of British Columbia, Vancouver

University of Toronto

University of Victoria University of Waterloo

University

University

Spotlight College

Other notable class of 2025 results

• This year seniors applied to 25 countries, our most ever and 10 more than last year

• 94% of seniors applied to at least one school in the US

• 39% of seniors applied to at least one country outside of the US

• Besides the US, graduates will attend university in 9 other countries, including India, the Netherlands, and Spain

• Over 30 applications were submitted to Singapore universities, our most ever

• 4 of our seniors are attending US military institutions or the Reserve Officers' Training Corps at their university

• Students applied to 43 US states and the District of Columbia – the most states represented since 2015

• With 33 applications submitted to women’s colleges (double last year’s number) and 7 matriculations, this represents our strongest interest in women’s colleges ever

• 18 students will pursue visual and performing arts-related majors

• 4 graduates will be student-athletes at their colleges—in golf, rugby, and swimming

number of countries to which the class of 2025 sent college applications

Applied to

Most popular universities to apply to, for class of 2025

Boston University

New York University

number of college applications completed by class of 2025

University of Washington Matriculated to

average number of applications submitted per senior 12.43

Northeastern University

University of California, Berkeley

University of California, Davis

University of California, Irvine

University of California, Los Angeles

University of California, San Diego

University of California, Santa Barbara

University of Illinois at Urbana-Champaign

University of Michigan, Ann Arbor

University of Southern California

number of unique institutions to which applications were submitted 454

Life After SAS

Our class of 2025 Eagles are ready to fly, and we are confident that the skills, knowledge, character, and friendships they developed at SAS will help them wherever they go! Looking back on their time at SAS and looking forward to fresh opportunities, here’s what some of our newest graduates have to say about their next adventures.

Bingqing (BQ) Liu

Academics and the Arts Through a Flexible Curriculum

Next Adventure: Boston University Eagle

since Fifth Grade

Next year, I will join Boston University’s Kilachand Honors College, where I plan to double major in Physics and Hospitality Management. I struggle with the problem of loving too many things, but BU’s flexible curriculum will allow me to dedicate myself to many of my passions in both academics and the arts.

At college, I am most looking forward to diving into my various passions in and out of the classroom. Coming from the competitive environment at SAS, I have learned how to “learn for the sake of learning.” SAS offers so many opportunities beyond the high school level, and that helped spark my intellectual curiosity. Channeling the stress of the “perfect 4.0” into intellectual curiosity gets you the same numerical outcome, but with so much more enjoyment!

My favorite memories at SAS include staying after school late at night either for Monday night rehearsals with the SAS Singers or to tidy up a set with my fellow filmmakers. The feeling when you are next to people who are just as dedicated to something as you are is one I will be chasing for the rest of my life. SAS has given me the privilege of meeting some of the most passionate, kind, and inspiring people I will probably ever know. By creating such close communities, we were able to learn what textbooks could not teach us. From performing Jazz Night with band kids who can improvise unique harmonies to using industry-level equipment to create late-night films, we were able to learn with and from one another.

To younger students, I would say that high school at SAS is an amazing place to discover your passions. So take that film class; try out choir; take a niche math course; try a creative writing course that doesn’t use traditional rubrics. Maybe you’ll find a lifelong passion! And, remember, prestige hunting can really burn you out. Focus on what you need in an education, and think about what colleges will be able to provide for you specifically.

Devin Bush

Global Affairs Through the NROTC Program

Next Adventure: Yale University Eagle since Seventh Grade

Next year, I will attend Yale University on the Naval Reserve Officers Training Corps (NROTC) scholarship. Beyond Yale’s world-class education and wealth of academic resources, was initially drawn to it because, as one of the six founding institutions of the NROTC program, Yale has maintained a commitment to military service through its own ROTC units. Yale’s Global Affairs program, with its interdisciplinary approach and capstone project opportunities, sealed my decision to attend. I look forward to meeting new people with backgrounds different from mine and experiencing all that Yale has to offer.

SAS has taught me lessons both in and out of the classroom. My teachers always angled classes towards learning deeper skills like cultural competency, becoming a critical consumer of information, and cooperating with various personality types to achieve a common goal. On the soccer pitch, I learned to be both a humble winner and a gracious loser. In the theater and the choir room, learned to step out of my comfort zone and work with others. From winning back-to-back IASAS Soccer championships in Jakarta and Bangkok to performing student-composed pieces at cultural conventions, these skills and experiences have shaped me.

SAS allows its students to be who they want to be and prepares them to achieve their potential. I was not only allowed but also encouraged to be a varsity athlete and a tenor in the SAS Singers. I met film-making climate activists, volleyball-playing opera singers, and everything in between. Through opportunities to try a wide array of activities, SAS students are able to discover who they are independently.

Nothing is forever, and that includes your time here at SAS. It’s easy to get bogged down in the stress of schoolwork, extracurricular activities, and college applications. Remember, life moves pretty fast. If you don't stop and look around once in a while, you could miss it. Focus on the things that bring you joy: the people, places, and activities that mean the most to you. Regarding college applications and future plans, take time to reflect on what YOU want, not what others want from you.

Hayoon Joe Linguistics and Music in Boston Next Adventure: Harvard University Eagle since Sixth Grade

Next year, I plan to pursue Linguistics and Music at Harvard University. I chose the school for its renowned programs in both fields and for its location in Boston, a city rich in musical culture. Music has been a constant in my life. I played the piano for over ten years, briefly picked up the flute, and eventually stuck to singing. I especially fell in love with classical singing, which sparked my interest in opera and romance languages. At Harvard, I look forward to exploring the intersection of language and music—academically and artistically— while also trying new activities outside my comfort zone.

I’ve been part of the choir community since sixth grade, and it has shaped me in ways I never expected. I used to be an introvert who trembled through each performance, but over time, I became confident both on-stage and off. From Monday-night rehearsals to concerts and IASAS Cultural Conventions, I learned to use my voice, connect with others, and find joy in moments of harmony.

Beyond music, my classes and clubs challenged me to think differently and look beyond myself. AP Chemistry with Dr. Price showed me that science can be fun, and that I’m not too bad at it after all. Through TASSEL, where I taught English to students in rural Cambodia, I discovered how fulfilling teaching can be—connecting with children and feeling grateful to make a small difference from afar. These experiences all left me with lasting relationships, which is what I’ll miss most about SAS.

My biggest takeaway from SAS is this: explore as many interests as you can, and then cultivate what you love. This will give you the energy and patience to get through what you’re not so excited about. To rising seniors, I would say that next year might feel like the most stressful time of your life. It certainly did for me. Stay focused on what inspires you, and trust that your story will shine through in your applications.

Kamila Wilson Internship and Equestrian Sport in Portugal

Next Adventure: Gap Year Eagle since Ninth

Grade

I will be taking a gap year before attending Mount Holyoke College. In my gap year, I will be traveling to Portugal to compete in equestrian sport for the United States. I will be training with one of the sport's top coaches, traveling and competing with my horse(s). I will also work as an intern in marketing for Cavago, a fintech start-up in equestrian tourism and related digitalization.

Once in college, I plan to double major in Environmental Studies and Religion. I chose environmental studies because I believe there is a lot of good environmental technology available, but there is a disconnect between the corporate side and the science side, which I want to help bridge. Religion is a passion of mine, and I believe that to understand and change the world, one must understand it. I am also exploring a “4+1 year” program to get my Master's in International Development Studies at the Geneva Graduate Institute. During college, I will be on both a varsity team and a club team for two equestrian disciplines. I intend to bring my horse(s) with me to school, as the college has a stable and one of the highest-rated equestrian programs in the US.

At SAS, Human Geography with Mr. Coppell was so engaging that it inspired me to continue with environmental and international development studies. SAS provides students with skills and connections that will become invaluable in life. Whether through programs like Quest or through friends and events, you can meet the right people to help you succeed. I got an internship with an impact start-up, which I met through a Fintech Nation event, where I used my skills to pitch myself. This internship then made me realize I wanted to go into the impact industry.

My advice for future graduates of SAS would be to pursue meaningful internships that allow you to explore future career opportunities and build connections. This will let you know what type of jobs you like working in, as well as what you want to go into. You don’t know until you try!

Riona Ann Cardozo

Carving a Path in Psychology and Languages

Next Adventure: University College London Eagle since Sixth Grade

Since elementary school, I have wanted to move to the UK for college. Growing up in metropolitan places like Kuala Lumpur, Shanghai, Singapore, and Tokyo, I could imagine my future lifestyle as a “London Girly,” as my friends now affectionately call me. Over the summer of 2023, I toured University College London and marveled at its cutting-edge facilities, aesthetic buildings, and kind, welcoming faculty. I hope to establish a strong balance between my scholarly pursuits, extracurricular passions like performing arts and language learning, and social life with family and friends in the UK.

I will be studying for a joint-honors degree in Psychology and Language Sciences. I first became interested in psychology through my passion for the performing arts, specifically character analysis and development. I also love learning languages and am currently studying or speaking English, Hindi, Chinese, Japanese, and Korean; this made me want to understand more about human communication.

At SAS, I learned the importance of carving one’s own path and tailoring it to individual goals. I’ve been blessed with incredible and supportive teachers: Ms. Rodocker and Ms. Fulcher inspired me to continue pursuing the performing arts throughout high school and beyond. Chen Laoshi helped me gain confidence in my multilingualism. Ms. Wood reminded me how important it is to set people up for success. Ms. Summerton inspired my love for psychology. And Mr. Helmer inspired me to be curious and continue expanding my knowledge.

My favorite SAS memory has to be my final Interim trip, when we explored the Nakasendo Way. I’m so grateful to have explored a mixture of rural, suburban, and urban Japan while hiking through the chilly mountains and eating delicious soba. It felt surreal. Traveling with some of my closest friends and getting to know other classmates also made it a truly beautiful and unforgettable experience.

My advice to younger Eagles is to focus on developing clear goals and pathways for yourselves, and don’t waste your time doing things because “everyone’s doing it.” Make time for your own passions, and do what you love. And please, for goodness sake, cherish and prioritize your sleep (do as I say, not as I did)!

Sebastian Street

Film and Television

Production in Sunny LA

Next Adventure: University of Southern California Eagle since Sixth Grade

I am excited about attending the University of Southern California’s School of Cinematic Arts (SCA) in the fall. I plan to earn a Bachelor’s of Fine Arts in Film and Television Production. SCA boasts one of the most rigorous and opportunity-rich film production programs in the world, and its integration into the industry made it my number one choice. Moreover, the many other strong programs and activities on campus will create an interesting blend of majorrelated courses and other programs of study through which I hope to gain meaningful life experiences.

I found that SAS’s competitive, fast-paced environment shaped who I am and helped me find success. I especially appreciated how well the film and theater communities balanced kindness and support with pushing each other to innovate and grow. Seeing how hard my friends and collaborators Yul, Audrey, Jarel, and many others worked humbled me and drove me. I also owe a lot to my teachers for giving me the space and trust to grow and succeed. The mentorship and leadership of Shack, our high school film teacher, pushed me to perform at my best day in and day out and helped me become confident in my abilities as a filmmaker and leader.

SAS gave me many opportunities to work with large casts and crews, which is unusual in a high school. Whether it was checking out S$40,000 worth of film equipment to shoot a Studio41 segment or leading a 30-student team filming inspiring performances at IASAS Cultural Convention, I know for certain that the school’s incredible resources and opportunities helped me find my passion for film directing.

The biggest piece of advice I would give younger students is to put themselves in positions that are uncomfortable and scary, where they don’t feel like they know what they are doing—and then rise to the occasion and figure it out. Every opportunity at SAS is only as indelible as you make it.

I chose Wesleyan in Connecticut because it is a liberal arts school that will allow me to explore my wide range of interests through academic programs and extracurriculars: from creative writing to math, from music to rock climbing. With their active performing arts community, I also look forward to many opportunities to get involved in productions, even without exploring theater as an academic subject.

SAS offers many opportunities for students to take charge of their learning, from flexible endof-year projects to student-driven extracurriculars. By performing in a student-produced musical this year, I realized I really liked the community that developed while working as a smaller group, as well as the independent, yet collaborative nature of working with my peers. If I've ever wanted to think outside the box, host an event, or take on a new challenge with someone else, I've realized that the first step is just asking. Often, people have been happy to help me out!

I've realized that everyone at SAS is talented in different ways. In the S-wing hallways, I am reminded of the performances I've been in or playing music with friends and hanging out in practice rooms.

When I'm in certain classrooms, I remember insightful conversations with peers or fun clubs that were held there. In the gyms, I remember cheering on my friends in IASAS sports. What makes a place special is the memories associated with it.

My advice to rising seniors is to start simple! The sample college essays you see online may have a clever, riddle-like structure, using some unique “shell” as a frame. But trying to achieve that complexity early in your writing process will likely be confusing, since you might not even know what your main point is. If you're not sure how to begin, just write down your answer to the question in the most straightforward and undecorated way. You can always add nuance and details later!

Triston Wong

Game Development and Making Connections

Next Adventure: Northeastern University Eagle since Third Grade

The next chapter of my story will be at Northeastern University. Northeastern originally caught my attention with its renowned Co-op program. As someone studying computer science and game development, high-quality, professional work experiences are a must in order to break into the industry. Games have their own unique style of storytelling, and this is something that I wish to spark in others. I’ve met many individuals who share these same aspirations here at SAS, and I hope to meet many more in Boston.

The connections I have built with the people at SAS have given me a great deal of appreciation, knowledge, and sense of self. Mentors like Nabiha Khan and Robert Larson instilled the drive to do good for others, and amazing communities at Tabletop Board Games and VEX robotics supported one another like families. My heart goes out to my peers at PRISM for working alongside me to support our queer community. When I saw pride flags hanging around the high school atrium for the first time during Pride Week this year, it was like a dream come true—this was something I’d wanted to see since ninth grade. I would also like to acknowledge all the support staff who work behind the scenes, who I’ve come to see as true heroes. These experiences mean that I leave SAS with a greater understanding that it is the power of people that can make change.

A piece of advice to younger students is to take life at your own pace. The secret to getting the most out of the countless opportunities offered by SAS is to enjoy each as it comes. Explore, but don’t forget to rest once in a while and just enjoy the music. To next year’s senior class: Learn to be appreciative and grateful. It’s something I realized a little late, as I now part ways with some of the kindest souls that made SAS worthwhile. Make the most of the fleeting time you have—forge memories worth cherishing, and they’ll sustain you on your voyage forward.

Uddalak Sarkar

Biomedical Engineering in Ohio

Next Adventure: Case Western Reserve University Eagle since Kindergarten

As I prepare to head off to college, it’s surreal to think about how much has happened in the past few years. This fall, I’ll be attending Case Western Reserve University to study Biomedical Engineering. I chose Case Western not just for its impressive academics, but also for its location. With both industrial and recreational resources nearby, it's the perfect place to dive into engineering while staying connected to the world beyond the classroom.

Looking back, I feel incredibly grateful to have spent the last several years at SAS. One of the most valuable lessons this school has taught me is to pursue what I love, and to pursue it fully. With the sheer number of opportunities, clubs, and experiences available here, I’ve learned to dive into my interests without hesitation. My advice to younger students is to get involved and talk to people. Some of the most meaningful conversations I’ve had at SAS were completely unexpected and happened just because I took a moment to connect. This school has so much to offer; the more you engage with it, the more you’ll grow.

Anyone who knew me at SAS would probably associate me with robotics. I captained both the FRC and VEX programs during my time, and the robotics lab became a second home. Now that I’m going into engineering, I can confidently say the SAS robotics program has more than prepared me for what lies ahead. I especially want to thank Mr. James Harvey, who has been an extraordinary mentor and guide. He’s shown me how to be a thoughtful teacher and leader, and I hope to carry that lesson with me wherever I go.

What made SAS truly special to me wasn’t the programs or the facilities, it was the people. By the time we graduated, it felt like many of us had figured out what excites us, and that spark is something SAS does an incredible job nurturing. I’m confident that we are walking out of here ready to chase those passions even further.

Yoonseo Cho

Chasing the Healthcare Dream

Next Adventure: King's College London Eagle since Kindergarten

I’ve wanted to become a doctor ever since I watched Doc McStuffins when I was a kid, and next year I will begin studying medicine at King's College London! To be chasing this dream is surreal, but I know that one day I’ll feel immense joy and pride that I pursued something I’ve always been passionate about. I am most excited that I will learn clinical skills from doctors and mentors who are extremely experienced and knowledgeable. I know that medicine is a field that takes many years to learn, but I am looking forward to taking it step by step.

High school is the place to explore and experience things beyond your comfort zone, and at SAS, I worked to strengthen the community of students interested in healthcare. I led two clubs, Healthcare Helpers and Medical Union, that are now thriving with students eager to learn first-aid and CPR or volunteer at hospitals and kidney centers. I was also able to research and publish papers on ovarian cancer, the role of the HPV vaccine in cervical cancer prevention, and eating disorders.

One lesson I learned at SAS is to never give up the things you love, even if they might not be directly related to what you plan to pursue in life. Through four years on the touch rugby team, I built many friendships across grades and grew to love the feeling of being in a team and playing for each other. I know I will continue to support all my teammates beyond the field and will be watching them next year through the live stream from my dorm.

I feel that at SAS, there is a place for everyone. Whether it’s finding your group of friends or finding a club that you love, there are incredible opportunities waiting at your fingertips. I would encourage younger students not to look at the clock too much. There is a fine line between looking forward to things in the future and wishing time away. High school is such a special time, you should really try to cherish every moment.

Next year, I will study communications design at Parsons School of Design at The New School in New York City. I chose Parsons for many reasons, but ultimately for its location—right in the heart of NYC, a creative, busy, inspiring, and alive city. Design and the visual arts have long been an interest of mine, and I chose to continue this creative exploration surrounded by like-minded peers in an environment perfectly suited to my goals!

In high school, the arts community—both students and teachers—were the people who supported and inspired me most. Challenges I faced, mostly physical, during Interim Semester definitely helped prepare me for the future as well. If it weren’t for the uplifting words from my friends, I might not have made it through some of those hikes; and without those experiences, I wouldn’t have such a positive outlook on activities I once thought I’d hate.

One thing that makes SAS special is how happy and genuine the teachers are. It’s not a coincidence that the school is often rated one of Singapore’s best employers, because the teachers are well supported and well treated, which means that they then treat their students with encouragement, support, enthusiasm, and kindness. I’ve met many teachers I consider lifelong mentors, and they taught me far more than the curriculum!

Another unique element of SAS is that there are so many different opportunities and pathways students can take. For example, I was in the Quest program in my senior year, which allowed me to make close bonds with peers, experience hands-on learning, and experiment with summative projects instead of traditional paper tests.

My advice to younger students is to find a positive community that will be there for you. High school can be tough both academically and emotionally, so finding the people who will show up to your performances, presentations, or speeches, who you can study together with and not get overly distracted with; who, while chasing their dreams, will run alongside you—can help so much. Don’t be afraid to re-evaluate relationships, because who you surround yourself with can help determine who you will become.

ONE ALUMNA’S HONEST LETTER TO OUR RECENT GRADUATES ABOUT SLOWING DOWN, SAYING YES TO FUN, AND TAKING THE ROAD LESS SCHEDULED.

The

Best

Decision I Almost Didn’t Make

Two years ago, I finally accepted that my parents are (shockingly) right. Much like most of the class of 2025, I had just committed to college and was preparing for this major transition. Throughout this period, my parents had floated the idea of me taking a gap year. I shut it down every time, certain that I wanted to go straight to college. But in late April of my senior year, they finally convinced me. They argued that in high school, we are at least somewhat focused on getting into college. In college, we will be at least somewhat focused on getting an internship, job, or higher education placement. There is no time for kids to be kids freely—to explore and have fun, completely untethered from the rat race. So I deferred my enrollment to Georgetown, and my gap year began.

My parents gave me free rein to do whatever I wished with my gap year, with one exception: I could not just hang out aimlessly at home. Over the course of the year, I worked at Guzman y Gomez, helped teach art classes at a local art studio, and received my yoga teacher certification.

I also travelled, spending time volunteering at a rehabilitation center for abused horses that had been rescued from slaughter auctions in the Mojave Desert, interning at a bird hospital in Oregon, and helping out at an apple cider orchard in Denmark. At the risk of my parents saying "I told you so" when I got home this summer, taking a gap year was the best decision possible. The experiences I had, including the many mistakes I made, inculcated some vital lessons.

First and foremost, I was reminded that some of the most uncomfortable, yet important, growth occurs when we are alone. Once you get to college, the lines between your school, social, and personal life are blurred like never before, because all three of those lives coexist in the same space. Carve out the time to be with yourself, to slow down, to reflect. In a similar vein, many people will come into college attempting to devote their time to everything under the sun. While that is wonderful in its own right, it is okay to take time to adjust, to intentionally devote your time to fewer things. It is also okay to devote your time to things that may seem "fruitless" in terms of your GPA or future career. In fact, my gap year taught me that the most formative personal development occurs outside traditional academic contexts. While class and pre-professional clubs are worth devoting time to, also pursue activities just because they are fun. Go eat cheese with the cheese club, or stargaze with the Astronomy society, or join a beach volleyball club even though you’ve demonstrated no hand-eye coordination in your life. Go work on an orchard, spend your days with horses, get pooped on by one too many birds if that is exciting to you. Because that excitement is going to serve you far more than spending all your time on so-called fruitful, but unexciting endeavors.

Finally, at the risk of sounding like those memes which say, “You’ll know someone took a gap year because they’ll tell you within five minutes of meeting,” if you can, go take a gap year. Explore, have fun, make mistakes. Maybe two years from now, you’ll be sitting in front of your computer saying, “Gosh, I wish I could tell Harini that she was right.” But don’t worry about the last bit, I already know I am.

— Harini Sethuraman (Class of 2023)

“There’s one thing that every SAS student shares in common, regardless of when you went to school here—a disdain for the dress code. And you know what, you can blame her,” Jim Baker (class of 1966) says jokingly as he points to classmate, Wendy Baynard (class of 1966), sitting in the front row.

The moment was surreal.

I was seated on a couch with my former AP Economics teacher, Mr. Baker, while in the front row of the audience was Wendy Baynard, whose father, E.P.J. Fee, helped found Singapore American School and served as its first board chair.

The auditorium was packed with endless SAS memories and connections.

During that same exchange, Jim pointed out that as an elementary school student, Wendy modeled the very first SAS uniform for community members to see.

By KYLE ALDOUS Executive Director of Communications

From nostalgic stories about the very first school uniforms to lively basketball games and unforgettable dinners, Alumni Reunion Weekend brought together generations of alumni, former students, and current and former educators. Join us as we relive these special moments and look forward to the next gathering in 2027—because the SAS journey is one best shared together.

“That’s the back of my dad’s head—oh and there’s his name on the plaque,” Wendy said later as we looked at a photo of the school’s grand opening and stood next to the original plaque unveiled by Sir Robert Black, Singapore’s governor and commander-in-chief from 1955 to 1957.

The entire weekend was filled with “pinch-me” moments. The alumni team came up victorious in the alumni/student basketball game. Hoe Brothers Catering put together a hawker center meal with Singapore favorites like laksa, chicken rice, and satay. Alumni got to relive some of their favorite SAS moments in mini chat groups about topics like Interim Semester. The weekend culminated in a delicious dinner at CHIJMES, with Dave D’aranjo (class of 2002) leading a nine-person band that got the entire crowd dancing, with special guest vocalist Howard Chan (class of 2015).

So, what’s the big takeaway from this weekend?

You need to mark your calendar and make sure you’re here in 2027 when we host our next on-campus alumni reunion weekend!

A Taste of Home: SAS Alumni

Gather at the Singapore Embassy in Washington, DC

By DIDI HARI KRISHNAN Alumni Relations Manager

On Friday, March 21, the Singapore Embassy in Washington, DC was buzzing with conversations and reconnections. The sight of Singapore’s red and white flags instantly brought back memories for alumni, former educators, and former parents who once called the Little Red Dot home.

The event, co-hosted by the Singapore American School Office of Alumni Relations and the Singapore Global Network, brought together over 120 Eagles, all of whom have connections to Singapore. Adding to the significance of the evening, this gathering was also a way to honor the country’s 60th birthday.

Then there was the spread of Singaporean food—satay, Hainanese chicken rice, nyonya kueh, and, of course, the famous Singapore Sling, which quickly became a popular choice among our guests. Our Eagles couldn’t resist snapping photos of their plates, swapping stories about their favorite hawker stalls, and fondly recalling late-night bites at Newton Food Centre.

It was truly heartwarming to meet fellow alumni across many generations on grounds that brought us closer to home. DC is a politically intense place and for so many of us young professionals, occasionally intimidating—but meeting SAS alumni who have made it to distinguished stages in their careers in DC was not only inspiring, but a sense that we are all here to help each other succeed.

The SAS Office of Alumni Relations will be hosting eight more events in the 2025–26 school year!

Scan the QR code to see the dates and join us at one near you!

Whether you were in Singapore for just a short while, spent your formative years there, or for some, maybe even longer… there’s a thread that connects us. Maybe it’s the ability to recognize a Singlish accent from across the room. Or the shared cravings for chicken rice. Or even those inside jokes about Singapore’s humidity.

—

Cheryl Lee, Market Director (Americas), Singapore Global Network

The power of a shared story was on full display that evening in the Singapore Embassy, all grounded in their love for the Lion City and the memories made at SAS. It was a reminder that no matter how far our alumni have traveled or how long it has been, being an Eagle—and having roots in Singapore— means always having a place to come home to.

What better way to celebrate the bond between SAS and Singapore than their embassy hosting an awesome reception for us in our nation's capital! It was such a unique experience shared with alumni across so many generations!

About Singapore Global Network:

At Singapore Global Network, we are passionate about building connections and creating opportunities for people and businesses.

Find out about what we do at: singaporeglobalnetwork.gov.sg

By KYLE ALDOUS Executive Director of Communications

He would sit on the desk, feet dangling, coffee in hand, and say, "Where did I stop yesterday?" And then he’d just… go.

If you were lucky enough to be in Bob Dodge's history class, you probably remember such moments. A story would unfold—sometimes outrageous, always fascinating—and without realizing it, you'd find yourself transported to ancient Greece, feudal Japan, or behind the scenes of some obscure treaty negotiation that suddenly felt relevant and real.

While Bob was on stage in his high school classroom, his wife, Jane Dodge, was growing a community of learners in third grade. Jane

was the kind of teacher who didn’t just teach lessons—she cultivated curiosity. Her first year at SAS? A combined classroom with no walls.

“It was chaos at times—one class would be chanting in French next to you, while another was in the middle of a large group project, and the curriculum jumped all over. But we made it work—we always made it work,” Jane says.

For 31 years, the Dodges did more than make it work. They helped weave the fabric of SAS.

Their decision to teach overseas in the first place was driven more by heart than financial benefit.

"My take-home pay was £400, and our rent was £200. We spent all our savings, but we had a great time," Jane laughs, remembering their early days in London. That spirit of adventure and a willingness to embrace the unknown helped take them to SAS.

They arrived in 1983 after four years in London (and, in one unforgettable story, being told by their for-profit school’s headmaster to fake a

pregnancy to avoid British back taxes). Bob joined the high school and Jane taught in the primary school at Ulu Pandan, back when Holland Village was still the heart of the expat scene. They became part of a tight-knit group of colleagues who would become lifelong friends, raised their daughter Anne in the SAS community, and shaped generations of learners along the way.

“We came with this great group of people in the ‘80s,” Jane recalls.

“And we just… stayed. We had our kids here. Some of our friends’ kids came back to teach here. Our daughter Anne came back to teach here. It became our life.”

When Bob started teaching at SAS, he didn't get the courses he wanted right away. One year he was teaching Japanese history, which wasn’t one of his core areas of expertise, Jane admits with a grin. A student came up after one class and said, "Mr. Dodge, that name you were talking about, it's a city, not a person," Jane says with a laugh.

But what Bob lacked in certain content early on, he more than made up for in storytelling. He was a performer. He loved the spicy bits of history—Catherine the Great and her horse stories, the defense of the fortress of Prague. He had a remarkable memory, and he brought history to life for his students with flair and depth.

What many didn't know was that Bob also faced a series of significant health challenges throughout his career, including epilepsy and multiple brain surgeries. Jane believes those experiences sharpened his gifts. “The seizures rewired something in him,” she explains. After the surgeries, he became a sieve for facts. He could just hold on to everything.”

Outside the classroom, Bob quietly modeled what it meant to serve others. He volunteered for many years with the Leprosy Home in Singapore, spending weekends listening, laughing, and learning with residents whose stories were often overlooked. It wasn’t something he ever broadcast, but those who knew him best say it deeply shaped his empathy, his humility, and the gentle way he connected with students and colleagues alike.

"He wasn’t afraid," Jane says. "He was willing to touch them, hold their hands. That kind of presence meant everything."

Jane’s third grade students also visited the Leprosy Home to sing songs, share cards, and play bingo with residents. Throughout the year, they would raise funds to help pay for meals provided by Mr. Hoe and for other items needed by the residents.

When asked why they stayed so long in Singapore, Jane doesn’t hesitate. "It was a four-letter word—A-N-N-E," she says. Their daughter, adopted from Taipei after two years in Singapore, became the heart of their world.

The Dodge’s home life was as entwined with SAS as their professional life. “We'd all go to school together and come home together,” Jane remembers. “Anne danced, we had these great helpers. Our friends lived nearby. It was the best of every world.”

Jane’s own legacy is profound—decades of elementary school teaching, mentoring younger colleagues, and anchoring a joyful, close-knit team. “My colleagues were just so much fun; we really enjoyed each other and laughed a lot,” she says. “And the kids? Oh, the kids were just so great!”

The move from Ulu Pandan to the Woodlands campus brought some welcome changes, like actual walls between classrooms. But the heart of the community didn’t change. “I think that's what kept us,” Jane says.

“It wasn't just the job. It was the people. It was feeling like this was a place where you could grow old with your friends.”

For those who knew the Dodges, that's exactly what it felt like. A place where learning was vivid, human, and a little unpredictable. Where stories mattered. Where teachers didn't just instruct, they inspired.

Ultimate Eagles? No question.

But more than that: they were steady, kind, and relentlessly committed to making SAS a better place.

“We never thought we'd stay this long,” Jane reflects looking back, “but it was home. It still is.”

And for the rest of us, it still is because of people like Jane and Bob Dodge.

Classroom to Curtain Call:

Aoife Haakenson (Class of 2019)

This story is a reminder that greatness doesn’t always arrive with a spotlight—it begins in classrooms, during rehearsals, and in the quiet belief that the dream is worth chasing.

When Aoife Haakenson (class of 2019) took her final bow at Singapore American School in 2019, she had no idea just how far that stage would take her. Today, she stands in the spotlight as a professional performer with international credits to her name—hundreds of performances under her belt, including a professional debut at the renowned National Theatre of Great Britain, a 16-month United Kingdom and European tour with the electrifying hit Six The Musical, and a recent Disney+ pilot.

By KINJAL SHAH Associate Director of Communications

Haakenson’s journey is no fairytale of overnight fame. It’s a powerful testament to passion, perseverance, and a fierce devotion to storytelling—first sparked in a quiet campus auditorium and fanned into a flame that now lights up stages around the world.

Haakenson joined SAS in sixth grade and quickly immersed herself in the arts. “All I really remember from my day-to-day schooling was just getting through classes so I could get to rehearsal,”

she recalls with a laugh, “That’s where my joy was, where my people were.”

From theater to choir, band, orchestra, and dance, Haakenson threw herself into every opportunity. She didn’t just perform—she taught middle school dance, did makeup for productions, and even assistant directed the faculty musical. “It was never just about being on stage,” she says.

“It was about learning how everything comes together in the creative arts. It takes a village—there are so many more essential roles behind the scenes that make the magic happen.”

Through the Advanced Topic (AT) program, her culminating project at SAS—a self-directed interdisciplinary performance—remains a personal highlight. She created a bold, original piece examining the portrayal of gender in Shakespearean text by having male monologues performed by an ensemble of female actors, set against classical adaptations of his works. “I can’t believe I did it,” she says. “That creative process helped me realize how much I was capable of.”

Haakenson’s love for theater was sparked in part by her teachers, though not the ones you’d expect. Dr. Betsy Hall, her eighth-grade language arts teacher, and Dr. Michael Clarke, whom she had in

high school, helped her develop a deep curiosity for text and language—skills that would become foundational in her drama school training and professional career. “Actors and directors dissect scripts the same way we dissect literature in class. My connection to words, to meaning— it all started at SAS.”

After graduating from high school and with the support of her parents—both educators at SAS—Haakenson moved to London to pursue a degree in musical theater at a prestigious drama school. Despite her talent, she approached the professional world with humility. “Life is full of uncertainty, regardless of profession. But I knew I had to stick it out and see what happens.” Or as her father would say: What do you have to lose? What’s the worst that could happen? She landed an agent in her final year who would help springboard her into the competitive professional industry.

It was during an audition for a pantomime that Haakenson’s career took a surprising turn.

Though not right for the role, a casting director saw her potential and brought her in for Six. The rest is history. “We trained like athletes,” she says of the demanding show. “Cardio, strength training, physiotherapy, vocal training—it’s a full-body commitment.” But the mental resilience required for touring was just as intense. “Every week, eight shows a week, a new city, a new routine. Being a third culture kid really helped me adjust to constant new surroundings.”

Despite the star-studded image often associated with acting, Haakenson is clear-eyed about reality.

“There’s this misconception that you ‘make it’ and everything’s glamorous; Or on the other hand,that it’s unrealistic and ‘not a real job’.” To her, it’s a career like any other, built on hard work, discipline, and navigating challenges. “We face a lot of rejection, we have side hustles when auditions go quiet, we practice finding work-life balance. And even when you land an exciting job, some days might be absolutely magical and others might feel like work. Some days you feel jubilant and grateful to be there, and some days you are more anxious.”

Even now, before performing onstage, she still feels some of the same nerves she did as a sixth grader singing in the drama theater at SAS, afraid to make a mistake or forget her lyrics. But Haakenson has learned to embrace that feeling and the joys unique to live performance. “The adrenaline disguises itself as nerves, but really it’s excitement about what is about to happen,” she says. She once fell flat on her face mid-show—and instead of cringing, she smiled. “How exciting was that for the audience?” she laughed. “How often can they say they saw a performer actually fall on stage?” She admits that even on a hard day, she has never once left the stage unhappy.

Haakenson credits her upbringing and her SAS experience for giving her the courage to pursue a path that brought her happiness and fulfillment. Her parents were instrumental in pushing her beyond the school stage, encouraging her to explore Singapore’s local theater scene and seek out new perspectives. “They taught me to look outside my bubble,” she says. “To ask, what’s out there? What else can I learn? The sky’s the limit.”

As she looks ahead, Haakenson remains grounded and grateful. “So much of what I do now, I can trace back to SAS—the mentors, the opportunities, the community. It gave me the space to explore who I am.”

The smell of satay. The hum of school buses pulling in. The echo of laughter from the SACAC gym. For Cristina Killingsworth (class of 2003), returning to Singapore is like stepping into a memory she never left. And at the center of it all—Singapore American School.

Today, Killingsworth holds one of the highest policy roles in the United States Department of Commerce, but long before she was shaping national strategy, she was a kindergartener navigating the hallways of SAS, wide-eyed and full of questions. She was here from 1990 to 1996, and the impact of those formative years continues to ripple through her life and work.

But the food was only the beginning. Killingsworth and her sister, Sholeh Killingsworth (class of 2000), spent every evening tumbling and training at SACAC gymnastics. “That community of friends— we still keep in touch,” she says. And then there were the bus rides: loud, chaotic, full of stories. “I met so many friends there. I got into trouble. I pushed the boundaries. That was part of it, too.”

Underneath the joy and play, though, SAS was laying the foundation for a deeper kind of learning—one that doesn’t show up on report cards. “Living in Singapore as an expat teaches you to embrace change,” she says. “It helped me feel comfortable being a fish out of water. It taught me to build connections with people who don’t look, act, or speak like me. That has been essential— not just in my career, but in who I am.”

Her journey since leaving SAS has taken her across continents and through some of the most complex arenas in government and international policy. From local politics in Boston to global development initiatives in Washington, and most recently as acting assistant secretary leading the US Department of Commerce’s Economic Development Administration, Killingsworth’s work is grounded in global awareness, discipline, and empathy.

“If you had asked me in college what I’d be doing now, I never could’ve predicted this,” she admits. “Sometimes the best opportunities don’t come wrapped in the package you expect. Stay curious. Stay open. Let the journey surprise you.”

By KINJAL SHAH Associate Director of Communications

“The first thing that comes to mind when I think of SAS is Mr. Hoe’s cooking,” she says with a smile that hints at nostalgia and reverence.

“It’s legendary in my family. Even now, when my parents visit Singapore, they wonder if they can come back to SAS just for a meal.”

And still, through all the chapters of her story, Singapore lingers. “Being back here now, I realize—this city feels like the manifestation of me. It’s loud, boisterous, and extroverted. But it’s also orderly, clean, and structured. That’s me.”

For Killingsworth, SAS wasn’t just a school. It was a launchpad. A mirror. A compass. And decades later, it still feels like home.

•

•

•

•

•