A Day in the life ... of SFS timeline Have you ever wondered what really happens on any given day at SFS?
Fifty Years Beneath the Korean Gate The Korean Gate turns 50.
The Next Big Thing: The Class of 2025 Farewell, Seniors!
Dear SFS Community,
Welcome to a truly special edition of The Banner.
This issue departs from tradition in the most wonderful way. Rather than centring on a single theme, it offers something rare: a window into a full day at Seoul Foreign School, from well before sunrise to long after the campus lights dim. As you’ll see, there is never a boring moment at SFS.
We begin with a timeline that paints a vivid, hour-by-hour picture of life on campus. I encourage you to pause and take it in. It is more than a schedule; it is a portrait of energy, care and community. From those first footsteps on campus to the final sweep at night, this timeline captures just how much happens in a single day. Then, explore the accompanying stories penned by students, faculty and staff, parents and alumni. These articles offer a deeper look at the people and moments behind each entry.
What emerges clearly is something we have long known to be true: it takes a village to raise a child, and SFS is a remarkable village.
Teachers are often the most visible part of a school, and their work is central to everything we do. But there is another layer, often unseen, of people who give their time, care and expertise to make this place work. They drive the buses, clean the classrooms, plan the lunches, keep our systems running, support wellbeing, manage emergencies and care for every detail that allows our students to arrive safe, on time and ready to learn. Many of them work odd hours or behind the scenes. Without them, none of this would be possible.
We see them, and we are deeply grateful.
This issue is a tribute to the quiet strength and shared commitment that make our school more than a place of learning. It reflects a living, breathing community in which every person plays a vital role.
Thank you for being part of it.
God bless,
Colm Flanagan Head of School
THE BANNER
Seoul Foreign School Magazine, Spring 2025
Team
Published by: Seoul Foreign School Strategic Communications Department
Editor-in-chief: Cyrielle Bazin
Design and Photography: Juhie Suh Editors: AhYoung Chi, Sumin Park A special thank you to everyone who contributed to this issue
Address
Seoul Foreign School
39 Yeonhui-ro 22-gil Yeonhui-dong Seodaemun-gu Seoul, South Korea, 03723 www.seoulforeign.org
Unless otherwise noted, articles may be reprinted without permission - as long as they are not edited or revised - with appropriate credit given to “The Banner, the magazine for Seoul Foreign School.”
*All efforts have been made to check details and consistency. Please contact communications@ seoulforeign.org with any questions.
Cover: Students cheering on the SFS Girls Soccer team during the recently hosted APAC tournament.
Saturday, March 8, 2025
8:30 AM. Arrival at SFS, bright and early on a Saturday morning. The air is crisp, the field turf still a bit dewy. Rush to ES Veranda for our meeting.
8:30 AM–12:00 PM. This morning we have a joint Board and Foundation workshop, on ways to improve collaboration and communication for SFS governance to lead the school into the future. We have a facilitator with us today, who trains international school governors, asking us guiding questions like, “What would we like to see in a school of the future?” Our three-and-a-half hour workshop ends with a great open discussion.
12:00 PM–1:00 PM. Lunchtime! A Korean dosirak prepared for us by Crave. And some delicious cookies too.
1:00 PM. Back to work. The Foundation members have left us, and we are now officially starting our every-other-month Board meeting. But first, our facilitator is still with us for an important information-sharing session.
1:00 PM–2:30 PM. We consult with our facilitator on best practices for the Head of School evaluation process. The Board does this annually, but we want to make sure we are doing the best we can to support the Head of School. We learn what we are doing well, and where we can do even better.
2:30 PM. A quick break. (Where are those leftover cookies from lunch?)
2:45 PM–5:00 PM. And…we begin again. (How many times have we started our Board meeting today?). An opening prayer by one of our Board members. Then we jump into the main Board business. We review reports from each of the SFS sections (ES, BS, MS, HS), and we hear from our five Board committees. We discuss our progress and our next priorities on the 5-year Strategic Directions plan we unveiled last fall. We consider long-term issues on SFS’s horizon, from physical plant upgrades to potential changes in the international school climate in Korea. We approve bylaws, and we remind ourselves of upcoming agenda items.
5:00 PM. We are very tired and very done! All in all a rewarding Saturday.
Hyungji Park ‘85 Chair of the Board of Governors
Have you ever wondered what really happens on any given day at SFS?
From sunrise swims to midnight sweeps, every hour pulses with energy, care, and connection. What follows isn’t just a timeline; it’s the heartbeat of our community. Flip the page, let’s walk through the day. Together.
It’s still night out, but the security team is already back on patrol across our 26-acre campus, keeping the grounds calm and ready for the day. SFS guards: 24-hour protection, from dusk till dawn.
3:29 AM 4:00 AM
The whole city sleeps, but the Head of School, Director of Strategic Communications, Risk Manager, and Head of Transportation are on the phone following the sudden declaration of Martial Law. In response, a school-wide email is sent out to reassure families that SFS remains open. Even before sunrise (and in pajamas), the school is always prepared to act.
5:00 AM
The smell of fresh-baked pastries fills the air as Crave bakers fire up the ovens. From croissants to muffins, their creations are fueling SFS mornings, coffee included. On campus, mornings start early— and strong.
Our community goes through over 150 kilograms of coffee beans each month. That’s enough to fuel early meetings, late rehearsals, study sessions, and everything in between. Turns out, learning (and living) runs on coffee.
5:30 AM, the first bus leaves campus, heading to the first stop to pick up students on the longest route in our fleet. By 6:15 AM, all 960 bus riders are on their way to school. Early mornings at SFS start on the move.
Altogether, our buses cover 1,500 kilometers daily and 400 bus stops. That’s a lot of wheels turning to get students to school and back home on time.
7:03 AM
Did You Know? Did You Know?
Did you know? On average, 383 cars roll through the SFS gates between 7:20 and 8:10 AM each morning. That’s not just morning traffic. That’s choreography.
The morning rush starts with the unmistakable sound of whistles as security guides buses, taxis, and cars in a carefully choreographed routine. In the middle of the hustle, there’s always time for smiles, high fives, and a few jokes. The day begins with a little rhythm and a lot of joy.
5:30 AM
Before the bell rings, early risers dive in, setting the tone for the day. Dive deeper on page 48.
Here’s another phishing attempt flagged by IT, adding to the 2,500+ suspicious emails since August 1. Cybersecurity is a priority at SFS, with regular training for faculty, staff, and students. Always alert, always prepared.
SFS receives about 25,000 emails every day—that’s a lot of inbox traffic!
7:15 AM
7:47 AM
The day begins with little hands and big ideas. A knock, a smile, and the adventure starts.
Read more from Ms. Marta on page 56.
Did You Know? Did You Know?
It took nearly 12,000 balloons and 7 hours of top-secret planning for the Seniors to pull off their prank. That’s what we call commitment to the bit.
Balloons. Crime scene tape. Toilet paper. The Class of 2025’s final prank is here.
Seniors reflect on their time at SFS on page 24.
Mr. Prest’s cheerful “Gooood morning, students!” sets the tone, as birthdays, reminders, and a fun tune fill the air.
Dance to our Summer Playlist on page 79.
7:55 AM
7:50 AM
The bell rings, and Elementary School students rush into the Atrium, passing the Christ-Like Attitude poster for the month: LOVE, designed by high school students.
Page 60 tells us how the 10 SFS ChristLike Attitudes came to be.
8:00 AM
Across campus, in Chinese class, mindful movements help students shake off sleepiness and spark focus for Period 1, bridging body, mind, and tradition.
Learn Ba Duan Jin on page 38.
With the morning rush behind them, parents unwind in the MPC Café, sipping coffee and sharing laughs before the day takes off. It’s a moment to pause, connect, and recharge.
8:15 AM 8:30 AM
While most parents have headed out, a dedicated group of Parent Association volunteers stays behind, quietly powering campus events from Thanksgiving pies to appreciation lunches. Their energy and heart keep SFS thriving.
Another bus rolls up the hill, returning the High School band members from APAC Band in Beijing, tired but exhilarated, with music and memories that will last.
Catch the full story on page 54.
9:00 AM
8:45 AM
Kindergarten and Grade 9 students connect through poetry and stories, building community and creating heartwarming moments across ages.
Discover more on page 42.
In the big boardroom, the Senior Leadership Team gathers to keep SFS running smoothly, mostly.
After recent rain erodes a layer of soil on campus, Year 3 and 4 students discover new rocks revealed in the process. It’s the perfect link to their IPC unit, Footprints from the Past, where they study dinosaurs, fossils, rocks, and soils. As they break open the rocks with hammers, they uncover something truly special: beautiful geodes inside. You really never know what you’ll find on the SFS campus!
9:10 AM
9:20AM
AI is everywhere, and DP students are mastering its use responsibly thanks to the new AI Usage Guidelines.
Explore how AI reshapes learning on page 30.
9:30 AM
9:45 AM
Grade 6 artists unveil murals they’ve created with younger students, designed to brighten up the space. The excitement is clearly mutual!
10:00 AM
The Vancouver Youth Choir visits, inspiring Middle and High School students through powerful workshops that connect music and storytelling.
For the full experience, go to page 89.
The Admissions team welcomes another prospective family to campus, offering a personalized tour and a glimpse into life at SFS. With warmth and insight, they showcase the heart of the school: its people, its purpose, and its pulse. After all, every great SFS journey begins with a hello.
10:30 AM
Planning kicks off for the year’s biggest community event: the International Fair, powered by parent volunteers.
Hear from this year’s Chair on page 94.
10:05 AM
The Admissions Team leads more than 400 individual tours each year, personally walking prospective families through our campus and story—one warm welcome at a time. Did You Know? Did You Know?
11:00 AM
Finally, recess time! The outdoors comes alive as students race, laugh, and play.
Catch William’s take on recess on page 58.
12:00 PM
Lunch is served!
Tteokbokki? Salad? Burger?
Find out what’s cooking on page 64.
Every school day at noon, Minju Son takes her place at the piano to accompany the Middle Years choirs, working closely with Choir Director Ms. Alena Pyne to support young singers in their rehearsals. Her steady musicianship and quiet presence help shape each rehearsal, providing students with the consistency they need to grow in confidence. But her work doesn’t stop there.
Beyond her daily commitment to MY choirs, Minju also accompanies the High School vocal groups, DP Music students in their recitals, and the school musicals. She is
12:15 PM
a key part of the grade 4 choir with Ms. Esther Jun and Psalms Choir, where teachers, parents, and students come together in song. Though often behind the scenes, Minju’s impact on SFS’s vocal music program is undeniable. When asked about her role, Minju shared:
“I want to provide a smooth runway so they can take off at any time. When they fly, I feel like I'm flying, too."
Her dedication makes every rehearsal possible, and our students trust her completely.
- Emmalee Johnson
12:30 PM
Did You Know? Did You Know?
This year, we have 60 clubs in the High School, ranging from service projects to activism. Our students are using their voices to make a real impact, driving change both on campus and beyond. Whether it’s through advocacy or handson projects, they’re shaping the future with purpose and passion.
High School clubs are buzzing as passions turn into action. Healing Hounds is teaming up with Fur All Dogs for a pawsitive break.
Get the full scoop on page 68.
Advisory hits different in Middle School. It’s not just a break between classes. It’s where students drop their masks, boost their aura, and check in with their people. Whether they’re running games, talking real-world stuff, or just vibing with their advisors, this daily time keeps everyone grounded. No one’s getting cooked out here. Advisory makes sure every kid feels seen, heard, and safe to grow. It’s giving support, connection, and lowkey life lessons. Middle school = chaotic good. Advisory = the glue.
Didn’t catch half of that? Head to page 34 for our Gen Z translation guide.
1:00 PM
In Grade 10 English, students craft op-eds on topics that matter—from stress and screentime to environmental issues and the age-old problem of line cutting.
Check out their bold takes on page 44.
1:45 PM 2:00 PM
Backstage buzzes as makeup brushes fly and someone’s still looking for their left shoe. After weeks of rehearsing, costume fittings, and re-learning lines, the Game of Tiaras dress rehearsal begins. A mix of proud teachers and excited friends settle in as Crusaders Live runs the tech with pro-level flair, giving the rest of the High School a preview of the performance to come.
1:30 PM
Juno, the Siberian Husky, is back, giving fifth graders a much-needed cuddle to ease stress and boost their mood.
Catch the full story (and more pups!) on page 69.
Year 5 and Year 6 students roll back into SFS, buzzing with post-trip energy after representing us at the FOBISIA Primary Mathematics Challenge in Jakarta.
Get the full equation on page 89.
2:30 PM
Once
a Crusader, Always a Crusader
Adyna Gavin ’06 returns to SFS, walking the halls where memories came to life and friendships were made. Once a Crusader, Always a Crusader.
Adyna walks down memory lane on page 80.
It’s pick-up time! For students, it’s a reunion with loved ones; for many parents, it’s a chance to connect with the SFS community.
Hear a mom’s take on pick-up time on page 70.
The after-school festival begins with everything from toddlers gaining water confidence to students mastering coding, Taekwondo, or yoga. SWEP is where students explore new interests, take on challenges, and grow in a fun, supportive space.
3:00 PM
2:50PM
Did You Know? Did You Know?
Since the start of the school year, we’ve welcomed over 90 alumni back to campus! The most seasoned visitor was from the Class of 1964 and the youngest was from the Class of 2024. While the facilities may change over the years, the spirit of SFS and the warmth of its community remain timeless.
Whistles sound again as buses, taxis, and cars navigate the Pagoda, while parents reunite with their children. The choreography mirrors the morning drop-off, ensuring smooth transitions, even in the hustle. And just like in the morning, there’s always time for smiles, waves, and quick chats.
Did You Know? Did You Know?
3:15 PM
This school year, students can choose from 246 different SWEP activities. That’s a whole lot of exploring, discovering, and trying something new.
3:15 PM
The buzzer sounds, the room erupts, and Middle School quiz teams race against the clock. With three teams qualifying for Nationals, the energy is electric.
Would you make the team? Test your knowledge on page 40.
A teacher shouts as two students wrestle to the ground—no worries, it's just Coach Lee’s intense wrestling practice. In the gym, sweat, strength, and strategy collide.
Find out who’s pinning down success on page 50.
The Elementary School Library owns 14,119 books and has already circulated a whopping 28,874 books this year alone. That’s a lot of reading, learning, and exploring happening every day!
The lights dim, the projector flickers on, and it’s showtime at the first-ever SFS Film Festival— SFS REEL. From stop-motion to short films, students bring stories to life on the big screen.
3:30 PM
This year, our high school athletes scored big—bringing home 6 APAC Championships, 8 KAIAC Conference Championships, 12 KAIAC Tournament Championships, and 7 Sportsmanship Awards—making it our best season since 2010.
3:45 PM
Classes are over, but there’s still plenty happening in our four libraries. Students (and parents) browse the shelves, ask for specific titles, or catch up on homework in the peaceful surroundings. Over the years, many SFS alumni have become authors, and their works are featured throughout our libraries.
Discover alumni authors on page 74.
Catch the premiere details on page 90.
4:00
Did You Know? Did You Know?
The Health Office uses over 400 ice packs each week to care for students, soothing bumps, bruises, and allergies one chilly compress at a time.
Muddy boots, rosy cheeks. Forest School wraps up another fun SWEP session, giving younger students a chance to explore, create, and connect with nature.
See what they learned on page 32.
5:00 PM
6:00 PM
The sun is setting, but the soccer game isn’t over yet. The APAC Soccer Girls are winning—AGAIN. On the sidelines, our EMT team stands ready, just as they do every school day until 6:00 PM, and often longer for games and weekend events. Because care at SFS doesn’t stop when the clock hits six.
Did You Know? Did You Know?
As of printing, the 3 SFS Theatres have hosted a combined total of 3,076 hours of events this school year! That's a lot of music and drama performances, student events, and behind-thescenes magic bringing our community together.
In the Edie J. Moon Theatre, the cast of Xanadu rolls across the stage, literally. With roller skates on and ‘80s vibes in full swing, Middle Years students are deep in rehearsal. The joyful chaos of hard work is turning into performance magic. ‘K, mate!
6:30 PM
7:00 PM
Fourteen hours after the first bus leaves, the last one pulls back in, completing a day of near-clinical coordination. Dozens of routes, hundreds of students, and the unpredictable Seoul traffic—managed seamlessly. From first light to well past sunset, the wheels keep turning.
9:00 PM
The vacuum hums as the cleaning staff makes the final rounds, lifting the last traces of the day. Classrooms are quiet and restored, ready for another busy day of learning.
Our beloved Korean Gate turns 50 this summer. Since 1975, she has listened quietly as generations of students passed beneath it, whispering dreams, worries, and secrets only a gate could keep.
8:30 PM
Swimmers dive in for the evening session, driven by grit and repetition, chasing goals one lap at a time. It’s not glamorous, but it’s real.
11:00 PM 11:59 PM
Catch the full story on page 48.
The Board of Governors wraps up its evening meeting, ensuring SFS’s mission guides every decision, long after the last class ends.
Learn more about governance on page 5.
The Korean Gate stands quietly, bathed in light. As the rest of the campus settles into stillness, she watches over the school, holding the memory of the day just passed and the promise of many more to come. A symbol of heritage and continuity, it remains. Graceful, steady, and serene.
Read more about the Korean Gate’s major milestone on page 20.
By AhYoung Chi Associate Director of Communications & Alumni Engagement
Walk across campus today and you’ll still see it: bold, beautiful, and unmistakably Korean. The SFS Korean Gate has stood proudly at the heart of our school for many decades, bridging not just buildings, but decades of shared memories, campus transformations, and the quiet (and not-so-quiet) moments that define school life.
But it wasn’t always there.
In a 1975 letter, longtime Head of School Dick Underwood wrote to his son Fred ’72, “We’ve had a terrible time getting a building permit for our new gate and library, but it finally came and we’ve broken ground at last.” That late summer start meant students arrived for the new school year to find the Gate still under construction—a work in progress, much like the school itself.
Jonathan Borden, who would later become a teacher and administrator, remembers stepping over construction debris on his way to his job interview in the summer of 1976. “We didn’t realize then how iconic the Gate was to become, even finding its way into the school logo in the early 1980s,” he recalls.
“ ”
Fifty years in, the Korean Gate continues to inspire awe—and stories. These stories remind us that the Gate isn’t just part of the SFS experience; it is, in many ways, the essence of that experience. Here’s to fifty more years of memories beneath its beams.
The Gate was never meant to be just practical. As Peter Underwood ’73, nephew of Dick Underwood, put it, his uncle wanted the school to be more connected to its cultural setting. And it shows. With its vivid, temple-inspired artwork, it immediately made a statement: This school is rooted in Korea.
For Ruth Richter, longtime teacher and counselor, watching the Gate come to life was like witnessing a performance. “They painted one color at a time,” she remembers. “It was fascinating.” Even the design mock-up—a giant poster board of traditional patterns—ended up with Ruth and her husband, Ron, framed and hanging on their wall for over 40 years. Today, those same designs live on in their grandson’s Seattle apartment, proving that even a construction poster can become a cherished family heirloom.
And then there was the painter (yes, the original one!) who returned years later for a touch-up and was completely stunned that the Gate hadn’t needed repainting since it was built. Turns out, according to Peter, the air around SFS was so clean the paint lasted twice as long as in the rest of Seoul. Only at SFS.
The Gate wasn’t just admired from afar, either. David Underwood ’77 remembers it as a favorite spot to read, hold student meetings, or simply soak up the sunlight upstairs. Later, that second-floor room became the unofficial (but very official-feeling) Senior Lounge, a place of legendary status for the students. It was also a strategic location for Ruth, whose office was conveniently located along the path to it. “It made it easier to catch students and remind them about college applications,” she laughs.
Even former Head of School Harlan Lyso, who passed through the Gate daily, recognized its lasting significance. Though he made a point of not venturing into the Senior Lounge—“not really wanting to know what went on up there,” he joked—he was among those who advocated to preserve the Gate when the high school building was demolished. “There was a real question whether it would be torn down as well,” he recalls. “So glad that it is still in place.”
Over the years, the Gate has served as a quiet guardian of community life, hosting graduation ceremonies, wedding
receptions, faculty potlucks, class photos, and the everyday comings and goings of school life.
And in recent years, it’s also become the culminating point of a beloved tradition: the Senior Walk. Once held only in the high school, this tradition was expanded in 2016 to include the entire school. Now, at the end of each year, students from every grade line the path, clapping and cheering for the graduating class as they make their way across campus. The walk concludes as the seniors pass through the Korean Gate, marking a powerful and symbolic crossing from one chapter of life to the next.
It’s more than a structure. It’s a feeling. As Larry Park ’93 puts it, “It was a sign of peace and culture when I arrived. I remember how much awe I was in to be in its presence.”
Fifty years in, the Korean Gate continues to inspire awe—and stories. These stories remind us that the Gate isn’t just part of the SFS experience; it is, in many ways, the essence of that experience. Here’s to fifty more years of memories beneath its beams.
Cameron Kim has been at SFS from Junior Kindergarten to senior year. When it comes to favorite memories, APAC volleyball and SFS extracurriculars are a huge part of Cameron's SFS experience. Growing up watching varsity athletes, he always dreamed of wearing that jacket, and winning a championship for SFS made it even more special. But beyond sports, the Christian Ministries department has been a huge part of Cameron's journey, and now he’s grateful for the chance to give back. His advice for underclassmen is to do what you love, surround yourself with good people, and don’t stress about what others think. If you're happy with how you’re spending your days, that’s what really matters.
... do what you love, surround yourself with good people, and don’t stress about what others think. If you're happy with how you’re spending your days, that’s what really matters. “ ”
Stephanie Woo has been part of the SFS community since third grade. When it comes to highlights, APAC tournaments stand out the most. Competing alongside her teammates created unforgettable moments that she’ll cherish forever. Looking back, she’s grateful that her time at SFS has been overwhelmingly positive. This fall, she’ll be heading to Xavier University to continue both her academic journey in exercise science and her golf career at D-1 level. She’s eager to train, compete, and build on her passion for sports and health. Stephanie's advice to underclassmen is to not rush through everything but take time to enjoy the journey. SFS offers so many opportunities, and it’s truly a privilege to be here. Make the most of it!
... take time to enjoy the journey. SFS offers so many opportunities, and it’s truly a privilege to be here. Make the most of it!
”
AditiKumar joined SFS in 10th grade. One of her favorite experiences was traveling to China for Model United Nations, both as a delegate and later as a committee president. Seeing the underclassmen she trained thrive was incredibly rewarding. MUN gave her not just skills, but also an amazing community she’s grateful to have been part of. Alongside MUN, Aditi was a member of Student Ambassadors—an organization that helped her adjust when she first arrived. As an executive, she hopes she helped create the same welcoming environment for others. Aditi’s advice to underclassmen is that whilst high school can feel overwhelming, it's important not to forget to take a step back and enjoy the moment. Surround yourself with people who love you, create memories, and live in a way you’ll be proud to look back on!
Surround yourself with people who love you, create memories, and live in a way you’ll be proud to look back on! “ ”
AlexKil has been at SFS since 2nd grade. One of his favorite memories was traveling to Hong Kong for an AMIS band trip. Though nervous at first, the experience of performing alongside his SFS bandmates made a foreign place feel like home. To Alex, SFS isn’t just a school—it’s a symbol of belonging, opportunity, and lifelong friendships. Looking ahead, Alex hopes to make a lasting impact on the world by starting his own company, one that benefits people everywhere. His time at SFS helped him develop a global mindset and the drive to pursue this dream. Alex’s advice to underclassmen is to not take your time at SFS for granted. It’s easy to look ahead to graduation, but one day, you’ll realize how much this place has meant to you. Enjoy the moments, make memories, and live your life to the fullest.
“ ”
Enjoy the moments, make memories, and live your life to the fullest.
During his 11 years as an SFS student, Phillip has lived on the stage, participating in choir performances, theatre productions, and stage crew. As he heads to university next year, he will miss the good memories he gained in the Edie J. Moon theatre “because I kind of live in the Lyso.” His favorite memories at SFS feature stressing over exams during study periods and devoting himself to his passions alongside his friends. Going onto the next stage of his life’s journey, Phillip hopes to serve in the Korean military, visit his brother in the United States, and stay in contact with all his friends from SFS. His advice for underclassmen? “Don’t hold back your goofiness and stay true to yourselves.”
Don’t hold back your goofiness, and stay true to yourselves. “ ”
OverBranson’s 15 years at SFS, His favorite memory was “performing in my first musical, Something Rotten.” For him, this musical represented overcoming social restrictions in favor of pursuing his passions. “The experience of SFS theater is so overwhelming in a good way,” a combination of the tech quality, the backstage experience, and the closeness of the community makes theatre priceless for him. Looking to his next steps, Branson has applied for acting, film acting, and musical theatre. “Whichever one I choose, I just want to live my life doing the things that I enjoy.” He encourages underclassmen to pursue areas that they are passionate about.
Pursue what you are passionate about, and pass on the impact SFS has had on you.
”
After 4 years at SFS, Taryn is heading to study art at the Rhode Island School of Design. She cherishes memories of bonding with friends during extracurricular activities such as clubs and theatre. Her passion for art has connected her with a like-minded community at SFS, where she loves to spend time in the art classroom during free periods. Taryn loves to have such a “peaceful space here at school.” She advises underclassmen to practice self-management, to “trust your guts,” and to be confident that the future holds great things. In the future, she looks forward to continuing her pursuit of art and “see where I can take it.”
... practice self-management, “trust your guts,” and be confident that the future holds great things.
”
During nearly 3 years at SFS, Thalia has cherished spending time in the art room whenever she is free. Bonding and sharing interests with friends has created priceless memories, a safe haven, and “good vibes” all around. In her next steps, she looks forward to novelty: new experiences around the world, new opportunities in university, and more freedom in the next stage of her life. Her advice to underclassmen is not to underestimate the importance of selfmanagement. “Avoid procrastination,” even when the school offers extensions, to cultivate good habits for the future. She also emphasizes striking a healthy balance between hard work and mental health.
Avoid procrastination, even when the school offers extensions, and cultivate good habits for the future.
”
By Piotr Kocyk, DP Coordinator & Lauren Elliott, Teacher-Librarian and EE Coordinator
The rise of artificial intelligence (AI) tools is reshaping how we learn, work, and create. Our high school students are stepping into a world where knowing how to ethically and effectively use AI is just as important as knowing how to analyze a poem or solve a math problem. That’s why our school has launched an initiative to teach students how to use AI tools responsibly without compromising their critical thinking or creativity.
At the heart of this initiative is our newly created AI Usage Scale Guidelines, which provides clear guidelines on how and when students in High School can incorporate AI into their learning. Let’s break it down:
1. No AI: Some assignments require students to rely solely on their own skills. No shortcuts, no AI assistance. This ensures they develop foundational skills without leaning on technology as a crutch.
2. AI for Ideation: Students can brainstorm ideas or structures using AI but must independently craft their final submissions. For example, an IB Visual Arts student might use AI to generate ideas for a research topic but still conduct the analysis themselves.
3. AI for Feedback: AI tools can provide feedback on clarity or grammar, but students must apply this feedback on their own. Think of it as a high-tech writing coach rather than a ghostwriter.
4. AI for Creation: In certain cases, AI-generated content (like graphs or short dialogues) can be part of assignments—but only after critical evaluation by the student.
5. Full AI Use: In some advanced projects, students can integrate AI throughout their process, but they must evaluate and refine the output. This level is all about using AI as a collaborator, not a substitute for thought.
Even if students are allowed to use AI for an assignment, they are required to reference and cite! We continue to teach them the importance of authorship, with a focus on correct citation.
AI generators are here to stay. We’re not teaching students to avoid AI—we’re teaching them to master it. The goal isn’t just about technical skills; it’s about shaping thoughtful, ethical, and
discerning users of technology. Here’s why this is essential:
• Critical Thinking: Students learn to evaluate AI-generated content rather than accept it blindly. For instance, if AI drafts an essay, does the tone match the assignment? Are the arguments sound? These questions build analytical skills.
• Creativity: AI can spark ideas, but it doesn’t replace human imagination. By reflecting on AI suggestions, students learn how to innovate rather than imitate.
• Ethical Use: Citing AI use teaches transparency. Just like we wouldn’t accept plagiarism, we ensure students respect intellectual honesty when leveraging AI.
"The IB believes that artificial intelligence (AI) technology will become part of our everyday lives—like spell checkers, translation software and calculators. We, therefore, need to adapt and transform our educational programmes and assessment practices so that students can use these new AI tools ethically and effectively.’’
- Dr Matt Glanville, Head of Assessment Principles and Practice at the IB Office.
As parents, you play a vital role in reinforcing these lessons at home. Encourage your child to:
• Experiment with AI tools for brainstorming or feedback, but insist on their personal input for final outputs. Their personal voice matters more than a well polished text.
• Discuss how they’re using AI and reflect on its strengths and limitations. Remind them to be cautious about examples given by AI tools. They may not exist!
• Emphasize ethical practices, like citing AI usage in their work. It is not a shame to use AI and cite it. It is embarrassing when you are caught using AI without acknowledging it.
Let’s work together to prepare our students for a future where AI is not just a tool but a partner in their learning journey. With the right guidance, they can navigate this landscape with confidence, creativity, and integrity.
By John Kett, British School Assistant Principal & Becky Kett, Year 1 Teacher
John Kett (British School Assistant Principal)
Of all the fruits, I think apples are most closely connected with the classroom in my mind. Who else knows of the classic image of a student bringing their teacher an apple? I always thought this was an odd representation of the classroom until I had students literally bring me apples from time to time, first in the UK and then later when I was teaching in Holland. Perhaps as a young teacher I looked like I needed looking after!
For me, apples also remind me of the first computer I ever saw in a classroom. As a child of the eighties and nineties, most of my friends had a computer console of one kind or another at home for playing games on. But a computer in the classroom? This was something else altogether! Who knew what to do with it if it didn’t play games?
Perhaps for that reason I only ever remember the computer sitting in the corner of the classroom. Never turned on, just staring blankly at a class full of children, taking up space, and collecting dust. It was an Apple Macintosh computer, and I can only imagine the school was given it as some kind of initiative to integrate computers into our education system and learning.
In today’s classroom, where we’ve accelerated beyond the classroom computer to students having their own laptops, iPads or iPhones to support their learning, it feels like there has been a huge shift in the comfort levels we feel with using technology in the classroom - an environment with tools that
student and teacher alike can use with high levels of expertise and adaptability. Even when leaps are made, like the rapid advancement of AI, the learning community is engaged and ready to adapt and adjust to new ways of working. So what now of the outdoor learning environment?
It is the largest space we have for learning at SFS and one that captures the imagination of our youngest and oldest learners (yes, I’m talking about the adults, not just the senior students). Our outdoor environment is one of the most amazing places we have for learning as well as recreation - a space where learners of all ages can explore, question, connect, wonder, and grow as human beings.
You’re going into the forest?
But aren’t there bugs in there?
I’ve never been in the forest before!
…are just some of the declarations made when a teacher decides to leave the comfort of the school building and heads up into the trees with a gathering of children in tow.
As an adult who engaged with Forest School Education training earlier this year, I must confess my own lack of skill, but no shortage of excitement, when entering the forest in Thailand for five days to learn how to use saws: and knives, tie knots, put up tents, start fires and explore the outdoor environment. And it felt like coming home.
I’m glad to say that all of these experiences were experiences I had when I was younger, growing up in a rural part of the UK, but it has been too long since I’ve had a chance to do them. I’m really excited to be leading a forest school SWEP for students in Grade 1 and Year 2.
As an Early Years educator, I have always been passionate about outdoor learning. I have seen first-hand its impact on all areas of children’s development. At SFS, we have an amazing resource in our woodland and surrounding location. While exploring with my class, I would frequently bump into Julia Church (Pre-K2 Elementary Teacher) with her class. This shared love of nature exploration led us to a week’s intensive training with Forest Schools UK in Thailand in May 2024.
Julia and I started SFS Forest School SWEP in August 2024. In eight short months, it has developed into a popular, oversubscribed programme with 50 children between the ages of two and eight attending weekly hour-and-a-half sessions.
We have explored through every season from high humidity to snowfall. Despite the changeable weather, children’s excitement and curiosity to be outside has remained constant. A typical Forest School session begins with us suggesting a challenge or a prompt…
What can you hear in the forest today?
Which animal homes can you see?
What has changed from last week? What has stayed the same?
As we walk through the SFS forest, the children’s curiosity and questions lead the way. The child’s experience is placed at the center of Forest School. Julia and I skillfully craft learning experiences which respond to the children’s interests. We gently add to their knowledge and understanding of the natural world. I could recount endless highlights, however, one standout memory is children dragging their parents back into the forest after the session to share the animal poop they had created using mud and water! (The parents were fantastic, showing suitable levels of excitement at the various shaped poop!)
Looking ahead, we are enjoying thinking about what could be next for Forest School. Forest School is for everyone, not just the youngest learners. We are beginning to explore how all members of our community can access the Forest School programme. What opportunities could arise from incorporating the Forest School approach into our curriculum design? We are all lifelong learners and the Annual Fund will support faculty training as well as some of the key resources we will need to offer and grow the programme. Rather than develop our forest habitat, our heart is to work together to preserve and sustain this incredible resource for future SFS generations.
On one side, a Counselor and Support Teacher reflect on how the program fosters connection and care. On the other, sixth graders share what it means to them. Two perspectives, one powerful message: Advisory matters.
By Rafael Jimenez, Learning Support School Wide Leader & Caroline Scott, MS Counselor
Middle school is sigma. Students are busy leveling up academically, figuring out friendships, gaining aura points, and navigating the ups and downs of growing up. It’s a time of excitement and uncertainty, which is why our Advisory program plays such a crucial role in students’ daily lives. At the Middle School, Advisory isn’t just another class—it’s where students bring their rizz, practice their mewing, feel seen, heard, and valued, and ensure no one gets cooked by the challenges of middle school life.
The Middle School Counselor, Caroline Scott, and Grade 7 Advisory and Support Teacher, Rafael Jimenez, sat down and spilled the tea about how the SFMS Advisory Program creates connection, belonging, and support for our middle school students.
Rafa Jimenez: Caroline, let’s start with the basics. What exactly is Advisory?
Caroline Scott: Advisory is all about connection. It’s a structured yet flexible program designed to help students build meaningful relationships with their teachers and peers. Each day, students have a dedicated time and space for check-ins, engaging activities, and open discussions. It’s more than just a program; it’s a way to ensure that every student has an adult who truly knows them and is invested in their success.
Rafa: That sounds like a game-changer. Why do you think Advisory is so important?
Caroline: Middle schoolers thrive when they feel like they belong. Advisory bridges the gap between academic expectations and emotional well-being. It gives students a place to reflect, talk about important topics, and build community. It’s not just for the students who are struggling or the ones who speak up the most. Advisory is designed to ensure that every student gets the attention and support they need.
Rafa: So, what does a typical Advisory session look like?
Caroline: Advisory happens every day, and each day has a different focus. Throughout the week, students have intentional conversations with their advisors, play games to build connections, and engage in discussions on relevant topics: everything from managing friendships to handling stress. We also use the MARIO platform, a weekly check-in where students reflect on their energy levels, focus, friendships, and overall well-being. This helps advisors, student support teachers, and me identify patterns or trends and provide targeted support if needed.
Rafa: That’s huge. Having that data must really help with early intervention.
Caroline: Absolutely! And it’s not just about supporting emotional well-being. Advisory also helps students develop executive function skills, reflect on their learning, and even receive targeted academic support like reading interventions. Some of our former students even come back just to check in with their advisors because they miss that connection!
Rafa: That says a lot about the impact of the program. What kind of feedback have you gotten from students about Advisory?
Caroline: Overall, students really appreciate it. Some love the games, others like the academic support, and others value the discussions on topics that matter to them-things like conflict resolution, mental health, and friendships. Every year, I survey students and teachers about how we can improve, and here’s what
some of our students said last year:
• “I think that learning about these kinds of things helps me and other people grow and reflect on their actions.”
• “Advisory teaches me a lot. I don’t think there’s anything we haven’t covered yet.”
• “I think all the topics we’re learning in Second Step and with the counselor lessons are really good and cover most of the important issues.”
• “A really important part of Advisory is the MARIO check-in.”
Rafa: That’s amazing. It sounds like Advisory really makes a difference. So, what’s next for the program?
Caroline: We’re always looking to refine and improve. The future of Advisory is about deepening relationships, strengthening executive function skills, and improving targeted support. By continuing to center intentional academic and well-being check-ins and conversations, we’ll keep Advisory at the heart of middle school life, making sure every student has an advocate and a place where they truly belong.
Advisory isn’t just another period in the day; it’s a lifeline for middle schoolers navigating one of the most formative times in their lives. At the Middle School, we’re committed to making sure every student feels supported, connected, and ready to take on whatever comes next.
Want to understand our middle school students ? Check out our Gen-Z Vocab:
The lone wolf who plays by their own rules. No need for a pack, no need for approval—just success, mystery, and a “too cool to care” energy. Think John Wick meets Batman.
Life’s glow-up. Whether it’s fitness, career, or confidence, you’re upgrading like a video game character.
Tongue yoga for a sharper jawline. Does it work? The internet swears by it.
Charisma with extra sauce. If you’ve got rizz, you can charm anyone—effortlessly.
Your personal energy stat. High aurapoints? People are drawn to you. Low? Time to recharge that vibe.
When someone drops juicy gossip or reveals a secret. Whether it’s drama, scandals, or just the latest scoop, if the tea is spilled, everyone’s listening.
Trying way too hard to be funny or cool… and flopping. Cringe alert.
By Roxanne Wong, Grade 6 Teacher & the Students of 6WR
6th Grade is the first time students are introduced to advisory. For the majority of 6th graders, lunch is followed by advisory every single day, and both lunch and advisory are some of our students’ favorite periods. Due to this, the advisory students of 6WR decided to create an article discussing why advisory is important.
“Advisory time is important because advisory is the only time you get to work on projects or something else like writing a list. It is also the time when your brain gets a break from working and also some peace. Advisory is also a time where you can have a good, interesting conversation with your friends. During check-ins, we can easily reflect on where we are as a learner as well as reflecting on if we are ready to learn physically and mentally. When we are having troubles, advisory teachers and a student can have a 1 on 1 conversation. During this time, students can tell the teachers about the situation that they are going through and this can help prevent the situation. Also, they can help in finding solutions or if not, they can help to find out what we can do to stay positive in hard times. However, if the situation is very complicated or if it is not a situation that they can help, the advisors can plan a meeting with the counselor.”
- Rahul Krishna
“Advisory is a time to catch up on missing work.”
- Minjoon Kim
“Advisory is important because it gives us a break from subjects and gives us a time to listen to announcements and stuff like that.”
- Haden Choi
“Advisory is important because it promotes organization skills and interaction between teachers and students. Furthermore, it gives students a break from working, yet educating them. It helps keep the students safe by teaching media safety skills. The digital lessons and daily agenda help them be more organized. The check-ins help improve their learning status.”
- Seungyoon Baik
“In my opinion, advisory is important because students are able to have a brain break from studying. This is very important because we are able to enhance the focus and significance of learning. When we check in, we can reflect on how we are doing as a learner. This can be helpful for us to know what we have to work on as a learner. If your answers to the check ins are showing that you are not ready to learn, the advisor and a student can have a 1 on 1 talk and talk about how the student can solve the problem. During advisory, we can also catch up on the work inside or outside school.” - Dain Oh
“Advisory is a time to connect with friends and to work on different homework assignments. Students can see advisory as a period to talk with friends. The best things about advisory is the fun we have everyday, socializing with peers and taking time to relax.” - Philip Bae
“I think advisory is important because it is time to talk about your feelings in important times like in middle school. It helps us learn important things we have to learn to keep us safe!” - Kylie Kwon
“It helps your brain take a break and it is SO fun.” - Eden Lee
“You can also bond more with each other, because in subjects you’re too busy doing your work but in advisory you don’t necessarily have any work to do.” - Grace Dallao
“I think advisory is important because we are able to get new information and important ones that we might skip or misunderstand if we read it alone. We can also meet new friends and do our activities. For me it is like having a relaxing class. I think we need advisory classes in order to know about important information we might skip. I am one of those people who forgets things often, so in advisory classes, I am able to hear more info. Despite the fact that advisory is also a class, I like it because we can have free time and study hall.” - Chloe Park
“Advisory time is a multi-purpose class, it's a homeroom, announcements class, life skill teaching class, and study hall time. It's really fun because there are a lot of options, unlike other classes when we're assigned something to do and is really packed and busy, advisory is time to chill and do any extra work you have going on or chatting with your friend. But, still, we do always have class discussions, activities, videos, and such but there's always a lot of time for you to do what you need to. Unlike most classes where we get homework, stress, worries, advisory is a class that helps lighten the load. We learn a lot about managing stress and anxiety, solving conflicts, etc. Without advisory, the day is so stressful and unmanageable.”
- Skylar Nam
By Yuan Tian
MYP & DP Mandarin Teacher
As a Chinese teacher in the high school, I’ve noticed a common challenge: students often arrive for first period tired, struggling to stay awake, and not quite ready to learn. To address this, I introduced Ba Duan Jin, a traditional Chinese health-preserving exercise, at the start of our class. This ancient practice, consisting of eight gentle movements, has become a beloved ritual to wake up the body and mind, setting the tone for a productive class.
As the bell rings, our classroom transforms into a serene space. We take ten minutes to practice Ba Duan Jin. This ancient exercise focuses on stretching, breathing, and mindfulness. From “Holding the Heavens” to “Pulling the Bow,” each motion helps improve circulation, release tension, and clear the mind. The rhythmic flow of the exercises, combined with deep breathing, quickly shakes off sleepiness and prepares students to focus.
The results have been immediate. The practice not only wakes the students up but also leaves them feeling calmer and more energized for the rest of the class. Beyond its physical benefits, Ba Duan Jin has also become a cultural bridge, allowing students to connect with Chinese traditions while improving their well-being.
This simple yet effective practice has transformed our mornings. It’s a small change with a big impact, reminding us that sometimes, the best way to start the day is to pause, breathe, and move together.
By Hara Colton , Grade 8
We’ve beaten every other team—preliminaries, quarter-finals, semi-finals have all lasted long with close calls and buzzer races.
“30 minutes, starting now.”
Seoul Foreign School hosts Academic Quiz Team (AQT) every Wednesday and Thursday for Middle School. This year, we’ve had three competitions, hosted in the fall season. With hard and well-earned games, we’ve successfully qualified 3 teams for the 2025 Middle School National Championship Tournament, held in Chicago, Illinois.
SFS brought many teams to the competitions—6 teams, A through F. We have a wide range of skills and knowledge sets. Our A, B, and C teams, made up of all grade levels in the MS and BS, qualified for nationals this year.
At our competitions this year, we faced particularly challenging questions, lots in the scientific fields and more obscure trivia. Still, with our wide range of players and help from members, we were able to answer many toss-ups and bonuses. Each teammate contributes their own part to the team, from pop culture references in “trash”, parts of old and lengthy literature, to some of the quickest mathematical calculations.
AQT has been a wonderful experience in the many years it has been running, with playful practices and nerve-racking, but enjoyable, competitions.
Test your general knowledge by answering these questions - No ChatGPT!
According to some stories, this deity was saved by Heracles in exchange for information about the Apples of the Hesperides. Before that, this feisty trickster was condemned to spend eternity having his liver pecked out by an eagle. For 10 points - name this Titan who stole fire and gave it to humans.
Answer: Prometheus.
This play muses that "Babylon once had two million people in it" that we now know very little about. A character in this play replies "the saints and poets, maybe" when asked if people ever "realize life while they live it". This play ends with George visiting the grave of his wife Emily Webb, whose ghost looks on with the Stage Manager. Grover's Corners is the title setting of - for 10 points - which play by Thornton Wilder?
Answer: Our Town
Pencil and paper ready. Aaron needs to know the distance, in miles, between two cities that are 4 inches apart on a map, given the map uses a scale in which one-third of an inch represents 6 miles. By setting up two proportions and cross-multiplying, he finds - for 10 points - what mileage?
Answer: 72 miles
By Mari Stephenson Kindergarten Teacher
In an inspiring initiative, our kindergarten and Grade 9 students have embarked on a collaborative journey that celebrates the magic of storytelling, self-expression, and creative writing. This cross-grade partnership not only strengthens academic skills on both sides but also nurtures a warm sense of community and mentorship within our school.
Currently, our kindergarten students are immersing themselves into the world of literature, diving into longer books and beginning to craft their own imaginative narratives. A key focus of their learning is reading with expression, a skill sharpened by paying close attention to punctuation. Understanding how a simple exclamation mark or comma can shift tone and meaning helps them bring their stories vividly to life.
In their writing, the kindergartners are learning to punctuate with purpose, discovering how the right mark at the end of a sentence can carry emotions and intentions. These early lessons in tone are laying the foundation for more expressive, confident storytelling.
Meanwhile, our Grade 9 students are deepening their craft through poetry writing and performance. This phase emphasizes not only the careful construction of poetic language but also the art of delivering it with rhythm, emotion, and presence. As they prepare to share their work, they’re learning how to captivate an audience—a skill that turns their poems into powerful experiences.
The collaboration reached a pinnacle when the 9th graders visited the kindergarten classroom to perform their poetry. But this wasn’t merely a presentation; it became a shared moment of discovery. The older students didn’t simply read; they engaged. They asked thoughtful questions, encouraged interpretation, and invited the kindergarteners to reflect on the meaning behind the words, fostering a deeper appreciation for the art of poetry.
The room was filled with excitement as the kindergartners listened intently, eyes wide, completely drawn in. Inspired by the Grade 9 mentors, they were eager to embrace the challenge of writing their own poems. With gentle guidance and encouragement, they began to explore the playful and powerful world of poetic expression.
This collaboration proved to be an enriching experience for both groups. The kindergartners thrived in the interactive environment, gaining confidence as readers and writers while discovering the joy of poetry. For the Grade 9 students, mentoring offered a unique perspective: a chance to reflect on their own learning and share it in a way that mattered. They saw firsthand how creativity can be nurtured, and how even the youngest voices have something meaningful to say.
Together, they created a vibrant and joyful learning space filled with curiosity, creativity, and deep engagement. It’s a beautiful reminder of the richness that cross-age collaboration brings, bridging generations through shared experiences and the power of words.
As we celebrate this meaningful partnership, we look forward to more opportunities that unite our students in the joy of learning, creativity, and inspiration.
“
It
serves as a beautiful reminder of the potential that lies in collaboration across different age groups, enriching the educational experience for all involved.
”
In MYP 5 English Language and Literature, students explored a range of persuasive text types, including opinion editorials (op-eds). As part of their unit, they were encouraged to observe the SFS community and identify areas where meaningful change could be made. Their task was to craft a persuasive text—tailored to a local audience—that aimed to inspire real, actionable improvements. Rather than focusing on fundraising or external causes, students were challenged to propose solutions their audience could directly engage with, encouraging thoughtful, communitybased action.
By Jiwoo Lee , Grade 10
Every SFS student has witnessed it—or maybe even done it themselves. A half-full coffee cup chucked into the recycling bin. A bread wrapper left on the B1 cafeteria tables. Pieces of post-it notes scattered across the floor right next to the trash bin.
Students continue to mindlessly throw away trash on a daily basis, despite the conveniently labeled food waste, general waste, and recycling bins. But when these actions become habit, when waste piles up day after day—how much longer can we look the other way?
Mismanaged waste isn’t just unappealing to the eye. It’s a threat to the global environment. According to the World Wildlife Fund, research finds that US schools alone produce approximately 530,000 tonnes of food waste annually—the equivalent of dumping 52 Eiffel Towers worth of food straight into landfills. If food waste does end up in landfills, it decomposes and creates methane, a greenhouse gas 28 times more potent than carbon dioxide, accelerating climate change at an alarming rate.
But this problem isn’t without solutions. There are schools that have tackled this issue head-on and have successfully implemented policies in efforts to reduce waste production. Delran Middle School in New Jersey was able to cut down food waste by establishing sorting stations and recruiting students as “Food Waste Warriors”, saving over 9 tonnes of food through donations and composting waste.
Another successful precedent is Halsted Middle School, where a simple audit revealed their biggest sources of waste, which enabled them to implement targeted policy changes that decreased their waste by 40%.
The issue is not that students are unaware of where trash should go. The truth is, many of us simply don’t care enough to do it right. It’s just one piece of trash. Except it isn’t when hundreds of students take advantage of the same logic. Someone else will do it. Everybody assumes that somebody else will do it. This stagnant thinking process holds SFS in a pattern of mismanagement of waste. The truth is, we already are aware of the means to better our habits; all we need to do is simply start utilizing them. If others are capable of doing it, why can’t we?
Here’s a challenge to all of the SFS students: Take two extra seconds to think before throwing out your trash.
It’s a small habit, yet one that would make a world of a difference. When we take action to throw away trash responsibly, recycling bins won’t be contaminated. Food waste would be composted rather than landfilled. Garbage would no longer accumulate in what should be space for learning, and we would all be able to take a step toward a more sustainable future.
The choice is ours. Let’s not put it to waste.
By Jonathan Shim , Grade 10
Every night, I tell myself the same lie: “Just five more minutes.” Whether it's scrolling through social media, watching YouTube, or playing a quick game, five minutes turns into an hour, and then two. Before I know it I’m sleeping at midnight, and the next day at school I struggle to focus in class
complete.
But I’m not alone. In a study conducted in 2024, 86% of students admitted to procrastinating worldwide, we repeatedly sacrifice sleep for screentime, regretting it each morning, yet falling into the same trap the next night (Ventura).
We students must acknowledge the impacts of our habits and take steps to break free.
The problem is our cycle of addiction, stress, and exhaustion which causes a ripple effect on our daily lives. While phones give us instant gratification, studying provides long term gratification. The cycle of falling for short-term pleasure over long-term benefits affects our mental health, physical well-being, and most importantly, disrupts our sleep cycle.
Teens lose around two hours of sleep per night due to phone addiction, averaging 7 hours of sleep instead of the suggested 9 (Hoagland). In just four days, that adds up to an entire night of lost sleep. Lack of sleep affects mood, memory, and even physical health. Sleep deprivation can lead to anxiety, depression, obesity, and diabetes.
In 2024, a teen’s average screen time was 7 hours and 22 minutes, even reducing this down by an hour would drastically improve sleep quality and focus (Duarte).
Although we want to make big changes in a short period of time, we know that drastic shifts often lead to failure. The best solution is to set small goals and gradually build better habits toward the overarching goal.
• Set Screen Time Limits
→ Use screen time tracking apps to monitor phone usage.
→ Set a cutoff time for electronics (e.g. no screens 30-60 mins before bed).
• Work First, Play Later
→ Finish homework before turning to entertainment.
• Create a Sleep Routine
→ Maintain a consistent bedtime (including weekends).
→ Replace screen time with healthy habits like reading, journaling, and meditation.
• Build Accountability
→ Find a study buddy to stay on track together.
It’s true screens can provide relaxation and social connection, but studies show that excessive screen time before bed increases the very stress, anxiety, and exhaustion we’re trying to escape rather than relieving it. What seems like a break from reality instead overstimulates our brain, suppressing melatonin production which results in delayed sleep and worsening fatigue the next day (Cajochen et al.).
The goal isn’t eliminating technology – it’s learning to use it responsibly.
Phone addiction steals time, sleep, success, and progress. The solution isn’t a drastic overnight change, it’s small, intentional habit shifts. Tonight, try putting your phone away 30 minutes before bed. Notice how you feel. Observe the difference. Small shifts will compound into lasting improvements.
The choice is yours: Break the cycle or let it control you.
By Schaeffer Won , Grade 10
Picture this. You’re starving after a long day, and the only thing on your mind is lunch. Lines are long, and people keep flowing in behind you, packing the area. Just as you’re about to reach the end, someone just walks right in front of you. Annoying right? Most people have experienced line cutting, internally causing frustration and anger. So why are we
still letting people cut in lines? Majority of people know the rule to wait your turn, yet few attempt to stop them.
The main reason why line cutters are able to get away with this crime is because almost nobody is willing to confront the offender. What is the solution? Above all else, take action. In my experiences in both the school cafeteria and out in the world, I find it difficult to muster up the courage to say something. While waiting, I would notice someone cutting the line, and consider for a second about speaking up. But most of the time I would end up standing still in defeat, completely lacking the strength to do anything. However, this is common, in fact, an in-person study conducted found that only 54% of people took action when someone cut in front of them (Borden).
People are hesitant to confront people who cut in line because of a fear of potential conflict and embarrassment in a public setting, and it is understandable why it would be this uncomfortable. But remaining calm and respectful when approaching them will almost never result in a bad situation. By calmly addressing people who cut in line, they are most likely to back off and return to their original position. It’s important to remember, you were there first, and they have no right to cut in front of you. Ensuring not to escalate the situation through speaking in a calm tone and resisting the urge to immediately get angry or frustrated, can help resolve the problem without any major complications and allow you to secure your place in the line (Dachis).
What about people who have a good reason to cut the line? For example, someone was at the hospital waiting to be treated
for major injuries—then you should let them pass you. Yet, there's a clear distinction between people with a need to get to the end of the line, and people who cut lines for their own sake. An article written by Jude Stewart, a professional author for The Atlantic, explains that people are more likely to let others cut in line when they have an urgent or dire situation (Stewart). It’s up to you to figure out what the boundary is, but in the end, it’s your decision.
Despite causing endless amounts of frustration, it’s difficult to put an end to line cutting. And this is why we need to do something about it. Take this as your call to arms. Do something the next time you see someone cut in line because without action, nothing will change.
By Annette Jeon , Grade 10
Think of that time at 2:00 AM, wide-eyed on your bed, counting all the homework you couldn’t complete.
I remember December was an absolute whirlpool. After returning home at 7:00 PM from basketball, I had to complete my Personal Project, Spirit articles, and Design reflections, as well as studying for my upcoming tests in English, Math, and Science. Completely submerged in a sea of deadlines, my muscles grew rigid, and I couldn’t swim to the surface. Finally catching that gulp of fresh air would be paradise, but grabbing those 8 hours of sleep would be even better.
The stress students feel from the desire to excel in their academics is a common issue, yet it is rarely addressed. A poll from The American Institute of Stress revealed that 75% of high school students felt stressed due to schoolwork. Academic stress is a problem all students experience and a problem all students must find a way to resolve.
Despite the suffocating stress that we feel, parents often encourage their children to hold on since they have gone through the ordeal. However, one can hold their breath for only so long before inevitably drowning. According to a 2021 study, a combination of academic stress and family pressures can lead to an increase in students’ depression levels, reducing morale and work efficiency, thus causing one’s academic downfall. Furthermore, stress can also impact one’s physical well-being.
Insomnia, nauseating anxiety, and high irritability are among the many adverse effects of excessive stress.
When adults do not do enough to help us manage our stress, we must take action ourselves. We cannot hold our breath any longer and wait for someone to save us. Instead, a recommended stress reduction method is to practice mindfulness by meditating.
Meditation can help one’s body by affecting the sympathetic nervous system (SNS). The SNS is a network of nerves responsible for the “flight or fight” response, which is triggered by stressful situations. Meanwhile, meditation soothes the SNS by activating its counterpart, the parasympathetic nervous system (“How Does”). Using these tactics, learn to combat your stress. When the waters rise, you need to know how to stay alive.
If you think meditation is a waste of time, think again. CNBC recommends 5 to 20 minutes of daily meditation, which definitely won’t affect your academics. Since meditation lowers one’s anxiety, it can be expected that one’s academic performance will also be enhanced. Additionally, unlike other stress relief methods such as exercising and working on hobbies, meditation requires the least time commitment and resources. Meditation is very beneficial and is truly worth trying.
Next time, before you begin to drown in your stress, swim to a safer area, relax, and take a deep breath. Distance yourself from your stress sources and try some meditation methods. It can be as simple as listening to your favorite music.
No matter what anybody says, academic stress is a real issue, and you are not alone. If it gets too difficult to manage, seek help.
By Sean Cary Aquatics Coordinator
AtSeoul Foreign School, commitment to excellence is not confined to the classroom or the conventional school day. Long before the sun rises and well after it sets, the pool glows with life: a quiet but powerful symbol of discipline, perseverance, and the pursuit of personal bests.
Three mornings a week at 5:30 AM, faculty, staff, and parents slip into the water, starting their day with purposeful motion and quiet resolve. Just an hour later, four mornings a week, students take their turn, diving in with energy and focus, greeting the day with powerful strokes and determined minds. The early hour is demanding, especially during the cold, dark months, but those who show up share a special kind of determination. For them, swimming isn’t just a workout; it’s a mindset—a way of beginning the day with strength, clarity, and intention.
Evening tells a similar story of resolve. At 5:00 PM, while most students board buses home and the campus winds
down, a different group of athletes is just getting started. These are the school’s top swimmers: young adults who’ve chosen to pursue excellence long after the final bell. Under the steady glow of pool lights, they push themselves through challenging sets, refining technique, building endurance, and cultivating resilience.
Swimming at SFS is more than a sport. It’s a test of character. There is no off-season. Progress is measured in fractions of a second, and every breakthrough—no matter how small—is earned through patience and persistence.
For students, these practices bookend the school day with challenge and growth. Morning sessions foster calm focus and physical readiness, while evening workouts demand grit and consistency. Together, they shape athletes who understand the value of hard work and delayed gratification; traits that extend far beyond the pool and into every corner of life.
But swimming isn’t just about racing or competition. It’s a lifelong skill that promotes physical and mental health, fosters community, and reinforces the idea that discipline pays off. Research supports what SFS swimmers already know: starting or ending the day in the water improves focus, relieves stress, and builds a positive routine.
So whether it’s the first splash at dawn or the final lap under the light of the moon, the pool remains a constant presence—a space where dedication thrives. Each time the lights are on, they’re casting a quiet glow on the commitment of those who choose to rise early or stay late in pursuit of something greater.
The next time you arrive on campus at sunrise or leave after sunset and see those lights shining through the windows of the aquatic center, take a moment to appreciate the swimmers inside. They are the embodiment of the SFS spirit: resilient, focused, and always moving forward, one stroke at a time.
By Dave Gagnier
High School English Language & Literature Teacher
Themain gymnasium at SFS on the day of a Varsity Wrestling meet looks and sounds very different than it does for any other event held in the venue. There are likely as many people packed into the gym as there are for a high school pep rally, but this time the bleachers are filled with parents, grandparents, coaches and wrestlers from four visiting US military base schools, and a scattering of spectators in SFS colours - most of whom are attending the event for the first time. Visiting supporters vastly outnumber home supporters at a Department of Defense Education Activity (DoDEA) wrestling meet - even one hosted here in Yeonhui-dong. When base schools come to wrestle, they bring family, history, and long term commitment to the sport.
“Our team is kind of like a family, but we don’t get much publicity… so we haven’t yet had much supporter traction compared to more established sports like basketball, and football”, explains SFS sophomore wrestler Nathan Lee. For a sport now in its fifth year at SFS (the only Korean international school that participates at the varsity level in the region), Crusader Wrestling could still be considered to be in its infancy.
But traction is gaining quickly, and this is due in significant part to the fact that SFS varsity wrestling is now returning for only the second time to the DoDEA Far East Tournament in Japan. From February 3-6, the SFS wrestling family will be sending 9 wrestlers to Zama Middle High School in Kanto, Japan for the 46th annual meet to compete alongside four familiar opponents (Korean base schools from Daegu, Humphries, and Osan) and nine
other Japanese DoDEA and International schools.
For a school so new to this established group, Seoul Foreign School is entering this elite tournament with two surprising returning top four finishers in their weight class from last year, and the aim is to return to Korea this year celebrating even better results.
Former Korean national team wrestler Coach Lee Seongju runs Wednesday afternoon practice with junior wrestler and one of the veterans on the team Kyuyeon Chung (Kyu) translating to the rest of the student athletes. A key part of the SFS team from the start, Coach Lee, having joined after the closure of Seoul American High School at the former Yongsan base, leads the team through an unrelenting program mid-week with Friday’s session becoming one that focuses out of necessity on rest and recovery.
Sophomore wrestler Wynn Kett recognised immediately that Lee is “a tough coach - the guy we are slightly afraid of, but he trains us really hard because he cares.”
Kyu welcomes these Wednesday sessions as a way to help him remember the value of being accountable as a captain, wrestler and team mate. “[Wrestling]’s not my favourite activity”, Kyu admits. “It’s not even my favourite sport. It’s hard on your body, there’s a risk of injury… it’s one of the hardest sports I’ve tried.”
Being one of the team’s older and most accomplished athletes, however,
has made Kyu a mentor to some of the younger wrestlers, and he clearly understands the value of the consistent challenges that a committed wrestler faces. “It all comes down to confidence,” he reflects. “Wrestling has allowed me to grow quite a bit as a person.”
Confidence is usually not something inherent in new wrestlers, but they learn quickly to manage their fear because they have to: “It’s the small wins, you know”, explains Wynn. “My current record is 2 and 12, but it took me 9 losses to get to my first win, and since then I’m 1 and 3.”
“Coach Lee used to remind me that I was quite meek in that sense - going into a match without a winner’s mentality,” remembers Kyu. “But he also taught me that if you’re hurt, you have a choice to stop, or you can wrestle until you don’t feel the pain.”
Nathan understands that Coach Lee’s job is to keep his athletes modest, but also motivated and hungry. “Wednesdays
Lee is there on our side, and you can tell that he’s proud of each success we have even if it’s small by his standards.”
Many in the SFS community will know Mr. Paul Kim as the Christian Ministries Leader for secondary level, but his team knows him as Coach Paul, who along with Coach Lee is leading SFS Wrestling into its 5th season as a varsity sport, along with the MY Select program that feeds the high school team.
As a schoolwide mentor, Coach Paul plays a big part in bringing the wrestling team together as a family. “He won’t get emotionally mad at you,” suggests Kyu, “but Coach Paul emphasises self-discipline, and reminds us of consequences… he has a way of helping people do things they don’t want to do but know they have to.”
Coach Paul, who wasn’t the heaviest athlete in high school, is reminded that you don’t need to be a giant to be a good wrestler. “I wasn’t the biggest kid, but I was a decent size. That’s the thing about wrestling - you wrestle by weight class, and there are thirteen different weight classes, so it doesn’t matter how big or small you are, there’s a spot for you.”
second father to me,” who stepped in when his parents had to work overseas. “He had this way of reminding us that effort is so valuable - it didn’t really matter if we won or lost, but every time he’d ask, ‘did you give 100%?’”
Coach Paul also recalls, “My freshman year, I was 2 and 18 - beat the same kid twice! Sophomore year: 10 and 5. My Senior year, I had a 30 and 5 record. When I beat the kid who had beaten me in my freshman year, that kid’s coach came up and shook my hand because he knew how hard I had to work to accomplish that.”
Coach Paul is proud of the fact that SFS’s wrestling program exists because of students who cared enough to make it happen. When the Yongsan Base school closed, American football and wrestling athletes scattered across Seoul looking for a place to continue. “Football was out of the question on our campus, but wrestling happened because of a handful of determined students. Brian Choe, one of the base kids, got two friends and went up to Paul Rader [SFS Athletics Director at the time] and asked if they could start a wrestling team. Rader sent them to me. I said ‘bring 10 people, and I’ll consider
it.’ They came back with 20.”
Enthusiasm aside, it wasn’t an easy start. “Our first practices were in the gymnastics room, but you know what those mats are like. Then Covid, and we are stuck wrestling with dummies. We weren’t sure if the program would continue or not, but I credit the students with keeping it going.”
Three years later, Coach Lee got a call that there was a wrestling mat for sale in Pyeongchang at the national team facility. “These things are usually $20,000 USD, and they were offering it for $5,000. We get on the phone to Rader, and it’s ours.”
This three day tournament is a marathon in very short bursts. Senior wrestler and co-captain Evan Storey explains that student athletes from 14 schools arrive at 7:30 in the morning and don’t leave until 8:00 that night. “If you wrestle three or four times in a day’s schedule, and if you manage a couple of pins which means shorter matches, that might mean only about 10 minutes of wrestling in 12 hours, but the rest of the time you are there supporting your team.”
Coach Paul recognises that being there at all is a massive achievement for the school, but last year Kyu and Evan
were able to come home with 3rd and 4th place finishes in their weight class - firsts for the school.
Kyu’s decisive sophomore bout ended in victory as a result of a surprise hip thrust executed in the final seconds of the match. “I was always so hesitant and conservative - just trying to defensively counter my opponent, but I just felt that it was the right moment, and I went for it. It was the only way I could have won.”
As 9 members of the SFS wrestling team prepare to make their way to Japan for the 2025 Far East tournament, coaches and athletes from the wider team reflect on how far they’ve come, where they are now, and where the program is going.
Coach Paul: “We all have unique stories as international school students. This isn’t going to be our final place, so we recognise we need to make the most of the time we have here. I ask our student athletes to come with all their
gear, not say cuss words and keep each other accountable. Interest is growing, but we need to be consistent if we want to believe we can win.”
Nathan Lee: “One of our principles is to always be inclusive and support one another. We all do the exercises so we can be accountable for one another if someone shows up late or says a bad word - we all go down and up together, and I guess that means we care about each other, too.”
Coach Paul: ‘Encouraging one another to be a well-rounded student athlete’ is our team motto, so students understand this is about more than wrestling as a technical sport.’
Coach Paul: “People have a skewed example of what wrestling is. The first question we usually get from interested students is ‘Where’s the chair?’ So they’ve had to learn a lot about the various disciplines within the sport of wrestling: Folk Style, Greco Roman, but we do Freestyle which is all of the above. So if you come to our matches people can
expect a quick pace, a lot of action and a lot of points.”
Nathan Lee: “There tends to be less of a hierarchy in wrestling than there is in more familiar sports. We are really welcoming. The older students really help the new ones.”
Coach Paul: “The goal is never about winning or losing, but asking yourself, ‘Do you have a special goal you want to achieve and be able to enjoy in small increments?’
Kyuyeon Chung: “Coach Paul has taught us self-discipline and responsibility. Wrestling has allowed me to grow quite a bit as a person. Whether we win or lose, it’s about how we win or lose. It’s about sportsmanship and respect.”
Middle school is getting involved. Interest is growing. In the most important ways in which one can measure a sports program, SFS wrestling is thriving.
Joshua Yaniw
High School and Middle School Band Director
Theinsistent rhythm of the beating drums beckoned us to step out of the bus and walk past a crowd of people who were cheering for us. It was warm welcome to the International School of Beijing for our first APAC Band Festival in China since 2016.
It was a sign of what was to come: disarming ourselves and being honest with each other to build trust, accept responsibility and take risks in order to create something beautiful in music with the best musicians from five other APAC schools. As a result of our shared pursuit of beauty, many bonds were formed, our community strengthened, and beautiful music was made.
As we entered the school, SFS musicians were excitedly pointing to pictures of APAC athletes on the walls they recognized from past APAC events. Our bonds to this community are strong; SFS has been part of APAC since 1996. The ISB Director of Activities, Simon Powel, recalls meeting our Director of Activities, Paul Rader, when he was an SFS student competing at APAC events!
There is something uniquely special about APAC that builds community and feels like a family getting together again.
When it comes to our own lives, there are many communities we are all part of. Families, neighbourhoods, places of worship, schools, and friendship circles are a few examples. I believe we are in true community with each other when we are disarmed. To what degree we disarm ourselves depends on the type of community we are in.
Participating in music making disarms us from any confidence we might place in external appearances, past achievements, or social status. Our sound cannot lie. It shows us for who we are and bares our true selves. This is both empowering and terrifying at the same time! Being in a community of music makers forces us to be honest with each other, accept responsibility for our part, and then play it as the music requires to the greater good of all. Musicians must serve the music, and we hold each other accountable for it.
It was beautiful to witness APAC directors banding together and musicians of diverse abilities across the six schools come together in the name of good music and help one another, spurring each other on to greater heights of music making. At the end of our three days together, the sum of music was indeed greater than the individual parts.
One of the great values of music is that it teaches us how to ‘do community’. How to band together around shared values and pursue them with an upward facing trajectory. How when we lift up and help the weakest among us, we all benefit. The benefit of what happens when we do this is instantly heard! What better way to teach our students good citizenship and prepare them for life in whatever community they may enter? The value of this cannot be overestimated.
I am very proud of our SFS APAC Band of 2025 who participated in this process wholeheartedly and came back enriched!
By Marta Mazowiecka-Kocyk Early Childhood Teacher
It’s7:47 AM, and there’s a loud knock on the door. Marie peeks out and says, “Can you please wait just three more minutes? We’re still setting up the classroom.” It’s A, arriving with his dad, beaming with pride as he tells us all about it.
As we open the door, our ‘bus friends’ are already waiting. B looks upset—he forgot his gloves. “No worries, B. We have some spare ones for today,” I reassure him. Meanwhile, M arrives with a bag full of toys from home. A small, shiny hamster inside lets out a squeaky noise.
“M, would you like to keep your toys in your cubby, or would you like to share them with your friends?” I ask.
“No, I want to share them,” M replies.
“Alright,” I think to myself, making a mental note to check what’s inside the bag in case we need to gather everything at the end of the day.
A has already unpacked, placing his water bottle and snack away. B, on the other hand, has left his backpack in the middle of the cubby area and wandered off to check out the toys M brought. Just then, S walks in, proudly showing off his new crocodile
backpack—only to immediately notice the toys M had set out.
And so, another day in Pre-K3 begins. The time for Play and Inquiry is always my favorite part of the day.
S and M stand at the easel, brushes in hands. “Look at this, Ms. Marta! We’re painting it together,” they announce proudly.
I make my way to the construction corner and pause in awe. A stunning structure rises before me—blocks with gems, colorful see-through wooden pieces, planks, and countless loose parts, all meticulously gathered from around the room. And yet, I don’t recall taking these blocks out.
I smile, proud of their sense of agency. They feel so confident, digging into the cupboards and choosing materials on their own. Then another thought crosses my mind—Oh boy, Friday’s cleanup is going to be a big one!
I want to ask, Who built this? How did this idea come to life? But my eyes land on a series of “STOP” signs carefully placed around the construction—an unspoken message: This isn’t finished. Please don’t clean it up yet.
I glance up at the loft, a space that always makes me think of Ryan Hammerberg and his team of students who designed, planned, measured, and built it for us. It’s a true symbol of collaboration, and every time I see it, I feel grateful to be part of it.
As always, the loft is buzzing with activity. S and S have carried all the baby dolls up there, carefully feeding them and reading stories. Below, N and L hover nearby, eager to join. But S and S quickly declare, “Don’t come here, this is our home!”
I walk over, ready to start a conversation. “S and S, I can see you’re having so much fun…” I glance at N and L. “They would love to play with you, too.”
“No, we just want to go to the loft,” N and L reply.
After some negotiation and a bit of conflict resolution, we finally come to an agreement on how they will share the space.
Meanwhile, under the loft stairs, in a cozy little nook, A, S, and Y are busy gathering gems from the ‘magic box’ from my bookshelf—the same one we use to count the days during our morning meetings.
“Don’t worry, Ms. Marta, we’ll put them back,” they reassure me.
I smile. I know those gems will be scattered all over the classroom within an hour, but right now, this little hideaway looks like the perfect place for an adventure.
Z is at the sand table, carefully sorting colorful bears into their bucket houses. Nearby, A emerges from the nook with a new plan—he’s going to make Spiderman out of playdough, but first, he needs “a person.” I find a wooden model of a human body, which he eagerly wraps in playdough, covering it completely.
J wanders over and starts shaping dumplings and ice cream, while S climbs down from the loft with a new mission—she’s making a birthday cake for her favorite Brachiosaurus.
“But we’re missing Bronchio’s baby,” she says, her face suddenly serious. “Mummy is really sad. Ms. Marta, can you help me find Bronchio’s baby? They have to be together for the birthday party.”
“Of course,” I say, while my mind races. Where did I last see that tiny Brachiosaurus figure? Knowing how quickly things move in our classroom, it could be anywhere by now…
By William Hammerberg Grade 5
Ihavehad 4,500 recesses at SFS. That’s more than 90,000 minutes! During this time, I have realized that recess is very healthy and important for developing relationships. Recess is a time when kids from all different classes and sometimes different grade levels share the playground and field for sports, for friendship, for exercise, and for fun. I have learned valuable lessons at recess. It has helped me make new friends and learn to solve conflicts and exercise in fun ways. Even when I got into trouble for playing with sticks in Kindergarten, I learned that actions have consequences, and how to be safe outside.
Sometimes, we have indoor recess because of bad air, rain, or cold temperatures. Although this is disappointing, it’s still essential because it is much-needed down time, a brain break from lessons, and a time to develop social and communication skills. I like to make up new games and talk to friends when we have to stay inside.
I am thankful for having fantastic play facilities at SFS such as the playgrounds, the basketball courts and, of course, the field. These spaces encourage us to try new things and give us an opportunity to run around freely.
Recess is a popular part of the school day. In fact, I am sure that if you asked SFS students what their favorite time of day is, many of them would agree with me: RECESS!
By Jean Kim Christian Ministries/Service Coordinator
“Each of us effectively preaches a sermon through the way we live…the sermons we deliver are almost never done from a pulpit (thankfully), but rather in the way we are seen to handle the thousands of incidents that crowd the pathway of daily life,” is a quote from a faculty devotion led by former Head of School, Dr. Harlan Lyso, back in August of 2000, when he introduced the Christ-Like Attitudes for the first time at Seoul Foreign School.
From 1999-2000, a group of faculty and administrators came together to come up with the 10 Christ Like-Attitudes which are: Love, Faith, Hope, Joy, Honesty/Integrity, Self-Control, Acceptance of Others, Forgiveness, Compassion, and Service.
For the past 25 years, the Christ-Like Attitudes have played an integral part of SFS life as they have shaped the principles and values that are based on Christ’s teachings. These attitudes are not only acceptable by Christians but can also be adopted universally for all humankind to follow and practice. Let our actions speak louder than our words is the message of the Christ-Like Attitudes, which lead us to model Christ here on the SFS campus.
To help celebrate the 25th year anniversary of the Christ Like-Attitudes and through the guidance of Michelle Hwang, HS Design/Art Teacher, three high school design students, Yeseong Park ᾽26, Yeju Sophie Ha ᾽26 and Na Yoon Cha-Ryu ᾽26 volunteered to take on the responsibility of designing new Christ-Like Attitudes banners. The task was completed in June of 2024 and currently the new banners hang in the MPC in the elementary school Atrium.
We are very proud of the artistic work these students have shown through their designs and wanted to share them with our community. With each design, each artist has put a description to help understand the creative process of their creation.
“Each of us effectively preaches a sermon through the way we live…the sermons we deliver are almost never done from a pulpit (thankfully), but rather in the way we are seen to handle the thousands of incidents that crowd the pathway of daily life.” “ ”
do we first imagine when we think of joy? For me, the first things that come to mind are rays of blinding sunshine and comfortable warmth. However, what we often do not immediately realize is that for us to clearly distinguish the presence of joy, there must also be an absence of it. These two ideas are conveyed in the design, through the symbol of the sun in dusty reds and yellows forming a contrast with the darker blue in the background, which represent the absence of joy.
Most Christ-Like Attitudes often ask the audience to act in a certain way that they may not have done otherwise. In that sense, self control is a little different because it asks us to refrain from how we impulsively want to act. Oftentimes I see others be critical about themselves, as they are unable to consistently uphold this virtue. Through this design I wanted to convey an added layer to this idea and the respective excerpt; if “a man without self control is like a city broken into and left without walls”, we will always be able to rebuild our walls while having learned an unforgettable and valuable lesson. This is represented by the sapling growing before the newly built wall, serving as a reminder that we will either grow or succeed.
“It’s not only about what you do, it’s about how you do it and your thoughts while you do it” said one of the instructors during my first service experience. It’s easy to think of service as simply helping others in need, and yet in the Bible the emphasis is placed on “humility” and “wisdom” of ourselves instead of the physical actions that take place. The actions of service do not only help others – they help better ourselves as human beings as well. The valuable experiences of service are conveyed through the bright circle being upheld by the two hands, which represents humanity and that anyone is able to contribute to acts of service, regardless of their physical status and attributes.
Our perception of forgiveness as a Christ-Like Attitude is centered around the image of forgiveness on such a large scale, as Christ sacrificed himself for all humans to be forgiven. But small acts of forgiveness can also make big impacts on our lives. For example, self-forgiveness, the ability to let yourself live with your imperfections, can also help create a positive impact both in ourselves and in our larger community. Through this design, the forgiveness of God was portrayed through the image of a lamb, while the smaller impacts this virtue can provide in our lives were illustrated through the smaller assets of the design, such as the sparks and the olive tree branch. Although blue was the main color used in the design, a warmer hue was chosen to reflect the warmth forgiveness can emit.
Love In the Bible, the ultimate expression of love given to humans by God was sacrificing His son to atone for our sins. Humans are not capable of the same kind and scale of love as God can provide us with, but that doesn’t mean that humans are incapable of love. The cross is depicted as an overpowering symbol of love, but in this design, I wanted to express a “human scale” of love through a symbol that is used to illustrate a “God-scale” of love. Even though we as humans are imperfect, and thus are unable to love as much as we’d hope to, we don’t need to despair at this – love can be shared in all different scales and all different methods.
“Love
When we accept that we ourselves are imperfect, we are able to understand that humans as a whole are all imperfect in our own ways, thus making us diverse. In a world that is so intent on dividing and categorizing people, ultimately creating unfair hierarchies that can exclude certain groups from being accepted and loved like the others, it’s important to understand that our diversity is something to be celebrated, not something to be condemned. Through the shapes and colors of the hands, I wanted to show how acceptance of every one of us should be the premise of upholding love.
As a school centered in the service of others, I feel that one of the virtues SFS fosters most in its students is compassion. The crown of thorns illustrated shows not just using your strength for the benefit of others, but also the importance of mercy, forgiveness, and love for others despite what you may endure. The cross is a reminder of the story of Jesus and his crucifixion, and how that Biblical story may guide us to exhibit compassion.
Faith I believe faith is the fundamental virtue of all belief. The people of Christ had to have faith and trust in Jesus’ power, especially during the events of the resurrection. This inspired me to draw the open tomb of Jesus—my interpretation of a large example of faith in Christianity, and how that faith is foundational to the accomplishments of Jesus’ sacrifice.
Hope In the Bible, hope is often described as a gift given by the Lord; it is a way for people to feel comfort to have faith. This comfort can come in many forms, such as conviction or determination. My idea of hope is to have a sense of freedom, like birds.
As a student, we are always reminded to have academic honesty and integrity. Just as dishonesty in school can lead to loss of credibility and failure, such actions in the Bible lead to spiritual downfall, as shown in the design.
As SFS continues to strive into the future with all the rapid changes that are happening around us, it is our prayer that the Christ-Like Attitudes will keep us grounded so that we can focus on what is truly important as individuals. There is a Bible verse that our current Head of School, Mr. Colm Flanagan has shared time and time again throughout the years. I would like to share that verse as well as a reflection about the Christ-Like Attitudes from Mr. Flanagan.
“On the occasion that I reflect upon our Christ-Like Attitudes it seems that a different attitude jumps out at me. Right
now, as I read through them and as I consider the uncertain world in which we live, it is ‘Acceptance’ that most strikes. Not acceptance of injustice and aggression but rather acceptance of each other’s differences. Seoul Foreign School is a Christian school for everyone. We must draw upon our Christian heritage and all of the attitudes, to live as Christ lived, valuing all those he met. We too must value all those we meet.”
James 2:26 "As the body without the spirit is dead, so faith without deeds is dead." (NIV)
Grade
Middle School Homeroom
From juicy hamburgers to spicy army stew, SFS lunch favorites are as diverse as our student body. Grade 6WR took a tasty trip down memory lane to decide once and for all: what’s the best school lunch? Their answers might make you hungry—or spark a debate in the lunch line.
In my opinion, the hamburger is the best school lunch. It has a soft delicacy of a bun on the top and bottom. A juicy beef patty in between covered with sauces like ketchup. It has crunchy lettuce and a juicy tomato slice.
- Rahul Krishna
In my opinion, the best lunch in middle school is the hamburger but you only get it about 3 times a year. I think this because it is so juicy.
- Garrett Cupps
The best school lunch is the burrito bowl thing because it tastes good.
- Haden Choi
Grilled cheese is the best school lunch because the combination is extraordinary. The cheese is hot and grilled and feels great in my mouth. The bread is nice and crispy.
- Philip Bae
In my opinion, I think army stew (부대찌개) is the best because the army stew contains a lot of ham, noodles and also meat! I like these kinds of Korean traditional food.
- Kylie Kwon
- Chloe Park
Jae-yook bok-eum. The spicy taste of the sauce is covering the savory meat. The texture of the sauce is also very sticky which is good when mixing with rice. The cabbage and some of the other vegetables also have a good combination with the meat. In addition, although it is a little bit spicy, when drinking one spoon of the soup served with the lunch, it will get better.
All the ramen, the pho, and the tteokbokki.
- Jax Lee
The best school lunch is the chicken burrito bowl because the sauce with the mix of the vegetables, chicken and rice.
- Anvi Gulvani
Tonkatsu and rose tteokboki because they are both really good.
- Minjoon Kim
Our school has a lot of options for lunch that is very diverse and great, but one of my favorites is the udon. There are two international meals that switch everyday, and once in a while, one of them is the udon. It's very traditional and has a good portion. It's a little bit of a fusion, kind of Korean udon but also kind of Japanese.
- Skylar Nam
The best school lunch is any sort of meat (except for the pork cutlet) or the jeju-style noodles because they are tasty.
- Seungyoon Baik
Chicken tenders because my favorite food is chicken because I’m super picky. But I guess I could say the pork cutlet because when I was young I would only eat pork cutlet, so anytime there is pork cutlet I would like it no matter what.
- Grace Dallao
I always ask the students what I should get for lunch, and they never steer me wrong. My favorite lunches are the charcoal grilled chicken (the sauces are sublime), the pho and the ramen. Any time it’s pho or ramen day, all etiquette goes out the window and I inhale every last drop of broth. I have been known to buy both lunch offerings if I can’t decide between them, so I was very excited when my advisory decided to discuss the best lunches!
- Ms. Wong
By PoV -Isaac Kang (G11), Aidan Song (G11), William Jansen (G10), Michael Jun (G11), Kian Krumscheid (G11), Alex Shim (G11), Rohwi Ahn (G9), Eugene Jeong (G9), Aiden Koo (G9), and Ryan Rhee (G9).
Ever wonder what moments bring joy to students—and even staff—throughout the day? The High School Club Point of View set out to capture just that. In this creative photo series, club members interviewed their peers and even their high school principal, asking each to share their favorite time of day. From peaceful morning routines to lively lunch breaks, the photos offer a unique glimpse into what makes each day special for members of the school community.
“My favorite time of the day is Period 4 because I get to eat lunch and spend time with my friends.”
Sam Min (G10)
"For me, the best time of the day is lunch time, where I get to hang out with my friends in the school library. It's quiet enough to chill but not too quiet to laugh, so we sometimes do get in trouble. We talk about anything and somehow, even a stressful day feels better after that."
Joseph An (G11)
"I like going to the open gym during lunch because a lot of my friends are here and they make me play basketball so it's kind of fun doing everything sports with them. It’s my go to place to just let loose and have fun."
“My favorite time of the day is when I go outside and enjoy life under the sunshine”. 1:00 pm
Jiho Kim (G12)
“My favorite time of the day is the Morning break because I can go to the cafe and get some snacks. I can also hangout and talk with my friends.”
"My favorite time is lunch/break time because I enjoy going to the wooden spaces on the field, the sitting area. Like when it's sunny I like to lay down, talk with some friends and absorb vitamin D."
Avery Kim(G9)
"My favorite time of the day is when I study at the library during lunch”. 12:00 pm
Emma Han (G10)
"Break time is my favorite part of the day. I think this because I get to sit outside with my friends, feel the sun, and just talk. Even the little kids running around, laughing and chasing each other makes the time so fun. It's so refreshing to take a breath of fresh air outside."
"My most favorite part of the day is reading a book with my cat. I often find time after school to read any book that comes to mind as it is time to myself, and that the company of my cat along with a book is comforting."
By Lily Freeman, Audrey Park & Sara Karani Veise Grade 11
Apart of a high schooler's daily life is understanding how to manage stress. Juggling academic pressure, extracurricular activity, social expectations, and personal challenges can be extremely overwhelming for students. Not only this, but many students feel the weight of social dynamics, friendships, peer pressure, and maintaining a sense of belonging. These feelings can be common causes of stress in high school students. Unfortunately, this stress is worsened by the common lack of sleep, with students studying late at night with packed schedules leaving little time for rest. Being able to find a healthy way to manage stress is essential. That’s why it’s important to find strategies to cope, such as therapy dog sessions which can help offer a moment of calm and comfort in the middle of a chaotic day.
Dogs are known for being social, loving, and outgoing animals, which is why therapy dogs have proven so useful in reducing stress. Those suffering from stress might find it difficult to open up or find ways to cope with it, but the support of a therapy dog can help with that. Whether it’s smiles, cuddles, or simply just their presence, dogs tend to have a very calming and soothing effect on students. The repetitive action of petting a dog releases oxytocin, a stress-reducing hormone, which plays a role in social bonding. Research has shown benefits of therapy dogs such as increased motivation, positive attitude, reduced anxiety, reduced blood pressure, and many
more. Therefore therapy dog visits in schools can greatly help out students who are stressed by providing that emotional support!
With this understanding, we wanted to open up more opportunities for Jeena and her Fur All Dogs to come more often to the High School. So we decided to carry out our CAS project through the collaboration with the club Healing Hounds, leading us to a Valentine’s Day Photo Booth fundraiser. We set out to provide an opportunity for students to interact with dogs during their lunch period to reduce some stress while raising funds for the charity Fur All Dogs. We raised funds by encouraging the students to take Polaroid photos with the dogs and donate money accordingly. We made Valentine’s Day props for students to use when taking photos, and then once they had a photo they were happy with they got to print them out on a Polaroid printer to take home. It was a very successful event with not only students coming to relieve some stress but also many teachers and other SFS staff visiting. We enjoyed getting to see the students, teachers, and dogs interact with one another, reducing stress and spreading smiles. Overall, it was a heartwarming reminder of the positive impact therapy dogs can have in reducing stress and fostering a sense of community within the school. We hope to continue organizing similar initiatives in the future to support student well-being and promote stress management in a fun and meaningful way.
By Eunje Jang & Charlie MacDermaid
Did you know that dogs can play an important role in human life, more than just being a loving pet? Dogs can be used to help people be more successful in their daily lives. We call these dogs service dogs. A service dog is a dog that can help people who might be blind, deaf, have seizures, or suffer from anxiety.
A therapy dog is a dog that helps regulate people's nervous system. They can reduce stress and anxiety, and improve mood through emotional support and comfort. Therapy dogs are specially trained and certified to be non-reactive to loud noises or being touched. Not all dogs make good therapy dogs! In the initial training test, only two out of ten dogs pass. Dogs that pass this initial test need to be calm, relaxed, obedient, and smart. If they pass this initial test, they move into full training, lasting anywhere from 11–19 months. Once they pass their final test and become certified, they can begin servicing those in need.
Juno is a Siberian Husky therapy dog, from Fur All Dogs. She recently visited the fifth-grade students here in our elementary school. We wanted to put her to the test! Could she really improve our mood and make us feel less anxious?! Before the students met her we asked them how they felt and recorded these responses. Most students felt “neutral” and “okay” before spending time with Juno.
However, after spending time with her, there was a distinct shift in students feeling more cheerful, optimistic, and happy. This proves that spending time with a therapy dog can benefit how we feel.
Juno shares her love by regularly visiting senior citizens and orphans here in Seoul. She can sometimes be found in our very own high school building, supporting the high school students who are about to start their exams.
Juno spreads joy and comfort, healing hearts one paw at a time!
By Natalia Federighi British School Parent, SFS Board of Governors
Every day, my husband drives the children to school. He enjoys being able to talk with them in the car, and this creates a stronger bond between him and them.
I pick them up in the afternoon, and I am so grateful for each day I get to do this; taking my time to enjoy them after school, listening to the stories they tell me about school, and seeing them playing for a little while in the playground.
I asked my sons if they like that I pick them up, and Alejandro said: “I like when my parents pick me up because I feel that you really do care about me, even though you tell me you love me during the day.” Leonardo said: “I like that I can spend more time with you.”
How important it is to cherish the things we love, and how valuable it is to invest time and effort into our children!
When I pick them up, it’s a time when I naturally connect with the rest of the school community, nurturing relationships with other parents and partnering with some of the teachers in the education of my children.
I love to see firsthand what a positive environment the school is for our children, and how the teachers make classes interesting and engaging.
Something special about SFS is the intercultural community that allows our kids to foster global awareness and understanding—to be global citizens—which is really enriching for them, and for me as a parent.
Nurturing connections with like-minded parents and teachers within the SFS community has made my life in Korea much more interesting and happier because I have a place where I belong. We socialized, we volunteered together, we enjoyed beautiful school concerts and musicals, and we cheered on sports and house teams. All as part of one SFS family.
I experience every day how well our school is meeting our needs. The principal and teachers are supportive of every child and family, and together with the librarians, the playgrounds, and the magic created in the music halls, they create a positive environment for children. Through it all, I see that learning through play develops their imagination and curiosity.
I very much enjoy seeing the beautiful work of our kids displayed on the corridor walls. And sometimes, when I am looking for a lost glove or hat in their cubbies, I discover little treasures they’ve hidden: an origami frog, a stone, or a stick from the forest.
By Erika Lee
High School Parent
Whenyou think about team sports, swimming is rarely on top of your list. Interestingly enough though, swimming is a team sport. Sure, most of the competition is based on individual achievements, and we celebrate the swimmer who wins. Somewhere along the meet though we have the relays, which is a team effort, and the success of the relay team is bigger than the sum of the individual efforts.
Our swim team is the living proof of that axiom this year. All the hard work in the water, on land, in the gym, pushing through the pain and fatigue to churn the tens of kilometers paid off big time. Not only did the team bring home several medals, the 200m free style relay boys’ team broke records—big time.
The 200 free KAIAC record at the beginning of the season was 1:39.37 which the team broke on December 4, 2024 at Chadwick with a time of 1:39.25. The team then blew their own record out of the water at KAIAC championships with 1:37.15! That’s swimming 200m in 97.15 seconds when you have to tap a teammate—that means the boys swam their 50m at a 24.29 pace. That is fast!
The APAC record was 1:37.23 before we got there, so we knew that the team had a good chance to break that record because their KAIAC time was faster. What happened at APAC
was nothing short of magical—the boys surpassed their best and swam an incredible 1:36.94, setting a new record! The race was a beauty to watch. The entire team was on their feet cheering the boys on and the entire arena seemed to be rooting for them. Teams who were not even swimming were on their feet screaming for our boys—the energy was unbelievable. What an achievement! The relay team is Marek Repovsky (G11), Ian Chae (G11), Alex Yeum (G12), and Daniel Lee (G12) as anchor. Congratulations!
Success like this doesn’t just happen accidentally—it is the result of discipline, hard work, commitment, sacrifice, and support. The SFS swim program has been growing and improving the last couple of years. The coaching team is exceptional and is striving to bring the best out of all swimmers. All this magic happens in our tiny six-lane 25m pool that is in active use from 5:00 AM till 7:00 PM five days a week. Could you imagine what sort of magic the Aquatics program would achieve if we had a bigger pool?
We recently asked for book recommendations written by SFS alumni, and this list is just the beginning! With talented alumni publishing new works every year, this is by no means exhaustive— but we’re excited to share these titles with you. Enjoy!
by Paula Yoo ’87
Young adult fiction/KoreanAmerican culture
How to make your Korean parents happy:
1. Get a perfect score on the SATs.
2. Get into HarvardYalePrinceton.
3. Don’t talk to boys.*
Patti’s parents expect nothing less than the best from their KoreanAmerican daughter. Everything she does affects her chances of getting into an Ivy League school. So, winning assistant concertmaster in her All-State violin competition and earning less than 2300 on her SATs is simply not good enough.
But Patti’s discovering that there’s more to life than the Ivy League.
To start with, there’s Cute Trumpet Guy. He’s funny, he’s talented, and he looks exactly like the lead singer of Patti’s favorite band. Then, of course, there’s her love of the violin. Not to mention cool rock concerts. And anyway, what if Patti doesn’t want to go to HarvardYalePrinceton after all?
*Boys will distract you from your studies.
Paula Yoo ’87 is an acclaimed book author, TV writer/producer, and musician. She lives with her family and cats in Los Angeles, California. She is the 2025 SFS Alumna of the Year.
수리네
by Juhie Suh ’92
Children’s picture book/mathematics
This math picture book is a modern twist on an ancient Egyptian math problem, told through a fun and engaging story. Suri loves playing hide-and-seek in the garage with her mom, who repairs cars. One day, her eldest uncle, younger uncle, and their lawyer gather at Suri’s house. Her late grandmother, a passionate car collector, left behind 17 luxury cars—and a letter instructing her three children to divide them according to her wishes. The catch? They must solve the math puzzle in the letter to fairly split the cars. Can the three siblings figure it out in time? And what surprising role will Suri’s toy car play in the solution? Blending math and storytelling, this picture book turns a classic riddle into a clever and contemporary tale featuring sleek luxury cars.
Juhie Suh ’92 lives in Seoul and is currently the Brand Curator and Senior Designer at SFS.
by Liz Rice ’83
Memoir/nonfiction
When Liz returns to the U.S. after sixteen years in South Korea, she becomes a hidden immigrant— American by appearance, but shaped by a homeland of palaces, protests, and neon-lit cities. Rituals of Separation is a moving memoir of life between cultures, tracing Liz’s childhood and adolescence on the Korean peninsula, the lingering impact of war and dictatorship, and the quiet strength of her parents, who stood with activists during South Korea’s democratic revolution. Told with humor and candor, this is a powerful story of cultural dislocation, belonging, and the search for identity and healing across borders and generations.
Liz Rice ’83 is currently living between Costa Rica and Vermont. She was the 2024 SFS Alumna of the Year.
by Ken Jennings ’92 Trivia/mythology
Inspired in part by his SFS comparative religion classes of the early ’90s, 100 Places to See After You Die is a hilarious travel guide to the afterlife. Ken Jennings takes readers on a tour of the great beyond—from Dante’s Inferno to The Good Place—exploring afterlife destinations from mythology, religion, literature, and pop culture. With the wit of a seasoned guidebook writer, Jennings offers tips on what to wear in Vishnu’s palace, where to eat in the Egyptian underworld, and how to dodge Klingon river serpents. Packed with insights and unexpected connections, this cleverly written book is perfect for curious readers looking to explore humanity’s most imaginative visions of what lies beyond.
Ken Jennings ’92 is the New York Times bestselling author of many books and is the host of the quiz show Jeopardy! He lives in Seattle with his family. Ken was the 2021 SFS Alumnus of the Year.
* All book overviews are adapted from the publishers’ websites, with input from either the author and/or ChatGPT.
Written by Kim Hyun and artwork by Julia Cho ’24 Poetry/essays
당신 참 멋있다 is a heartfelt collection of Korean poetry that offers quiet comfort to those who find themselves missing someone or something, often without warning. In a world driven by consumption and constant motion, this book gently pauses to reflect on life’s ebb and flow—its shifting relationships, unpredictable tides, and the emotional undercurrents we often ignore. Rather than instructing or demanding feeling, the poems extend a warm, subtle embrace, inviting readers to return whenever life feels a little tilted. With hopes that its verses become companions to “songs of the time” and “connections of the time,” the book aspires to leave a lasting imprint—poignant, familiar, and resonant.
Julia Cho ’24 is currently studying fine arts at Cornell University.
by Erica Kim ’01
Children’s picture book/culture/ food
Whether round and crunchy like a kimchi pancake or pinched and plump like a kimchi dumpling, there are so many ways to enjoy this Korean traditional dish. Explore the different ways to eat kimchi in this fun, rhyming tale that also teaches the days of the week. Korean-American authorillustrator Erica Kim shares her pride in her delicious cultural food through her cut paper art technique. The Hanji paper that is used to illustrate the book comes from a paper mulberry tree native to Korea. This beautiful reflection of culture will inspire children to take pride in their cultural foods, too.
Yoon Ha Lee ’97
Young adult fiction/science fiction
In a society where conformity is valued above all else, a teen girl training to become an Imperial pilot is forced to return to her rebel roots to save her world in this adrenaline-fueled sci-fi adventure—perfect for fans of Iron Widow and Skyward!
Yoon Ha Lee ’97 is a writer of science fiction and fantasy. He lives in Louisiana with his family and a flopsy catten.
by Euny Hong ’91 Nonfiction/popular culture/South Korea
In The Birth of Korean Cool, Euny Hong recounts her move from the U.S. to Seoul’s Gangnam district and her front-row seat to South Korea’s dramatic transformation— from a repressive, third-world state to a global powerhouse of tech, pop culture, and innovation. With sharp wit and vivid reporting, Hong explores how a once “uncool” nation came to define cool worldwide, producing everything from K-pop to cuttingedge smartphones. Through interviews with insiders across government and society, this smart, engaging book reveals how South Korea reinvented itself— and why the world is now paying attention.
Euny Hong ’91 is an author and journalist. She lives in Paris.
Shannon Autry ’92 Games/activities
Transform your band and orchestra classroom into a dynamic learning environment with Book of Games! This comprehensive guide provides a treasure trove of engaging games designed to teach music theory and rhythm while offering fun, effective assessments of individual players. Leverage the power of play to solidify student understanding and reach a broader range of learners than traditional teaching methods allow. Research from New York University and the University of Michigan shows that over a third of teachers use games weekly to measure learning progress and boost engagement— now you can bring this valuable strategy to your music classroom. Book of Games is all-inclusive, providing step-by-step instructions for each game, including game play descriptions, classroom setup, rules, and supply lists. Eliminate the guesswork and confidently integrate these activities into your curriculum, creating an enjoyable and enriching experience for your students.
Shannon Autry ’92 is a music educator and lives with her family in the Dallas-Fort Worth metroplex.
by Kristina Rader Erny ’02 Poetry
In her full-length debut, Kristina Erny explores faith in its most barren seasons—questioning where sustenance can be found and how to keep moving forward. Drawing inspiration from 1 Kings, she channels prophets, widows, and ravens to reflect on grief, longing, doubt, and divine presence in everyday life. Drives to school, empty boxes, and children’s drawings become sacred, revealing how the smallest moments can hold holiness. These poems don’t offer answers but practice an unfolding of new questions. They cry out: In the everyday we are resurrected and made new.
Kristina Rader Erny ’02 is a poet and visual artist currently living in Shanghai, China where she teaches drama and creative writing.
by Youngme Moon ’82 Nonfiction/business management & leadership
What if working like crazy to beat the competition did exactly the opposite, making you mediocre and more like the competition?
In today’s world of overabundant consumer choices and superfluous apps, upgrades, add-ons, and features, brands have become nearly identical, as their efforts to outdo one another have pushed them into a dizzying herd of indistinct options.
Youngme Moon identifies the outliers, the mavericks, the iconoclasts—the players who have thoughtfully rejected orthodoxy in favor of an approach that is more adventurous. Some are even “hostile,” almost daring you to buy what they are selling.
Using her original research on companies such as IKEA and Google, Moon will inspire you to be counterintuitive and meaningfully different—to rethink your business strategy, to stop conforming and start deviating, to stop emulating and start innovating. Because to stand out you must become the exception, not the rule.
Youngme Moon ’82 is the Donald K. David Professor of Business at Harvard Business School.
Daikon
by Samuel Hawley ’78
Historical fiction
A sweeping and suspenseful novel of love and war, set in Japan during the final days of World War II, with a shocking historical premise: three atomic bombs were actually delivered to the Pacific—not two—and when one of them falls into the hands of the Japanese, the fate of a couple that has been separated from one another becomes entangled with the fate of this terrifying new device.
An extraordinary debut novel that is the result of twenty-seven years of work by its author, Daikon is a gripping and powerfully moving saga that calls to mind such classics as Cold Mountain and From Here to Eternity. It is set amid the chaos and despair of the world’s third largest city lying in ruins, its population starving and its leadership under escalating assault from without and within. Here is a haunting epic of love, survival, and impossible choices that introduces a singular new voice on the literary landscape.
Samuel Hawley ’78 returned to Korea in 1995 and taught at Yonsei University until 2007. He currently lives in Istanbul, Turkey.
by Katherine Min ’76
Fiction/Asian American & Pacific Islander literature
In this hilariously savage, poignant novel by acclaimed author Katherine Min, a grieving daughter’s revenge on the man who caused her mother’s death sets off a series of unexpected reckonings.
The Fetishist is the story of three people—Kyoko, a Japanese American punk-rock singer full of rage and grief; Daniel, a philandering violinist forced to confront the wreckage of his past; and Alma, the love of Daniel’s life, a Korean American cello prodigy long adored for her beauty, passion, and talent, but who spends her final days examining if she was ever, truly, loved.
An exuberant, provocative story that confronts race, complicity, visibility, and ideals of femininity, The Fetishist was written before the celebrated author’s untimely death in 2019. Startlingly prescient, as wise and powerful as it is utterly delightful, this novel cements Katherine Min’s legacy as a writer with a singular voice for our times.
Katherine Min ’76 attended SFS during the 1974-1975 school year. Her second novel, The Fetishist, was published posthumously, edited by her daughter and introduced to the SFS community by her brother, Kollin Min ’85.
Poetry/Korean poetry
Wishing from Afar is a collection of 112 beloved Korean poems, translated into English to celebrate the depth and beauty of Korean literature. Featuring the works of iconic poets such as Na Tae-joo, Kim So-wol, Yoon Dong-ju, and Ahn Do-hyun, this anthology captures the emotions, atmosphere, and cultural essence cherished by generations. Released to share K-Poetry with the international audience along with the current boom of K-Culture, the translations—meticulously crafted by Dukwon Lee ’03 and his wife, Sojung Lee—convey themes of sorrow, resilience, joy, and hope. As Professor Oh Min-seok notes, these poems bring Korea’s literary richness to a global audience with fresh resonance.
Dukwon Lee ’03 lives in Toronto with his wife and son.
By Adyna Gavin Class of 2006
“SFS is more than a school: it plays an integral role as the backdrop to my memories in Seoul. And even though the faces have changed, the spirit remains the same—a place of learning, of friendships, of moments that shape who we become.”
Stepping onto the campus of Seoul Foreign School after nearly two decades felt like opening a longforgotten book, one where the pages still held the faint scent of my teenage years. The pathways were familiar, yet the buildings had changed, reflecting an integral component to the passage of time.
As I walked up the hill toward the original guard hut, memories rushed in. I could feel the weight of a backpack bouncing with each step, hear the echoes of hurried conversations before class, and sense anticipation (or resignation) of another school day. All the hallmarks of high school were still there, just with a new generation experiencing them.
The new high school building stood across the field, replacing my memories with something modern and fresh. While it represents the school’s evolution, it doesn’t hold the same memories for me. My SFS was in the walls of a different building, in the stairwells and classrooms, in the corners and halls. And yet, standing there in the new common area, I realized that while the physical space may have changed, the feeling in the air remained.
The same energy of students was unmistakably present and remarkably the same as in 2004.
Walking into the theater was like stepping directly into a time capsule. The scent of the stage, the familiar hush before a performance, the thrill of looking out at the audience—it all came rushing back. I could see flashes of my past self: reciting lines, rehearsing with fellow students, feeling the rush just before the curtains rose. It was a space where creativity, friendship, and a little bit of stage fright intertwined. Standing there again, I could almost hear the echoes of past performances still lingering in the air.
Life has taken my classmates in different directions. But for a moment, standing on that familiar ground, I could still hear our voices echoing across the field, still feel the weight of friendships that shaped my teenage years.
Leaving the campus that day, I felt a deep sense of nostalgia that stayed with
me for the remainder of my time in Korea. SFS is more than a school: it plays an integral role as the backdrop to my memories in Seoul. And even though the faces have changed, the spirit remains the same—a place of learning, of friendships, of moments that shape who we become.
To the students walking these halls today, cherish it. The days may feel long, the assignments endless, but one day, you’ll find yourself walking these halls again, heart full of memories, realizing just how much this place meant to you. And to my fellow alumni, don’t forget to look back once in a while and reminisce on a day in your life at SFS.
Adyna (Willis) Gavin ’06 attended SFS for Grades 9 and 10 (2002-2004), after moving to Seoul from Singapore. She later transferred to China to complete high school, then went on to attend Smith College. She now lives in Minnesota with her husband and four children. While at SFS, Adyna was active in the theater program, performing in the then-newly built Lyso Center—now known as the Edie J. Moon Theatre— and was also a member of the swim team.
We had the chance to reconnect with Adyna during her visit to campus in February 2025. In this article, she reflects on what brought her back to SFS, the memories that resurfaced as she walked around the campus, and what being part of the SFS alumni community means to her.
By AhYoung Chi Associate Director of Communications and Alumni Engagement
With both suitcases placed neatly in the back of the rental car, I double-checked that the specially designed SFS Alumni Pins were securely tucked away.
Satisfied, I typed “Virginia Tech” into Google Maps. Next stop: Blacksburg, 145 miles away. I buckled my seat belt and took a sip of my hot Americano, ready for the 2.5-hour drive through the rolling hills of Virginia. This was just one leg of a weeklong alumni road trip across the U.S.—a trip that would take me from Seoul to New Jersey, down the East Coast to DC, and into the South, with multiple city stops and countless conversations along the way. The schedule was packed, the miles long, but the purpose? Crystal clear.
At SFS, we believe that our mission extends beyond our campus walls, and nothing reminds me of that more than connecting with our alumni. While reunions might look like festive parties or dinners on the surface, they are actually
intentional acts of care, community, and continuity. Each coffee shop meetup, college campus lunch, or evening gathering is part of a bigger commitment to staying connected to the people who make up the living legacy of SFS.
This year’s road trip gave me the chance to meet alumni where they are living, studying, working, and navigating the next chapters of their lives. And what I saw along the way reaffirmed why we go the distance.
In cities where we don’t typically host reunions, alumni were genuinely grateful that we made the effort to come to them. In Atlanta, I sat across the table from a 2013 alumna, an SFS lifer who had come to the city for college, stayed to build her career, and is now preparing to welcome her first child–a baby girl due in June. The joy and anticipation she
shared reminded me of the many ways SFS remains part of their story, even years after graduation. Adding to the warmth of the Atlanta Brunch Gathering, a former teacher flew in from Florida just to reconnect with her former students and colleagues. And for younger alumni, especially those just starting out in college, these visits meant even more. Many are far from family and still figuring out how to make a home in a new environment. Seeing familiar faces from SFS brought comfort, validation, and a reminder that they’re not alone.
One particularly touching moment unfolded in Washington, DC, at the reunion. I watched as Breck Jeffery ’62 and Jaekuen Lee ’01 discovered a shared experience: both had gone through the same military training program, decades apart. What bridged that generational gap? Their shared foundation at SFS. That kind of connection is powerful. It reminds us that no matter how much time passes, our school experience binds us in unexpected and meaningful ways.
full-circle moment I wish I could bottle up and share with the entire SFS community.
What I heard from young alumni was encouraging. They felt more than prepared for college, especially thanks to the rigor of the IB program. One student told me, “I was so ready academically that I could actually focus on making friends and joining clubs.” But they also shared a few surprises. Many experienced more culture shock than expected, despite thinking of themselves as “Westernized,” and were surprised to still hear, “Wow, your English is so good.”
As I approach the end of my final year as a university counselor, these visits carry a special meaning. I’ve walked alongside many of these students throughout their high school journeys, and writing their counselor recommendation letters has felt like the culminating project of our time together. These letters reflect the insights I’ve gained through the relationships we built over the years, and they serve as an advocate in the college admissions process by highlighting each student’s strengths, values, and achievements. Now, seeing them thrive in college—talking about how they’ve navigated the transition from SFS to a new phase of life, what strengths they’re drawing on from their high school days, and what they’re dreaming of next—is a
They’re working hard. By early February, many already had summer internships or research lined up. The pressure to achieve is still there, but so are their drive, resilience, and gratitude. “It was really hard and stressful sometimes,” one alum shared, “but I see how it’s paying off now.”
That’s why we connect. Not just to catch up, but to check in. To celebrate progress and offer encouragement. To gather insights that help our current students make more informed decisions about life after SFS. To remind our alumni that they are seen, remembered, and valued—that we care about them. And to help them connect with one another, building a wider, stronger network rooted in shared experiences and purpose.
We go on the road not just to revisit the past, but to walk alongside our alumni in the present—honoring the journey that began at SFS and continues long after graduation. Wherever they are in the world, our message is the same: you’re still part of the SFS story, and we’re still cheering you on.
By J.P. Rader Class of 1979
Ihavea friend who signs off all his emails with the phrase “on the journey.” I’ve always loved that idea, as I think we’re all on our own journey through life, with its many twists and turns. As Andre Lee, member of the 1979 SFS Far East Championship Basketball team, said recently, “Life has many moments, few define you.”
This past April, eight members of the 1979 team and two coaches gathered in Nashville, TN to reminisce, laugh, embellish, encourage, and remember our time together during a formative moment in our lives. It was a season when we put everything else aside, came together, and capped off a 22-0 undefeated run, bringing home the first Far East title in SFS history. The gathering had been long anticipated, and it didn’t disappoint. Teammates came from across the U.S. and even around the world—sophomores (in 1979) Jon Crouse ’81 and Andre Lee ’81; juniors Jay Crouse ’80 and James Rathbun ’80; and seniors J.P. Rader ’79, Peter Dorow ’79, Warren Yeh ’79 and Mark Matthews ’79. Unfortunately, various conflicts prevented Steve Oberg ’80, Joel Holm ’80, and Mark ’81 and Paul Chappell ’80 from attending. Coaches Rod Jonas and Pete Bylsma (who, back in 1979, were only a mere five years our senior!) joined us as well. They quickly slipped back into their coaching roles, regaling us with memories, reminding us of offensive plays, and recounting other hilarious moments from that season.
triumph all those years ago? Not at all. One by one, players confirmed how important that group achievement had been in propelling everyone forward.
What had we done with our lives? There were four teachers/administrators (Coach Jonas, Coach Bylsma, J.P. Rader, and Mark Matthews), four in business/finance (Jon Crouse, Andre Lee, Peter Dorow, and Warren Yeh), and four pastors/missionary tentmakers (James Rathbun, Joel Holm, Paul Chappell, and Jay Crouse). We were blessed to have four of our wives (Shirley Jonas, Helen Rader, Kimberly Rathbun, and Cerise Kogl) join us for the reunion.
There were amazing moments embedded in the life sharing: SFS Jeopardy, a tribute video—created by a member of the current SFS varsity team and featuring my son, Paul Rader, now SFS Director of Activities—and even a screening of the 1979 championship game, made possible by a Betamax machine unearthed from the Crouse household. But what made it all truly special was the warmth, teamwork, and camaraderie that remained strong even after 45 years.
The game ball for the weekend went to Peter Dorow, who—along with Jon Crouse and Coach Jonas—brought the weekend to life. Saturday’s agenda included three hours of life sharing. All were self-effacing despite the incredible things this group has accomplished since 1979. Was the sharing about the success of our basketball careers and that
Coach Rod Jonas summed things up well as he explained what he had learned from our shared ’79 experience—it wasn’t just about the winning. He had grown as a leader through the highs, lows, and pressures of a perfect season. As Jonas said, “Teams like this don’t happen by accident. Chemistry is a bewildering thing at times, but this team had it because they were willing to sacrifice for each other.”
It was wonderful to celebrate with eleven brothers who have been on their own journeys through life—and to share once again the magical moment that will always be the 1979 Far East Tourney championship.
After a meaningful season of reconnecting with alumni across the globe, I’m more inspired than ever by the stories, spirit, and strength of our SFS community. Whether you graduated decades ago or just last year, your experiences matter. And it’s a joy to help keep those connections alive.
Thank you for continuing to share your updates, memories, and milestones. Remember to reach out if you have questions, ideas, or just want to catch up. I would be happy to welcome you to campus or meet for coffee in the city!
The Banner always welcomes your Class Notes and submissions. To submit, please reply to emails or send notes to alumni@seoulforeign.org.
AhYoung Chi
Associate Director of Communications and
Alumni Engagement
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Deirdre Leslie McDonald ’73 returned to SFS for the first time in 54 years! She left after the first semester of Grade 9 in 1970 to continue her studies in Australia, where she now resides in New South Wales. During her visit, she especially enjoyed touring the High School Visual Arts room, reminiscing about her love for art. She also explored the Lyso Center and music classrooms, reflecting on how all three of her children played instruments. Deirdre shared stories of reconnecting with classmates over Zoom during the COVID
years, but this time, she was able to catch up with a classmate in person while visiting Seoul.
Winn Darden ’73 attended SFS from 1969 to 1972 before moving to Pittsburgh for his junior year—a major shift from a small SFS class of about 30 graduates to a public school with 700! He fondly recalled waiting for the late bus on the Yonsei University side of campus after basketball practice and reminisced about how different Korea looked back then, describing it as mostly brown compared to the greenery of today. His career has taken him around the world, and though he has visited Seoul several times, including for the 2012 anniversary celebration and again in 2017, he finds it the one place he barely recognizes due to its remarkable transformation. Winn now resides in Southern California.
74Mark Chesshir ’74 was born and raised in Korea to missionary parents and recently visited Seoul for the first time since 1988. His trip included a walk through the SFS campus—which felt brand new to him—but still carried the same enthusiasm he remembered from his school days. He recalled playing soccer year-round on dirt fields, amazed by the transformation to turf today. Mark and his family first came to Korea
in 1954, and all seven siblings attended SFS over the years. His return to Seoul was part of a special ceremony honoring his father, who founded what is now Gangseo University 70 years ago. A talented musician, Mark gave up a full baseball scholarship to pursue his music career, working as a songwriter, producer, and studio musician. He later founded the Nashville Baseball Training Academy, where they trained players from youth to the major league level. While in Seoul, he also revisited the site of his family’s former farm in Paju. Now a baseball field, fittingly enough, the land once supported 250 milk cows his father brought by ship to help feed the local community.
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Paul Chappell ’80 visited SFS during a business trip to Seoul. He enthusiastically recalled playing basketball at SFS alongside his brother, Mark Chappell ’81, on the historic winning boys’ varsity team. Now a pastor in Lancaster, California, Paul is also the president of West Coast Baptist College. He was accompanied by his youngest brother, Stephen Chappell ’90, who attended SFS until Grade 3 and is now a pastor in San Diego.
Larry Park ’93 hosted another fantastic gathering at his home for SFS alumni in the Los Angeles area. He was joined by Eliza Shin ’87, Else Lee ’87, Myung Soo Seok ’88, Patrick Chang ’90, Theresa Ko ’97, Edward Hong ’10, and Agnes Choi ’13. Thank you, Larry, for always keeping us connected!
John Leber ’93 first joined SFS midway through 8th grade, so while the new high school building was unfamiliar to him, the middle school hallways felt like stepping back in time. During his high school years, John was involved in a wide range of activities and could often be found on campus after school and on weekends. For years, he held a spot in the top 10 Boys Cross Country records—until this fall, when a member of the Class of 2026 edged him off the list. Now living in Bangkok with his family, John enjoyed sharing stories with his kids as they flipped through the 1993 yearbook and imagined their dad as a high school senior. This visit was a chance to reconnect with old memories and introduce his family to a place that played such a big part in his life.
Jae Lim ’94 returned to SFS for the first time in 20 years, bringing back memories of the Yonsei gate and the outdoor basketball court, where he spent countless hours. After leaving Seoul, he moved to California for college before completing his degree at Bentley University near Boston. Now based in the Seattle area, he frequently visits family in Southern California. During this trip to Seoul, he had the chance to reconnect with many of his SFS classmates, making his visit even more special.
Erica Kim ’01 attended SFS from Grade 4 through middle and early high school (Grades 6-9) before moving to the U.S. She now lives in Virginia and is a passionate educator who loves working with young students. In addition to teaching, she is the author of Kimchi, Kimchi Every Day, a picture book celebrating Korean culture and food. Erica holds a B.S. in Advertising from the University of Illinois and a master’s in Early Childhood Education from Teachers College, Columbia University.
Maciej Auch ’01 attended SFS for only one year during the 1997-1998 school year, but it left such a lasting impression that he made a special trip to Seoul to revisit those memories—SFS being a must-visit stop. He currently lives in Poland, working in software development within the clinical trials industry. He fondly remembers Mr. Brian Brumsickle teaching him EFL, Mr. Herrera coaching him in soccer, Mr. JP Rader as his PE teacher, and Dr. Annette Faldyn providing him with endless
support as his counselor. One memory that remains especially vivid is the day the late bus was canceled due to snow, leaving him to navigate his way home to Hannam—without a cell phone to call his parents and in a city unaccustomed to handling snow. It took him six hours to get home, making for an unforgettable adventure.
Dukwon Lee ’03 currently lives in Toronto and visited SFS on a cold Saturday morning with his wife and son. The Class of 2003 contributed significantly to the Lyso Center, but unfortunately, they never had the chance to enjoy it as students. During his visit, he spotted the dedication for the Class of 2003 on the door to the second floor of the Lyso Center and found the chair with his nameplate in the Edie J. Moon Theatre. A former member of the jazz band, Dukwon reminisced about the KAIAC and APAC band events while viewing the posters of past concerts on the third floor of the Lyso Center.
05
Jason Garwood ’05 recently stopped by with his fiancée to show her around the campus that shaped so much of his childhood. He was especially eager to revisit the pool, the gym, and explore the new high school building—though he admitted to a bit of FOMO seeing how impressive the new facilities are! While reminiscing, he caught up with longtime friends Harry Creech ’05 and Kristen (Barennes) Creech ’06 and Stephanie (Small) Black ’05. A former swimmer, Jason looked for
his records, only to find they’d been replaced by a new generation of standout athletes. Having attended SFS from grades 1 through 12, he holds fond memories of his time here. He now lives in New Jersey, excited for all that lies ahead, both personally and professionally.
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Adyna Gavin ’06 attended SFS for Grades 9 and 10 (2002-2004), having moved to Seoul from Singapore before and later transferring to Shanghai American School to finish high school. She went on to attend Smith College and now lives in Minnesota with her husband and four kids. At SFS, she was actively involved in theater, performing in the newly built Lyso Center—now the Edie J. Moon Theatre. She was also a member of the swim team and fondly remembers attending the Junior/Senior prom both years, as she had many friends in the older grades. During her visit to SFS, she had the chance to step into the Edie J. Moon Theatre once again and catch a glimpse of high school students rehearsing for the spring play—a moment that brought back many memories of her own time on stage.
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Michael Tagariello ’07 and his wife, Astrid Brown Tagariello, visited SFS this past fall. As they flipped through old yearbooks, Michael reminisced about his time as a student and the friendships he formed— many of which remain strong to this day. It was wonderful to welcome them back and hear his stories of SFS.
Andrew Pooka Paik ’09 may have left SFS after Grade 6 in 2003, but his memories of middle school remain vivid. During a recent visit to Seoul, he reconnected with Mrs. Edie Moon, reminiscing about the middle school play, Pink Panther, which she directed. Pooka fondly recalled promoting the show with the guards and cafeteria staff—an unconventional strategy that worked! After earning a culinary degree from Johnson & Wales and spending time as a chef, he pivoted to business studies, eventually discovering his passion for English and political science. He earned his English degree and later completed a master’s at UCL. Now, he works in copy editing and marketing in New York City.
Sian Evans ’10 and Huw Evans ’13, who attended the British School, returned to campus after more than two decades. Their family moved to Ontario, Canada, in 2000, and while Sian visited with their mother in 2017, this was Huw’s first time back since leaving. He was struck by how much bigger the school felt compared to his childhood memories,
while Sian had the opposite reaction—finding everything smaller now that she’s grown. A perfect example of how our memories and perceptions evolve over time!
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Sarah En Ting Boey ’12 and Daniel Kai Sheng Boey ’14 returned to SFS after 24 years, reminiscing about their early years in Seoul before their family moved back to Singapore in 2000. During their time at SFS, they were part of the British School, with Sarah attending for three years—memories she recalls with remarkable clarity! She later pursued business, finance, and art history at UC Berkeley. Daniel, who was here for preschool, did not remember as much, but Sarah and his parents helped him fill in the gaps. He went on to study engineering at Duke, followed by public policy in Germany, and now works in government in Singapore. It was a joy to welcome them back and hear their reflections on SFS and Seoul.
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Hayley Davies ’13 brought her husband to SFS to show him the place she still considers her favorite school experience. Though she attended several international schools growing up, her time at SFS British School from 2001–2005 left the deepest impression. Now a teacher in Singapore, Hayley enjoyed chatting with current faculty about IB and the role of AI in education while walking through the campus. Reflecting on her path—from Seoul to Japan, Singapore, Brazil, Abu Dhabi, and back to Singapore—she shared how much she cherishes the memories made at SFS and how meaningful it was to revisit the community that helped shape her journey.
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Charlene Tang ’16 has fond memories of her time at the British School, from playing on the playground to weekend community swims at the campus pool. Though she was young when she attended (Y2-Y4), memories flooded back as she walked through familiar spaces like the cafeteria, Robb Hall, the swimming pool, and the gym—not to mention the playground and halls of the British School. Since leaving SFS, Charlene’s journey has taken her across the globe. After moving to Brazil and later the UK, she graduated from Trinity College, University of Cambridge, with a first-class Master’s in Biochemistry. Motivated by personal loss, she is committed to tackling global healthcare challenges. In 2020, she cofounded a biotech venture in the US focused on developing new immunotherapeutics for cancer. That same year, she joined a healthcare startup in the UK, leading business development for a new diagnostic test aimed at earlier oesophageal cancer detection. After being invited to join Stanford’s HealthTech Innovation Fellowship, Charlene now works and lives in the US.
Guangwei Zhou ’16 visited campus while back in Seoul to visit his parents. He moved to SFS during the second semester of Grade 9 from a local Beijing school and experienced a major culture shock, as most of the students were from American backgrounds. After graduating, Guangwei went on to study mechanical engineering at Penn State, followed by a master’s in robotics from Johns Hopkins. He now lives in the greater Boston area and works in software engineering for Amazon Robotics. During his visit, he was impressed by the new
high school building, noting it was a significant upgrade from the old one.
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Elisabetta “Eli” Laurence ’17 spent the past several years living in London and working across a wide range of creative industries, including animation, television, and radio. Next up: the foreign services for the UK government. Returning to campus for the first time since 2013, she had a lot of fun walking through familiar spaces and seeing how much has changed. Reflecting on her time at SFS, Eli shared that she was probably too young at the time to fully appreciate the privilege of being a student here—but visiting again as an adult reminded her just how fortunate she was to be part of this community. After SFS, Eli moved (back) to Singapore to finish high school, then went on to earn degrees in English Literature and Film at the University of St. Andrews.
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Tim Covert ’18 returned to SFS for a visit, reconnecting with campus memories from his time here between 2014 and 2018. As a student, he was keen on history and participated in theatre productions and the swim team. He also left a lasting mark on campus by creating the Eagle Trail for his Eagle Scout project. After SFS, Tim studied History and Russian at Virginia Tech before commissioning as an Infantry Officer in the U.S. Marine Corps. He has been serving with 1st Battalion, 2d Marines, deploying twice— first to Norway and now to the Pacific.
and support for the National Ovarian Cancer Coalition. She is dedicating the race to her grandmother, who passed away from clear cell ovarian cancer when Angie was 10. Angie’s marathon journey is a tribute to her grandmother’s resilience and a personal mission to support others affected by ovarian cancer. Angie currently lives in Virginia.
Junwon Jeong ’20 graduated from the University of Glasgow with a Master’s degree in Mechanical Engineering in June 2024. In January 2025, he began his PhD in the Precision Engineering department at the University of Twente in the Netherlands, focusing on passive precision alignment of photonic integrated chips. An office placard with his name on it marks a milestone in this next chapter of his academic journey.
Spencer Lee ’20 is studying Chemistry at Harvard, though he took a leave of absence to fulfill his military service in Korea. During his visit, he shared his regret about missing out on Vida Nueva—having waited until his senior year to attend, only for it to be canceled due to COVID.
Jae Hwa Lee ’20 and Arnold Han ’21 had lunch at Crave during their visit to SFS and caught up with several teachers who stopped by to say hello. Arnold is currently on leave from NYU, where he is studying music, as he awaits the start of his military service. Jae Hwa recently graduated from the École Hôtelière de Lausanne in Switzerland and is preparing to move to Dubai, where she will begin her career in hospitality at The Ritz-Carlton. Among their many memories, they reflected on how their teachers played a significant role in shaping their character and how they always felt loved and cared for as students at SFS.
21Ethan Lee ’21 visited SFS in January and walked down memory lane through the elementary school and around campus, where he was warmly welcomed by familiar faces like Jean Kim at CMO, Paul Kim, Stephanie Black, and Soora Koh. It was clear how much he’s still loved at SFS, and how deeply he appreciates the connections he made here. After graduating a semester early from UC Irvine, Ethan is now preparing to start graduate school in the fall.
22Alina Fang ’22 returned to campus for the first time since graduating to participate in an alumni panel for the current
seniors. Now a junior at Penn State, she is studying International Relations—a field she’s been passionate about since an early age. Matthew Park ’22 spoke at the Grade 11 College Kickoff Night in January as part of a student and parent panel. He shared insights on transitioning to college, as well as his experience taking a leave of absence to serve in the Korean military. Having completed his service, Matthew is set to return to Emory University for the fall semester.
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Garvin Kim ’24 and Lily Wasmund ’24, first-year students at Harvard (Garvin) and the College of the Holy Cross (Lily), visited campus in December to reconnect with SFS. During their visit, they attended Carpe Diem, a high school club, where they spoke to current students about their shared passion for studying Classics and offered advice on pursuing this field in the future.
Jenna Kim ’24 and Min Wang ’24 visited campus in early December, reflecting on their first semester of college life—especially the challenge of getting around without Uber and the reality of biking an hour just to reach Target or Starbucks! Both shared how well the IB prepared them for university and how they’re finding new ways to challenge themselves academically. Attending different colleges (Jenna at Dartmouth and Min at Carleton) but navigating similar experiences, they returned home earlier than most of their peers due to their schools’ 10-week academic terms.
Tracy (Messenger) Spragg, Y3 Teacher from 1995-1998, and David Spragg, Y5 Teacher from 1997-2000, returned to SFS for a nostalgic visit. Now married with three college-aged children, Tracy and David first met while teaching at the British School at SFS. In fact, Tracy was assigned as David’s faculty “pen pal” to help ease his transition to Korea, and they ended up teaching across the hall from each other. Their story continued beyond SFS—David followed Tracy to Italy, and together they have taught at independent schools around the world. Now based in Japan, they reflected on how life has come full circle as they walked down memory lane, reminiscing about their time here as “prekids.”
There is so much happening at SFS on any given day that it would be impossible to capture everything in one magazine, so we’ve rounded up a few events that happened this semester at Seoul Foreign School.
Yena Choi Grade 7 MYS Senior Choir Leader / Kate Whang Year 8 Deputy Leader
We were presented the opportunity to perform a concert with the Vancouver Youth Choir at our school. The Vancouver Youth Choir is an award-winning ensemble for adults aged 15~24. They often explore meaningful themes like justice, personal identity, and love, blending traditional choral music with contemporary and innovative works. The choir has performed at major festivals and tours both nationally and internationally. They’ve gained a reputation for their skill and the emotional depth they bring to their performances. Beyond the music, the VYC creates a supportive and inclusive space where members build lasting friendships. It’s not just about singing, but about using music to connect with the world and inspire change.
“Gimikwenden Ina” is a song from Children of God, a musical on the theme of remembering the historical past of Canada's indigenous people. Residential schools tried to “force the indigenous out of them” and it was a torturous and painful experience for these children. In this song, the lyrics “do you remember” are repeated throughout the music and the words “hi yeah” symbolise the indigenous ancestors calling back from the past. When we were participating in the workshop with director Carrie Tennant, we noticed the atmosphere and the friendliness of the people around us. It was such a diverse group and Ms. Carrie Tenant made the whole experience so worthwhile and exciting. Although the music was not what we were used to, working with
Ms. Tennant and the group around us allowed us to feel for the song truly.
The Vancouver Youth Choir’s visit to our school was more than just a musical performance. It was an inspiring reminder of the power of expression, passion, and unity. They showed us that music is not just about hitting the right notes, but about telling stories, sharing emotions, and connecting with others. We got to feel what Ms. Pyne is looking for in class together.
Their dedication to their shared messages has motivated us to embrace creativity in our lives, whether through music, art, or any form of expression. Most importantly, they reminded us that when we work together and lift each other up, our collective voice becomes stronger. It was a truly unforgettable experience that will continue to resonate with us long after the final note.
Lily Trevor Year 6 Teacher
In March, eight students from Years 5 and 6 at the British School excitedly flew to Jakarta to put their teamwork, problem-solving, and mathematical skills to the test in the FOBISIA Primary Mathematics Challenge. Hosted by the British School Jakarta, the dynamic two-day event brought together 128 students from 17 international schools across Asia.
The competition featured a variety of mathematical challenges designed to test students' reasoning skills, collaboration, and fluency. Each day was filled with a variety of creative and demanding activities, including the individual “Mathstermind” quiz, a team geometry-based “Construction Challenge”, and investigative tasks. These diverse activities engaged students in both collaborative and independent mathematical thinking. After action-packed days of challenges, the evenings focused on connection-building, cultural exchange, and the chance to form new friendships.
SFBS students should feel exceptionally proud—not only of their mathematical achievements, but also of their teamwork, positive attitude, and the support they showed to all competing schools. When reflecting on the experience, Yuna said “I think I really learnt a lot from this trip, not only maths but about collaboration and communication.”
Think you could take on the challenge? Try some of the questions yourself!
Mathstermind - how to solve the triangle questions
• Three triangles will be presented using the numbers A, B, C and D.
• Students should find the missing number and create a formula to show the relationship between A, B, C and D for each question.
• All formulas should be complete and accurate to get the mark.
Abi Yoo Grade 10
& Ms. Nancy Calimlim High School English Language and Literature Teacher
Short films, animations, stop motion. These on-screen forms of entertainment have proven to be one of the most effective ways to bring a community together. Indeed, this type of media glued the community with the British School, Middle School, and High School, joining hands to be able to bring fun and excitement through their films.
This very first SFS Film Festival celebrates the creativity of the human mind. Recently at SFS, we were able to host our very own SFS REEL: Film Premiere. A truly star-studded event, our young actors and filmmakers walked in their glamorous attire, posing for photographs and videos in front of the festival banner, giving it an Oscar-esque vibe. Parents, faculty, and students, also with the air of elegance, came in support of the young filmmakers.
SFS REEL showcased student works in four categories:
1. IBDP Film: short films made for the DP Film course
2. MYP Media Arts: short animations and films made by Grade 9 and 10 students
3. Middle School: short films made by Grade 7 and 8 as class work
• A mother lives with her four children and wants to set the rules. She allows democracy but says that they only get as many votes as their age. The mother is aged 54 and the children are 15, 9, 7 and 5 years old, so the mother always has the most votes. How many years will it take for the children to have more votes as a collective than the mother?
• The number 3600 can be written as 2a x 3b x 4c x 5d, where a, b, c and d are all positive integers. It is given that a + b + c + d = 7. What is the value of c?
• The points S, T, U lie on the sides of the triangle PQR, as shown, so that QS=QU and RS=RT. TSU=40°. What is the size of TPU?
4. British School: short videos made by KS1 and KS3 as a part of coursework
This film festival provided a platform for the community to appreciate filmmaking. This sheds light on the significance of this media in our lives, most especially in our student lives. Through this experience, our young filmmakers, guests, and audience left the event with a good impression not only on the value of creativity, but with an understanding that films and videos, with their extensive reach, are forms of media that effectively communicate a message about our society, past, present, or future.
Films are meant to be seen; students are meant to enjoy their success; creativity is meant to be celebrated. Thus, this film festival.
There’s always something happening at SFS. Follow us on social media and don’t miss an update!
Website: www.seoulforeign.org
Facebook: /seoul.foreign.school/ Instagram: @seoul_foreign_school
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Dear SFS Community,
We are deeply grateful for your ongoing generosity and unwavering commitment to supporting our Advancement Program at SFS. Your contributions, both large and small, enrich the learning experiences of our students and create new opportunities for their growth.
As of April 23, 2025 we have received KRW 494,248,335 in gifts to the Annual Fund, which directly benefits every student, every day, and every aspect of the SFS experience. In addition, we have raised a total of KRW 566,321,454 and 570 gifts for other designated areas of need.
The Annual Fund is a collective contribution from our entire community that strengthens the programs and resources that make the SFS experience exceptional. We are excited to be working on several inspiring projects for the upcoming academic year, such as the Middle School Drama Lab, Forest School, the IBDP Film Program, and an Author in Residence Program—exciting projects made possible through your generosity. For more details, please refer to pages 90.
We are also thankful for the many creative ways our community has come together to support the school. You can read more about these efforts on pages 94 (International Fair Committee and Seed to Sky Faculty Art Exhibition).
As we continue to seek support for the Annual Fund to help fund these new initiatives, we invite you to join our growing donor community by making a contribution of any size by June 30. Every gift, no matter the amount, has a meaningful impact. Together, we can continue to make a difference for our students.
With much appreciation,
Yoojin Um, Director of Advancement
The SFS Annual Fund supports projects that elevate our students’ educational journey. This year, we’re thrilled to fund initiatives like the Middle School Drama Lab, which fosters creativity and collaboration; The Forest School, offering hands-on, nature-based learning; the IBDP Film Program, empowering students to develop their unique voices as storytellers and artists; and an Author in Residence Program, providing unique literary experiences. These projects will transform learning, inspire curiosity, and create lasting impacts for our students. Your generosity truly makes a difference!
For more information on giving
“Forest School offers a transformative learning experience that connects learners with nature, fostering curiosity, creativity, and resilience. Through outdoor exploration, students can engage with their environment, gaining hands-on skills and a deeper understanding of the natural world. From building fires to creating animal habitats, every session is an opportunity for discovery and growth. Forest School promotes not only academic learning but also personal development, encouraging teamwork and problem-solving. By incorporating nature into the curriculum, it provides a space for all ages to thrive. With sustainability at its core, Forest School is a lasting resource that nurtures future generations of learners.”
JOHN KETT, BECKY KETT AND JULIA CHURCH, SFS
“Middle Years Program (MYP) Drama is a subject every middle school student takes. The 3-year program allows students to develop confidence in their communication and creative abilities through collaborative theatre principals. As the middle school welcomes the BS Key Stage 3 students into the program next year, we need a space that allows for this growth. This is the first purposedesigned space for middle school Drama and it will facilitate continued collaboration and artistic excellence in the Arts at SFS.”
MIA YANIW, M iddle S chool d ra M a t eacher
“Film is around us. It portrays our society and shapes our perspectives. Because our children consume them all the time, the preponderance of videos in today’s generation is alarming, and IB acknowledges this matter. DP Film equips our students with the right skills in
reading and watching film or any video for that matter. Because the curriculum is divided into two parts – analysis and creation – our students become proficient in analyzing and critiquing films and videos, and because they acquire the creative skills in producing from pre to post, they become competent in understanding and appreciating the cinematic techniques and the intentions behind their use. These skills will not only benefit them in film and media arts classes, but they will be useful in all aspects of their being because media will never go away.”
NANCY CALIMLIM,
“At Seoul Foreign School, our passionate readers and writers thrive from author visits, gaining insights into careers, publishing, and the writing process. These visits spark excitement and foster a love of books. An Author in Residence Program would bring a renowned author to engage with students through assemblies and writing workshops. Aligned with the curriculum, these workshops offer students the opportunity to develop as writers, further enhancing their skills and passion for storytelling. This program would be a unique and invaluable opportunity for our students to connect with a published author.”
LAUREN ELLIOTT, h S t eacher l ibrarian
— ALLISON HOFMAN, i nternational F air c o MM ittee c hair
Each year, the International Fair brings together the Seoul Foreign School community in a vibrant celebration of culture, diversity, and generosity. This treasured event is not only a showcase of the many traditions that make up our school but also a powerful way to give back and support our different parts of our children’s education.
The proceeds from this year’s International Fair will go directly to the Annual Fund, with a special focus on enriching the Arts program. Through music, theater, and visual arts, students at SFS are encouraged to express themselves creatively, and we are proud to contribute to their growth and development.
As the chair of the International Fair committee, I believe in giving back to the school that is giving so much to my children. We all see firsthand how events like this benefit each student and their learning experience. Of course, none of this would be possible without the dedication and generosity of our incredible community. To every volunteer, participant, and supporter—thank you for making this event a success and for helping us continue this meaningful tradition.
TheVisual Arts Department hosted a SchoolWide Student Art Exhibition from February 10 to 16 on the 1st floor of the High School building. The exhibition, themed “Seed to Sky,” showcased the creativity of students from all grade levels.
In addition to the student artwork, a special Faculty Art Exhibition was held, featuring a silent auction. Many talented faculty/staff members contributed their works, and all proceeds from the auction supported the SFS Annual Fund, enhancing our students’ educational experience. Thank you to our faculty and staff for their dedication to this initiative!
As of April 23, 2025
Faculty and Staff (F/S), Alumni (A) (USD 1 = KRW 1,380.1)
The Heritage Club
1912 Society
The Millennium Club
Red and Black Club
The Crusader Club
$ 100,000 + KRW 100,000,000 +
$ 50,000 - 99,999 KRW 50,000,000 - 99,999,999
$ 10,000 - 49,999 KRW 10,000,000 - 49,999,999
$ 5,000 - 9,999 KRW 5,000,000 - 9,999,999
$ 2,500 - 4,999 KRW 2,500,000 - 4,999,999
The Crest Club $ 1,000 - 2,499 KRW 1,000,000 - 2,499,999
Centennial Club
$ 100 - 999 KRW 100,000 - 999,999
The Legacy Club Under $ 99 Under KRW 99,999
Friends of Seoul Foreign School
THE MILLENNIUM CLUB
Ian Chung ’36
Goldman Sachs Matching Gift (2)
Debbie Gim ’06 (A)
International Fair Committee
Jun Family - Christian ’37 and Sarah ’38
Jian Lee ’34
Junghan Kim and Kyungmi Lee
RED AND BLACK CLUB
Anonymous (1)
Olivia Cho ’28 Family
Mikl Choi ’33
Yon Sog Choi and Jennifer Oh
The Chung Family - Ashley ’28
The Cremers Family
Colm and Sinead Flanagan (F/S)
James and Sarah (Hubbard) ’71 Gunberg (A)
Sieun (Ashley) Kay ’31
Jacob Sihyun Kim ’37
Yule ’31 and Jeanne ’33 Lee
Davin Park ’29
Elliott Park ’36
Minsoo Choi and June Kang (A)
Mathilde ’21, Hugo ’26, Marieke and Jeff Doherty (F/S)
Goldman Sachs Matching Gift
Yune ’27 and Jean ’33 Hur
Maryclaire Seo Yeon Kelly ’35
Roel Kim ’34
Peter ’77 and Janet Pin (A)
Anonymous (2)
Ethan Albano ’24 (F/S)
Isaiah ’38, Abe ’35, Tim and Cyrielle Bazin (F/S)
Jason Juyoung Chang ’26
Minjoon ’32 and Guipeum ’32 Chang
Eric Choi
Ella ’24 and Gwyneth ’25 Chun
Jin Euh ’33
Claire Francis (F/S)
Noah Heo ’35
Family of S. Hyun ’31 and M. Hyun ’33
Michael and Danielle Jarvis Lucchesi (F/S)
Agnes Ji (F/S)
Seoyoon Jin ’29
GaHyun Kim ’33
Joohun ’22 and Jueun ’25 Kim
Nancy Le Nezet and Adam Bernard (F/S)
Chloe Lee ’31 and Yoojin Um (F/S)
Piotr and Marta Mazowiecki-Kocyk (F/S)
Charlotte McMurray ’32
Emily Lauren ’33 and Olivia Catherine ’33 No
Emily and John Park Family (A)
Innae Park ’02 and Edward Lee (A)
Susan Park and Minhoo Bae (F/S)
The Prest Family (F/S)
Jason Ro ’95 (A)
Seodaemun Volleyball Association
Grace Song (F/S)
Michael Stern ’78 (A)
Lei On (Ian) Tou ’32
Joanna and James Yoo (F/S)
Anonymous (13)
Kurt, Andreea, and Zoey ’38 Amundson (F/S)
Man Ok Baik
Jamie Bacigalupo Song (F/S)
Melissa Brabon (F/S)
Joanna Brown (F/S)
Nancy and Lexis ’30 Calimlim (F/S)
Dana Cha (F/S)
AhYoung Chi and Dave Han (F/S)
SooJin Cho (F/S)
Makayla Choi (F/S)
Moses Choi, Dahee Kim, Adeline Lia Choi ’34
Reina Choi (F/S)
Yun Jeong ’24 and Hee Jeong ’28 Choi
Andrew Chung ’97, Soo Youn Nam, Farrah ’29 and Micah ’34 Chung (A)
Chan Kun Chung (F/S)
Alejandro ’34 and Leonardo ’36 CuelloFederighi
The Elliott Family (F/S)
Kley and Alisha Feitosa (F/S)
2024-2025 Forest School Winter SWEP Families
Ann Fuell
Dave Gagnier (F/S)
The Gilmores (F/S)
Ling Guo (F/S)
Eason Ha ’26
Jee Hye Ha (F/S)
Ryan, Sophie, William ’32, Florence ’34 and Alfie ’37 Hammerberg (F/S)
Catie Han (F/S)
Sam Han (F/S)
Chenhsi and Carl Hanson
The Holbrook Family (F/S)
Choongpyo Hong (F/S)
Chris, Julie, Calla ’36 and Zinnia ’39 Horan (F/S)
David and Judy Hwang
Byeongguk Jeon (A)
Sungwoo Jo ’28
John Johnson ’69 (A)
Matt, Sophia, Caden ’35 and Kaya ’36
Johnson (F/S)
Joe and Abby (Johnston) ’97 Fitts (A)
Eugene ’28 and Ah In ’32 Jeong
Joon Woo Jeong ’29
Jamie ’09 and Jonathan ’11 Jun (F/S)
Jiyoung Jung (F/S)
Suho Jung ’35
Elenore Kang (F/S)
Seung Min Kang (F/S)
Ted Yekwon Kang ’34
Catherine Keep (F/S)
Catherine Kim (F/S)
Chaon (Fred) Kim ’32
Crystal Kim (F/S)
Edward Kim ’93 (A)
Esther H. Kim (F/S)
Hannah Kim (F/S)
Jean Kim (F/S)
Jinheon ’27 and Gahyeon ’30 Kim
Jinny Kim (F/S)
Marie Kim (F/S)
Michelle Kim ’00 (F/S) (A)
Nikki Kim (F/S)
Paul, SueKyung, and Hazel Kim (F/S)
Kimberly Clark Matching Gift
Eunha Ko (F/S)
Dongwook Koh (F/S)
Soora Koh (F/S)
Samuel Ku (F/S)
Jae Eun Lah (F/S)
David Lee ’29
Geonchul Lee (F/S)
Helen Lee (F/S)
Hugh Lee (F/S)
Jinseop Lee (F/S)
Joshua Jihan Lee ’32
Junhee ’32 and Juna ’37 Lee
Kyoungjae Lee (F/S)
Seulgee Lee (F/S)
Seunghee Lee (F/S)
Lee-Seo Family
Arabella Lespine (F/S)
Hayoon Lim ’33
Sooyeon Lim (F/S)
Yanghee Lim (F/S)
Vasile Lozneanu (F/S)
Zuzana Matusova (F/S)
Elizabeth McGarroch-Slack (F/S)
Mariana Miroiu (F/S)
Donghoon Moon (F/S)
Rebecca Murray (F/S)
The Murphy Family (F/S)
National Taiwan Normal University
Justin Park (F/S)
Nicholas ’93, Eunie ’00, Yena ’26 and Celine ’30
Park (A)
Sarah Park (F/S)
Paul ’04 and Hannah Rader (F/S) (A)
Ken Ryan ’77 (A)
Jacqueline Sadohara
Shannon and Justin Smith (F/S)
Gracie Suk (F/S)
The Sykes Family (F/S)
The Teather Family (F/S)
Kelly Yuan Tian (F/S)
Prema Thomas and Elish Pangiraj (F/S)
Fred Underwood ’72 (A)
The Visahan Family (F/S)
The Walker Family (F/S)
Donna Wang (F/S)
Matt, Dee Dee, Lily ’24 and Olivia ’26 Wasmund
Hyesun Woo (F/S)
Mia and Joshua Yaniw (F/S)
Jeonghee Yoon (F/S)
Hanwen ’30 and Xianwen ’37 Zhang
Anonymous (10)
Younjin Ahn (F/S)
Kathy Bishop Stenslie ’91 (A)
Lychelle Bruski (F/S)
Jennifer Bush (F/S)
Ilsoo Choi (F/S)
Ja Yong Choi (F/S)
Jong Chul Choi (F/S)
Hannah Chung (F/S)
Cristina Cockrum (F/S)
The Creech Family (F/S)
Kang Hoe Do (F/S)
Haruka Hattori (F/S)
Seong Hoon Hong (F/S)
Hyunjee Im (F/S)
Hose Jeong (F/S)
Wootak Jeun (F/S)
Emmalee Johnson (F/S)
Rebecca Johnson (F/S)
Jin Hyuck Joo (F/S)
Jungkyo Jung (F/S)
Calvin Kamphuis (F/S)
Dongsuk Kang (F/S)
Sang Oh Kang (F/S)
Sophia Kang (F/S)
Yoon Kang (F/S)
Borah Kim (F/S)
Chul Hoi Kim (F/S)
Daisy Kim (F/S)
Hyung Gil Kim (F/S)
Jiyeon Kim (F/S)
Nampil Kim (F/S)
Sook Young Kim (F/S)
Sung Duck Kim (F/S)
Hong Seo Koo (F/S)
Seongeun Kye (F/S)
Hyesoo Lee (F/S)
Jae Hun Lee (F/S)
Jinju Lee (F/S)
Jiwon Lee (F/S)
Jung Young Lee (F/S)
Seogyeong Lee (F/S)
Seung Jae Lee (F/S)
Seungwoo Lee (F/S)
Catherine Lorenz (F/S)
Christina Yuan Sheng Luo (F/S)
Amy Midgley (F/S)
Young Sik Moon (F/S)
Indira Pappaterra (F/S)
Jay Park (F/S)
Laura Park (F/S)
Priscilla Park (F/S)
Sumin Park (F/S)
The Pollock Family (F/S)
Alena Pyne (F/S)
Indira ’36 and Kadir ’38 Rayappa
Michael Riley (F/S)
Angela Seewald (F/S)
Woochul Seol (F/S)
Jany Shim (F/S)
Dong Jin Shin (F/S)
Hyesoon Shin (F/S)
Kee Ryeung Song (F/S)
Stephenson (F/S)
Lily and Simon Trevor (F/S)
Leila Webb (F/S)
Angie Won (F/S)
Hannah Won (F/S)
Emma Woo (F/S)
Chang Kun Yang (F/S)
Jackie Yoon (F/S)
Jiyae Yoon (F/S)
Xin Zhao (F/S)
RED AND BLACK CLUB
Irene Cho ’23 and Grace Cho ’25
James and Sarah (Hubbard) ’71 Gunberg (A)
Family of Dong-Yeob Daniel Hyon ’27
Adithya ’30 and Sahana ’30 Iyer
Christopher Koh ’99 (A)
Frank Shyn ’87 (A)
Jessica ’15, Michael ’18 and Stephanie ’25 Woo (F/S)
THE CREST CLUB
Dae Woon Kim (F/S)
Hyungji Park ’85, Dongkyun Nicholas ’22 and Seoyun Natalie ’24 Kim (A)
CENTENNIAL CLUB
Anonymous (1)
Youngwoo Cho (F/S)
Lilly and Scott Day (F/S)
Nate and Julie Doelling (F/S)
Louise Fernandez (F/S)
DongHo Han (F/S)
Emma Han ’27 and Erin Han ’30 (F/S)
Youngnam Joo (F/S)
Amy Yerin Kim ’32 (F/S)
Nami Kwon (F/S)
Kyriazopoulos Family
Jina Lee (F/S)
Moonjin Lee (F/S)
Marcus Li ’26 and Leo Malik ’31 (F/S)
Elena Pinkston (F/S)
Angela and Shin Son (F/S)
THE LEGACY CLUB
Jun Hee Cho (F/S)
Caleb Kim (F/S)
Rafael Jimenez and Ana Mazul (F/S)
Juyeon You (F/S)
THE CREST CLUB
John ’04 and Stephanie ’05 Black (F/S) (A)
Jerome and Silvia Kim (A)
CENTENNIAL CLUB
Chris Een-soo Kim (F/S)
THE LEGACY CLUB
Anonymous (1)
Elizabeth Watson (F/S)
RED AND BLACK CLUB
Younghan, Grace, and Isaac ’34 Hahm (F/S)
THE CRUSADER CLUB
Edward ’38 and Philip ’39 Choi Family
Lev Militsin ’27
SFS Catholic Mass (F/S)
The Striffler Family (A)
THE CREST CLUB
S. Cary Family (F/S)
In Honor of Kevin and Ellen O’Donnell (A)
CENTENNIAL CLUB
HS Club - Eco
Jennifer Rader Purvis ’83 (F/S) (A)
THE LEGACY CLUB
Julie Lee (F/S)
THE CREST CLUB
KyungEn Kim ’90 and Eulho Suh (A)
CENTENNIAL CLUB
Lisa and Arnaud Boulestreau (F/S)
THE LEGACY CLUB
Ikhwan Kwon (F/S)
Byung Ju Lee (F/S)
Devin Allen (F/S)
Ishel Brimhall (F/S)
Ella ’24 and Gwyneth ’25 Chun
Mathilde ’21, Hugo ’26, Marieke, and Jeff Doherty (F/S)
Colm Flanagan (F/S)
Golfzon
Ellie ’28 and Isaac ’31 Suh
Min, Hyejin and Ethan Suh ’25 Family
Can you find the words by using the key below?
While this family searches for constellations, can you find all the hidden objects?
We are extremely proud to announce that The Banner has been awarded the “Best of Asia-Pacific” Award by the Council for Advancement and Support of Education (CASE), the global authority on excellence in educational advancement, communications, and alumni engagement.
This recognition places The Banner as the top educational publication in the region and is a powerful affirmation of the stories we tell and the community we represent.
At its core, The Banner is a collaborative effort. Its strength lies in the voices and perspectives of our faculty, staff, students, alumni, and parents. This award is a celebration of our collective spirit.
Thank you for helping us bring The Banner to life. This honor belongs to all of you.
Seoul Foreign School
39 Yeonhui-ro 22-gil Yeonhui-dong, Seodaemun-gu Seoul, South Korea 03723 www.seoulforeign.org
For the digital version of this issue, scan the QR code or visit https://bit.ly/banner2025spring
