What is your favorite FVS memory or story?

It is difficult to choose just one favorite memory from my three years at Fountain Valley School, as the experience was filled with so many joyful moments. Among them, some of the most cherished memories were the times spent in the dorms. When I decided to attend FVS, I was excited about high school life in the U.S., but also worried about living in a dorm in a foreign country. However, my concern soon disappeared. The friends I lived with and the dorm parents who cared for us truly became like family. Celebrating birthdays, baking sweets together on the weekends, and exchanging gifts during the holidays—these small but special moments made the dorm feel like a second home.  I found many friends whom I wanted to tell happy news to first, and teachers who were willing to help when I was in trouble. The FVS community was warm, welcoming, and accepted me for who I was. I am deeply grateful to have found such a supportive community where I could feel completely at ease.

How would life be different had you not attended Fountain Valley School?

Fountain Valley School taught me the importance of acknowledging and accepting diversity. Before entering FVS, I had never met people from so many backgrounds. Living with students from multiple states and countries, I learned that people from different backgrounds have varying impressions of the same event and that common sense in my own country does not necessarily apply in another. These learnings were very new and interesting to me at the time, and led me to fall in love with fieldwork. I found joy in hearing “real voices” that can only be listened to through conversations with people in the place and being exposed to diverse opinions. Through these daily interactions, I developed greater flexibility in my thinking and a deep respect for perspectives shaped by different life experiences.

In what ways did working with classmates and faculty during your GSD Project contribute to your ability to collaborate effectively with diverse teams, conduct thorough research, and present your findings before a panel of peers?

My GSD project focused on “Rural Education in Cambodia: Mindset and Policy.” In addition to desk research, I conducted fieldwork by visiting local primary schools and interviewing students and parents. I later compiled my findings into a written report. My teacher provided helpful guidance, especially on how to prepare for interviews and conduct field research. After returning from the field, I was unsure how to organize my report, and she gave me thoughtful advice while still encouraging me to take the lead. Looking back, I appreciated how my teacher supported me while respecting my independence. Through this project, I learned the importance of combining desk and field research, preparing carefully before conducting fieldwork, and asking for help when needed. These lessons have been valuable not only at university but also in my profession.

What characteristics of the FVS academic environment helped shape your learning style and academic interests?

Fountain Valley School played a key role in helping me develop a more active and independent approach to learning. Before attending FVS, my learning style was largely passive—I would simply listen to lectures and copy notes from the board without much personal engagement. At FVS, I was inspired by classmates who spoke up in class and asked thoughtful questions. Observing their approach made me realize that active participation could lead to deeper understanding. As I began to take part in discussions and ask my own questions, I found that my interest in the subject matter grew. By the time I graduated, I had become much more proactive in my learning. I regularly asked teachers about things that sparked my curiosity and often looked up topics on my own after class. FVS helped me build the confidence and habits to take charge of my own education.

What is the most unexpected lesson you learned at Fountain Valley that you still carry today? Explain.

Teachers are not only present during academic classes but are also actively involved in sports, evening study halls, and weekend activities. These frequent and informal interactions foster a sense of approachability and trust, making it easy to seek advice, share updates, or simply have a meaningful conversation. Before attending FVS, I believed that teachers were in a higher position than students and that learning was a one-way process from teacher to student. This belief may have stemmed from the traditional structure of Japanese schools, where the teacher-student hierarchy is quite pronounced. At FVS, while teachers still guided and taught students, I was surprised to find that they also genuinely welcomed students’ input. In class discussions and casual conversations, it was not uncommon to hear a teacher say, “That’s an interesting point,” or “Tell me more about that.” This openness was unexpected and deeply encouraging. Through these experiences, I came to appreciate that respectful dialogue can occur across all roles, and that sharing one’s voice can contribute positively to the learning of others.

If given the chance, would you suggest Fountain Valley School to new high schoolers? What factors would you highlight?

 I would absolutely recommend Fountain Valley School to new high school students, especially to those living outside the United States who are considering studying abroad but are uncertain about taking that step.  Leaving one’s family and starting a new life in another country takes courage, but at FVS, no one is ever alone. The school ensures that all students feel supported and included, and international students are never treated differently because of where they come from. As a graduate, I truly hope more people come to know about FVS and feel inspired to become part of its caring and inclusive community.

Back to Alumni Stories