Long before the medals and recognitions, there was simply a child who was curious enough to try. For Celine, that curiosity first took shape in her Early Years. She remembers herself as someone who genuinely enjoyed stepping into new experiences, meeting new people, and saying yes to opportunities when they came her way. At that time, there was no pressure to achieve. As she moved forward, those early experiences gradually became more structured. Through learning in BINUS SCHOOL Simprug, she was introduced to competitions she had never encountered before. Information was shared, opportunities were opened, and, when needed, support followed, whether through past papers, teacher guidance, or sessions that helped her prepare. Celine began to step into something more intentional She began competing, particularly in mathematics. At first, the process felt unfamiliar. Preparing for competitions meant doing the same types of questions repeatedly, studying for long periods, and staying disciplined even when it felt tiring. “I didn’t always enjoy studying every day,” she admits. “But when the results came out well, it made me want to try again.” What began as encouragement from her surroundings slowly grew into her own motivation to keep going. Over time, this rhythm of learning and improving became part of her journey. But like any journey that is sustained over years, it came with its own challenges. Having participated in competitions for so long, Celine found herself feeling burnt out and tired of constantly preparing, competing, and repeating the cycle. Instead of continuing at the same pace, she made a decision that became one of the most important parts of her growth. She took a break for a few months, stepping away from competitions and allowing herself to explore things beyond academics. It was a simple decision, supported by her family, who prioritized her well-being over performance. Alongside this, her perspective on learning itself began to change. When she was younger, she often felt the need to defend her ideas to stand her ground and prove her point. But as she grew older, she began to see things differently. Feedback was no longer something to argue against, but something to reflect on. Celine’s journey has taken on a new shape. She is no longer trying everything that comes her way. Instead, she is beginning to choose more carefully, aligning her efforts with what she sees for her future. With a growing interest in business and finance, she has started to think more specifically about the path she wants to take and to recognize that, while exploration lays a foundation, clarity comes from learning to focus. Looking back, what makes Celine’s journey meaningful is not just the number of achievements she has accumulated, but the continuity of her journey. From Early Years to where she is today, each stage has built upon the last. She was first introduced to opportunities, then gradually supported in navigating them, and over time, given the space to reflect, adjust, and grow. If there is one insight she carries forward, it is this: “When you’re younger, it’s okay to try everything to explore and see what you like. But as you grow older, you start to understand what you really want, and you can focus on that.” And as educators, this is the journey we aim to shape, supporting each student not only in what they achieve, but in who they are becoming. Break Limits. Go Global. Because #EveryJourneyStartsHere