University of California Personal Insight Question Guidance
Current Prompts
UC Personal Insight Question
Prompts and Tips to Consider
When Responding
*You respond to only four of the eight questions*
​Prompt #1: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.
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Leadership opportunities and experiences can happen anywhere: school, church, in the community, or at home.
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Give a specific example of how you have served as a leader. Tell us a story about a time, experience, etc. that showcased your leadership qualities.
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Explain what type of leader you are: Do you lead by example? Do you lead with confidence? Do you use humor when leading others?
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Discuss the significance (how have you grown, who did you help, etc.) of your leadership experience; don't just describe what happened.
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Be careful with the tone. Although you want to tell admissions officers how amazing of a leader you are, you don't want to come across as arrogant.
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Prompt #2: Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
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Like all your essays, "show, don't tell" the readers about your creativity.
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Use a concrete example of your creativity instead of using the broad description, "I am creative" or "I enjoy being creative." Tell the reader exactly what it is that you do when being creative.
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Explain why your creativity is important to you and how you plan to continue embracing your creativity/creative side in the future.
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Don't forget to address the second part of the question about how your skill or talent has developed over time. The best "talent or skill" is one that requires constant effort and growth on your part.
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Prompt #3: What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
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This essay should focus on something you are passionate about and have worked hard/spent time on to become "great" at doing.
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This does not have to be your typical sports or musical talent.... think outside the box at what you're best at doing and go from there. Don't be afraid to be quirky. Are you amazing at knitting vat sweaters? Tell us about it!
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Remember, that most students are writing about the same talents (piano playing, photography, dancing, etc.) so if you have a unique or interesting talent that sets you apart from your peers, write about that here!
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Don't just tell the reader what you're good at and why you enjoy doing it, be sure to tell us how you got into it, what inspired you, how hard you've worked at it, any obstacles that have gotten in the way, etc.
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Like Prompt #1, be careful, with you tone. Although readers want to hear about your greatest talent, try to share this without sounding like you're bragging or too boastful.
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Prompt #4: Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
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This question can be answered by either sharing about a significant educational "opportunity" that you took advantage of or an educational "barrier" that you have worked to overcome.
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Educational opportunities may include: Internships, field trips, academic clubs like Mock Trial, Advanced Placement/Dual Enrollment course offerings, summer research projects, etc.
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Educational barriers may include: Family finance limitations, working to help support your family, learning disability, mental health struggles, or discrimination at school.
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This essay should focus MOSTLY on how to overcome your barrier. Focus on 20% barrier, 80% how you overcame barrier.
Prompt #5: Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
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This question asks you to discuss your "most significant challenge" AND how you have overcome it.
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Don't focus on something superficial like bringing that B+ up to an A-, a break-up you experienced in 10th grade, or not getting your dream car for your 16th birthday.
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If your grades suffered because of this challenge, be sure to include that in this essay, however, make sure that you explain how you have overcome this academic challenge.
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End your essay by reflecting on what you learned/how you grew from this obstacle or challenge that you faced.
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Tip: Avoid a Covid-related challenge which will be a very overused "challenge" this admissions season.
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Prompt #6: Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
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This subject does not have to match your intended major; however, if it does, be sure to include how you intend to continue studying this topic/subject matter in college within your response.
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Be sure to not focus your writing MORE on the subject than on YOU.
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Tell the reader how you have applied this subject outside of the classroom and/or how you intend to apply this subject in your future endeavors.
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Prompt #7: What have you done to make your school or your community a better place?
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"Community" can be defined in broad terms. This may include your school, a team, your hometown, your church, etc.
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Explain what inspired you to make your _______ a better place and how your actions made that place better.
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As always, "Show, don't tell" in your writing. Do not use this prompt as a place to list your achievements--- that can be done in the Activities and Awards section. Tell us an interesting, and ideally moving, story instead.
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Avoid turning this into a "hero essay" by telling a story about how you lead your team to victory in the CIF championship.
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Prompt #8: Beyond what has already been shared in your application, what do you believe makes you a strong candidate for admissions to the University of California?
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"Beyond what has already been shared" should serve as your guide. The application reviewer has already seen your Activities and Awards list and has already read three of your essays at this point.
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This response should be based on new information that has not yet been shared.
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What is it about yourself that you want them to know that cannot be found anywhere else in the application? This is the place to put that.
Strong UC PIQ #1 Examples
PIQ #1 is about leadership experience, so the best topics are not just titles like “I was president,” but moments where the student took initiative.
Example #1
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When I first joined my school’s environmental club, meetings rarely had more than five students, and most projects never made it past the planning stage. As one of the few consistent members, I realized that the issue wasn’t a lack of interest, but a lack of structure.
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I stepped into an informal leadership role and started by simplifying our goals. Instead of planning large, overwhelming initiatives, I proposed smaller, achievable projects like a weekly campus clean-up and a “no-waste lunch” campaign. I created a shared calendar, delegated clear roles, and personally reached out to students who had shown interest in sustainability.
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At first, participation was inconsistent. Some weeks, only three people showed up. Instead of giving up, I adjusted by making events more social and visible, posting updates on social media and celebrating small wins. Over time, attendance grew from five to over twenty active members, and our club successfully organized a school-wide recycling drive that collected over 300 pounds of waste.
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Through this experience, I learned that leadership is not about holding a title, but about creating systems that allow others to succeed. By focusing on clarity, consistency, and inclusion, I was able to turn a struggling club into a community where students felt motivated to contribute.
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What they did well:
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Clearly identified a problem (low participation and lack of structure)
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Showed initiative without needing a formal title
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Took specific actions (calendar, outreach, smaller events)
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Demonstrated persistence when things didn’t work at first
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Quantified impact (grew to 20+ members, 300 pounds collected)
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​Example #2
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When my parents both began working longer hours, I became responsible for taking care of my younger brother after school. At first, this meant simply making sure he finished his homework, but I quickly realized he was falling behind in math and becoming frustrated.
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I decided to take a more active role in supporting him. I began reviewing his assignments each day, breaking down concepts into simpler steps, and creating small practice problems to help him build confidence. When he resisted, I adjusted my approach by turning our study sessions into games and setting small, achievable goals.
Balancing this responsibility with my own schoolwork was challenging. There were days when I felt overwhelmed, but I learned to manage my time more intentionally, completing my assignments earlier and creating a consistent routine for both of us.
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Over time, I saw a shift. My brother became more independent and began approaching his work with less anxiety. His grades improved, but more importantly, his confidence grew.
This experience taught me that leadership does not always come with recognition or a title. Sometimes, it is about showing up consistently, adapting to challenges, and helping someone else believe in their own abilities.
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What they did well:
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Showed leadership in a non-traditional setting (family responsibility)
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Took initiative to solve a specific problem (brother struggling in math)
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Adapted approach when challenges came up (made learning into games)
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Balanced responsibility with personal academics (time management)
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Highlighted meaningful impact (confidence + grade improvement)
Strong UC PIQ #2 Examples
UC PIQ #2 is about creativity—so strong responses show how a student thinks differently, creates something original, or solves problems in a unique way.
Example #1
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During Ramadan, members of my local community often debated the exact moment to break their fast. Different apps and calendars provided slightly different sunset times, which created confusion and, at times, frustration. What should have been a peaceful and unified moment often turned into uncertainty, with families questioning whether they were breaking their fast too early or too late.
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Instead of relying on existing tools, I decided to build a solution. I worked with a small group of peers to develop an app that calculated more precise sunset timings based on our exact location. I focused on user experience, designing an interface that was simple and intuitive so that people of all ages, including older community members, could use it easily. We also added customizable alerts so users could be notified at the exact moment to break their fast.
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The process was not straightforward. Our early versions had inaccuracies due to inconsistencies in data sources, and some community members were hesitant to trust a tool created by students. To address this, I gathered feedback from users, compared multiple astronomical data sources, and refined the algorithm through several iterations. Each version became more accurate and more reliable.
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After launching, over 90 members of our community began using the app regularly. More importantly, it reduced confusion and helped bring a sense of unity back to an important daily ritual during Ramadan.
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This experience taught me that creativity is not just about generating ideas, but about solving real problems in thoughtful and practical ways. By combining technical skills with empathy for my community, I was able to create something that made a meaningful difference in people’s daily lives.
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What they did well:
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Identified a real-world problem and created an original solution
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Demonstrated creativity through both idea + execution (not just thinking)
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Showed iteration and improvement (testing, refining, feedback)
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Considered user experience and community needs
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Highlighted measurable impact (90+ users, community benefit)
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​Example #2
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As a Bharatanatyam dancer, I had spent years performing traditional pieces that followed established narratives and structures. While I respected the art form deeply, I began to wonder how I could use it to express more personal and contemporary themes.
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For my solo performance, I decided to choreograph an original piece that explored the emotional experience of displacement. Drawing from my own experiences moving between countries, I blended traditional Bharatanatyam movements with subtle modern elements to convey uncertainty, loss, and resilience.
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Balancing innovation with tradition was challenging. I worked closely with my teacher to ensure that my piece remained rooted in classical technique while still allowing space for personal expression. I experimented with pacing, facial expressions, and storytelling to communicate emotions that were not typically portrayed in traditional performances.
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When I performed, I noticed that the audience responded differently. Several people approached me afterward to share how the piece resonated with their own experiences.​ Through this process, I learned that creativity is not about abandoning tradition, but about building on it to tell new stories.
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What they did well:
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Showed originality within an existing tradition (creative risk-taking)
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Connected creativity to personal experience (authenticity)
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Demonstrated a clear creative process (experimenting, refining)
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Balanced innovation with respect for structure/discipline
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Highlighted emotional and audience impact (not just the performance)
Strong UC PIQ #3 Examples
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UC PIQ #3 is about your greatest talent or skill—so strong responses show: what the skill is, how it developed, how you use it, and why it matters.
Example #1
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As the lead singer in my school choir, I initially believed my role was simply to perform well vocally. I focused on hitting the right notes, maintaining pitch, and following the conductor. However, I soon realized that technical accuracy alone did not create a meaningful performance. Despite singing correctly, I felt disconnected from the audience, and my performances lacked emotional impact.
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Determined to improve, I began paying closer attention to how experienced performers engaged their audiences. I watched recordings of professional singers and started recording myself during rehearsals to evaluate my stage presence. I noticed that I rarely made eye contact, my facial expressions were limited, and I approached songs mechanically rather than as opportunities to tell a story.
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I began to experiment with small changes, such as adjusting my posture, using more intentional facial expressions, and focusing on the meaning behind the lyrics. Instead of concentrating only on technique, I thought about how each phrase could convey emotion. Over time, these adjustments helped me become more confident and expressive on stage.
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During one performance, I noticed a visible shift in the audience. People leaned forward, smiled, and some even became emotional. For the first time, I felt that I was not just singing, but communicating.
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Through this experience, I realized that my greatest skill is not simply my voice, but my ability to connect with others through performance. This skill has extended beyond choir, influencing how I present in class and interact with others, allowing me to communicate more intentionally and effectively.
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What they did well:
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Clearly defined the skill (communication through performance)
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Showed growth over time (from technical focus → emotional connection)
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Demonstrated effort and practice (recording, studying, experimenting)
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Provided a specific moment of success (audience reaction)
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Reflected on why the skill matters beyond the activity
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​Example #2
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One of my strongest skills is my ability to analyze patterns and approach problems methodically, which I first developed through a personal project exploring soccer performance data. As someone who follows the sport closely, I became curious about whether certain statistics could reliably predict a team’s success.
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I began by collecting data from multiple matches, focusing on metrics such as possession percentage, shots on goal, and passing accuracy. Using spreadsheets, I organized the data and looked for patterns that might explain why some teams consistently performed better than others. Initially, I made quick assumptions based on small data sets, which often led to inconsistent or misleading conclusions.
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Recognizing this, I adjusted my approach. I expanded my data set, tested multiple variables at once, and focused on identifying trends across a larger sample size. I also began questioning my own assumptions, asking whether the patterns I noticed were actually meaningful or simply coincidental.
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Over time, I was able to identify more reliable relationships between certain performance metrics and match outcomes. More importantly, I developed a more disciplined way of thinking. I learned to slow down, evaluate evidence carefully, and remain open to revising my conclusions.
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This experience strengthened my analytical thinking and taught me how to approach complex problems with patience and precision. I now apply this skill across my academic work, particularly in math and science, where I focus on understanding underlying patterns rather than rushing to answers.
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What began as a personal interest has become a skill that shapes how I think, learn, and solve problems in a wide range of contexts.
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What they did well:
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Clearly identified a specific skill (analytical thinking)
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Showed how the skill developed through a real project
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Demonstrated intellectual curiosity and initiative
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Included challenges and growth (initial mistakes → refined method)
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Connected the skill to broader academic application
Strong UC PIQ #4 Examples
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UC PIQ #4 is about an educational opportunity or barrier—strong responses show: Context (what was the situation), what the student did about it, and growth and impact.
Example #1 (Educational Barrier)
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Throughout high school, I attended a school with limited academic resources, especially in advanced STEM courses. While I was interested in exploring subjects like statistics and data analysis, my school did not offer classes beyond basic math. At first, I felt frustrated, as I worried that I was falling behind students at more resource-rich schools.
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Instead of accepting this limitation, I decided to take initiative in my own learning. I began by researching free online courses and eventually enrolled in a self-paced statistics program. Without a teacher to guide me, I had to develop my own structure, setting weekly goals and holding myself accountable for completing lessons and practice problems.
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The lack of immediate support was challenging. When I encountered difficult concepts, I often had to rely on online forums, videos, and trial and error to fully understand the material. However, this process forced me to become more independent and resourceful in my learning.
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Over time, I not only gained a strong foundation in statistics, but also applied my knowledge to a personal project analyzing real-world data. This experience showed me that my education was not limited to what my school could offer, but rather shaped by how willing I was to seek out opportunities.
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While my school’s limitations initially felt like a disadvantage, they ultimately pushed me to become a more self-directed learner. I now approach challenges with the mindset that if an opportunity does not exist, I can create it for myself.
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What they did well:
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Clearly explained the barrier (limited academic resources)
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Showed initiative and ownership of learning
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Included specific actions (online courses, self-structured)
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Highlighted challenges and how they navigated them
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Reflected on long-term growth (independence, mindset shift)
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​Example #2 (Educational Opportunity)
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When I entered a homeschool-style flex program, I quickly realized that my education would depend largely on how I chose to use my time. Unlike traditional schools with fixed schedules, I was given significant independence, along with access to a wide range of online resources and enrichment opportunities.
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At first, this freedom was overwhelming. Without the structure of daily classes, I struggled with time management and often procrastinated. However, I began to see this flexibility as an opportunity rather than a challenge.
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I started by creating a structured weekly schedule, setting aside dedicated time for each subject as well as additional time for enrichment. I took advantage of available platforms to go beyond my required coursework, exploring topics that interested me more deeply. I also began attending optional workshops and reaching out to teachers for additional support when needed.
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One of the most impactful changes I made was setting personal academic goals rather than simply completing assigned work. This shift helped me become more engaged and intentional in my learning. Over time, I became more disciplined and confident in managing my education. I was no longer just completing tasks, but actively shaping my learning experience.
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This opportunity taught me that education is not just about the structure provided to you, but about how you choose to engage with it. By taking ownership of my time and resources, I transformed a system that initially felt unstructured into one that allowed me to grow both academically and personally.
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What they did well:
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Framed the situation as an opportunity, not just a challenge
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Showed personal growth (struggle → discipline and structure)
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Demonstrated initiative and self-management
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Included specific actions (schedule, workshops, outreach)
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Reflected on deeper learning and ownership of education
Strong UC PIQ #5 Examples
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UC PIQ #5 is about a significant challenge and how you overcame it. Strong responses focus less on the hardship itself and more on: what you did, how you handled it, and how you grew from the challenge.
Example #1
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When I transferred to a new school, I expected the transition to be difficult, but I did not anticipate how isolating it would feel. Coming from a smaller, close-knit community, I suddenly found myself in an environment where social groups were already established. I struggled to find where I belonged and often felt invisible in both social and academic settings.
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At first, I withdrew. I avoided participating in class discussions and hesitated to approach new people, worried about saying the wrong thing. Over time, I realized that waiting for a sense of belonging was not going to change my situation.
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I began by setting small, manageable goals for myself. In class, I challenged myself to contribute at least once per discussion. Outside of class, I joined clubs that aligned with my interests, even when it felt uncomfortable to walk in alone. I made an effort to initiate conversations, asking simple questions and showing genuine interest in others.
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Progress was gradual. There were still moments of self-doubt, but each small step made the next one easier. Over time, I formed meaningful friendships and became more confident in expressing myself. I also noticed a shift academically, as I became more engaged and willing to participate.
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This experience taught me that confidence is not something you wait for, but something you build through action. By pushing myself beyond my comfort zone, I was able to transform a situation that once felt overwhelming into an opportunity for personal growth.
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What they did well:
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Clearly explained the challenge (transition + isolation)
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Showed internal struggle and honesty
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Took specific, actionable steps (goals, clubs, participation)
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Demonstrated gradual growth (realistic progression)
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Reflected on lasting impact (confidence, engagement)
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​Example #2
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During my sophomore year, I found myself overwhelmed trying to balance academics, extracurricular activities, and personal responsibilities. I had committed to multiple activities, believing that staying busy meant being productive. Instead, I quickly became exhausted, falling behind on assignments and struggling to perform at the level I expected of myself.
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At first, I tried to push through by working longer hours and sacrificing sleep. However, this approach only made things worse, leaving me more fatigued and less focused. I realized that the issue was not a lack of effort, but a lack of effective time management.
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I decided to take a step back and reevaluate my commitments. I created a weekly schedule that prioritized my most important responsibilities and built in time for rest. I also learned to set boundaries, recognizing that saying yes to everything was not sustainable.
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Implementing these changes was not easy. It required me to let go of certain activities and adjust my expectations. However, over time, I became more organized and intentional with how I used my time.
As a result, my academic performance improved, and I felt more balanced and in control of my responsibilities. More importantly, I developed a healthier approach to productivity, one that values sustainability over constant busyness.
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This experience taught me that overcoming challenges is not always about working harder, but about working smarter and making thoughtful decisions about where to focus your energy.
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What they did well:
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Identified a clear, relatable challenge (overcommitment)
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Took responsibility instead of blaming circumstances
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Showed problem-solving (schedule, prioritization, boundaries)
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Included real change (cutting activities, adjusting habits)
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Reflected on deeper lesson (sustainable productivity)
Strong UC PIQ #6 Examples
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UC PIQ #6 is about an academic subject that inspires you. Strong responses show: genuine interest (not just “I like math”), how you explored it beyond class, how it shapes how you think. Bonus if you can explain how it aligns with your intended major.
Example #1
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I became interested in psychology not through a class, but through observing people around me. I often found myself wondering why individuals respond so differently to similar situations, whether in friendships, family dynamics, or school environments.
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This curiosity led me to take my first psychology course, where I was introduced to concepts such as cognitive biases and behavioral conditioning. I was especially intrigued by how subtle mental patterns can influence decision-making without us realizing it. Instead of just memorizing terms, I began applying these concepts to real-life situations, analyzing my own habits and interactions with others.
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Outside of class, I explored psychology further by reading articles and watching lectures on topics like motivation and emotional regulation. I became particularly interested in how small changes in mindset can significantly impact behavior over time.
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One concept that stood out to me was the idea of growth mindset. I began consciously applying it to my own academic challenges, reframing mistakes as opportunities to improve rather than failures. This shift not only helped me become more resilient, but also changed how I supported others, encouraging friends to view setbacks differently.
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Psychology has influenced how I think, not just what I know. It has taught me to approach situations with more empathy, curiosity, and awareness. What began as simple observation has developed into a deeper interest in understanding human behavior and using that understanding to create positive change.
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What they did well:
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Showed authentic curiosity (started outside the classroom)
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Connected academic content to real-life application
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Explored beyond class (articles, lectures)
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Included a specific concept (growth mindset)
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Reflected on how it changed thinking and behavior
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​Example #2
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My interest in statistics began when I realized how often data shapes the decisions we see every day, from sports analytics to business strategies. What started as a required math course quickly became something I wanted to understand more deeply.
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In class, I was drawn to how data could be used to identify patterns and make predictions. Rather than simply solving problems, I began asking why certain methods worked and how they could be applied beyond the classroom. This curiosity led me to explore data analysis on my own.
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I started working on a project analyzing soccer match data, looking at how different performance metrics might relate to game outcomes. I collected data, organized it into spreadsheets, and experimented with different ways of interpreting the results. At first, my conclusions were inconsistent, but over time, I learned to refine my approach by focusing on larger data sets and more reliable patterns.
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This process helped me develop a more analytical mindset. I learned to question assumptions, evaluate evidence, and approach problems with patience and precision. Statistics became less about numbers and more about understanding the story behind the data.
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What excites me most about this subject is its versatility. Whether applied to sports, business, or social issues, statistics provide a way to make sense of complex information and use it to inform decisions. It has changed the way I think, encouraging me to look for patterns and deeper meaning in the world around me.
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What they did well:
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Clearly explained why the subject is interesting
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Showed engagement beyond class (independent project)
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Included a specific example (soccer data analysis)
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Demonstrated growth and learning process
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Reflected on how the subject shapes thinking
Strong UC PIQ #7 Examples
Strong answers show: what you saw → what you did → who it helped → why it matters
Example #1
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Volunteering with Special Olympics changed how I understand both leadership and community.
When I first joined as a volunteer, I expected to help with basic tasks like organizing equipment or guiding athletes through events. However, I quickly realized that many of the athletes needed more than just logistical support—they needed encouragement, patience, and someone who truly believed in their abilities.
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I began working more closely with a small group of athletes during practice sessions, helping them learn the structure of different events and build confidence in their skills. At first, progress was slow. Some athletes were hesitant, easily frustrated, or unsure of themselves. I learned that success was not about pushing them to perform perfectly, but about meeting them where they were.
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I adjusted my approach by breaking down skills into smaller steps and celebrating every improvement, no matter how small. Whether it was completing a lap, remembering the sequence of an event, or simply showing up with a positive attitude, each moment mattered. I also focused on building relationships, taking time to listen, encourage, and create a sense of trust.
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Over time, I saw a shift. Athletes who were once hesitant became more confident and engaged. They began to take pride in their progress and support one another.
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This experience taught me that making a community better is not always about large-scale change, but about creating an environment where individuals feel seen, supported, and valued. Through patience and consistency, I was able to contribute to a space where athletes could grow not only in skill, but in confidence and self-belief.
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What they did well:
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Focused on meaningful, hands-on impact (not just “I volunteered”)
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Showed adaptation to others’ needs (patience, breaking steps down)
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Included specific actions (mentoring, encouragement, relationship-building)
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Highlighted growth in others (confidence, engagement)
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Reflected on deeper values (empathy, inclusion, redefining success)
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​Example #2
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In many surf communities, there is an unspoken hierarchy. Experienced surfers often dominate the best waves, while beginners stay on the outside, unsure of where they belong. I noticed this dynamic early on and realized how discouraging it could be for new surfers.
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Instead of accepting it as part of the culture, I made a conscious effort to change how I showed up in the water. When I saw beginners struggling, I would paddle over, offer encouragement, and share simple tips like positioning and timing. I made it a point to celebrate their small wins, whether it was catching their first wave or simply paddling out with confidence.
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Over time, I began informally mentoring younger surfers, creating a more welcoming environment in the lineup. I also encouraged my peers to be more aware of how their behavior impacted others, reminding them that the ocean is a shared space.
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The change was gradual, but noticeable. Beginners became more confident, more engaged, and more willing to return. The lineup felt less intimidating and more supportive.
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Through this experience, I learned that improving a community does not always require large-scale initiatives. Sometimes, it starts with small, consistent actions that shift the culture over time. By choosing to lead with inclusion and encouragement, I was able to help create a space where more people felt they belonged.
What they did well:
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Identified a specific community issue (exclusivity in surf culture)
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Took consistent, meaningful action (mentoring, encouragement)
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Showed leadership through behavior, not title
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Demonstrated impact on others (confidence, participation)
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Reflected on broader lesson (small actions → cultural change)
Strong UC PIQ #8 Examples
UC PIQ #7 is your “anything else” prompt—this is where standout students reveal something not shown anywhere else, show personality, values, or context​
Example #1
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Some of the most important lessons I’ve learned haven’t come from a classroom, but from the ocean.
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Surfing has been a constant in my life, but what stands out most is not the waves themselves, but the people in the water. In many surf communities, there is an unspoken hierarchy—experienced surfers claim the best waves, and newcomers are often left on the outside. I noticed this early on and began to question why something that brought me so much joy could feel so exclusive to others.
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Over time, I made a conscious effort to approach surfing differently. When I saw beginners struggling, I would paddle over, offer encouragement, and share simple tips. I started to see the lineup not as a competition, but as a shared space where everyone could belong.
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This mindset extended beyond casual interactions. I began informally mentoring younger surfers, helping them build confidence not just in their skills, but in their place in the water. I wanted them to feel the same sense of freedom and connection that surfing had given me.
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Through these experiences, I realized that community is shaped by the choices individuals make. A single interaction can either reinforce exclusion or create inclusion.
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Surfing taught me more than how to read waves—it taught me how to read people, to lead with empathy, and to create spaces where others feel welcome. These are lessons I carry with me beyond the ocean, shaping how I engage with every community I am a part of.
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What they did well:
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Showed a unique, personal perspective (surf culture + inclusion)
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Added dimension not seen in academics/activities
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Demonstrated values (empathy, community-building)
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Included specific actions (mentoring, helping beginners)
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Felt authentic and memorable (clear personal voice)
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​Example #2
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In the fall of 2022, I was forced to leave my home in Ukraine and move into a boarding school dormitory. What I expected to be a temporary transition quickly became a new reality, one shaped by uncertainty and distance from everything familiar.
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What I did not expect was the tension within the dorm itself. Students from both Ukrainian and Russian backgrounds lived side by side, and conversations often carried unspoken weight. Misunderstandings and silence created a divide that felt difficult to navigate.
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Rather than avoiding the discomfort, I chose to engage with it. I began initiating small, informal conversations, asking questions and encouraging others to share their perspectives. These were not easy discussions, and there were moments of hesitation and disagreement. However, over time, those conversations created space for understanding.
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I realized that people were not as divided as they seemed—many were simply unsure of how to begin. By taking the first step, I was able to help create an environment where students felt more comfortable expressing themselves.
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This experience shaped how I view conflict and connection. I learned that meaningful change does not always come from large actions, but from consistent, intentional efforts to listen and understand.
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Being displaced taught me resilience, but bridging divides taught me purpose. I now approach every new environment with the belief that even in the most difficult circumstances, it is possible to build understanding and connection.
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What they did well:
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Shared a powerful, unique life context (displacement + conflict)
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Showed initiative in a difficult situation
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Demonstrated emotional intelligence and courage
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Focused on actions, not just circumstances
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Reflected on deeper purpose and perspective