School Advisor Articles

How Two International Schools Helped Gwen Chin Discover Who She Is

Published by SchoolAdvisor | May 02, 2025

Gwen Chin grew up in a multicultural home — her mother is Malaysian and her father is Singaporean. The family lived in Subang Jaya for the first 12 years of her life, where Gwen was the eldest of three sisters. Their childhood was filled with simple but meaningful experiences. Despite not having much, their parents worked hard to provide opportunities that helped shape them into well-rounded individuals.

Home life was deeply rooted in Chinese traditions. The family celebrated every Chinese festival and practised cultural customs regularly. But school was a different world. Gwen started primary school at Garden International School (GIS), a British international school, where the culture differed from what she experienced at home. The contrast between her Chinese upbringing and British-style education made her feel like she didn’t quite belong fully to either.

Because of this mix, Gwen often finds herself in a strange in-between. People are surprised when she speaks, as they can’t quite place her. “Where are you from?” was a question she heard often. She looked Chinese but didn’t sound like the typical Malaysian-Singaporean-Chinese. At 21, she chose to keep her Singaporean citizenship through descent, while holding permanent residency in Malaysia — another layer in her already complex identity.

Gwen studied at GIS till she completed her IGCSE exam.

Studying at GIS

Gwen attended GIS from ages 6 to 17, spanning her Primary and Secondary education. Her parents believed deeply in the power of education and made it a priority to invest in their children’s schooling. "I am so grateful that my parents were able to put us in one of the top international schools in Malaysia," she said. 

Interestingly, GIS wasn’t initially on her parents’ radar. As a Singaporean by descent, Gwen was not eligible for the local Malaysian school system. So, her parents had to explore other options, eventually deciding on GIS. Looking back, Gwen was glad that decision was made, as it shaped much of her childhood.

Her first year at GIS remains a fond memory. Teachers like Ms Karishma Jethwani and Ms Annie were instrumental in making her feel safe and supported. They were like second mothers to their students, encouraging creativity and engaging activities. Gwen remembered their field trips, birthday celebrations, and the interactive activities that kept the class excited to learn. “I also fondly remember our first play, a nativity play, where I was the donkey that Mother Mary rode. Most of all, Ms Karishma and Ms Annie were the most encouraging and nurturing teachers I remember having.”

Of course, her Primary years weren’t without challenges. Like many children, Gwen struggled with self-identity and figuring out where she belonged. In Year 4, she faced difficulties in English, with writing and comprehension being particular hurdles. Her progress reports reflected this struggle. However, Ms Samantha, her teacher at the time, played a pivotal role in her development. Through consistent encouragement and support, she helped Gwen realise that improvement was possible. 

“Her constant encouragement and support made me realise I wasn’t alone. Without her, I wouldn’t be writing as well as I am now.”

The campus facilities at GIS during Gwen’s time there were quite good for the period. The swimming pool, Grand Hall, Sports Hall, basketball courts and football field were well-maintained and provided a space for physical education classes and recreational activities. While the facilities were upgraded over the years, Gwen fondly remembered playing and spending her lunch breaks on those fields.

The Secondary years, however, were more challenging for Gwen. Looking back, she recalls feeling socially awkward and struggling to fit in. The dynamics of social circles, which became increasingly toxic, added to the difficulty of adapting to a new academic environment. No longer having one teacher for every subject was another adjustment. “We had different teachers for different subjects, and I was not coping well during my first two years of Secondary school.”

Despite these struggles, the Secondary school teachers were supportive. They pushed students to learn, ensuring the lessons were memorable. “Ms Yap, the math teacher, is one of those long-serving members of staff that everyone loves. Trust me when I say that if you ask any GIS kid who their favourite math teacher was, they’d say Ms Yap.”

Gwen’s years at GIS were a time of growth, as she discovered her identity and found where she belonged.

Moving to Sri KDU International School

After spending years at GIS, Gwen's decision to pursue the IB Diploma Programme at Sri KDU International School was driven by a deep need for change. Having spent much of her academic life there, she realised the time had come for a fresh environment, new experiences, and new people. Though the GIS community was welcoming, Gwen felt it was time to broaden her horizons and step out of her comfort zone. 

"I initially wasn’t on board with the whole IBDP programme idea and wanted to stay at GIS to do my A Levels." 

However, practical concerns, such as the high fees at GIS and her learning style not aligning with the A Levels system, made her mum push for a different path. The IBDP programme at Sri KDU was the perfect fit.

After an initial campus tour with her mum, Gwen began to feel more comfortable with the idea of transferring to Sri KDU. The campus felt inviting, and the interaction with the school’s administrative and pastoral staff made the decision feel even more welcoming.  Gwen’s acceptance into the programme marked the beginning of a significant chapter in her academic life, one that would offer a much-needed change in environment and perspective.

Transitioning to Sri KDU was an eye-opening experience for Gwen. The school’s small intake was a far cry from the large year groups at GIS. At Sri KDU, Gwen was part of a cohort of just 20 students, which allowed her to form close, personal bonds with her peers. The sense of community was immediate. Over the two years, Gwen and her classmates participated in activities such as organising holidays, planning CAS projects and choreographing Halloween performances. The bond they shared was unique and strong, so much so that ten years after graduation, Gwen remains in close contact with many of her peers, and they continue to support each other through milestones like weddings. 

For Gwen, studying at Sri KDU was an excellent change in environment.

The IBDP programme itself was exactly what Gwen needed. Unlike the exam-focused A Levels system, the IB programme offered a more dynamic approach to learning. Smaller class sizes and ongoing coursework meant students were constantly engaged and learning, not just cramming for final exams. “I was able to retain information better, explore my interests more, and expand my scope of views wider.”

The diversity of assignments, projects, and coursework allowed her to develop a well-rounded understanding of each subject. She appreciated the balance between theoretical learning and practical application, which made her learning experience more holistic.

One of the highlights of studying at Sri KDU for Gwen was the shared use of facilities with the rest of the international school. From science labs to sports fields, the students of the IBDP programme had access to everything the school had to offer. However, what made the IBDP experience feel like home was the special lounge designated for IBDP students. This homeroom became a place for relaxation and fun, where students stocked up on snacks, watched movies or played games during their free periods. It became their safe place to unwind and bond outside the classroom.

Gwen’s educational journey at Sri KDU was shaped significantly by her teachers, who played a pivotal role in her success. Ms Hannah Hewitt, the English Higher Level teacher, Ms Harjit Kaur, the Economics teacher, and Ms Ling Ching Ching, the Mandarin B teacher, all left a lasting impact on Gwen. “Each of the teachers mentioned was a genuine nurturer. Strong maternal energy, deep care for their students’ learning process. They all took time to make sure we learned what we needed to learn while having fun with the process. As well as being our teachers, they were also our friends.”

The impact of these teachers went far beyond the classroom, and their guidance continues to influence Gwen to this day.

Immersion in a multicultural education environment in GIS and Sri KDU made it easier for Gwen to assimilate into the social ecosystem at the University of Buffalo.

How International Schools Prepared Gwen for University Life

Gwen's time at GIS and Sri KDU played a significant role in her smooth transition to the University of Buffalo (UB). As an international-school third-culture kid, Gwen was already accustomed to a multicultural environment, which made it easier for her to adapt socially at UB. Growing up surrounded by diverse cultures helped her develop a thick skin, allowing her to feel comfortable interacting with both students and professors from various backgrounds. Her ability to blend into different social settings quickly made her feel at ease, despite not fitting the typical Singaporean mould. This exposure to various cultures helped her navigate the social ecosystem at UB effortlessly, almost like a social chameleon.

Academically, Gwen found the transition equally manageable. Her experience with the International Baccalaureate Diploma Programme (IBDP) had already familiarised her with the rigorous academic structure, so adapting to the American college system wasn't as challenging. “It also helped that I had a relatively good command of the English language, so writing academic research papers and essays was easy.”

Although there were some minor adjustments, like formatting changes, her academic background helped her excel in the American education system.