STUDENT STORIES
Refining the Personal Statement for Success – Cambridge Education Offer
Tutor: Christy – BA in Education, University of Cambridge
Background
When reviewing Emily’s personal statement, we quickly identified major issues. Her writing lacked structure and coherence, and since she wasn’t primarily applying for Education, she had little relevant academic background.
Coaching Process
Rather than rewriting her statement, we guided Emily through the process of making targeted changes. We helped her refine her arguments, strengthen the academic focus, and improve clarity while ensuring her unique voice remained intact. We also introduced key educational theories, recommended readings, and multimedia resources to support her ideas.
Additionally, we conducted intensive mock interviews, refining her ability to articulate ideas concisely under pressure.
Outcome
Emily received an interview invitation and later told us that many of the prepared topics appeared in her interview. She ultimately secured an offer from Cambridge.
From Uncertainty to Passion – Oxford Engineering Offer
Tutor: YMY – BA in Engineering, University of Oxford
Background
James, a Singapore-based student, was unsure about his future. Though intrigued by engineering, he lacked a clear understanding of the field and was hesitant about pursuing it at university.
Coaching Process
To help James explore his interests, we introduced real-world engineering applications, showing how the discipline differs from physics and materials science.
Beyond theory, we nurtured his problem-solving skills. He was encouraged to research topics, present findings, and even teach them back to me—boosting his confidence and analytical thinking.
By the time he began preparing for admissions tests and interviews, James was already thinking like an engineer, able to tackle real-world problem-solving scenarios.
Outcome
James independently chose to apply for Biomedical and Electronic Engineering at Oxford and Imperial. His strong foundation meant his application required minimal additional refinement. In the end, he received five university offers and chose Oxford.
Finding Confidence in English – Cambridge Natural Sciences Offer
Tutor: DYH – BA & MSci in Natural Sciences, University of Cambridge; PhD in Physics, University of Cambridge
Background
Leo had a solid grasp of physics but struggled with English communication. During mock interviews, he avoided speaking, making it difficult to demonstrate his knowledge.
Coaching Process
We identified that Leo’s fear of making mistakes was holding him back. Instead of focusing solely on language skills, we built confidence by reinforcing his subject knowledge and teaching him how to structure scientific explanations clearly in English.
Through targeted practice, his ability to articulate ideas improved, and he became more comfortable engaging in discussions.
Outcome
After just a few sessions, Leo's fluency and confidence skyrocketed. He performed strongly in his interview, ultimately earning a conditional offer from Cambridge.
Overcoming Self-Doubt – Oxford Chemistry Offer
Tutor: Cheng – BA in Natural Sciences (Chemistry), University of Cambridge; MSc in Materials Science, UCL
Background
Ben had all the right ingredients for success—fluent English, a strong A-Level Chemistry foundation—but he lacked one crucial element: confidence. He hesitated to speak in interviews, fearing he might give the wrong answer, which led to long, awkward silences.
Coaching Process
We tackled this with a structured approach. Questions started simple and gradually increased in difficulty, with continuous encouragement to reinforce his strengths.
To break his habit of overthinking, I encouraged him to verbalise his thoughts before fully solving problems, teaching him to navigate interview questions more fluidly.
Outcome
By the time of his actual interview, Ben had transformed. He confidently explained his reasoning, engaged in discussions, and even asked insightful questions. His strong subject knowledge and improved communication skills secured him a place at Oxford.
Tom – From Social Anxiety to Self-Assurance
Background
At 12, Tom avoided social interactions at all costs. His school attendance dropped, and his parents worried about his emotional well-being.
Assessment & Intervention
Through careful evaluation, we discovered that Tom’s anxiety was compounded by sensory sensitivity.
We started small, teaching relaxation techniques like deep breathing. Gradual exposure therapy helped him build social confidence step by step. Noise-reducing headphones reduced environmental stress, and role-playing exercises allowed him to practise real-life interactions.
Outcome
Six months later, Tom was unrecognisable. He joined school discussions and even the choir. His newfound confidence transformed not only his social life but his overall happiness.
Sarah – Learning to Manage Emotions and Rebuild Relationships
Background
Sarah’s emotions ruled her life. Small conflicts escalated into full-blown arguments, and one serious incident resulted in hospital treatment. Her family was desperate for help.
Assessment & Intervention
We diagnosed Sarah with emotional regulation difficulties and mild depression. Our approach combined dialectical behaviour therapy (DBT) to help her recognise emotional triggers and structured time management tools to reduce academic stress.
A daily emotion journal helped Sarah track patterns, while visual learning tools provided better study support.
Outcome
Eight months later, Sarah had transformed. Her emotional outbursts stopped, she built healthier relationships, and her academic performance improved. Most importantly, she regained a sense of stability and happiness.
Lucas – Overcoming Learning Difficulties in an English-Speaking School
Tutor: DYH – BA & MSci in Natural Sciences, University of Cambridge; PhD in Physics, University of Cambridge
Background
Leo had a solid grasp of physics but struggled with English communication. During mock interviews, he avoided speaking, making it difficult to demonstrate his knowledge.
Coaching Process
We identified that Leo’s fear of making mistakes was holding him back. Instead of focusing solely on language skills, we built confidence by reinforcing his subject knowledge and teaching him how to structure scientific explanations clearly in English.
Through targeted practice, his ability to articulate ideas improved, and he became more comfortable engaging in discussions.
Outcome
After just a few sessions, Leo's fluency and confidence skyrocketed. He performed strongly in his interview, ultimately earning a conditional offer from Cambridge.
Timothy – Developing Focus and Social Skills
Tutor: Cheng – BA in Natural Sciences (Chemistry), University of Cambridge; MSc in Materials Science, UCL
Background
Ben had all the right ingredients for success—fluent English, a strong A-Level Chemistry foundation—but he lacked one crucial element: confidence. He hesitated to speak in interviews, fearing he might give the wrong answer, which led to long, awkward silences.
Coaching Process
We tackled this with a structured approach. Questions started simple and gradually increased in difficulty, with continuous encouragement to reinforce his strengths.
To break his habit of overthinking, I encouraged him to verbalise his thoughts before fully solving problems, teaching him to navigate interview questions more fluidly.
Outcome
By the time of his actual interview, Ben had transformed. He confidently explained his reasoning, engaged in discussions, and even asked insightful questions. His strong subject knowledge and improved communication skills secured him a place at Oxford.
Tom – From Social Anxiety to Self-Assurance
Background
At 12, Tom avoided social interactions at all costs. His school attendance dropped, and his parents worried about his emotional well-being.
Assessment & Intervention
Through careful evaluation, we discovered that Tom’s anxiety was compounded by sensory sensitivity.
We started small, teaching relaxation techniques like deep breathing. Gradual exposure therapy helped him build social confidence step by step. Noise-reducing headphones reduced environmental stress, and role-playing exercises allowed him to practise real-life interactions.
Outcome
Six months later, Tom was unrecognisable. He joined school discussions and even the choir. His newfound confidence transformed not only his social life but his overall happiness.
Lucas – Overcoming Learning Difficulties in an English-Speaking School
Timothy – Developing Focus and Social Skills
Sarah – Learning to Manage Emotions and Rebuild Relationships
Tutor: Cheng – BA in Natural Sciences (Chemistry), University of Cambridge; MSc in Materials Science, UCL
Background
Ben had all the right ingredients for success—fluent English, a strong A-Level Chemistry foundation—but he lacked one crucial element: confidence. He hesitated to speak in interviews, fearing he might give the wrong answer, which led to long, awkward silences.
Coaching Process
We tackled this with a structured approach. Questions started simple and gradually increased in difficulty, with continuous encouragement to reinforce his strengths.
To break his habit of overthinking, I encouraged him to verbalise his thoughts before fully solving problems, teaching him to navigate interview questions more fluidly.
Outcome
By the time of his actual interview, Ben had transformed. He confidently explained his reasoning, engaged in discussions, and even asked insightful questions. His strong subject knowledge and improved communication skills secured him a place at Oxford.
Tutor: DYH – BA & MSci in Natural Sciences, University of Cambridge; PhD in Physics, University of Cambridge
Background
Leo had a solid grasp of physics but struggled with English communication. During mock interviews, he avoided speaking, making it difficult to demonstrate his knowledge.
Coaching Process
We identified that Leo’s fear of making mistakes was holding him back. Instead of focusing solely on language skills, we built confidence by reinforcing his subject knowledge and teaching him how to structure scientific explanations clearly in English.
Through targeted practice, his ability to articulate ideas improved, and he became more comfortable engaging in discussions.
Outcome
After just a few sessions, Leo's fluency and confidence skyrocketed. He performed strongly in his interview, ultimately earning a conditional offer from Cambridge.
Background
Sarah’s emotions ruled her life. Small conflicts escalated into full-blown arguments, and one serious incident resulted in hospital treatment. Her family was desperate for help.
Assessment & Intervention
We diagnosed Sarah with emotional regulation difficulties and mild depression. Our approach combined dialectical behaviour therapy (DBT) to help her recognise emotional triggers and structured time management tools to reduce academic stress.
A daily emotion journal helped Sarah track patterns, while visual learning tools provided better study support.
Outcome
Eight months later, Sarah had transformed. Her emotional outbursts stopped, she built healthier relationships, and her academic performance improved. Most importantly, she regained a sense of stability and happiness.
Mental Health & Wellbeing Support Stories
Academic Success Stories
Refining the Personal Statement for Success – Cambridge Education Offer
Tutor: Christy – BA in Education, University of Cambridge
Background
When reviewing Emily’s personal statement, we quickly identified major issues. Her writing lacked structure and coherence, and since she wasn’t primarily applying for Education, she had little relevant academic background.
Coaching Process
Rather than rewriting her statement, we guided Emily through the process of making targeted changes. We helped her refine her arguments, strengthen the academic focus, and improve clarity while ensuring her unique voice remained intact. We also introduced key educational theories, recommended readings, and multimedia resources to support her ideas.
Additionally, we conducted intensive mock interviews, refining her ability to articulate ideas concisely under pressure.
Outcome
Emily received an interview invitation and later told us that many of the prepared topics appeared in her interview. She ultimately secured an offer from Cambridge.
Finding Confidence in English – Cambridge Natural Sciences Offer
Overcoming Self-Doubt – Oxford Chemistry Offer
From Uncertainty to Passion – Oxford Engineering Offer
Tutor: Cheng – BA in Natural Sciences (Chemistry), University of Cambridge; MSc in Materials Science, UCL
Background
Ben had all the right ingredients for success—fluent English, a strong A-Level Chemistry foundation—but he lacked one crucial element: confidence. He hesitated to speak in interviews, fearing he might give the wrong answer, which led to long, awkward silences.
Coaching Process
We tackled this with a structured approach. Questions started simple and gradually increased in difficulty, with continuous encouragement to reinforce his strengths.
To break his habit of overthinking, I encouraged him to verbalise his thoughts before fully solving problems, teaching him to navigate interview questions more fluidly.
Outcome
By the time of his actual interview, Ben had transformed. He confidently explained his reasoning, engaged in discussions, and even asked insightful questions. His strong subject knowledge and improved communication skills secured him a place at Oxford.
Tutor: DYH – BA & MSci in Natural Sciences, University of Cambridge; PhD in Physics, University of Cambridge
Background
Leo had a solid grasp of physics but struggled with English communication. During mock interviews, he avoided speaking, making it difficult to demonstrate his knowledge.
Coaching Process
We identified that Leo’s fear of making mistakes was holding him back. Instead of focusing solely on language skills, we built confidence by reinforcing his subject knowledge and teaching him how to structure scientific explanations clearly in English.
Through targeted practice, his ability to articulate ideas improved, and he became more comfortable engaging in discussions.
Outcome
After just a few sessions, Leo's fluency and confidence skyrocketed. He performed strongly in his interview, ultimately earning a conditional offer from Cambridge.
Tutor: YMY – BA in Engineering, University of Oxford
Background
James, a Singapore-based student, was unsure about his future. Though intrigued by engineering, he lacked a clear understanding of the field and was hesitant about pursuing it at university.
Coaching Process
To help James explore his interests, we introduced real-world engineering applications, showing how the discipline differs from physics and materials science.
Beyond theory, we nurtured his problem-solving skills. He was encouraged to research topics, present findings, and even teach them back to me—boosting his confidence and analytical thinking.
By the time he began preparing for admissions tests and interviews, James was already thinking like an engineer, able to tackle real-world problem-solving scenarios.
Outcome
James independently chose to apply for Biomedical and Electronic Engineering at Oxford and Imperial. His strong foundation meant his application required minimal additional refinement. In the end, he received five university offers and chose Oxford.
