How leadership, mentorship and super-curricular are key to secure placements in top world universities.
Kyra’s academic journey is defined by quiet determination and a measured approach to both personal growth and scholarly ambition. Her path has been shaped by a series of thoughtful decisions, from her formative years at a nurturing boarding school to her current studies at one of the world’s leading institutions, the London School of Economics (LSE).
Leading in KTJ
During her time at Kolej Tuanku Ja’afar (KTJ), Kyra experienced an environment that balanced academic rigour with a strong emphasis on community and character development. It was here that she first encountered leadership in a practical sense.
Serving as Head Girl in her final year was a real opportunity to learn the responsibilities of guiding others while managing her own academic commitments.
Reflecting on this period, Kyra observes, “That leadership experience taught me valuable skills—balancing studying and leading.” She added that this leadership role, undertaken with a sense of duty, was to ensure voices of his fellow students were heard.
“Being the Head Prefect at KTJ was an incredibly privileged experience. I developed a lot of deeper connections with people on my team and the students, bridging them with the higher ups of the school,” she explained.
For Kyra, serving her leadership position was less about authority and more about teamwork. “I think being Head Girl really showed me how important it is to be a team player and collaborate with people,” she reflected. Rather than seeing the role as a hierarchy, she found it to be a lesson in collective decision-making.
“Just because you’re Head Girl doesn’t mean you have the final say on things,” she explained. Instead, working alongside deputies and the Head Boy, Aiden, reinforced the value of cooperation. “It taught me more about how to work with the team,” she said, emphasising that leadership was about partnership rather than command.
Managing a variety of exciting events
As leader of the Prefect Team , Kyra was also deeply involved in organising events that brought the school community together. “We had to do so many events,” she recalled, mentioning the annual House Racquet Tournament and Prefect’s Night—a staple for every Head Prefect Team.
Beyond the traditional events, her team introduced smaller bonding activities, including an induction for junior houses and a fashion show for students in Naquiah house. One particularly memorable initiative was a boat race held in the school swimming pool.
A defining tradition of KTJ’s prefect team was Prefects’ Night, an evening of entertainment featuring singing, dancing, and performances put together by the prefects. “It’s just a lot of fun—dancing, singing, a bunch of performances that we put on at the end of the year,” she said.
Wanting to create a unique farewell for the Upper Sixth students, Kyra’s team organised a school-wide slumber party in the auditorium. “We got a big movie projector, food trucks—it was such a good farewell for my batch.”
Reflecting on her time at KTJ, she described it as one of the most meaningful experiences of her academic journey. “It developed me—not just academically, but also as a person,” she said, crediting the experience with shaping her character as much as her education in KTJ.
Support system key to enter top universities
Kyra highlighted that while KTJ is well known for its strong academics, what truly set it apart for her was the Sixth Form support team. “One thing that was really enriching and helpful in my university applications was the sessions for students aiming for competitive universities,” she said.
Under the guidance of Emma Davidson, the Director of Sixth Form, students were placed in ‘bubbles’—small groups of peers applying for similar courses. “It really helped us engage in conversations, explore different topics, and refine our interests,” she explained.
Super-curricular activities and mentorship
Beyond academic support, KTJ prioritised super-curricular activities that deepen students’ academic interests and intellectual curiosity. These include reading beyond the syllabus, attending lectures, taking online courses, and participating in competitions.
Such activities enhance university applications by showcasing independent learning, critical thinking, and subject passion.
“They brought in distinguished speakers—politicians, industry professionals, even university counsellors—to talk about a range of fields, from engineering to actuarial science and sustainability,” she recalled.
What made these sessions unique was the balance between student-led and teacher-led initiatives. “Students could lead discussions on topics they were passionate about, which made the experience even more engaging.”
When it came to university applications, Kyra found the mentorship structure invaluable. “Each student had a mentor who guided them through the process, constantly refining personal statements and providing feedback,” she said, adding that by the time she submitted hers, she had gone through 12 different drafts.
“It was challenging, balancing word count while making sure it was both specific and impactful, but the Sixth Form Team ensured we put forward the best version of ourselves on paper.”
The boarding school experience
Life in the boarding house further enriched her understanding of communal living. The shared spaces and daily interactions provided constant reminders of the importance of empathy and mutual respect.
“I became more considerate as a person because, in a boarding house, you share communal spaces and learn to value the needs of others,” she explains.
These everyday lessons in living harmoniously with others have had a lasting impact, influencing how she approaches challenges and relationships in all areas of her life.
Choosing Geography in LSE
Kyra’s interest in Geography can be traced back to her IGCSE years at St. Joseph’s. Geography was initially just a requirement, but a field trip changed her perspective. “It made me realise Geography tackled real-world issues like climate change, poverty, and sustainability,” Kyra recalls.
An inspiring teacher further nurtured her curiosity, encouraging her to explore the subject’s complexities. Through enrichment events and discussions, her interest deepened, eventually leading her to consider its connection with Economics.
Conversations with the Sixth Form team in KTJ helped her see how a combined course in both subjects aligned with her ambitions, ultimately leading her to choose the London School of Economics over UCL.
“The Geography course at LSE, with its focus on the human aspects of the subject, really resonated with me,” she explains.
For Kyra, the integration of Economics provided a framework to analyse and understand complex societal issues, an approach that aligned perfectly with her intellectual ambitions.
Now, as she settles into the challenging yet stimulating environment at LSE, Kyra is adapting to a new level of independence.
The transition from the closely knit and supportive community of KTJ to a more self-directed academic setting has been both demanding and invigorating. “At LSE, there is a greater degree of independence. Success here depends on one’s own drive and motivation to excel in the programme,” she observes thoughtfully.
This increased autonomy requires her to draw upon the lessons of discipline and self-management that were first cultivated during her school years.
Kyra’s journey has been shaped by steady growth. From her role as Head Girl to her choice of a human-focused Geography course, each step built a strong foundation for her future.
At LSE, she draws on past experiences—shared responsibilities, teacher support, and a strong academic community—that continue to shape her learning.
Her path reflects the power of small, deliberate decisions and the lasting impact of consistent effort. Guided by empathy and responsibility, she continues to embrace challenges, building on the quiet beginnings of her KTJ years.
