The 10th Grader Who Had “No Idea What to Study” — and Ended Up at Georgetown

When she finished 10th grade at her public high school, she felt lost. Her GPA was solid but not in the top 15 percent, and she wasn’t sure what she wanted to study. She played soccer, worked hard in her classes, and liked psychology—but none of it pointed clearly toward a college major or future path.


Two years later, she had admission offers from Georgetown University, The University of Texas at Austin, and even an Ivy League school. The change didn’t come from adding more activities or raising her GPA. It came from how she used her summers—here’s how she found clarity, confidence, and direction.




Summer Before Junior Year: Curiosity Comes Alive at Reach Cambridge

After 10th grade, her coach encouraged her to use summer as a time to explore an academic interest. Together, they researched pre-college programs and chose Reach Cambridge, a selective academic program held at the University of Cambridge.

She applied independently, earned admission, and spent two weeks in England studying psychology. The experience was eye-opening. She ran small experiments on memory, explored how people make decisions, and began connecting psychology to culture and leadership.


Outside of class, she played soccer with international students, traveled across the U.K., and gained confidence living away from home.


That summer gave her two breakthroughs:


  1. A clearer sense of interest. She discovered she loved studying people and systems of thought.
  2. New independence. She realized she could thrive in unfamiliar settings and manage herself with confidence.


Action Step for Families:

  • Encourage your student to choose one structured experience that sparks curiosity—something that connects to a possible major or new academic field.
  • Balance academics with independence. Programs that combine classroom learning with community and travel build both confidence and perspective.
  • Afterward, have your student write a short reflection: What did I learn about myself? What do I want to explore next?


Summer Before Senior Year: Leadership and Purpose in D.C.

The next summer, her ESM College MatchPoint coach helped her take the next step—deepening her interests through real-world engagement. She applied to the School for Ethics and Global Leadership (SEGL) in Washington, D.C., a four-week leadership and policy program known for its rigor and selectivity.


With 23 peers from around the country, she explored questions of ethics, governance, and leadership. Her group tackled a complex issue—forced labor in Malawi—and co-authored a policy proposal they presented at the U.S. State Department.


For her independent project, she designed a social venture supporting people experiencing climate anxiety. She merged her interest in psychology with her growing understanding of global issues.


By the end of the program, she had turned curiosity into conviction.


Action Step for Families:

  • Encourage your student to take initiative in a program or project that connects their interests to real-world challenges.
  • Look for programs that emphasize collaboration, leadership, and ethical problem-solving.
  • Have your student document their work—presentations, proposals, or community impact. These become powerful stories for applications and essays.


Keeping Balance Along the Way

Even as she pursued academic challenges, she continued to play soccer throughout high school. Her coach encouraged her to maintain balance, reminding her that admissions officers look for students who combine curiosity with well-being.


She trained regularly, stayed involved with her team, and used downtime for reading and reflection. That combination of structure and rest kept her motivated and grounded.


Action Step for Families:

  • Choose one anchor activity each summer, leaving time for family, rest, and existing commitments.
  • Help your student learn that balance is not a sign of doing less—it’s a sign of maturity and self-awareness.


The Results

By senior year, she no longer described herself as “unsure.” She could tell her story clearly: a student who used summer to explore psychology, connect it to ethics and leadership, and apply it to real-world issues.


Her essays reflected her genuine curiosity and growth. Admissions officers at Georgetown and UT Austin saw a student who had not only built strong experiences, but who understood why they mattered.



Two intentional summers—and thoughtful coaching along the way—transformed her from uncertain to unstoppable.