Voices of Our Graduates


We have received feedback from our graduates
about how they make the most of what they learned at
our school in their careers.

Graduated in 2016

Ryo Kambaru
Currently studying at the University of Tokyo,
Graduate School of Education
(Graduated from Kyushu University,
and studied abroad at University of Washington
while attending Kyushu University)

The strong fundamental skills in research I acquired in high school turned out to be a great asset.

I think it was very beneficial for me to have taken the IBDP course and learned the fundamentals of research. Understanding how to “develop a hypothesis, gather the necessary information, and analyse that information” and “organise one's thoughts and write persuasively” has been a great asset. Even at the University of Washington, where I studied during my second and third years of university, I was able dive into the topics I wanted to study because I had a strong foundation of research skills.

I want to tell others about how truly valuable it is to learn a foreign language.

I studied cognitive linguistics in university, and I am focusing on foreign language education and second language acquisition in graduate school. In the future, I would like to become a researcher in the field of education. Through my work, I hope to inspire people to become even more interested in learning English and other languages. Many people focus on the practical advantages of studying a foreign language, such as going on to higher education or obtaining a job, but I think the real appeal of studying a foreign language is learning to view things from a different perspective. Languages reflect people’s thinking patterns. For example, in English, the conclusion comes first, and the reasons for the conclusion follow. I want people to comprehend the depth of understanding that this field offers through developing a structural knowledge of language. In the future, I hope to pass on the importance of learning foreign languages to children in Japan through education.

Graduated in 2016

Shiori Edamitsu
Currently studying at Saga University,
School of Medicine

The independent learning skills I gained in high school are proving to be incredibly useful in medical school.

People who want to go to medical school in Japan often choose the TI course, but I chose the IB course. I made this decision because I wanted to make full use of the English I had learned so far, and the programme was a hallmark of Linden Hall School’s educational offerings. As I was also studying for the National Center Test for University Admissions in Japan, my schedule was quite challenging. However, I think the final result was well worth the effort. I greatly enjoyed learning independently and have retained this positive attitude. In university, we are required to study independently, so learning to work this way from early on has been very useful. If you are aiming to enter medical school in Japan, I think the TI course is appropriate because it provides information and skills useful in preparing for the domestic university entrance examinations. However, if you place more importance on independent learning, I think the IBDP course is also a great choice.

I will continue to value diverse perspectives.

In the IB programme, we had many opportunities to think about and discuss problems that do not have a single correct answer. The teacher also does not provide the so-called correct answer. Through this learning programme, I came to understand the importance of considering various opinions and then forming my own approach. I hope that as a future doctor, I will be able to take into consideration the viewpoints of professionals of other occupations and the feelings of patients and their families.

Graduated in 2018

Tasuku Aibe
Currently studying at Waseda University,
Department of International Studies
(Studying overseas at Columbia University
while attending Waseda University)

I was able to cultivate an agile mind.

In the IB course, I have acquired the ability to think flexibly, especially when trying to understand others’ thinking patterns. The active learning* approach in the IBDP classes required me to derive and logically explain my own ideas, all while learning to listen to others' opinions. For example, I found that when I was commenting on a difficult poem, listening to others’ opinions helped me find clues to understanding the most challenging passages as well as develop further my own ideas. One of the highlights of the IB experience was learning to integrate new perspectives rather than clinging to my own way of thinking. Under the guidance of an international teaching team, I learned about diversity in values and developed a more open mind.
*Active learning - A collective term for active teaching and learning methods such as group discussion, debate, and group work.

I became interested in Japanese philosophy and thought after studying abroad.

In university, I'm studying political theories and ideas. At Columbia University, where I studied philosophy and political thought, I read a lot of literature. While I enjoyed analysing the works of thinkers from France, England, Germany, and so on, I began to wonder why Japanese thinkers weren’t included. It was through studying Western philosophy at a university overseas that I became more interested in Japanese philosophy. Today, I am planning to further explore philosophy and thought in graduate school.

Graduated in 2018

Reon Kawakami
Currently studying at
The University of California at Los Angeles (UCLA),
Department of Economics and Statistics

I gained time and task management skills.

The IBDP has many assignments and tasks, and it is not a programme that can be completed without proper planning. Skills such as time management and task management are absolutely necessary. These skills were especially important for writing papers, as this required gathering, analysing, and summarising information. At university, I found I had a great advantage over my classmates because my experience at Linden Hall School had already taught me how to complete assignments independently. I think that time and task management skills are important for my future, and I am glad I was able to acquire them while in high school.

I developed the ability to analyse complex problems with no straightforward answers.

I think one of the greatest features of the education Linden Hall School provides is that it encourages students to approach issues from multiple angles. I believe it is very important to have the capacity to think flexibly because real-life problems are much more complex than choosing between black or white and “Yes” or “No”.
Linden Hall School has a philosophy of WAKON EISAI. While valuing Japanese culture, it introduces advanced international education tools such as English immersion and the IBDP programme. Now that I have begun my university studies overseas, I find I am asked many questions about Japan. I feel that being able to answer these questions well is important for cross-cultural communication.
Also, I think it is wonderful that Linden Hall School stands somewhere between an international school, which typically values freedom, and a Japanese school, with is usually seen to value discipline. Linden Hall School obviously has school regulations, but the school environment promotes autonomy in students. The school integrates the best of Japan and overseas, and students can therefore learn to think with a multi-pronged approach.

Graduated in 2019

Yuki Taira
Currently studying at Imperial College London,
Department of Biological Sciences

Acquiring in-depth understanding of English

I believe that Linden Hall High School has provided me with great opportunities to grasp English at an advanced level. Several years through my elementary and junior high school life nourished me with the foundations of the language. Later on, however, since I had to cope with more challenging materials to study, I realized the importance of vocabulary and started focusing on it. What motivated me to further develop my vocabulary was the pleasant sensation of hearing words or phrases, which I had just learned, in a difficult class or foreign news programme. Although simple words could be sufficient to communicate with a native English speaker, learning advanced vocabulary is essential to understanding subtleties in what they say and how they think. I am extremely glad to have acquired the competence of English at high school and especially in the IB programme before studying abroad.
Moreover, throughout the IB programme, I was able to develop my writing skills that I currently feel are the most important aspect in academia. The programme entails a lot of practice for articulating ideas in an essay. Furthermore, since a majority of the teachers were from overseas, I was able to get used to listening to their English at natural speed, which has ultimately helped my life at university in England.

Individuality accepted and respected

I liked the atmosphere that allowed people to be themselves. For example, the teachers were sincere in answering questions of any kind. Even if I bombarded them with silly and sometimes annoying questions, they would always welcome my attitude towards seeking solutions.