When Tigger first joined Hailiang International School, even everyday conversations in Chinese were difficult. Years later, the student from Thailand stood before teachers and classmates as a Grade 12 student representative. His story brings student wellbeing into focus through a familiar experience: the hesitation that can come before trying to speak.

Tigger, from Class G12-2, had a simple message for students whose Chinese or English was still developing. They did not need to wait until they could speak perfectly before sharing an idea or starting a friendship.

“Communication does not require perfection; what matters is daring to share your thoughts.”

Finding His Voice While Learning Chinese

Looking back on his arrival at HIS, Tigger recalled struggling with basic communication. In his speech, he credited his teachers’ patient support and his own willingness to keep trying with helping him improve his Chinese and academic performance over the years.

He spoke about practising through mistakes. Pausing, forgetting a word or getting something wrong was part of his experience of learning to communicate.

For a family wondering how a child will cope with an unfamiliar language, that is a useful starting point. Tigger’s advice was to begin communicating with the language students already had, even when it was incomplete. As he reminded his classmates, friendships can begin with conversations that are far from fluent.

Adjusting to a New School Takes Time

Tigger recognised the mixture of anticipation and uncertainty that new students could be feeling. He also acknowledged that returning students faced fresh academic challenges. Having once felt lost and anxious himself, he encouraged both groups to give themselves time to find their rhythm.

“Do not force yourself to adjust immediately. Give yourself time.”

He told students that teachers were ready to listen and classmates were willing to help. His welcome was personal: he remembered what it felt like to be new and offered reassurance from that experience.

What Student Wellbeing Meant in Tigger’s Daily Life

For Tigger, student wellbeing was visible in ordinary interactions: having an effort recognised, finding a friend nearby when feeling low and knowing that there was a place for him in the community. He also described the introduction of the school’s house system as strengthening the students’ sense of belonging.

His message about friendship was practical. Students from different countries might become close friends or share only a brief part of their school lives. Either way, he encouraged them to say hello to people they did not yet know well. Friendships, he observed, do not happen automatically.

In a community with different cultural backgrounds, he asked students to listen to other perspectives, show respect and approach one another sincerely. Belonging, in his account, involved both being welcomed and making the effort to connect.

A Teacher’s Encouragement to Take the First Step

Speaking in front of others had not always felt possible. Tigger described his earlier self as quiet and timid; public speaking and organising activities had seemed overwhelming. His homeroom teacher, Yoga, encouraged him not to dismiss his abilities before trying.

He began taking part in school activities. Over time, he said, he became more confident and developed his communication and organisational skills. The speech itself brought that change into focus: a student who had found public speaking difficult was now sharing his experience with the school community.

His advice remained to try, make room for mistakes and take a first step before deciding that something was beyond reach.

A Senior Student’s Welcome to Those Just Beginning

Speaking in his final year at HIS, Tigger looked ahead to classmates eventually leaving for different parts of the world. That prospect gave weight to his invitation to value the people around them now.

For parents considering a school abroad, his account offers a student’s view of wellbeing: language practice connected with friendship, encouragement connected with participation, and a sense of belonging built through everyday encounters. It is his personal experience, with room for both the difficulty of starting and the satisfaction of growing more confident.

To explore the setting behind Tigger’s story, discover more about campus life at Hailiang International School.

FAQ

What did Tigger find difficult when he first joined HIS?

He said his Chinese was weak and even everyday communication was difficult. He also recalled feeling uncertain while adjusting to a new environment.

What helped Tigger become more confident?

He described patient teaching, continued language practice and encouragement from his homeroom teacher. Taking part in school activities helped him develop confidence, communication and organisational skills.

How did Tigger describe student wellbeing?

He associated it with being seen and accepted: having his efforts recognised, receiving support from friends and finding his place in the school community.