My Academic Story till now...

My dreams are as glorious as the mountains I called home. Residing in a remote valley, surrounded by nature, is a blissful experience. However, these mountains not only held my heart but also my limitations. In the seventh grade, while having the privilege of attending the only English medium school in the proximity of 20 km, I felt pretty special walking through its gates every morning. I loved my classes, my teachers, and the familiar rhythm of school life.

However, the COVID-19 pandemic brought an abrupt end to that rhythm. Like many schools across the country, ours had to shut down. Initially, the break felt temporary. But as days turned into months,I found myself scrolling through YouTube, binge- watching videos of students with mind-boggling profiles entering prestigious institutions—renowned for their academic and personal opportunities—and then something clicked. A tiny spark, or rather a vivid daydream, of me strolling through one of those campuses, mingling with like-minded individuals, engaging in intellectual discussions, and learning from world-class teachers on topics that actually mattered in the real world. I realized that I wanted to be a part of that world, a world where knowledge was not just a means to an end, but a journey of exploration and discovery. I wanted to be surrounded by people who shared my passion for learning, who challenged me to think critically, and who inspired me to push the boundaries of my own potential. And there I was, in my little corner of the world, wondering, “Hey! Why not me?”

I am beyond grateful for my parents, who are professors at top Indian institutions like the IITs. Growing up surrounded by academia, it was only natural for me to start daydreaming of Ivy-clad walls and mind-bending debates. Perhaps academic ambition ran in the family. But reality check: my regular school did not quite seem like the gateway to that vision. So I started researching. I dug into how students with unconventional backgrounds like mine—hidden away in the mountains—made their way into such universities.

While exploring the unfamiliar paths of this territory, I stood in front of two diverging roads. One being well known and traversed by many: boarding schools. However, my parents were understandably hesitant to send their 13-year-old, type-1 diabetic daughter to a boarding school. The other path was an unconventional concept in India, and certainly a novelty in my small village of Kamand: homeschooling. But the more I read about it, the more it seemed like a door opening where none existed before. To a 13-year-old with a head full of dreams, homeschooling sounded like freedom. I imagined choosing subjects I was genuinely curious about, pacing my learning in a way that suited me, and building a portfolio that reflected who I truly was not just who a report card said I was. Of course, I didn’t fully grasp the challenges back then, but I was willing to try.

Now convincing my parents was a whole other journey. Imagine the surprise on their faces when their daughter, who adored school, declared she wanted to quit and study from home. Believe me when I say I’ve never faked a stomach ache to skip school. But after much persuasion, I finally managed to convince them that I was serious about this. With supportive hands on my shoulder, I decided to travel down the road not taken and dive into the uncharted waters of homeschooling—finally taking the first among many yet-to-be-taken steps toward my dream.

During this time, I pursued the IGCSE (International General Certificate of Secondary Education) curriculum, wherein I opted for the pure sciences—Physics (Extended), Chemistry (Extended), and Biology (Extended)—along with Mathematics (Extended) and English as a First Language. This curriculum gave me the academic depth and flexibility I was looking for. I designed my own schedules, connected with online tutors, and used digital platforms to supplement my learning. The self-discipline it demanded was immense, but so was the satisfaction of solving problems or understanding a concept purely through my own effort.

Along the way, I maintained detailed self-made notes you can find those in the Study Material tab of this website. I also began exploring broader topics through reading and self-initiated research. I delved into science writing, watched university lectures and explored a world beyond the confines of a classroom. I learned how to manage my time, how to navigate doubt, and how to find motivation even when there were no bells to ring or teachers to prompt me.

And so, for three years from a little village in the Himalayas, my academic adventure continued. I would go on to say this time was truly transformative. I was no longer just a student, I became a seeker, a scribbler of ideas, a quiet but fierce dreamer. I explored subjects that ignited my curiosity, delved into the depths of knowledge, and discovered the joy of learning for its own sake. I was no longer confined to four walls, but free to roam the wild terrain of my own curiosity, following wherever my mind wished to wander.

It wasn't all poetic. The journey wan't always idyllic. There were days when doubts crept in like mist through my window, moments when the silence of self-study felt overwhelming, and setbacks that stung. But I held on anchored by the belief that the summit was still out there, waiting. That the stars I looked at each night were the same ones shining down on the campuses I dreamed of.

After completing my IGCSEs, I felt the winds shifting once more. I was ready to step into a new chapter—to experience structured learning, community life, and collaboration. So I applied to both the prestigious Woodstock School in Mussoorie and the United World College (UWC). I was fortunate to be accepted into both. But after careful thought, I chose to attend UWC Mostar in Bosnia and Herzegovina, where I will be pursuing the International Baccalaureate (IB) Diploma Programme.

This choice reflects not just my academic goals, but my deeper belief in education as a bridge across cultures, ideas, and lived experiences. UWC Mostar, situated in a city that still carries the stories of conflict and coexistence, offers a unique opportunity to learn about the world not just through theory, but through life itself.

From Kamand to Mostar, this journey has already taken me far across geographies, mindsets, and versions of myself. But the compass I follow still points toward a horizon I saw years ago on a flickering YouTube screen: a university where minds meet and ideas soar. I don’t know exactly where this trail leads, but I do know this every step I take is wrapped in hope, every climb is filled with wonder, and my dreams, like the mountains I come from, will always be resilient and filled with adventure. The girl who once asked “Why not me?” now walks forward with the belief that the answer is “Yes, you can.” The dreams I once whispered to the mountains are now echoing back to me with clearer direction, stronger purpose, and the promise of journeys still ahead. If a spark can ignite in the silence of the mountains, then who knows what wildfires can start from here?