2025 O Level Success Stories

Somasundaram Anandkumar [4S4]

When Anand received his O-Level results, he felt a quiet but deep sense of satisfaction. Achieving an L1R5 of 8, Anand knew he had met the goal he had set for himself—one that once felt daunting after his prelim examinations.

“I feel satisfied with my results as I achieved the score I had aspired to,” Anand shared. This was a stark contrast to how he felt when he received a raw score of 21 for prelims. “I knew I had to improve by at least eight points,” he recalled.

Anand’s academic journey was marked by persistence rather than ease. Throughout secondary school, he faced challenges such as slower writing speed, needing more time to process information, and balancing heavy leadership commitments alongside academics. Despite multiple setbacks—whether in weighted assessments, end-of-year exams, or prelims—Anand never gave up on himself. Instead, he learned to adapt.

One of the biggest turning points came after his prelim results.
“I was really disappointed,” he admitted. “I realised I couldn’t keep repeating the same mistakes for O-Levels.”

Anand also became more self-aware of his tendency to compare results—not to compete, but to understand where he stood. This reflection helped him identify strategies used by peers, many of whom were generous in sharing their study methods. With guidance from his teachers, especially Mr. Adrian Koo and Ms. Faith, Anand practised consistently and learned how to manage his speed through focused practice pieces.

Family support played a crucial role in anchoring Anand through this journey.
“Firstly, my parents kept pushing me and ensuring that I studied. Without their supervision and guidance, I know I wouldn’t have achieved what I have,” he reflected. His teachers, too, were instrumental in helping him grasp concepts deeply and stay on track academically.

However, Anand’s O-Level period coincided with a deeply challenging personal loss. During the examinations, his grandfather passed away in India, and his family had to travel overseas for the final rites—leaving Anand to manage his revision and examinations largely on his own.

“At first, I thought it wouldn’t affect me, but it did,” he shared. “Without their presence, it was hard to find the energy to study, and I felt like everything might go to waste.”

What carried him through was the discipline he had built over time, as well as the support of friends he could rely on. Even in the absence of his family’s physical presence, Anand leaned on routines, resilience, and encouragement from his friends who encouraged him—pushing through one of the most emotionally demanding periods of his school life.

Beyond academics, Anand was heavily involved in student leadership, serving as President of the Student Council (Sports). Widely regarded as a positive role model, he was known for being pleasant, responsible, and dependable. Despite limited time due to leadership commitments, Anand made the difficult but mature decision to prioritise his studies after standing down from CCA and Council duties—demonstrating self-discipline and clarity of purpose.

Looking ahead, Anand hopes to pursue Biology and Chemistry at higher levels and aspires to work in the medical industry in the future. He remains deeply grateful to those who supported him along the way.

“A big heartfelt thank you to all my teachers who’ve supported me through these years,” he said.

Anand’s journey is one of quiet perseverance, reflective growth, and strength in adversity. Through academic struggles, leadership responsibilities, and personal loss, he demonstrated resilience, responsibility, and the courage to keep moving forward, proving that success is not defined by speed or ease, but by determination and character.

Muhammad Amjad Amirul bin Mohamed Saai [4S5]

For Amjad, the O-Level journey was as much about understanding himself as it was about preparing for examinations. Entering his final year as the youngest in a close-knit family of five siblings, Amjad carried with him a strong sense of responsibility, shaped by the care, sacrifices, and unwavering support of those around him.

Achieving an L1R5 of 8, Amjad received his results with calm acceptance.

“I feel pretty satisfied with my results, and I don’t regret the amount of hard work I’ve put in,” he shared.

While he acknowledged that he could have started revisions earlier or managed certain challenges better, Amjad chose to focus on growth rather than regret. For him, success meant knowing he had given his best under difficult circumstances—and learning how to do better moving forward.

Family played a central role in sustaining Amjad through what he described as the toughest year of his secondary school life. During the O-Level period, he made personal sacrifices, often distancing himself from family time to stay focused. Yet his family never stopped looking out for him. From small conversations to constant reminders to rest and eat well, their quiet care anchored him during moments of pressure and self-doubt. Amjad was deeply aware of the sacrifices his family made—of time, energy, and finances—and this awareness became a powerful source of motivation.

“I want to do well so my family knows they can rely on me in the future,” he reflected.

The academic year was not without setbacks. During the prelim period, Amjad struggled with time management and mounting stress. In his determination to improve weaker subjects, he unintentionally neglected his strengths, sacrificing sleep and meals in the process. Over time, he recognised that his approach was unsustainable. This realisation marked a turning point. Amjad rebuilt his study plan, learning to balance effort across subjects, manage his time more wisely, and prioritise his wellbeing. With adequate rest and a clearer strategy, his confidence gradually returned.

Throughout this demanding period, Amjad drew strength from the people around him. Friends organised video-call study sessions, ensuring that no one was left behind. Teachers checked in on his progress and wellbeing, offering both academic guidance and reassurance. Amjad also learnt the importance of acknowledging his own resilience—recognising that perseverance itself was a form of success.

Looking ahead, Amjad hopes to take the junior college route, a path none of his older siblings had taken. With a strong interest in Biology and Mathematics, he aspires to pursue Medicine in the future, possibly overseas. His aspiration stems from a deep respect for the responsibility the profession carries. To him, medicine is not defined by prestige or financial reward, but by the opportunity to care for others and save lives.

In reflection, Amjad recognises that balance matters. He believes he could have spent more time with his peers during his final lap—friends he now knows he will miss dearly. This reflection shapes the advice he offers to future students. “One examination will not control your life path,” he shared. “Setbacks shouldn’t discourage you. There are many ways to reach your goals; and it’s what you do with your results that truly matters.”

Grounded by family, strengthened by friendships, and guided by a clear sense of purpose, Amjad has shown that true success lies not only in results, but in maturity, perspective, and the resolve to keep moving forward.

Ung Helen [4S5]

Helen had a special approach to the O-Level examinations; they were not the end of the secondary school phase or about a set of national results – they were about keeping future possibilities open. With hopes of studying Physics in junior college and eventually pursuing Biomedical Engineering, Helen approached her final year determined to do her best, even while navigating a hectic school life, uncertainty and self-doubt.

When she received her results and saw that she had achieved an L1R5 of 7, Helen was genuinely surprised. “I didn’t expect this outcome,” she shared. “There were subjects I felt I hadn’t done as well in, so my expectations were quite low.” The result became a quiet reassurance that effort, even when imperfect, still matters.

Beyond academics, Helen consistently demonstrated herself to be an all-rounded student who balanced leadership, service, and learning with thoughtfulness. She served as a Member of the Publications and Media Club, Vice-President of the Science Ambassadors, and Class Vice-Chairperson, honouring her commitments with reliability and integrity. Whether contributing behind the scenes or stepping up to lead, Helen approached unfamiliar situations with openness, respect, and a willingness to learn.

A key source of strength throughout Helen’s journey was her support system. Surrounded by hardworking friends who motivated one another, Helen never felt alone in her struggles. Studying together, sharing anxieties, and encouraging one another through moments of exhaustion helped her stay grounded. Her teachers also played an important role, providing timely feedback and guidance whenever she needed help to improve.

“I always had someone to turn to,” Helen reflected, “and that made a huge difference.”

A key source of strength throughout her journey was her support system. Surrounded by hardworking friends who motivated one another, Helen never felt alone in her struggles. Studying together, sharing anxieties, and encouraging one another through moments of exhaustion helped her stay grounded. Her teachers also played an important role, providing guidance and constructive feedback whenever she needed clarity or reassurance. “I always had someone to turn to,” Helen reflected, “and that made a huge difference.”

The months leading up to the O-Levels were emotionally demanding. Burnout, anxiety, and the fear of making mistakes lingered even after long hours of preparation. During one particularly stressful period, a conversation with a close friend reshaped Helen’s mindset. Her friend shared that no matter the outcome, she would find comfort in knowing she had given her all. Though the idea sounded simple, it stayed with Helen. Whenever she felt like giving up, she reminded herself to keep pushing—knowing that her future self would regret not trying her best.

One of Helen’s greatest challenges was her fear of failure, especially under the pressure of meeting scholarship requirements. She was an ASEAN scholar who had come into the Singapore education system with a set of hopes and dreams – but who also had high standards to meet up to. At times, this fear of not making it made studying feel overwhelming, as if her efforts might be meaningless. However, rather than allowing this fear to paralyse her, Helen learnt to face it with humility and reflection. Encouraged to “do it scared,” she continued putting in effort despite uncertainty, accepting that while the future cannot be fully controlled, one’s response in the present always can. Through this process, she demonstrated humility—listening to different perspectives, reflecting on her experiences, and continuously seeking to improve herself.

Looking ahead, Helen plans to pursue the science stream in junior college, with the goal of entering Biomedical Engineering in the future. Passionate about technology, she hopes to apply her knowledge in ways that can improve lives and serve the wider community.

Helen’s journey is one of quiet courage, balanced leadership, and reflective growth. Through uncertainty and fear, she has shown that honouring one’s commitments, learning from others, and persevering with humility can open doors to both personal and academic success.

Andrena Ashley Seah [4S6]

When Andrena Ashley Seah first saw her O-Level results slip, she did not immediately understand what she was looking at. Only after the numbers were explained to her did the reality sink in. Achieving an L1R4 of 14, Andrena felt a rush of emotions—relief, disbelief, and joy.

“I felt insanely happy, light, and cheerful,” she shared. “I had feared for months whether I’d even pass Mathematics and Science. To not only pass, but to get B grades—something I’d never achieved before—made me realise that all the effort really did pay off.”

For Andrena, this achievement marked far more than academic success. It represented a profound personal transformation that unfolded over time—one rooted in mindset change, self-acceptance, and courage. For much of her secondary school life, Andrena avoided situations that did not offer immediate comfort or enjoyment. Studying felt draining and unrewarding, and she struggled to motivate herself. That began to change towards the end of 2024, when she unexpectedly found discipline through an unlikely avenue—the gym. Having never enjoyed exercise before, Andrena discovered that choosing discomfort for growth reshaped how she viewed effort itself.

“Rather be uncomfortable for a few hours a day than uncomfortable for life,” became a quote she lived by. The perseverance she built physically slowly carried over into her academic habits. Even on days she felt tired or unwell, she showed up—both for training and for studying—embracing the belief that “whatever happens, happens.” This shift in mindset coincided with a deeper internal turning point. Andrena began to realise that she had the ability to change her own life. For years, she had struggled with intense self-image insecurities, choosing to wear a mask in school long after restrictions were lifted. What began as a small habit gradually consumed her daily existence—affecting her attendance, social life, and confidence. She avoided eating or drinking in school, skipped events, and withdrew from peers, feeling trapped both emotionally and physically.

The passing of her father in early 2024 compounded this struggle. Grief, isolation, and insecurity led Andrena to disengage from school almost entirely, resulting in academic failure and the risk of retention. Yet, even during this darkest period, she was not alone. Through counselling support in school, Andrena found a safe space to process her emotions and cope with daily school life. More importantly, she encountered teachers who believed in her beyond grades. Her form teachers in Secondary 3 and 4 extended patience, advocacy, and kindness—standing up for her when she struggled to speak for herself and gently encouraging her growth. Their consistent support helped her rebuild trust in herself.

Gradually, Andrena began taking small but courageous steps forward. Participation in school activities required her to appear without a mask—and each time, she realised that nothing “bad” happened. In September 2024, she made the decision to remove her mask fully. What followed was acceptance, reassurance, and a renewed sense of freedom. This moment became symbolic of her wider journey—choosing growth over fear, and self-belief over self-doubt.

With renewed confidence, Andrena redirected her energy into her studies. While fear of failure was present, she was driven more strongly by a desire to prove to herself what she was capable of if she truly tried. That effort culminated in her O-Level results—a tangible affirmation of her resilience.

Looking ahead, Andrena has been accepted into Nursing at Ngee Ann Polytechnic. While she acknowledges that she is still exploring her passions, she is comfortable with uncertainty and open to growth. “I don’t want to rush into something I’m not certain about,” she shared. “And I’m happy with where I am right now.”

Andrena’s story is one of quiet bravery, inner resilience, and self-reclamation. Through loss, insecurity, and fear, she found the strength to choose herself—and in doing so, transformed not only her results, but her sense of possibility for the future.

Gao Yuanji [4S7]

For Gao Yuanji, receiving his O-Level results was accompanied by a quiet sense of jubilation—one that was quickly tempered by humility. Achieving an L1R5 of 8, Yuanji was keenly aware that such an outcome had once felt improbable, even unrealistic, for much of his schooling journey.

“As would be typical, I feel a sense of joy at my results, as they far exceeded my expectations,” he reflected. “Yet more than that, I feel humility. I was never a particularly hardworking student for most of my life, and to have achieved this reminds me of what is possible when effort is finally applied.”

Academic excellence was not always central to Yuanji’s priorities. In his earlier years of education, he relied heavily on what he described as “natural intelligence” to stay afloat. This approach faltered in upper secondary, where conceptual depth and sustained effort became essential. A defining moment came in Secondary 3, when he failed his Chemistry mid-year examination. While initially disheartened, Yuanji chose to channel that disappointment into determination. What began as recovery soon transformed into genuine intellectual engagement.

“I developed a true interest in the sciences—especially Chemistry and Mathematics,” he shared. “Interest became my fuel. Once I found myself intrigued, studying was no longer a chore, but something fulfilling.” This shift marked a turning point, as curiosity replaced obligation and consistency followed naturally.

Yuanji believes that excellence begins with interest. To him, sustained effort is only possible when one first learns to value the subject itself. This philosophy guided his preparation for the O-Levels and reshaped his relationship with learning more broadly.

Yet not all subjects came easily. Yuanji openly acknowledged that Chinese had long been his Achilles’ heel. As a second-generation immigrant, he was acutely aware of his cultural differences when he first entered primary school, often comparing himself to peers whose families had long been rooted in Singapore. This early self-consciousness led him to distance himself from the Chinese language, resulting in a cycle of disengagement and difficulty—particularly in Higher Chinese, where cultural nuance played a significant role.

It was only later, in the more diverse environment of secondary school, that Yuanji grew more comfortable with his identity. With greater self-acceptance came renewed effort. While Chinese never became a subject he loved in the same way as the sciences, persistence prevailed. Through steady practice and resolve, Yuanji achieved a B3 for Chinese, a result he regards as a personal triumph of endurance rather than affinity.

Looking ahead, Yuanji remains open about the uncertainty of his future path. While he possesses a strong passion for STEM, he is equally drawn to the humanities, appreciating both analytical rigour and reflective thought. Rather than rushing to define his destination, he is content to let his journey unfold in time.

He leaves others with a phrase drawn from antiquity: “Fluctuat nec mergitur”—tossed by the waves yet never sinking. “In any pursuit,” Yuanji reflected, “it is easy to dream of success, but far harder to persist when challenges arise. What distinguishes those who succeed from those who do not is indefatigability—the perseverance to continue despite uncertainty.”

Yuanji’s journey is one of intellectual awakening, cultural self-acceptance, and disciplined perseverance. Through curiosity, reflection, and resilience, he has demonstrated that excellence is not reserved for the naturally gifted but earned by those who learn to persist—and to believe in the possibilities effort can unlock.

Aldrich Haiderg Naiborhu [4S8]

For Aldrich, O-Level results were never the destination—they were simply a doorway. Achieving an L1R5 of 9, Aldrich felt satisfied not because of the number itself, but because it allowed him to pursue the academic path he hoped for. More importantly, it affirmed something far deeper: the personal transformation he experienced over two years of intentional learning.

“The results were never really the main point,” Aldrich reflected. “What mattered more was that I improved myself—learning to think critically, developing compassion, and gaining new experiences.”

This philosophy shaped the way Aldrich approached his studies. Rather than chasing results, he focused on cultivating genuine interest in his subjects. Curiosity became his compass. Whether it was reading beyond the syllabus, exploring JC-level mathematics concepts out of interest, watching university-level explanations of physics applications, or asking simple but probing questions such as “Why does O-Level Chemistry teach this?”, Aldrich constantly sought to understand more deeply.

These spontaneous explorations helped him form a positive and personal relationship with learning. Studying became enjoyable, meaningful, and intrinsically motivating. “I wasn’t in school just to pass tests,” he shared. “I was there to learn about the world, to train my thinking, and to experience the beauty of different disciplines.” In this way, results followed naturally—almost as a by-product of engagement.

A turning point came midway through Secondary 3, when Aldrich heard about a senior who was unable to pursue a course he was passionate about due to insufficient O-Level results. The story struck a chord. The idea of being barred from one’s interests because of grades was unsettling—and it sharpened Aldrich’s resolve. From then on, while grades remained secondary, he understood the importance of consistency and discipline in keeping future doors open.

The most challenging period arrived just weeks before the O-Levels, after prelims had ended. Burnt out and exhausted, Aldrich found himself questioning whether he could endure another round of intense preparation. “It felt choking,” he admitted. What helped him regain balance was returning to the things and people he loved—long walks outdoors, meaningful conversations with friends, and quiet self-reflection. These moments reminded him that he had already laid a strong foundation and simply needed to trust the process he had committed to.

Beyond the classroom and CCA, Aldrich was a fine school debater, representing the school at national competitions and earning recognition for his persuasive rhetoric and clarity of thought. A strong writer with an independent mind, he demonstrated an ability to navigate multiple perspectives, embrace ambiguity, and connect ideas with precision. Despite an active social life and multiple commitments, Aldrich was consistently punctual in submitting high-quality work—an indication of quiet discipline beneath his relaxed exterior.

Looking ahead, Aldrich plans to pursue the science stream, with particular interest in Physics, Chemistry, Mathematics, and Economics. His aspirations are grounded not in titles or prestige, but in a desire to understand the universe more deeply and to continue reinventing himself through lifelong learning.

Reflecting on his journey, Aldrich offers a thoughtful reminder to others: “School is hard. Studying is hard. The pressure to perform can be suffocating. But we must remember the true purpose of education; it is self-improvement, curiosity, critical thinking, and growth. Grades are just the means. Learning is the end.”

Aldrich’s story is one of intellectual independence, curiosity-driven excellence, and reflective resilience. Through questioning, exploration, and quiet discipline, he has shown that meaningful education is not about chasing numbers but about cultivating a mind eager to learn—and the courage to keep asking why.

Rithwik Arul Prakasam [4S8]

When Rithwik first received his O-Level results, he felt a deep sense of joy—particularly for his languages and humanities, subjects he had found the most challenging throughout his secondary school journey. Achieving an L1R5 of 4, Rithwik’s results were a reflection not only of academic ability, but of perseverance, support, and steady personal growth.

“I feel extremely happy about my results, especially my languages and humanities,” Rithwik shared. “Although I was hoping my Science and E-Math would be slightly better, I’m grateful for how things turned out.”

One of the key factors behind Rithwik’s success, he believes, was the unwavering support of his teachers.

“I think one of the main reasons for my success was my teachers. They made every subject engaging and were always willing to clear up my doubts. Especially Mr Kat, who constantly reassured us whenever we were stressed,” he reflected. This strong teacher–student relationship gave Rithwik confidence during moments of self-doubt and academic pressure.

Rithwik’s journey, however, was not without setbacks. After receiving his prelim results, he realised that his earlier approach to studying was insufficient. “When I got my prelim results, I was very disappointed. I thought I could do well with minimal studying and didn’t take exams seriously enough. That was when I knew I had to change,” he said. From that point on, Rithwik demonstrated resilience and discipline, pushing through moments when giving up felt easier. His renewed work ethic paid off, allowing him to exceed his own expectations.

One of Rithwik’s greatest academic challenges was Higher Tamil. Since Secondary 1, the subject has been a constant struggle, with results hovering around borderline passes or failures. “I even started to dislike the subject,” he admitted. Yet in Secondary 4, understanding the importance of the bonus points, Rithwik made a conscious decision to persevere. He invested significantly more effort, consulted his teacher, Mdm Vijaya, regularly, and remained committed despite earlier discouragement. His breakthrough came at the prelims, when he achieved a B for the first time—eventually passing Higher Tamil at the O-Levels. This milestone marked a personal victory built on determination and humility.

Beyond academics, Rithwik consistently demonstrated leadership anchored in service. As Class Chairperson and Assistant Platoon Sergeant (Sec 2) in NCC (Air), he modelled principled leadership by encouraging peers to do the right thing, listening respectfully to differing perspectives, and fulfilling his responsibilities with diligence and integrity. His peers and teachers recognised him as someone who led quietly but effectively.

Rithwik also exemplified humility through his thoughtful contributions to VIA projects and school activities. He consistently helped others without seeking recognition, driven by a sincere desire to make a meaningful impact within the school community.

As he looks ahead, Rithwik is considering both junior college and polytechnic pathways. While he has always aspired to attend junior college, his interest in cybersecurity has also drawn him to explore polytechnic education.

“I’m conflicted between the two options, but I’m excited about what lies ahead,” he shared.

Rithwik expressed deep gratitude to those who supported him throughout his journey.

“A huge thank you to my friends as well—for motivating me and making these four years the best,” he said.

Rithwik’s story is one of steady growth, perseverance, and quiet leadership. Through challenges and successes alike, he has embodied the values of Honour and Humility, demonstrating that true achievement is shaped not only by results, but by character, resilience, and the willingness to learn.