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by Mikaela Brewer ​for The 44 North, Senior Editor


Artwork by Logan Brewer
Artwork by Logan Brewer

The willow tree’s branches stroked the living room window, causing the setting sun to twinkle across Raven’s prom dress. Carefully propped on a hanger, it was hooked to the top ledge of the swinging door separating the kitchen and living room. For a moment, Grandpa Wood—as Raven always called him—blended the music of the gentle window tapping with the door’s inability to be still or closed. He was fiddling with the dress’s delicate corset back, stringing the tie through with practiced hands.  


“Did all the sauce wash out?” Raven asked jokingly, as she skipped down the stairs in her slip and stockings, hair still in curlers.


“Most of it. But you’ll never forget to toss the spaghetti on the wall before adding the sauce, will you?”


Raven laughed, shaking her head. 


“I didn’t make the loopholes big enough to easily take the ribbon out and thread it back through. You’re lucky I’m good at this.” Grandpa Wood chuckled. “Okay. Arms up!” 


“Careful of the curlers!” Raven said, giggling. She stepped towards Grandpa Wood as he tenderly lifted the dress off the hanger and slid it over her head. 


“Turn around,” he said, motioning to lace up the corset. “How tight?” 


“Well, I want to be able to breathe, but make it pretty.”


Grandpa Wood winked, knowingly. “So when does Sari get here? Her flowers for the tux are in the fridge.” 


Raven blushed. “In twenty, I think.”


Grandpa Wood tied and arranged the bow, then turned Raven to face him. His smile said all she needed to hear. 


Raven’s dress was a shade darker than her near-black hair, but shimmered amber in the light like her eyes. The sleeves were black lace, the corset ribbon amber, and the hand-stitched bodice detailed tiny raven feathers and moths. Grandpa Wood, who hadn’t stitched a dress in over twenty years since he retired, had completely outdone himself. He’d even tucked a few bits of wild bergamot into the corset, the aroma of which filled the doorway between the living room and kitchen. 


“You better get those curlers out.” 


“Would you help me? Just like mom would have?”


Grandpa Wood smiled through the sadness that emerged first, but it showed in his crow’s feet. “Only if I can tell you a story.”


Raven nodded, taking a careful seat on her grandfather’s soft blue armchair. She needed something to distract her from feeling nervous. 


“Don’t worry. The dress fabric is pretty resilient. You’ve got to be able to dance, right?” He cleared his throat before beginning the story and started unfastening the tiny curlers nestled in Raven’s thick hair. 


“Since it’s your prom night, how about a story with Theo?” 


Stories about Theo were Raven’s favourite. Theo was Grandpa Wood’s high school and university sweetheart, and Raven liked to imagine that, if possible, they’d be together today. But Theo died from HIV/AIDS at just twenty-one. Somehow, though Raven had never met him, it felt as if he was still alive—just somewhere out of reach. Grandpa Wood’s stories were that vivacious; he loved Theo that much.  


“On our prom night…well, I’m sure you can imagine. Our folks didn’t know we weren’t going to the prom. We dressed up all right, suit and all, but said we were meeting some friends there instead of picking up a date. Theo and I had other plans.” He winked for effect. 


“An hour from here, near the reservation where I grew up in Southview, there was a lagoon with a weeping willow. It’s unusual for ours to be here, let alone more that far North, so someone must have planted it in the little park. Just like your mom planted ours. We’d hung lights the night before and packed the back of Theo’s rusty truck with snacks and beer—courtesy of your uncle Art. It was warm that night when we arrived around 8:30 p.m. Nearly dark but not quite. Warm enough to swim—without clothes, I might add.”   


“Grandpa!” Raven laughed, though not surprised. Her grandfather wasn’t shy. 


“Hold still! Or these will turn into burs!”


“Okay, okay. Continue.” Raven settled herself into the chair and held still.


“Well, I won’t tell you the rest, but we had a great time. Don’t you get any ideas! That swamp by the market isn’t a close second to our little spot back then. It’s contaminated with goodness knows what.” 


“I can imagine,” Raven said as Grandpa Wood took the last curler from her hair and fluffed the curls. “Did your friends want to come with you?”


“You know, I don’t know. I was afraid to ask, to be honest. Theo and I weren’t exactly an item for public viewing. To tell you the truth, I’d be afraid to ask those same people now, even though we’re grown.”


Raven looked sad and fiddled with her dress. 


As if reading her mind, Grandpa Wood replied, “I tell you this story, though, to remind you that our pain is so often centred as the only valuable thing we have to give. That much hasn’t changed between my generation and yours. Maybe it has visibility-wise. But for folks like us, our romantic joy is sacred, resistance, and just as important. In context, were Theo and I sad to be making-shifting our prom, alone? Sure. Theo’s ashes are there, you know? I scattered them across that little clearing by the water. Haven’t been back since. But we were immensely happy that night. It was the happiest evening of my life. And that’s worth something—a story worth telling, don’t you think?”


Raven nodded, an idea foaming like little waves on the shore of a lagoon. The doorbell rang just before the kettle for Grandpa Wood’s tea whistled. 


***


“Where are we going?” Grandpa Wood asked a few days later, a kitchen towel covering his eyes in the front seat of Sari’s parents’ Honda Civic. They’d fastened the towel at the back with a clothespin. 


“You’ll know soon,” Sari said, fingers strumming the steering wheel to the tune of RAYE’s song, “Joy,” blasting from the radio. The sun was nearly down, but it made Sari’s brown skin and purple blush pop. She glanced in the rearview mirror at Raven in the back seat and winked. 


Raven smiled, clapping her hands silently with excitement.


In a few minutes, they turned onto a soft dirt drive, stopped the car, and climbed out to help Grandpa Wood. When Raven opened the passenger door, he was shivering.


“What’s wrong?” Raven asked, concerned, as Sari came to her side. 


Grandpa Wood half-smiled. “There’s a hole in this rag, my dear.”


Raven’s heart felt like a boulder resting on her stomach. He knew where they were. 


“But it wouldn’t have made a difference if it were brand new. It seems my body remembers how cold the water was when we jumped in.” 


Sari and Raven helped Grandpa Wood out of the car and unpinned the dishcloth. He took both of their hands, one on each side, and smiled. 


“Thank you. This is very thoughtful.” But he seemed sad, and in a way, hurt, as if his loneliest memory had appeared before him and he hadn’t wanted to face it again. Sari and Raven exchanged glances, unsure of what they were about to do next. From where they stood by the car, the top of the weeping willow was just visible, its full body standing in a small valley.


Carefully avoiding rocks and tree roots, they walked past a playground toward the gentle slope that smoothed into grass. When they crossed the curve’s threshold and looked down the hill, the sound ceased to be protected by the bowl of earth where the lagoon was nestled. Grandpa Wood’s mouth opened nearly as wide as his eyes. 


Beneath them, at the bottom of the hill, were Raven and Sari’s high school friend group and at least twenty seniors from the area where they lived—some Grandpa Wood’s old friends, some soon-to-be new friends. 


“We asked around at homes and senior centres, and invited as many folks from the 2SLGBTQIA+ community as we could,” Sari said, grinning. A huge glittering banner waved from a nearby maple, reading “Happy Pride Prom!” Three picnic tables were covered in food. The high school tech team had set up small speakers, which played 50s hits. And, once again, fairy lights hung from the bows of the weeping willow. 


Raven finally spoke. “I remember you saying that sadness and grief aren’t the only things worth feeling. Joy is right there beside them, often in the same place.” 


Grandpa Wood wrapped his arm around Raven and kissed the top of her head. “You’re absolutely right.” He reached over and hugged Sari, too. 


“Can I show you something else?” Raven asked.


“There’s more?” Grandpa Wood replied, genuinely surprised.


Raven nodded, offering her hand. They walked down the slope, past the small party, to the other side of the weeping willow. 


“We were going to pick wildflowers to decorate. But I don’t think we need to. Is this the spot?”


Grandpa Wood stared, his eyes scanning a bloom of forget-me-nots about the size of two people, scattered across the little clearing. He nodded, eyes welling with tears.


Raven reached up, adjusted his periwinkle tie, and hugged him tight. 


“They move us forward, too,” Grandpa Wood whispered after a few shaky breaths. “Grief and joy together. We can only survive and live when moved by both. That’s how the past keeps living, too. What can’t be alive itself survives inside us.”


“Is that why grief and joy feel so heavy? Theo is alive inside you?” 


“Yes, love. And that’s why what you’ve done for me today feels so much like rest; he’s alive inside you now, too.”


Resources for 2SLGBTQIA+ Seniors & Elders


by Mikaela Brewer for The 44 North, Senior Editor


The Winner of MHAW’s Philanthropy Challenge, in partnership with Mental Health America, Wabash Valley Region, via Apuroopa Kavikondala
The Winner of MHAW’s Philanthropy Challenge, in partnership with Mental Health America, Wabash Valley Region, via Apuroopa Kavikondala

"Now the president of MHAW 2027, I’m incredibly excited to continue fostering this mission and environment on Purdue’s campus with our Boilermakers, because the impact won’t stay in West Lafayette; it’ll grow everywhere.

Editor’s Note:


Mental Health Action Week (MHAW) is a student-led organization at Purdue University that brings a dedicated week of mental health programming to campus each spring (March 2-6th, 2026, this year). For the past seven years, they’ve fostered a campus culture rooted in support, understanding, and resilience around mental health. 


The MHAW team believes this initiative not only strengthens their campus but also advances the broader effort to destigmatize mental health. I spoke with MHAW 2027’s president, Apuroopa Kavikondala, about the impact of this work. 



Mikaela Brewer (MB): I’m inspired by how hard you worked to reflect and build in all parts of student life/experience throughout the week: Conversation, academics, community/culture, movement/nourishment, and creativity. What offerings seemed to resonate most with students? With you? Did anything pleasantly surprise you about this year’s lineup, in particular?


Apuroopa Kavikondala (AK): We were so excited to involve all parts of student life during this week! From clubs and student organizations to athletics, the various colleges (such as Engineering and the Business School), and even our very own Recreational Sports Center, which hosted various events in honour of MHAW, to collaboration in our mission, our commitment made MHAW 2026 a success. Some examples of student organizations contributing to our cause include: 

  • Our kickoff celebration in partnership with Purdue Student Government and various other mental health organizations, such as the American Foundation for Suicide Prevention

  • The run club hosting a run in honour of MHAW and mental health

  • Our Unity Day celebration to honour what our well-being thrives on—community and connection. The celebration included food, performances, a creativity fair, our special guest, Purdue Pete (our mascot), and so much more!

  • A stress-board-breaking event by the Taekwondo club, where you’d write your stressors on a board and then break it!

  • A weeklong fundraiser challenge with fraternities, sororities, and cooperative life (FSCL), where half of the donations were directed to philanthropy and half to our partnership with Mental Health America (Wabash Valley Region)


A hand-drawn MHAW 2026 poster, stickers, and t-shirts at an outdoor booth, via Apuroopa Kavikondala
A hand-drawn MHAW 2026 poster, stickers, and t-shirts at an outdoor booth, via Apuroopa Kavikondala

Overall, students loved the variety of events we hosted because no matter what they were interested in, they were able to participate. It made students feel like they belonged and were heard, even in the busyness of our lives.


MB: I love the imagery, story, and metaphor you wove into MHAW. Could you share more about why growth and blooming are so central to what you (and former students!) have built and offered over the past 7 years? 


AK: MHAW used to be a part of the Purdue Student Government (fully hosted by them), so this was our first year as our own organization! The reason we wanted to make growth/plants our theme was that it’s so central to how life works and moves. Everything blooms, and then it falls/decays like leaves in Autumn. In due time, it’ll bloom again, and that’s what mental health and well-being are about. We go through phases, and that’s human! It’s very important to rely on one another and seek support, especially in those times of regrowth. 


MB: You’ve done excellent, empowering work connecting people, staff, resources, spaces, etc., to bring MHAW to life. From the outside, peeking in, it feels real: I see an authentic, full-community, hands-on gathering where everyone both gives and receives care. What did it feel like to nurture these relationships and bring so many people together in support of a shared goal? How might your work be a model for other university students hoping to do something similar? And beyond, across workplaces, politics, etc.?

MHAW logo, via Apuroopa Kavikondala
MHAW logo, via Apuroopa Kavikondala

AK: Purdue has such a great community around well-being and mental health, the MH one being Purdue CAPS (Counselling and Psychological Services), so it was beautiful to see the collaborations come to life during the week. Mental health is universal; we all have it, we all struggle, and we all must learn how to navigate those situations—not alone, but with the help of others. Any other university that wants to implement their own Mental Health Action Week should first recognize other parts of student life that can support it, whether it’s their mental health resources on campus, other mental health/wellbeing-related organizations, or even—especially!—collaborations that aren’t necessarily directly correlated. Mental health is connected to every part of campus life; we can take action from many angles. Ultimately, the reason we wanted to call the ‘A’ in MHAW “action” instead of “awareness” is that it’s time we started creating a more welcoming space for people to use the resources at hand and feel less alone. It’s one thing to talk; it’s another to do


Purdue Pete, via Apuroopa Kavikondala
Purdue Pete, via Apuroopa Kavikondala

MB: I’m curious if you, Sunishka (MHAW President, 2026), and your team learned anything about yourselves and your own mental health during MHAW? Designing, creating, and giving something so expansive can be nourishing, of course. But it can also be a lot! In this type of role—which many will relate to across education and mental health care systems—how did you care for yourselves? 


AK: MHAW was definitely a time commitment, but the reason we were so willing to put the time needed into it is that it’s such a great cause—one that’s dear to all our hearts. Even though we organized MHAW, we definitely still felt its impact and resonance in our own lives. During organizing, outreach, and implementation, we made sure to divide tasks among ourselves, ask for help when there was a lot on our plates (because we are, of course, people and students first!), and just tried to do our best wherever possible. MHAW 2026 was possible, honestly, because of a dream team, and I truly am grateful for the reliability and hard work that everyone offered. 


Now the president of MHAW 2027, I’m incredibly excited to continue fostering this mission and environment on Purdue’s campus with our Boilermakers, because the impact won’t stay in West Lafayette; it’ll grow everywhere. 

by Lillian Currie for The 44 North, Guest Writer


In partnership with Harmony Movement, University of Toronto Schools, and Unsinkable, our discussion will feature 4 panellists who will explore the role of language in both reinforcing harm & creating the conditions for more respectful, inclusive, and courageous school communities. Lillian’s essay is a special-edition feature in support of this event.
In partnership with Harmony Movement, University of Toronto Schools, and Unsinkable, our discussion will feature 4 panellists who will explore the role of language in both reinforcing harm & creating the conditions for more respectful, inclusive, and courageous school communities. Lillian’s essay is a special-edition feature in support of this event.
"Belonging is more than simply being allowed into a space. Belonging is knowing your humanity will be respected once you are there.

Language is often referred to as “just words.” But anyone who has ever walked into a classroom and suddenly felt smaller because of a joke, comment, nickname, or even silence knows that words are never just words.


Words shape how people are treated.

They shape who feels safe enough to speak.

They shape who is defended and who is left behind.


In schools, language quietly shapes the atmosphere. It can make a classroom feel welcoming, and just as easily make someone feel they’re only surviving the day instead of truly belonging there. One sentence can stay with a person long after the bell rings.


Anti-Black language in schools is not always obvious. Sometimes it’s a racial slur yelled across a hallway. Other times it hides behind “jokes,” stereotypes, or comments that people dismiss as harmless. It can sound like a surprise when someone tells a Black student, “Wow, you’re so articulate,” as if intelligence were unexpected. It can appear in assumptions about attitude, behaviour, or intelligence. It can appear when Black students are punished more harshly than others for the same actions. And sometimes, the most painful part is not what’s said, but what’s not said: The silence after racism happens—the silence that makes students feel completely alone.


That silence can hurt more than the words themselves.


People often think courage and vulnerability are opposites. Courage sounds fearless and strong, while vulnerability sounds exposed and uncertain. But when it comes to confronting anti-Black language in schools, the two are deeply connected. Real courage requires vulnerability. Speaking up means risking awkwardness, rejection, conflict, or isolation. It means saying something even when staying quiet would be easier. It means caring more about another person’s dignity than your own comfort.


For many Black students, vulnerability is not a choice. It happens the moment they walk into spaces where they feel pressured to monitor how they speak, act, or express themselves. There’s a constant awareness of how they might be perceived: “too loud,” “too angry,” “too intimidating,” or “too ghetto.” That pressure is exhausting. It means code-switching and rehearsing your tone before asking a question in class. It means wondering whether defending yourself will make you seem “aggressive.” It means hearing stereotypes repeated casually and then being told, “It’s not that serious,” when it hurts.


One of the hardest things about harmful language is how quickly people focus on intention instead of impact. Students excuse comments as “just jokes.” Teachers sometimes overlook harmful remarks because they were not “meant badly.” Friends defend each other by saying, “That’s just how they talk.” But words don’t stop hurting simply because someone claims they didn’t mean harm. Pain doesn’t disappear because the person who caused it was laughing.


One of the most dangerous things schools can do is allow harmful language to become normal. When anti-Black comments happen so often that people stop reacting, it sends a message. It tells Black students that their pain is something they’re expected to handle quietly. It teaches others that racism only matters when it’s ‘extreme enough’ to make national news.


But racism doesn’t start with headlines.

It starts with what people allow.


It starts when someone says the n-word and nobody corrects them.

It starts when Black hairstyles are labelled “unprofessional.”

It starts when Black students are punished for behaviours others are excused for.

It starts when teachers avoid conversations about race because they’re afraid of getting uncomfortable.

It starts when students decide silence feels safer than speaking up.


But silence is never neutral. Silence protects harm by allowing it to continue.


As someone who is white, I think it’s important to recognize that confronting anti-Black language cannot only fall on Black students or students of colour. Too often, the people most harmed by racism are also the ones expected to carry the full responsibility of addressing it. But white students, teachers, and community members should also carry responsibility to challenge anti-Black racism, especially in moments where silence feels easier. During my last years of middle school, I constantly overheard predominantly white peers calling their friends racist, stereotypical names like “monkey” or “gorilla” as a joke. At the time, I didn’t dare to say anything—I didn’t have the courage to. 


I still remember hearing the laughter surrounding those comments, and I feel uncomfortable as if it happened yesterday. 


In those moments, I was afraid of speaking up and making things awkward, especially since I didn’t know the people who spoke those words. What makes these moments especially important to address is that those students are about to enter a new stage in their lives, perhaps with the belief that their language is acceptable. The more we excuse it as humour, or “just joking around,” the more normalized it becomes. Racism doesn’t become dangerous only when it becomes extreme or violent; it becomes dangerous when people grow comfortable enough to stop recognizing it as harmful at all. That’s why courage matters not only in major public moments, but in ordinary everyday conversations where harmful language is allowed to pass unchecked.


There’s a specific kind of loneliness that comes from experiencing racism in places that constantly claim to value inclusion. Schools may hang posters celebrating diversity, hold assemblies about equity, and talk about belonging, while students still feel unseen in everyday life. Representation without accountability becomes performative. Inclusion without action becomes empty.


Real inclusion feels different.


It feels like entering a classroom without preparing yourself to be hurt.

It feels like knowing that if someone says something racist, others will step in before you even have to ask.

It feels like teachers are listening instead of becoming defensive.

It feels like learning about Black history in ways that go beyond pain and oppression to also celebrate brilliance, creativity, joy, resistance, and humanity.


Belonging is more than simply being allowed into a space. Belonging is knowing your humanity will be respected once you are there.


The responsibility to create that kind of environment belongs to everyone, although courage can look different depending on who you are.


For students, courage can mean interrupting a racist joke even when friends laugh or roll their eyes. It can mean saying, “That’s not okay,” even when it risks social backlash. For Black students, courage can mean continuing to speak honestly about experiences people would rather ignore. There is strength in refusing to make yourself smaller so others can stay comfortable.


For teachers, courage means understanding that neutrality is impossible. Teachers shape school culture every day through what they challenge, ignore, or normalize. Courage can mean addressing racism immediately instead of awkwardly moving on. It can mean admitting when they don’t know something and being willing to learn. Some educators avoid conversations about race because they fear making mistakes, but silence often causes more harm than imperfect effort.


Vulnerability for educators means recognizing that good intentions do not erase blind spots. It means understanding that being corrected is not an attack but an opportunity to grow. A teacher willing to say, “I didn’t realize the impact of that comment, but I want to understand,” creates far more trust than one who refuses to listen.


For administrators, courage means going beyond statements and promises. Diversity initiatives mean little if students still don’t feel safe reporting racism. Schools cannot claim to value equity while ignoring unequal discipline, achievement gaps, or student experiences. Accountability is uncomfortable because it forces people to confront systems they may benefit from or contribute to. But discomfort isn’t the same thing as harm. Many students live with discomfort every single day simply trying to exist in these spaces.


What makes vulnerability difficult is that it requires honesty. Nobody wants to believe they may have contributed to harm. Nobody wants to admit they stayed silent when they should have spoken. But healing cannot happen without honesty.


Repair is another form of courage.


Too often, accountability is treated only as punishment. But real accountability is about growth and change. It’s about creating environments where harm is recognized, addressed, and prevented from happening again. Apologies alone are not enough. Repair requires reflection, education, changed behaviour, and consistency.


A student who uses anti-Black language should not simply be suspended and forgotten. They should understand why those words carry so much harm. They should learn the history behind them and the impact they continue to have. Accountability without education can become performative, but education without accountability becomes meaningless.


Repair also means listening to people who were hurt without expecting them to explain their pain perfectly or politely. Black students should not have to become educators while trying to process their own experiences. There is something deeply unfair about expecting people to calmly defend their humanity while they’re hurting.


Social media has made these realities impossible to ignore. Videos constantly surface of students using racial slurs, teachers making discriminatory comments, or Black students being humiliated while others watch and record. These moments remind people that racism is not simply part of history—it still exists in everyday life. But social media also reveals how quickly people rush to defend harmful behaviour instead of confronting it. Comment sections fill up with excuses like, “They’re just kids,” or “Everyone is too sensitive.”


What those responses fail to recognize is that harmful language shapes environments long before visible violence occurs. History has repeatedly shown that dehumanizing language allows people to tolerate dehumanization itself.


At the same time, social media has also revealed incredible courage. Students organizing walkouts. Young people sharing their experiences publicly despite fear. Communities demanding accountability from schools that ignored racism for years. There’s power in people refusing to stay silent. Every person who speaks up makes it easier for someone else to do the same.


Still, courage in real life is usually quiet. But that doesn’t make it less meaningful.


It’s the student sitting beside someone who feels isolated after a racist incident.

It’s the teacher checking in privately with a student who seemed hurt after a discussion.

It’s the friend saying, “That wasn’t funny,” even when nobody else does.

It’s the administrator willing to listen without becoming defensive.

It’s the parent teaching empathy before prejudice has the chance to take root.


These moments may seem small, but school culture is built from moments like these. Harm builds over time. So does healing.


The future I hope for is not one where schools become perfect overnight. Bias does not disappear instantly. But I hope for schools where students no longer carry these burdens alone. Schools where anti-Black language is challenged immediately, not because policies demand it, but because people genuinely care about one another’s dignity. Schools where vulnerability is seen as strength instead of weakness.


I hope for classrooms where conversations about race are approached honestly instead of being avoided out of fear. Where Black students do not have to wonder whether their experiences will be believed. Where inclusion is not treated as a yearly event, but as something practiced daily through language, actions, leadership, and accountability.


Most importantly, I hope for a future where students no longer confuse endurance with belonging.


Because surviving a school environment is not the same as feeling safe in it.


The deepest wounds caused by harmful language are often invisible. People remember the slurs, but they also remember the hesitation. They remember who looked away. They remember who stayed silent. They remember sitting frozen while others laughed. They remember learning, sometimes very young, that their dignity depended on how much discomfort others were willing to tolerate.


That is why courage matters so much.


Courage is not about being fearless.

It’s about choosing humanity even when it’s uncomfortable.


And vulnerability is not weakness. It’s caring deeply enough that staying silent no longer feels acceptable.


To build schools rooted in dignity, accountability, repair, and inclusion, people must first be willing to face uncomfortable truths. They must be willing to unlearn harmful language, challenge systems that normalize harm, and truly listen to experiences beyond their own. That work is difficult, but maybe education was never only meant to teach academic success. Maybe part of its purpose is teaching people how to care for one another ethically and compassionately.


Language will always shape school culture. The question is whether it will create environments where some students are merely tolerated or environments where every student feels genuinely seen, respected, protected, and valued.


And the answer depends on whether enough people are willing to speak, willing to listen, and willing to change.

Lillian Currie is a creative and compassionate high-school student with a strong interest in helping others and making a positive impact in her community. She is passionate about pathways involving children and youth, including social work and pediatric healthcare, and enjoys studying topics such as criminal law, history, and sociology.


Outside of school, Lillian is highly involved in her community. She is an active Youth Steering Committee Member for the Women in Leadership Foundation and also serves on the youth council for Harmony Movement. In addition, she works closely with the Glocal Foundation of Canada, contributing to the writing and research of academic papers. Through all three volunteer opportunities, she has accumulated nearly 200 volunteer hours.


Beyond academics, Lillian is passionate about dance. She has been dancing recreationally for three years and competitively for two, already achieving notable success in her dance journey. She is known for being kind, hardworking, and dedicated to supporting the people around her while continuing to grow both personally and academically.


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