We are ISAK Sports CAS, aiming to promote physical education and sports in various forms of events and activities in the school, as well as locally in Japan. As student athletes at UWC ISAK Japan, our belief is that taking part in sports will have significantly positive impacts on individual health and ISAK's sense of community. We hope to increase the quantity and quality of opportunities for individuals to showcase their skills in various sports as well as raise school spirit in the process.
Restoring Hope supports 36 displaced girls in Mekelle, Tigray, Ethiopia, who were affected by the Tigray War. Combining psychological rehabilitation with educational reintegration, the project helps them rebuild confidence, emotional wellbeing, and motivation to return to school in a safe and supportive environment.
PEASO, or Peer Education and Support Organization, is a CAS project started at UWC ISAK Japan. With our motto "from students to students," we aim to learn and develop new ways to combat a multitude of issues within academically intense and culturally diverse school environments. Mental health, academic stress, safeguarding, identity, and multicultural communication are what PEASO strives to learn about and ultimately prevent.
I left my job and cycled across the Silk Road from Beijing to Rome. What began as curiosity became connection, through moments, kindness, and people who opened their worlds to me. The world isn't as distant as it seems. Connection brings it closer.
Project Iridescent, now Hogo Women's Network, addresses the lack of support for women navigating gender-based discrimination in professional spaces. Through workshops, community building, and the development of EMBR (an intelligence-driven platform), the project transforms stigma into data-driven insight, empowering women and driving more inclusive, resilient workplaces.
Grade 12 student Kellen discovered a deforested clearing behind UWC ISAK Japan and decided to take action. Inspired by the Miyawaki Method, he launched the Pocket Forest CAS project and navigated bureaucratic challenges to create Kaohsiung, Taiwan's first Miyawaki Forest. With local support, volunteers planted 240 native saplings, restoring biodiversity in an industrial area. His leadership demonstrates how education empowers students to turn environmental awareness into tangible impact, building frameworks for ecological and personal regeneration.
Growing up visiting remote Himalayan villages in Nepal, I witnessed women and girls lacking access to basic menstrual health education and resources. I started a Women Empowerment Project in Gorkha, reaching 1,500+ women across 15 villages. Through workshops and distribution of reusable sanitary kits, we've improved health, built confidence, and broken stigma — creating lasting change.
Our mission is to make ISAK a place where taking action becomes the norm, and where every student has the courage to turn "zero into one." We hosted Entrepreneur Weekend twice during our Grade 10 year, bringing together ISAK students and middle and high school students from across Japan to develop startup ideas over three days, with mentorship from professional entrepreneurs. As we moved into Grade 11, we began sending Grade 10 students to Startup Weekend events in Tokyo and Nagoya, creating a cycle where students pass down the mindset of leadership to future cohorts.
Our school's manually-operated panel heaters for room heating have low fuel efficiency because they have no algorithm regulating their heat output and stay on even when nobody is around. Project H-RACS provides an IoT solution to automating these radiators. This efficiently uses fuel, not only decreasing heating cost, but also maintaining a temperature that is just-right for the classroom. By using our resources more efficiently, project H-RACS is creating a more sustainable school.
Hi, I’m Lucy (Canada / Class of 2020), and I made a film entirely out of plastic!I began to catalog every piece of plastic I picked up and submitted my data to the Break Free From Plastic annual report. Then I made a 3-minute film called, "The Plastic Problem", that's being shown at film festivals around the world.Finally, I sequestered all the plastic into ecobricks and built a stool out of them.I’ve since presented these findings at a conference in Belgium and to my local elementary school on Denman Island. 🌱
Maybe it's just a routine. Maybe it's just another spot in the timetable, but maybe, there's more to our usual Stop and Clean. Being nominated for the Impact Award recognizes how small, consistent actions can create meaningful change on how we view communal spaces. Stop and Clean in the KAC Entrance represents an opportunity to practice responsibility, mindfulness, and respect for the community environment.
I've long cared about sustainability and saw an opportunity at ISAK to make a difference. I initiated ISAK Soap, a faculty-led CAS project where students and I learned to make soap using our school's recycled cooking oil to reduce plastic waste and replace commercially-made cleaning products. Students have embraced this environmentally-friendly option and are eager to support UWC's sustainability mission. We've sold various soaps, and profits fund continued experimentation with new varieties, allowing the project to grow sustainably.
I am Lola, a proud South African who refused to let distance silence my activism against the GBV crisis in SA. I hosted an educational talk and fundraiser to support victims back home and promote awareness. I want to inspire support for the fight against GBV in SA, which many students have done by connecting our global communities. As UWC students, we are catalysts for the future, and so I hope this story inspires others to take that step towards positive change in their own worlds.
Hi, I'm Sabi-chan.
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