Photography by KATHARINE CALDERWOOD
There comes a point where high school starts to feel too small. This year’s Teens to Watch are already conducting research in university labs, translating for patients in hospitals, competing on international stages, launching nonprofits, mentoring younger students and tackling problems far beyond the classroom. These Stamford residents are writers, athletes, artists, scientists, entrepreneurs and advocates, but more than anything, they’re curious. The 10 students featured here are already making an impact in their communities, and if their stories are any indication, they’re just getting started.
ANGELA CHAVEZ
AITE
As a kid, Angela Chavez was always building something, from elaborate homes in Minecraft to tiny shelters for ant colonies. Years later, a move to Peru gave those childhood projects a deeper meaning after she saw families living without safe housing. That early curiosity has grown into a dream of studying architecture and designing homes for people in need.
YOU BALANCE ATHLETICS, STEM CLUBS, LEADERSHIP ROLES, TUTORING AND VOLUNTEERING. HOW DO YOU STAY MOTIVATED?
I stay motivated because everything I do connects back to the future I want for myself. Whether it’s volleyball or STEM, I like challenging myself and seeing growth over time. What keeps me grounded is remembering my background and everything my parents sacrificed for me. They immigrated and worked really hard to finance every opportunity my siblings and I have had. Seeing how hard they work motivates me to take advantage of every opportunity and make them proud. I also remind myself that success isn’t only about achievements. It’s about helping others and staying true to who I am.
WHERE DID YOUR PASSION FOR DESIGNING HOMES FOR PEOPLE IN NEED COME FROM?
While in Peru, I saw many people living without safe or stable homes. I developed the desire to support those in need by creating more secure places for them to live together with their families. From an early age, I have always designed things. As an example, I have built detailed homes in Minecraft, as well as constructed homes for ants and built entire ant colonies. Looking back, I think architecture was always a process by which I created new ideas and developed all sorts of solutions to various problem situations.
DO YOU SEE YOURSELF AS AN ANALYTICAL THINKER, A CREATIVE THINKER, OR BOTH?
I believe that I am a combination of the two things. Architecture uses both creativity as well as strategy and problem-solving. This applies to volleyball too, in that I love being able to make quick decisions as a setter about what type of play will work best at at any given moment.
YOU’VE OVERCOME INJURIES. WHAT DID THE EXPERIENCE TEACH YOU?
When I broke both ankles, it taught me how to be patient and resilient. Without question, I learned that setbacks only define you if you allow them, and even when I could not play the way I wanted, I learned that it is extremely important to have a good mindset. At the same time, I learned that I could be a leader by encouraging and supporting my teammates even during my worst moments. It made me a stronger person mentally and helped me appreciate the opportunities that I currently have.
AS SOMEONE INVOLVED IN GIRLS IN STEM, WHAT ADVICE WOULD YOU GIVE YOUNGER STUDENTS WHO FEEL INTIMIDATED ENTERING STEM FIELDS?
I’d tell people not to doubt themselves. A lot of people grow up thinking STEM is only for certain types of students, but everyone brings different experiences and perspectives that matter. Being part of Girls in STEM showed me how important a supportive community is because everyone motivates and helps each other grow. I think people should take chances on things they want to explore, ask questions, try new things and not be afraid of making mistakes.
QUICK TAKE
What’s your go-to song, artist or playlist before a volleyball game or big event?
One song I always listen to before a big game or event is “Hot Wings (I Wanna Party)” by Jamie Foxx. It gets my energy up, puts me in a confident mindset, and helps me get excited before a competition.
AYAAN SADIQ
AITE
Three trips to the FBLA National Leadership Conference. A demanding year-round tennis schedule. One of AITE’s most rigorous course loads. Somehow, Ayaan Sadiq has found a way to fit it all together without losing sight of what matters most. Friends know him as someone who will always lend a hand, whether that’s helping them prepare for an exam or simply showing up when he’s needed. It’s the same mindset that has inspired his dream of becoming a doctor, where he hopes to make a difference, one person at a time.
YOU BALANCE A DEMANDING TENNIS SCHEDULE WITH FBLA, MODEL UN AND A RIGOROUS ACADEMIC LOAD. WHAT DOES DISCIPLINE LOOK LIKE FOR YOU ON A DAY-TO-DAY BASIS?
Discipline looks like managing my time effectively in order to maintain proficiency in all aspects of my life. I do my best to manage my time so that I do not fall behind in my academics, my extracurriculars, or in my social life. I believe that maintaining a healthy balance between everything is a clear sign of proper discipline.
YOU’VE CONSISTENTLY COMPETED AT A HIGH LEVEL IN FBLA AND REACHED NATIONALS MULTIPLE TIMES. WHAT HAS COMPETING TAUGHT YOU BEYOND BUSINESS OR ACADEMICS?
Competing in FBLA has taught me how to work well with others. Working with my partners throughout these last three years has taught me important skills in communication, planning and patience. I’ve also learned how to better coordinate within groups.
YOUR GOAL IS TO PURSUE MEDICINE AND FOLLOW IN YOUR PARENTS’ FOOTSTEPS. WHAT DREW YOU TO THAT PATH, BEYOND FAMILY INFLUENCE?
Even though both of my parents are doctors, what really drew me to medicine was the idea that I could help people in a real and direct way. I’ve always liked being the person people can come to for support, whether it’s helping a classmate or just being there for someone. Medicine feels like the path where I can turn that into something bigger and actively help people as much as I can.
YOU’VE MENTIONED THE IMPORTANCE OF HELPING OTHERS IN SIMPLE, DIRECT WAYS. HOW HAS WORKING IN YOUR MOM’S PEDIATRIC OFFICE SHAPED HOW YOU THINK ABOUT CARE AND RESPONSIBILITY?
Working in mom’s pediatric office showed me that care is not always about doing something huge. Sometimes it is ensuring the supplies are ready, or helping the staff, or doing small things that make the day easier for everyone. It taught me that responsibility means being dependable and helpful.
WITH SUCH A PACKED SCHEDULE, HOW DO YOU DEFINE SUCCESS FOR YOURSELF RIGHT NOW?
Right now, I define success as doing my best while continuing to stay balanced and being the kind of person others can count on. Grades, tennis and clubs matter to me, but I also care about staying humble, learning from feedback, being with my friends, having fun and keeping a healthy life outside of school. To me, success is not just achieving things, but growing into someone who can help others and handle challenges the right way while still being the best version of myself.
QUICK TAKE
What’s your favorite way to reset after a long week of school and activities?
I like to hang out with my friends, listen to music, go to the gym, or take long car rides at night.
FELIPE QUINTERO OCHOA
RYE COUNTRY DAY
Felipe Quintero Ochoa remembers falling down the rabbit hole when he asked one simple question: How does ChatGPT actually work? The answer wasn’t easy to find. Most of the resources he came across were written for college students, leaving him to piece a lot together on his own. Rather than accept that barrier, he decided to change it. Today, he’s the co-founder of the AI Youth Global Organization, which reaches students in 13 countries with free machine learning resources, while also leading his school’s AI Club and helping develop AI solutions to reduce food waste. This fall, he’ll research how to make artificial intelligence more accessible for the next generation.
WHAT INSPIRED YOU TO MAKE AI EDUCATION ACCESSIBLE TO HIGH SCHOOL STUDENTS WORLDWIDE?
When I first started learning about machine learning, I had never even heard of a neural network. I was severely underprepared and spent a month trying to understand a model far above my knowledge level. Eventually, I found beginner-friendly resources that helped me build my understanding, but most machine learning resources were designed for college students, not high schoolers. Seeing that gap inspired me to create educational resources of my own to make machine learning more approachable. My grandparents have always stressed that education is one of the most valuable things in life, so creating these resources became a natural way to give back.
TODAY, YOU’RE TEACHING COMPLEX CONCEPTS LIKE TRANSFORMER MODELS. HOW DO YOU MAKE IT ENGAGING FOR YOUR PEERS?
I was once a beginner and had to learn almost everything I know about machine learning on my own. When I teach, I try to address the same gaps in understanding that I experienced. Some students don’t yet have the mathematical background for machine learning, so I build from the foundations they do have and introduce concepts step by step.
YOUR WORK, INCLUDING THE FOOD WASTE PROJECT, SITS AT THE INTERSECTION OF EDUCATION, RESEARCH AND REAL-WORLD APPLICATIONS. HOW DO YOU DECIDE WHICH PROBLEMS ARE WORTH FOCUSING ON?
I tend to focus my research on areas of machine learning that genuinely interest me. When I discover a new topic, I often create an educational resource for it because teaching something is one of the best ways to deepen my own understanding. For real-world applications, I’m especially interested in using machine learning to preserve dying languages and solve optimization problems, like reducing food waste.
AS SOMEONE DEEPLY INVOLVED IN MATHEMATICAL MODELING COMPETITIONS, WHAT EXCITES YOU MOST ABOUT THE WAY MATH HAS REAL-WORLD IMPACT?
What excites me most is how math can be used to optimize real-world and computational systems. Whether it’s building mathematical models to solve complex problems or powering machine learning systems, mathematics makes many of the technologies we use every day possible. That connection continues to fascinate me.
QUICK TAKE
If you could instantly master one completely unrelated skill, what would it be?
Graphic and video design. I think design is one of the best ways to communicate ideas and being able to present information well is an invaluable skill.
ALEK MODI
BRUNSWICK SCHOOL
Alek Modi didn’t set out to become a leader. He signed up to volunteer at a World Refugee Day celebration, laced up his cleats, and joined a soccer game with kids who had recently arrived from countries around the world. That afternoon changed the course of his high school experience. What began on the soccer field grew into years of service with JFS Greenwich, where Alek helped build a student club, rally classmates and create meaningful connections with refugee families. Through it all, he’s remained the same person who believes that simply showing up can make all the difference. This fall, he’ll bring that same sense of purpose to the University of Chicago as a first-year student.
HOW DID THAT FIRST EXPERIENCE WITH JFS SHAPE THE WAY YOU THINK ABOUT COMMUNITY?
My involvement with JFS began the summer I was going into my junior year, and yes most of the work I did was playing soccer. I’ve been playing for most of my life, and the sport has shaped who I am today. It has taught me patience, resilience and teamwork. Volunteering with JFS taught me the importance of being part of a close community. I saw the mpact that my presence had on these families. Small things like serving food or handing out school supplies have an imact on everyone in a community, and that’s why I love working with JFS.
YOU’VE SINCE HELPED BUILD PROGRAMMING, EVENTS, AND A STUDENT-LED JFS CLUB. WHAT MOTIVATED YOU TO MOVE FROM PARTICIPATING TO LEADING?
I was initially introduced to JFS by Dr. Courtney Spada, who works at Brunswick and has been a huge help. She does just as much work, if not more, for JFS as I do. After seeing how much I enjoyed volunteering that day and how much the kids enjoyed it, Dr. Spada asked if I would be interested in starting a JFS club at school, to which I responded with a hesitant yes. Prior to this, I never considered myself a leader, as I felt that I never had the personality for it. By starting this club, I realized that I would be working more closely with an organization that I love, and indirectly building my leadership skills, which I have come to value.
HOW DO YOU DEFINE MEANINGFUL LEADERSHIP?
I definitely agree with that description of me. I would say that I try to lead by example. I have never been the loudest or most outspoken person, so trying to lead like that has never worked for me. Personally, I think that before anyone can lead effectively, trust must be built. For me, just showing up on a regular basis and having meaningful conversations through a common love of soccer was the perfect way to build that trust.
YOU’VE WORKED WITH REFUGEE FAMILIES FROM AROUND THE WORLD. WHAT HAS STAYED WITH YOU FROM THOSE RELATIONSHIPS?
Be grateful for what you have. These kids have had more challenges than the rest of us, yet they are happier than most kids I know.
QUICK TAKE
If your friends had to sum you up as a soccer player or teammate, what would they say?
“He’s competitive, but he will never sacrifice the chance to have fun!”
PAULA ZANOL
GREENWICH ACADEMY
Before an audience ever applauds or an essay reaches a teacher’s desk, Paula Zanol is already asking herself the same question: How do I make someone feel something? It’s the thread that connects her work in Greenwich Academy’s theater productions to the writing voice that has earned praise from her teachers and the Friday afternoons she spends tutoring math at her alma mater, Waterside School. Whether she’s performing, writing or mentoring, Paula believes stories have the power to build empathy, spark conversation and help people feel understood.
YOU’RE KNOWN FOR EXCELLING ACADEMICALLY AND ON STAGE. HOW DO THOSE TWO WORLDS INFLUENCE EACH OTHER?
For me, acting and academics complement each other more than people might expect. Theater has taught me confidence, communication, and adaptability. I bring these things with me to the classroom during discussions, presentations, and speeches. On the other hand, my classroom experience has taught me discipline, perseverance, and how to analyze complex situations. I use those skills to understand characters on stage.
TEACHERS DESCRIBE YOUR WRITING VOICE AS EXCEPTIONALLY STRONG AND INTENTIONAL. HOW DID YOU DEVELOP THAT VOICE IN WRITING AND PERFORMANCE?
I think a lot of my voice comes from my life experiences. I’ve lived with my mom my whole life, and from a young age I’ve helped with things like paying Eversource bills, editing emails and resumes, and taking on responsibilities that many people don’t encounter until later in life. Those experiences taught me independence, resilience and confidence, and I think those qualities naturally show up in both my writing and acting. My teachers at GA have also played a huge role. They’ve encouraged me to think for myself and trust my own perspective, and that confidence has shaped both the way I write and perform.
YOU’VE TAKEN ON A WIDE RANGE OF ROLES FROM TRAGEDY TO COMEDY. WHAT TYPES OF CHARACTERS CHALLENGE YOU MOST?
Ironically, the characters who are most like me are the hardest to play. They force me to rediscover myself and have the confidence to share that with an audience. Characters who are completely different from me require something else: empathy. They challenge me to understand someone else’s story and perspective.
HOW HAS YOUR JOURNEY FROM WATERSIDE TO GA SHAPED YOU?
Waterside is so different from any elementary school in Stamford, and I would even say it helped raise me. I learned to appreciate my background, not just ethnically, but culturally and socioeconomically, as part of a single-parent household. Most importantly, I have learned what it means to truly love learning. Even now, I still quietly recite Waterside’s pledge to myself: “Work hard, be kind, and respect learning.” I’ve carried that mindset with me to Greenwich Academy.
QUICK TAKE
If you could step into any play or movie role for a day, what would it be?
I’d step into Short Term 12. More than anything, I wanted to be one of the young adults caring for the kids in the film. Watching how much of a difference they made simply by showing up reminded me of the kind of impact I hope to have on others.
HANNAH BAHAR
BI CULTURAL HEBREW ACADEMY
Hannah Bahar isn’t good at sitting on the sidelines. If a team needs a leader, she steps up. If a school tradition doesn’t exist, she’ll help create it. If someone could use a little encouragement, she’ll find a way to make it happen. Over the past few years, that instinct has led her to captain two varsity teams, co-found Paper Hugs—a service organization dedicated to spreading kindness through handwritten cards and care packages—organize her school’s first prom, and participate in the United States Military Academy’s Summer Leaders Experience. With plans to study economics and pursue a career in public service, Hannah proves that the best leaders are the ones willing to build something from the ground up.
YOU LEAD MULTIPLE VARSITY TEAMS, CLUBS, AND SERVICE INITIATIVES. WHAT DOES LEADERSHIP MEAN TO YOU?
It’s about understanding your role in each environment. Sometimes that means stepping up, and other times it means giving someone else the opportunity to lead. Leadership isn’t one fixed position. It changes depending on the group and the goal. In volleyball, I stepped into the setter position after our previous setter graduated. That role taught me how to communicate, direct the offense, and make sure everyone understood their role. After going winless my freshman year, we finished undefeated the next season and later placed third at a tournament in Atlanta after raising more than $3,000 to attend. That experience led me to Chelsea Piers’ national team and Team USA for the Maccabiah Games. Outside of sports, I co-founded Paper Hugs with my best friend, Liora, where we create cards and care packages for people in need. Whether it’s leading a club or serving as student council president, I’ve learned that leadership is about helping people succeed.
YOU FOUNDED PAPER HUGS AROUND THE IDEA THAT SMALL ACTS OF KINDNESS CREATE CONNECTION. WHAT HAS SURPRISED YOU ABOUT ITS IMPACT?
I’ve saved almost every handwritten note I’ve ever received because there’s something so special about reading words written just for you. I wanted other people to experience that same feeling. When Liora and I started Paper Hugs, it was simply a way for students to do something kind. As we took on bigger projects, like creating gift baskets for Inspirica, our impact grew. When the shelter called to tell us how touched the women were, I realized small acts of kindness really can have a lasting impact.
WHAT FIRST SPARKED YOUR INTEREST IN ECONOMICS, POLICY AND HOW SYSTEMS SHAPE GLOBAL ISSUES?
My dad has always taught me that being well-read is one of the most important qualities a person can have. As my interest in history grew, so did my desire to understand how the world works. When I had the opportunity to take AP Microeconomics, my dad encouraged me to take the class. Since then, my interest in economics, investing, and global issues has only continued to grow.
WHAT DID YOU LEARN AT THE SUMMER LEADERS EXPERIENCE AT WEST POINT?
I crave discipline. I enjoyed learning how my body and mind respond under structure and pressure. It challenged me physically and pushed me outside my comfort zone.
QUICK TAKE
What’s a daily ritual or habit you look forward to?
Every night I pick the song I want to wake up to, and it has to be something uplifting. I love dancing before I even hit the stop button on my alarm because it gets me excited for the day. Some of my favorites are “Billie Jean” and “Dancing Queen.”
JUAN MANUEL GARCIA ORTIZ
STAMFORD HIGH
Years ago, when Juan Manuel Garcia Ortiz and his family arrived from Colombia, local organizations helped them navigate a new language, a new school system and a new life. Now, he’s helping do the same for others. At Stamford Hsigh, Juan launched a multilingual branch of the school’s tutoring program, creating a space where students can receive academic support in their native language. Through leadership roles in DECA, the Mayor’s Youth Leadership Council, and community advocacy, he’s worked to make opportunity more accessible. This fall, he’ll bring that passion for history, writing and public service to Yale University.
YOU’VE LEAD THE CREATION OF A MULTILINGUAL TUTORING INITIATIVE AT STAMFORD HIGH. WHAT INSPIRED YOU TO FOCUS ON LANGUAGE ACCESS?
When I joined my school’s tutoring program, it was very new, so I knew there were many ways it could expand. Creating a multilingual branch was one of my first ideas because Stamford High has a significant international community. Students speak Spanish, Haitian Creole, Ukrainian, and other languages, and around 20 percent of students are multilingual learners. Having a part of the program dedicated to honoring those languages while providing academic support was essential to ensuring our school community’s success.
HOW HAS YOUR IDEA OF LEADERSHIP EVOLVED?
My involvement in DECA and U-Knighted Nations Tutoring has taught me to view leadership through a more collaborative lens. Being president comes with greater responsibility, but something that’s just as important is coordination. Creating a cohesive, motivating, and welcoming environment allows everyone to contribute their strengths.
YOU’VE DESCRIBED YOUR MOTIVATION AS HELPING OPEN DOORS FOR OTHERS. WHAT MOMENTS HAVE REINFORCED THAT PURPOSE?
The moments I’ve shared with Building One Community have strengthened that conviction. Originally, my family and I were the beneficiaries of many of the organization’s programs, which helped us overcome language barriers and adjust to a new home. Now, whenever I return to Building One Community to volunteer, especially teaching English where my mom was once taught, I’m reminded of the many doors they helped open for us. I recognize a powerful cycle where a community’s desire to help others is passed from person to person, to build a stronger society.
AS A MEMBER OF THE MAYOR’S YOUTH LEADERSHIP COUNCIL, HOW DO YOU THINK STUDENT VOICES CAN CREATE CHANGE?
Through strong convictions and unwavering persistence. Many people recognize problems in their communities but are too afraid to speak up. We expect change to come effortlessly, but it rarely does. My advice to young leaders is to be confident in yourselves and less afraid of uncomfortable conversations.
QUICK TAKE
If you could instantly become fluent in any language, which would you choose and why?
I would choose Quechua or Haitian Creole. Quechua would allow me to learn more about Indigenous communities and their histories, while Haitian Creole would help me connect more deeply with Stamford’s Haitian community, where I’ve often encountered language barriers.
OLIVIA AJAYI
KING SCHOOL
Olivia Ajayi has always been fascinated by how things work. These days, that curiosity has taken her from King School’s Robotics Club to New York University’s Rizzo Biomedical Engineering Lab, where she’s helping with research assistive technology for people with visual impairments. Whether she’s designing, coding, competing on the soccer field, or debating global issues through Model UN, Olivia is drawn to problems that don’t have easy answers. She hopes to build medical technologies that make healthcare more accessible. She believes the best engineering doesn’t just solve problems; it improves people’s lives.
YOUR WORK IN NYU’S RIZZO BIOMEDICAL ENGINEERING LAB FOCUSES ON ASSISTIVE TECHNOLOGY FOR VISUALLY IMPAIRED INDIVIDUALS. WHAT DREW YOU TO THAT INTERSECTION OF ENGINEERING AND ACCESSIBILITY?
I’ve known I wanted to be an engineer for a long time, and as I grew more mature and inquisitive, I became more aware of how integral technological design is to creating solutions across many disciplines. I take a particular interest in engineering’s potential to expand access to effective healthcare and improve quality of life. When researching opportunities, I came across NYU’s Rizzo Lab. As I learned about the unique challenges visually impaired individuals face and the amazing assistive technology in development, it seemed like the perfect opportunity to begin learning and, more importantly, contributing.
FROM ROBOTICS TO BIOMEDICAL RESEARCH, YOU’RE CONSTANTLY WORKING WITH SYSTEMS THAT SOLVE REAL-WORLD PROBLEMS. HOW DO YOU APPROACH TURNING AN IDEA INTO SOMETHING FUNCTIONAL AND USABLE?
I start with an outline. I write or draw up my initial plan, build the workflow, and organize all of my ideas into something manageable. Once that’s done, I follow my outline while making tweaks and troubleshooting along the way. After creating an initial product, testing it, and getting feedback, I keep working until I have a functional solution.
AS A LEADER IN KING’S ROBOTICS CLUB, HOW DO YOU BALANCE TECHNICAL PROBLEM-SOLVING WITH COLLABORATION AND CREATIVITY IN A TEAM?
I believe the Robotics Club should be centered around enthusiasm for collaboration and mutual respect. Everyone brings valuable ideas and skills to the team. I try to set an example by creating an environment where people feel comfortable sharing their ideas. From there, the value each person brings does the rest of the work.
QUICK TAKE
If you could instantly learn any creative skill, what would you pick?
I’d love to learn how to play an instrument, maybe guitar. I love music. I use it to decompress, set my mood, gain perspective, and connect with others. Having the ability to create my own would be awesome.
NATE SAMELSON
ST. LUKES SCHOOL
Long before the first bell rings, Nate Samelson is usually on a tennis court. Years of early morning training helped him become a nationally ranked player, lead St. Luke’s School to its first NEPSAC Championship at No. 2 singles, move into the No. 1 spot the following season, and earn a place on the U.S. delegation for the Maccabiah Games. Off the court, he’s conducted quantum gravity research at the University of Cambridge, worked in data science at the University of Connecticut, and committed to MIT with an NROTC scholarship. After beginning Navy training this summer, he heads to MIT for his next chapter. Whether mentoring young athletes or volunteering with The Friendship Circle in Stamford, Nate approaches every challenge with the same discipline, curiosity, and commitment to serving others.
YOU BALANCE ELITE-LEVEL TENNIS, INCLUDING NATIONAL RANKING AND INTERNATIONAL COMPETITION, WITH HIGH-LEVEL ACADEMIC RESEARCH IN PHYSICS AND DATA SCIENCE. HOW DO YOU MANAGE INTENSITY ACROSS THESE DISCIPLINES?
It is all about balance and time management. If you are really passionate about something, you find the time to commit to it, even if it is difficult. Traveling for junior tournaments meant I had to miss certain things, but for me it was always about setting priorities. Throughout high school, I played tennis before school, which gave me extra time in the afternoons to focus on academics. Years of balancing these interests have shaped my ability to manage my time effectively.
AS A CO-CAPTAIN AND #1 SINGLES PLAYER WHO HELPED LEAD YOUR TEAM TO ITS FIRST NEPSAC CHAMPIONSHIP, WHAT DOES LEADERSHIP LOOK LIKE TO YOU ON AND OFF THE COURT?
To me, leadership is about setting an example for those around you. Whether it’s giving your all at practice, bringing energy to matches, or offering advice off the court, being the change you want to see in others goes a long way. No matter what I do, I try to put my best foot forward and, in turn, uplift everyone around me.
YOUR RESEARCH SPANS QUANTUM GRAVITY AT CAMBRIDGE AND DATA SCIENCE AT UCONN. WHAT DRAWS YOU TO THESE AREAS OF STEM?
Although they seem different, I’ve found that everything connects. There would be no way to analyze experiments conducted in particle accelerators without the help of data science. By recognizing these connections, we discover new areas of knowledge to explore. My true passion isn’t physics or data science, but the questions each field presents and the opportunity to explore the unknown.
YOU’VE BEEN INVOLVED IN FRIENDSHIP CIRCLE FOR YEARS, INSPIRED BY YOUR TWIN. HOW HAS THAT RELATIONSHIP SHAPED THE WAY YOU THINK ABOUT INCLUSION AND COMMUNITY?
I’ve always had a really special relationship with my sister. She is both my biggest inspiration and my biggest supporter. Watching her overcome challenges has helped me push through some of my own difficult moments. While I get my discipline from my parents, my ability to connect with others comes from my sister. Growing up, she would strike up conversations with anyone, and over time that confidence rubbed off on me. Experiences like that have shown me why inclusive communities matter and why I love being part of Friendship Circle.
VIKTORIA KOSTYUK
STAMFORD HIGH
Most people walk into a hospital hoping to leave as quickly as possible. Viktoria Kostyuk walks in hoping to learn something new. Whether she’s translating for patients in Stamford Hospital’s Trauma Center, assisting in the PACU, observing robotic surgeries or riding along during EMT training, she’s constantly looking for opportunities to understand medicine from every angle. That same curiosity inspired her to create Stamford High’s Pre-Health Club, connecting classmates with physicians, researchers, and other healthcare professionals while encouraging them to explore careers in medicine.
YOU HAVE EXPERIENCE IN MULTIPLE MEDICAL SETTINGS. WHAT MOMENTS HAVE CONFIRMED YOUR DESIRE TO PURSUE MEDICINE?
My journey into medicine didn’t begin with a single event, but with a persistent question: “Why?” While most children saw needles and sterile halls as scary, I saw them as something new to discover. There have been several small moments that confirmed my passion. During my clinical rotations, I had the opportunity to work with the da Vinci Surgical System. Everything came naturally, and my excitement grew every time I entered the operating room. However, my passion became abundantly clear when I treated my first patient during EMT training. Despite my nerves, I was able to focus, work with the paramedic and help stabilize the patient. Knowing our actions helped save a life is one of the best feelings I have experienced.
YOUR WORK IN THE PACU AND TRAUMA CENTER INVOLVES DIRECT PATIENT INTERACTION, INCLUDING TRANSLATION AND EMOTIONAL SUPPORT. HOW HAS THAT SHAPED YOUR UNDERSTANDING OF CARE?
People come to the hospital not only for their own medical needs, but also to see friends and loved ones. I’ve learned that healthcare starts the moment you enter the hospital and continues through every interaction. The smallest actions, such as translating for doctors, nurses, and patients, can positively transform someone’s experience. People are at their most vulnerable in the hospital, which is why I believe patient care extends beyond direct medical treatment. Meeting both the physical and emotional needs of a patient helps them feel safe.
AS FOUNDER OF THE PRE-HEALTH CLUB, YOU’VE CONNECTED STUDENTS WITH PROFESSIONALS ACROSS HEALTHCARE FIELDS. WHAT IMPACT HAS THAT HAD ON YOUR PERSPECTIVE?
I’ve realized that most people in healthcare love sharing their experiences and knowledge. Cold emailing researchers and doctors can feel intimidating, and oftentimes I haven’t gotten a reply, but taking that leap of faith has enabled me to meet amazing medical professionals who have become my mentors. The possibilities in medicine extend far beyond doctors and nurses. Students who have connected with healthcare professionals have discovered careers they hadn’t previously considered.
YOU’VE LED MAJOR SERVICE EFFORTS. WHAT DRIVES YOU TO TURN IDEAS INTO ACTION?
I’m driven by the belief that a good idea, once scaled, stops being a concept and becomes a tool that can improve lives. I noticed student athletes were leaving home at 7 a.m. and not returning until 10 p.m. on game days. Knowing that over 50 percent of Stamford students qualify for free or reduced lunch, I organized a donation drive at a local grocery store. My club collected over 1,000 items, then packed customized snack bags based on travel distance, game length and team size. I saw a gap in access, and I refused to wait for someone else to close it.
QUICK TAKE
What’s your favorite way to decompress?
I love finding a cozy spot in my room, making myself tea, and turning on a movie or show. I love classic comedies and crime shows like Modern Family, 2 Broke Girls, White Collar, and The Mentalist. When I have more free time, I like doing macramé. Large projects help me unwind.
THE WORLD THEY WANT TO BUILD
Each of these students is already thinking beyond themselves. Here, in their own words, is the future they’re working toward.
EDUCATION
“Creating educational resources on machine learning was a natural and fulfilling way to give back to my community.”
– FELIPE QUINTERO OCHOA
CONFIDENCE
“There is nothing I want more in this world than for girls to be confident in their bodies’ capabilities.”
– HANNAH BAHAR
COMMUNITY
“Small things like serving food or handing out school supplies, has a huge effect on everyone in a community.”
– ALEK MODI
SERVICE
“I hope to embrace the philosophy of servant leadership, which is the idea that a leader’s primary goal is to serve those they are leading.”
– NATE SAMELSON
CONNECTION
“The smallest actions—such as translating for doctors, nurses, and patients—can in a positive way transform someone’s experience.”
– VIKTORIA KOSTYUK
OPPORTUNITY
“I started to recognize a very strong cycle in which a community’s desire to help and ‘open doors for others’ is treated as a tradition.”
– JUAN MANUEL GARCIA ORTIZ
HOUSING
“I would like to support those in need by creating safer and more secure places for them to live together with their families.”
– ANGELA CHAVEZ
INNOVATION
“I aim to contribute to solutions that improve quality of life, specifically health at scale.”
– OLIVIA AJAYI
COMPASSION
“If you have the opportunity to help someone, you should.”
– AYAAN SADIQ
ADVOCACY
“I want to support those who don’t have a voice, are reluctant to use it, and just need someone to tell them that their story matters.”
– PAULA ZANOL