queen's essay competition 2021 winners

Camilla welcomes Essay Competition winners with first speech as Queen Consort

Camilla gave her first official speech as Queen Consort at a Buckingham Palace reception for winners of the Queen’s Commonwealth Essay Competition on Thursday.

Camilla began her speech by paying tribute to the Queen, who had been a patron of the Royal Commonwealth Society since 1952.

She said: “Over the past few months, my husband and I have drawn immense comfort from the messages of condolence that we have received, and continue to receive, from the four corners of the world.

“They have reminded us that the written word has a unique ability to connect, to heal, to reassure and to offer hope, even in the midst of grief.”

Camilla, who became vice-patron of the society in 2018, added: “All of us are bound together by a profound appreciation of the written word and of our Commonwealth.

“This wonderful, extraordinary, richly diverse association of independent and equal nations, and friends, is, truly, ‘ours’, belonging to each one of us, and the connections between us run deep.”

She finished her speech with a quote by the late South African president Nelson Mandela, who she described as a “great writer”, saying “a winner is a dreamer who never gives up”.

A record-breaking 26,322 children entered the 2022 competition, with the winners and runners-up from New Zealand, Australia, the UK and India.

The senior winner was 17-year-old Sawooly Li from New Zealand. Ms Li said Camilla “was lovely” and had spoken to all the nominees individually, adding that the day had been “an amazing experience”.

Ms Li told the PA news agency: “You see Buckingham Palace on television, but you never expect you would come here yourself.”

The junior winner, Madeleine Wood, 14, who lives in Melbourne, Australia, said Camilla had made all the winners “feel relaxed” before going on stage, adding that the American novelist Donna Tartt was one of her favourite authors.

Extracts from the winning pieces were read by Royal Commonwealth Society ambassadors including Alexandra Burke, Ayesha Dharker, Geri Horner and Ben Okri.

Mr Okri, the 1991 Booker Prize winner, said Camilla had “become our great literary Queen Consort”, before reading out Ms Li’s winning entry, Willow Trees and Waterholes.

Ms Horner, also known as Ginger Spice from the Spice Girls, recommended The Book Thief by Markus Zusak to Camilla, who said she had it on her “reading board” for the Royal Reading Room.

Camilla also met three previous winners and runners-up from 2020 and 2021, who were not able to attend awards ceremonies due to Covid restrictions.

For 2022, the competition theme was Our Commonwealth, reflecting on the Queen’s seven decades of service to the Commonwealth.

The Queen’s Commonwealth Essay Competition is the world’s oldest international writing competition for schools.

It was founded in 1883 by the Royal Commonwealth Society to promote literacy, expression and creativity among young people throughout the Commonwealth.

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Camilla congratulates winners of Queen’s Commonwealth Essay Competition

The Duchess of Cornwall drew words of wisdom from a favourite redheaded literary character (and met another famous ginger) when she welcomed young winners of the Queen’s Commonwealth Essay Competition to St James’s Palace for a special reception.

Sharing a passage from the novel “Anne of Green Gables,” Camilla, who serves as Vice Patron of the Royal Commonwealth Society, spoke about the special bond members of the Commonwealth share.

“To quote the famous Canadian literary character, Anne of Green Gables, ‘I’m so thankful for friendship: it beautifies life so much,'” she said. “Our Commonwealth community gives each of us 2.4 billion friends. And I believe the 2.4 billion of us do much to beautify life for one another: rejoicing in each other’s successes, benefitting from each other’s wisdom, and supporting and sustaining one another through difficult times.”

Along with award-winners and their families, competition judges, and literary figures, Geri Horner, better known as Ginger Spice of The Spice Girls, also attended the event. Horner, who serves as a Royal Commonwealth Society Ambassador, greeted Camilla in a video tweeted by Daily Mail reporter Rebecca English. In the footage, Camilla chatted with the star, telling her that Prince Charles was “a complete workaholic” when Horner asked how he was doing.

The Queen’s Commonwealth Essay Competition is the world’s oldest international writing competition for schools and each year, young people are asked to submit essays responding to a specific theme. The Duchess of Cornwall congratulated the 2021 senior winner, 16-year-old Kayla Bosire from Nairobi, Kenya, and the two runners-up, Aditi Nair and Raisa Gulati, both from India. Due to travel restrictions, Camilla presented a certificate via video call to 13-year-old Ethan Charles Mufuma from Mukono, Uganda, who was this year’s junior winner.

During the event, the Duchess of Cornwall also met Cassandra Nguyen, the 2020 Junior Winner from Canada, since the 2020 awards were presented virtually.

Camilla also shared her joy at the essay competition’s record-breaking number of entries, with 25,648 young people submitting essays – the most since the contest began in 1883. She went on to give her own version of an essay based on this year’s theme, “Community in the Commonwealth,” although she noted she doubted “that they would qualify me as a Senior Winner – or even a very, very Senior Winner.”

Speaking about the power of storytelling, the Duchess of Cornwall praised how “the young people who enter this Competition bring us together with their powerful stories, essays, poetry and letters on the issues that most matter today, making the profound accessible.”

Ending her speech by stressing her determination “to visit more Commonwealth countries as soon as I can,” the Duchess of Cornwall circled back to Anne Shirley. “And now I shall heed more wise words from Anne of Green Gables,” she said, sharing that “the point of good writing is knowing when to stop.” 

The Royal Commonwealth Society, founded in 1868, works to improve the Commonwealth through efforts in youth empowerment, education and high-level advocacy. The Society founded The Queen’s Commonwealth Essay Competition “to promote literacy, expression, and creativity among young people” throughout the Commonwealth’s 54 member nations.

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Ramsawak gets gold in Commonwealth essay contest

Learning is not a spectator sport. It requires getting involved, often in things that may not come naturally at first. Such was the case for 16-year-old Anthony Ramsawak.

Mastering the Queen’s English is no easy feat and it was not a talent Ramsawak even knew he had, but after participating and placing in his first essay-writing competition, he developed the confidence to continue.

Last year, Ramsawak, who is in form five at Cunupia Secondary, entered the UWI Essay Competition and placed second.

"I never entered a competition, but after entering (the UWI competition), it pushed me to do more," said Ramsawak.

In an interview with Newsday, Ramsawak opened up about how the pandemic influenced an essay that would earn him recognition in a major essay-writing competition.

Ramsawak's form teacher Karen Cupen said if it weren't for the pandemic, she would have never considered encouraging her students to take part.

"Being online, there wasn’t much to do and I felt as if they should take part in other things."

So Cupen searched for other things to engage her students, who were becoming bored with the online environment.

"We may have never looked online to take part in this competition if it weren’t for the pandemic. I never knew about it. We would probably continue after pandemic. It’s a good experience."

The Queen's Commonwealth Essay Competition, established in 1883, is the world's oldest international writing competition for schools. It was started to elevate youth voices and develop key skills through creative writing.

This year, the competition had a record-breaking 25,648 entrants from across the Commonwealth. Each entrant is awarded a certificate and ranked as gold, silver, or bronze. Ramsawak, although not one of this year's winners, received a gold award for his entry. entitled From There (Triskaidekaphobia) to Here (Notabilia).

The theme of this year's competition was Keeping connected through covid19, and Ramsawak used his newfound skill to convey the emotions he felt during the pandemic.

Cupen said when she first approached him about the competition, he was intimidated by the 1,500-word limit and didn’t think he could do it, but she encouraged him to try.

“Initially…he was scared. I told him to still try, and he even wrote more than he was supposed to and had to edit it down,” she joked. “Now, I don’t think he is scared about it.”

Ramsawak began his essay with the moment he, along with the rest of the nation, discovered he would be at home for an unspecified amount of time owing to the arrival of the country's first covid19 case.

"Friday the thirteenth has long been associated as an unlucky day," reads the essay. "It has been over a year, but that balmy Black Friday in March is vividly imprinted in my mind.The day when the unprecedented news was announced by our Prime Minister, Dr Keith Rowley, that our beloved country of the Republic of Trinidad and Tobago was on lockdown due to the coronavirus pandemic."

Ramsawak uses the ancient Greek word triskaidekaphobia – the fear of the number 13 – to depict the horror of the day his life changed forever.

The essay discusses how Ramsawak used technology to stay connected with friends, family, and classmates during his time at home.

"The essay talks about taking me from where I started to where I ended."

It ends with his gratitude for the opportunity to stay connected with the ones he loved during uncertain times.

"Isolating from our friends has been quite tough, but technology gave us that line of connection.

“The numerous kind acts around the community to the unprivileged have given hope and support. The live concerts and sermons filled the gaps with positive energy and love. In addition, music plays a crucial role in up keeping our mental hygiene through these difficult times.

“The need to live in the moment and not just wait behind closed doors to live again after the pandemic, led my family and (me) to create personal and family routines, in order to live each day with gratitude.”

Ramsawak posts his writing on a website he created to share his content. On the website are essays, poems and some other work.

Cupen said he recently wrote a moving poem tackling the difficult topic of anti-bullying which was praised by teachers and staff at his school. The poem, entitled A Message to my Oppressor, was written for the Ledbury Poetry Festival Poetry Competition – the UK's longest and largest poetry festival. Although he did not place, Ramsawak's poem was shared with the school. It describes a young student's torture at the hands of a schoolyard bully, overcoming the trauma and finding the peace to forgive.

The poem reads,

I remember vividly those restless nights,

crying myself to sleep in dreadful frights.

Tears of pain from your treacherous delight,

praying it’ll cease in tomorrow’s daylight.

A feeling of triumph from the pain I endured.

How intriguing, it’s quite the opposite, I soared!

Memories resurfaced can now be shared,

lessons learnt as I’m no longer scared.

Ramsawak, who expressed an interest in finances, said maths and principles of accounting are his favourite subjects. He said, however, he intends to continue entering essay competitions and develop his newly-discovered talent for writing.

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Kenyan Student Wins Prestigious Queen’s Commonwealth Essay Competition

Kenya’s Deputy Head of Mission to UK Kiarie Kamere (L) and Kayla Bosire (C)

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Kayla Bosire, a 16-year-old Kenyan student, was among the winners of the Queen’s Commonwealth Essay Competition 2021.

Kayla, a student at Maxwell Adventist Academy, was declared the winner of the Senior Writers category by the Royal Commonwealth Society (RCS).

The Kenyan teenager was among 25,648 young writers from across the Commonwealth who entered the 2021 Queen’s Commonwealth Essay Competition. Ethan Mufuma from Uganda was the winner of the junior category.

The theme of this year’s competition was “Community in the Commonwealth” with students writing essays on an array of topics from the COVID-19 pandemic to matters affecting their communities.

Kayla flew to London last week to be presented with her award by vice-patron of the Royal Commonwealth Society Camilla, the Duchess of Cornwall.

Camilla hosted the awards for this year’s essay prize, welcoming young winners to London for a reception at St James’s Palace.

Founded in 1883, the Queen’s Commonwealth Essay Competition is the world’s oldest international writing competition for schools and aims to promote literacy, expression, and creativity among young people throughout the Commonwealth.

Excellent and Congratulations for job well done.

Another BS award seriously.

Nonsense. Colonial awards.

LMAO not the hater comments... I'll tell you wat? just cuz you did not win (if you tried) don't mean you gotta start hatin' on others??? The right will come for you so no of gettin mad for no reason. <3

LMAOOO not the hater comments?? I'll tell you what, just cuz the person you might have been rootin for didn't win mean you have to get on the internet and say bs. So just learn to shush sometimes and hey things might actually go well for yall. @Dan komen & @Ukwelo.

ALSO KAYLA WELL DONE!!! I believe you can do more creative things, this is just a small step into your future <3 !!

Camilla praises Commonwealth during award ceremony for essayists

The Duchess of Cornwall has paid tribute to the “unity, purpose and friendship” of the Commonwealth saying those who belong to it are “incredibly privileged”.

The duchess, delivering a speech at the prize-giving ceremony for the Queen’s Commonwealth Essay Competition (QCEC), said the 2.4 billion members of the Commonwealth “beautify life for one another”.

Camilla vice-patron of the Royal Commonwealth Society, hosted the awards for this year’s essay prize, welcoming young winners to London for a reception at St James’s Palace.

Geri Horner, the former Spice Girl, also attended the ceremony to read one of the winning essays, while singer Alexandra Burke accompanied Cassandra Nguyen, the 2020 Junior Winner from Canada, who met the duchess ahead of the ceremony.

When Horner asked after the Prince of Wales who was famously photographed with a lipstick kiss mark on his cheek after receiving a peck from the singer, the duchess told her he was “fine”, if a “complete workaholic”.

When the celebrity told the duchess about a book she had read which claimed working is the key to a long life, the duchess agreed “Don’t retire!” before joking “that’s not my problem.”

In a speech to guests, Camilla wondered aloud about what she would have written if she had entered the prize as a child, under the topic “Community in the Commonwealth”.

“I think it might go something like this,” she said.

“Those of us who are part of the Commonwealth of Nations are incredibly privileged to belong to this wonderful community of 54 countries, sharing a spirit of unity, purpose and friendship.

“To quote the famous Canadian literary character, Anne of Green Gables, ‘I’m so thankful for friendship: it beautifies life so much’.

“Our Commonwealth community gives each of us 2.4 billion friends.

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“And I believe the 2.4 billion of us do much to beautify life for one another: rejoicing in each other’s successes, benefiting from each other’s wisdom, and supporting and sustaining one another through difficult times.”

Saying she had already witnessed the power of the prize in her travels around the world, she added: “I am determined to visit more Commonwealth countries as soon as I can, and I promise you that I will always seek out the QCEC wherever I go.”

Founded in 1883, it is believed to be the world’s oldest international writing competition for schools and aims to promote literacy, expression, and creativity among young people throughout the Commonwealth.

This year, nearly 26,000 children entered on the theme “Community in the Commonwealth”, with 130 judges whittling entries down to a final four winners.

The winners were Kayla Bosire, aged 16 from Nairobi, Kenya who flew to London to be presented with her award, and 13-year-old Ethan Charles Mufuma, who had a Zoom call with the duchess from the British High Commission in Uganda.

Runners-up, who also visited St James’s Palace, were Aditi Nair aged 15 from New Delhi, India, and Raisa Gulati aged 14 from Amritsar, India.

Judges included bestselling author Dame Susan Hill, author Hiya Chowdhury, head of research for the Shakespeare Birthplace Trust Dr Paul Edmondson, poet, painter and writer Sia Figiel, theatre maker Femi Elufowoju Jr, and Emeritus Professor Satendra Nandan from Fiji.

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Winners of the Queen’s Commonwealth Essay Competition 2021 announced

RUZAIK FAROOK

COLOMBO – The Queen’s Commonwealth Essay Competition 2021 was held recently. The Queen’s Commonwealth Essay Competition is the world’s oldest international writing competition for schools, established in 1883. With thousands of young people taking part every year, it is an important way to recognize achievement, elevate youth voices and develop key skills through creative writing.

A number of Gold, Silver and Bronze Awards was given in both the Senior and Junior categories, rewarding excellence in writing. All successful participants received a Certificate.

The Commonwealth is a voluntary network of 54 countries, based on a shared English language

The winners of the competition of Harcourts International school students received Gold Award – Fathima Amaani Shafeek, Silver Awards – Aina Nisfan and Maimoona Fazlan, Bronze Awards – Aamina Nusrath Ahmad and Zaaraa Ahamad Zubair.

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Two Singaporeans receive The Queen's Commonwealth Essay Competition awards in Buckingham Palace

LONDON - Gauri Kumar, 14, lived in London for three years until she moved home to Singapore last year.

While she was here, she had only seen Buckingham Palace from the outside. On Wednesday (Oct 26), she and fellow Singaporean Tan Wan Gee, 14, were escorted into the palace, put through a rehearsal and taught how to curtsy.

It was to get them ready to meet Camilla, the Duchess of Cornwall.

The Duchess was presenting certificates to the two teenagers: Gauri came in tops in the junior category of The Queen's Commonwealth Essay Competition, while Wan Gee was the runner-up. The senior category was won by Inessa Rajah from South Africa and the runner-up was Esther Mungalaba from Zambia.

They beat 13,500 others from nearly all the Commonwealth countries, earning themselves a "Winners Week" in London which includes cultural and educational activities such as visits to Cambridge University, Houses of Parliament, The London Evening Standard newspaper, British Library and an award ceremony in Buckingham Palace.

Gauri said she was "extremely nervous" about the royal experience. "I haven't processed it yet. Hopefully, I'll be able to understand in a few days. But I'm still really confused about what's been happening," she said after receiving her award from the Duchess.

Wan Gee described the Duchess as "incredibly nice". She had asked the girls about the inspiration behind their winning essays, which had to reflect on the theme of the competition: An Inclusive Commonwealth.

Founded in 1883, The Queen's Commonwealth Essay Competition is the world's oldest international schools writing competition. This year drew the most number of entries. Singapore alone sent in 4,585 entries - more than any other country.

The last Singaporean winner was Selina Xu from Nanyang Girls High School, who was senior runner-up in 2014.

The entries were judged by a pan-Commonwealth body of judges from more than 30 countries, who have described the entries as "inspirational", "imaginative" and "moving".

For her winning essay "Tales Of An Insider/Outsider", Gauri, who attends Tanglin Trust School, wrote about her experience of feeling disconnected from her relatives and culture because she does not speak Hindi well.

Wan Gee, who is studying in Temasek Junior College, wrote a poem "Are We Really So Different? Dear Santa", in which she advocated the importance of equality.

The two are voracious readers, with Gauri enjoying dystopian novels and authors like J K Rowling and George Orwell, and Wan Gee finding inspiration in Charles Bukowski and Sylvia Plath.

"There's something about their poetry that resonates with me," said Wan Gee, who confessed to hating poetry before she took a module in school last year.

"I bought a book by Charles Bukowski the other day. It's the way he makes something very ordinary feel very relatable. I really like that kind of expression."

Mr Michael Lake, director of the Royal Commonwealth Society, which organises the competition, said the four winners represent the "very best and brightest that the Commonwealth has to offer".

"Their essays and poems explore contemporary themes with maturity, intelligence and depth beyond their years."

About 70 guests were at the ceremony at Buckingham Palace on Wednesday to celebrate the young writers' achievements. They included Mr Chia Wei Wen, Deputy High Commissioner for Singapore, The Very Reverend Dr John Hall, Dean of Westminster Abbey and Ms Helle Thorning-Schmidt, former prime minister of Denmark and now CEO of Save the Children International.

Watching on proudly were Gauri's parents and younger sister, and Wan Gee's mother.

The girls are only too aware that when they go back to Singapore, their friends will ask them if they met the Queen. They had words of encouragement for aspiring young writers who might now be inspired to join the competition.

"There's no harm in entering the competition and if you do well, that's the most amazing thing," said Gauri.

Added Wan Gee: "Never give up on your writing. You never know where it'll take you, for example, here."

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Queen’s Commonwealth Essay Competition 2021 for Aspiring Young Writers (Win a Trip to London)

Deadline: June 30, 2021

Applications are invited for the Queen’s Commonwealth Essay Competition 2021 . The Queen’s Commonwealth Essay Competition is the world’s oldest international writing competition for schools, established in 1883. With thousands of young people taking part each year, it is an important way to recognise achievement, elevate youth voices and develop key skills through creative writing.

For 2021 the Competition theme is Community in the Commonwealth. With the global spread of COVID-19, we’ve seen the lives of many Commonwealth citizens affected. However, through adversity, societies came together and stories of growth, community and hope continue to emerge.

Each year, aspiring young writers are asked to submit their pieces in response to a theme. Recent themes have included  Climate Action in the Commonwealth  (2020),  A Connected Commonwealth  (2019),  Towards a Common Future ( 2018 ), A Commonwealth for Peace  (2017 ) and ‘An Inclusive Commonwealth’ ( 2016 ) ; drawing out innovative ideas for positive change and encouraging entrants to consider new perspectives. The theme is rooted in Commonwealth values, providing an interesting introduction to the network and allowing young people to explore their own connection to the Commonwealth, whilst fostering an empathetic and open-minded world view.

Senior Category

Born between July 1, 2002 and June 30, 2007 (14-18 years of age)

• Discuss the following: “The greatness of a community is most accurately measured by the compassionate actions of its members.” – Coretta Scott King
• Keeping connected through COVID-19. It’s been 30 years since the end of the COVID-19 pandemic, what does the world look like
• Imagine you are the Head of a Commonwealth nation heavily affected by COVID-19 and giving a national address at the end of the pandemic. What would you say to your community?

Junior Category

Born on or after 1 July 2007 (under 14 years of age)

• The year is 2050 and you’ve been asked to write about the coronavirus pandemic for a museum. What story would you tell?
• Tell a story of how you, or someone you know, helped others during the pandemic.
• ‘We will be with our friends again. We will be with our families again. We will meet again’ – HM Queen Elizabeth II After the pandemic, you are seeing a friend for the first time. What new hobbies would you share with them?
• What did you miss most during the pandemic?
• One winner and runner-up will be chosen from each category.
• Winners and runners-up will be brought to London for a week of educational and cultural events, culminating in a special Awards Ceremony.
• A number of Gold, Silver and Bronze Awards will be given in both the Senior and Junior categories, rewarding excellence in writing.
• All successful entries will receive a Certificate of Participation

Eligibility

• Open to nationals and residents of all Commonwealth countries and territories aged 18 and under are eligible to enter the competition, including entrants from Zimbabwe.
• All entries must be written in English
• Entries are accepted from residents of non-Commonwealth countries who submit through their local RCS branch.
• Entrants can be presented in any form/method of creative writing. Pictures/Illustrations are particularly encouraged in the Junior Category.

Application

At the end of the online submission process, you will receive a notice that your entry has been successfully submitted. This notice will contain a unique identification number, which will also be emailed to your nominated email address. If you are encountering difficulties, please email  [email protected]  for assistance.

Click here to enter the competition

For more information, see FAQs and visit QCEC .

Jude Ogar is an educator and youth development practitioner with years of experience working in the education and youth development space. He is passionate about the development of youth in Africa.

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• Eur J Neurol
• Brain Health Mission

EAN 2024 ‘Why Neurology?’ essay contest winners

The EAN Student Task Force is pleased to present the winners of this year’s ‘Why Neurology?’ essay competition.

The aims of the competition are to understand the incentives of choosing neurology as a subspecialty and to get to know EAN Student members better, whilst also making neurology more visible among undergraduate medical students. Recruiting young and driven future neurologists who may later become leaders and mentors in neurology is a high priority for the EAN, as is increasing the engagement of medical students in EAN activities.

To capture the ideas expressed by the future neurologists and to provide an exciting opportunity for undergraduate students, the winners of the ‘Why Neurology?’ essay competition have been invited to present their work at the congress, onsite in Helsinki, on Sunday, 30 June, between 14:00 – 14:30 (EEST) in the Scientific Theatre (see this session in the EAN 2024 programme planner ).

We are proud to present the five winning essays below. Congratulations to the authors!

Yuki Kawamura, UK, 4 th year Student

“It might not kill you, but it still kills a part of you,” Rudy* said pensively, “you’re never the same, really.” Rudy, a member of a stroke survivor’s group where I volunteer, appeared to have recovered well after stroke from a medical perspective. Yet, the faltering tone in his voice told me that it wasn’t his residual gait problems that he was alluding to. I found myself pondering, what does it mean to save someone?

Perhaps too naïvely, in my childhood I always believed that with enough effort and good luck, I could discover a miracle drug that would eradicate stroke and that nobody should die of a stroke thereafter. Indeed, saving lives is paramount. But is it all we need to save? 

The man who yearned to have the independence to wash himself in the shower and regain his dignity; the lady who was now easily brought to tears but insisted she was never like so before her stroke; the man lamenting how his stroke was “invisible” so none of his co-workers could fathom that his illness robbed him of his attention span – stroke might not have taken their lives, but certainly a part of each one of them.  

As a medical student, I have had the fortune and privilege of being involved in patient care, but my most meaningful experience in neurology was with a lady with whom I interacted not as a medical student, but as a stroke group volunteer. The lady, Tatiana*, had lost most of her English after her stroke. The first time Tatiana came to our meeting, she sat in her chair looking down at her toes, avoiding eye contact. A few members tried to speak to her, but seeing that she did not engage much, they went back to their own conversations. However, I was surprised to hear her son describing her as a cheerful and independent lady – a stark contrast to how she appeared that day. I realised that she was perhaps silent not because she disliked conversation, but rather because she found it challenging to keep up with others. Seeing that she had often faltered when trying to express herself, I tried to engage with her by asking her very simple questions with the help of a translation app and giving her ample time. Although she initially only gave an occasional nod, I tried to be empathetic and pick up nonverbal cues to see if she wanted a break, or whether she seemed to be interested in the topic. Occasionally, I just sat quietly next to her so she would not feel compelled to reply to any of my questions but would still be able to make conversation if she so wished. Our first meeting was marked by sporadic and punctuated conversation, and it remained so for the next few weeks. Yet, when I arrived halfway through a meeting several months later, I saw her look up at me and smile for the first time since I had met her, and to my surprise, she was engaged in a conversation with the person next to her. Although I was not involved in her medical care, I felt that I played a small part in her recovery and that this was perhaps my first success as a budding neurologist.

I was attracted to neurology by how it simultaneously utilises cutting-edge technology yet is perhaps one of the specialties which most values a traditional clinical approach. I enjoy clinical reasoning by taking a thorough history and performing a detailed examination to localise a lesion and perhaps even uncover subtle defects not immediately obvious on imaging. Importantly, my experience with Tatiana taught me that we learn so much – and perhaps treat a little – by listening.  

My goal as a neurologist is to improve clinical care to minimise disability and neurological deficits in stroke patients. As a clinician, I wish to pursue this goal by carefully listening to the patient to recognise and treat even subtle deficits which may affect a patient’s quality of life. I have also pursued my goal through research, where I analyse samples collected from stroke patients to identify inflammatory changes which might be responsible for neurological deficits, with the goal of developing drugs to modulate deleterious immune responses. 

Patients have taught me it can often be small, spontaneous moments of joy in a seemingly ordinary day that they most hold dear; it is these moments, now, which I strive to save.

*All names are pseudonymised for anonymity. 

Raquel Monteiro, Brazil, 5 th year Student  

I’m an engineer. You’re probably wondering: “What’s an engineer doing here?” Well, let me share a story that not only connects me to the field of neurology but also marks a journey driven by love, loss, and a quest for purpose—a journey inspired by my brother, Daniel. 

It all began before I was even born. Daniel was adopted into our family as a newborn. More than just a sibling, he was a shining light living with a serious condition that shadowed his life. He had neurological sequelae due to congenital toxoplasmosis, leading to intellectual disabilities. Despite the challenges, his beautiful soul never ceased to inspire everyone around him. He was special in every single way. 

Back when I was a little kid, I’d pray for a miracle to have my brother cured, only to find out later that such a cure was unachievable. His brain damage was permanent, requiring extensive medical care. 

Daniel passed away a few years ago, and it was a profound loss. That tough period made me reevaluate my life’s direction. As an engineer, I’d spent years solving problems and envisioning the future through technology. Yet, after I lost my brother, I started questioning my life’s purpose. A deep question haunted me: was I truly making a difference? I felt that just working and paying bills wasn’t enough anymore. I had to do something to make the world a better place, especially for people like my Daniel. In this search for meaning, I realized that to honour Daniel’s memory and to impact lives in a significant way, I needed to pivot my journey toward neurology. 

It was one of the hardest decisions I have ever had to make. Transitioning from a stable career to the demanding path of medical school, especially in my late twenties, felt intimidating. However, the pull toward neurology was undeniable, and it wasn’t simply a matter of finding a new occupation; it was about answering a calling I couldn’t ignore. My passion for the field, my desire to explore the complexities of the brain, and my hope to prevent neurological conditions became the only way forward. 

My engineering background is the foundation of my unique approach to neurology. I’m deeply interested in the potential of technology to transform neurological care. The same principles that guided me as an engineer—to innovate, to optimise, to push the boundaries of what’s possible—are what drive me to explore how technology can revolutionise brain health. 

The convergence of technology and neurology opens up unprecedented possibilities, from wearables that monitor neurological health in real-time to AI-powered diagnostic tools that can predict and prevent conditions before they occur. I see a future where advances make brain health monitoring and disease prevention part of everyday life. I want to be at the forefront of this integration, making care accessible to everyone, everywhere. 

I daydream about a future where neurology isn’t just reactive but proactive, where brain health is prioritised and maintained from an early age, and where technology bridges the gap between what is and what could be. My goal is to blend my engineering skills with neurology to create solutions that don’t just minimise the effects of brain disorders but prevent them altogether. If we can do that, stories like Daniel’s might inspire real change and innovation. 

This transition goes beyond career change. It symbolises my pursuit of purpose and my dedication to making a tangible impact on others’ wellbeing. It’s a tribute to Daniel’s memory and a commitment to shaping a future where brain health is accessible, preventative, and enriched by technology. It’s a significant shift from my initial path, but I truly believe that this is the right direction to head in, where I can make a truly impactful difference. 

So here I stand—an engineer and soon-to-be medical doctor entering the world of neurology. My journey is motivated by love, shaped by loss, and driven by the belief that with the appropriate tools and knowledge, we can significantly improve lives. Every step is fueled by a deep-seated purpose: to prevent what can be avoided, to heal what can be healed, and to explore every avenue that technology opens—all while being driven by a profound passion for service and care. Daniel taught me the importance of resilience, hope, and the power of a compassionate heart. As I move forward, these lessons serve as my guiding force, reminding me that it is often during our most challenging times that we find doors to new beginnings. 

Yuqing (Clara) Chen, UK, 4 th year Student  

Using my Brain to Understand the Brain: ‘Meta-Neurology’ 

I’ve always enjoyed using my brain, whether for a sudoku or learning a new language. Now as a medical student, what better way to use my brain than to use it to understand itself? I’ve named this ‘meta-neurology’; I’ll now explore how I think neurologists utilise each lobe of their own brains in their clinical practice. 

Frontal Lobe:  

The frontal lobe governs executive functioning, including decision-making and problem-solving, and this directly mirrors the cognitive processes required for the neurologist to efficiently extract and synthesise clinical data, such as formulating differential diagnoses, interpreting diagnostic testing, and generating management plans. Important too is its governance of personality and emotion, to establish the patient-clinician rapport for effective communication and empathy. 

Parietal Lobe:  

The parietal lobe integrates sensory and spatial input, which neurologists rely on for a thorough and comprehensive neurological examination. Whether evaluating visuospatial abilities, eliciting reflexes, or assessing tactile discrimination, neurologists leverage their own sensory modalities to delineate abnormalities and localise lesions.  

Temporal Lobe:  

The temporal lobe is for memory encoding and auditory processing, and hence facilitates diagnosis as well as clinical communication, to allow detailed medical histories and interpretation of speech. Its role in working memory and attention contributes to the neurologist’s capacity for the synthesis of large volumes of information, for retrieval and retention.  

Occipital Lobe:  

Finally, the occipital lobe has a role in visual perception and interpretation, important for the neurologist to evaluate inspection of clinical signs of neurological deficit as well as interpreting neuroimaging. More abstractly, its role in visualisation allows the construction of mental representations of anatomical structures and pathological processes, enhancing diagnostic judgement.  

As a neurologist, the brain serves as the instrument and the vessel from which neurological disorders can be explored and managed. Each lobe contributes uniquely to the neurologist’s cognitive armamentarium, enabling the evaluation and management of complex neurological disorders. ‘Meta-neurology’ highlights this symbiotic relationship – I am inspired to pursue neurology, using my own brain to understand the complexities of the patient’s brain. 

Mara Verginer, Austria/Italy, 5th year Student  

It is one of my favourite jokes, even though I don’t think anyone has ever laughed at it: my father is an electrician; my brother is an electrician; so, what else can I become but a neurologist?  

Perhaps my father would have preferred me to share his love of TV cables and plug sockets, but I don’t think he’s entirely unhappy that I’m all about the electrical currents in our bodies. Anyway, that’s what I say when I’m asked why I choose neurology. 

I say that because otherwise I would have to start rambling. Because, unlike my cardiology-enthusiast friends, I’m not fascinated by a single organ. It is also not because I particularly like having or not having a scalpel in my hands. It has more to do with the fact that I like things to be simple. Not in the sense of uncomplicated or banal, but fundamental. I like to get to the bottom of things. I like to look for the roots. And in my eyes, there is no more fundamental, more centre-focused discipline than human medicine and, within its specialities, none more fundamental than neurology.  

What I want to say has certainly been said by many others before me. But I first saw my thoughts spelled out on paper in the neurosurgeon Paul Kalanithi’s memoir, When breath comes air . He explains that he studied literature and philosophy to try to understand the meaning of life, and that he studied neuroscience to understand how the brain could enable an organism to attribute meaning to life in the first place. These lines took my breath away at the time.

First of all, this idea that art and philosophy could exist alongside the natural sciences left me speechless – this rebellion against choosing one single field of interest, against only scratching the surface, against being a blinkered specialist. It is the concept that we can look for as many approaches to understanding the world as we want, and that there is no right or wrong approach: physics tries to make out rules and patterns in nature; art tries to reflect how we experience this exact nature; and philosophy tries to put it into words and thoughts. All sciences and arts are different ways in which we try to get to the bottom of ourselves as well as everything around us.

Second, Kalanithi says what the philosopher Immanuel Kant has said more than 200 years before him: man cannot be excluded from any interpretation, any calculation or any piece of art. Through our existence, we place a filter on everything we experience. So, what could be greater and more fundamental than studying humans themselves? Not to analyse from a certain perspective, but to analyse the perspective itself? The perception, the consciousness, the nervous system?  

That’s what I meant – my heartfelt answer to “Why neurology?” is a little long-winded. It is probably also an out-of-reality, slightly pretentious, utopian answer. I understand that, with the pace at which our world and medicine are developing, everyday life cannot revolve around such questions only. Our world requires a certain specialisation, a narrowing of the horizon, so that we can function in it. Nevertheless, it is my wish and my goal to somehow integrate these ideas into my day-to-day life as a doctor. To apply them to the stories people tell me about their pain, and hopefully also about their healing. To make this zooming in and out of human life a habit, in order to work with more foresight, research more accurately and simply learn more.  

I don’t want to forget what medicine and neuroscience actually are: one of many tools with which we can make the world, ourselves and our place in it a little more comprehensible. I want to remember that I chose neurology because, in reality, I didn’t want to choose anything. Or everything.

And probably because my father is an electrician. 

Melissa Szmukala, Poland, 6 th year Student  

Health is a privilege. That doesn’t sound right, does it? Health is a basic human right!  

Abstract 

I believe that health equity is one of the highest goals we, as a society, need to achieve. 

The ‘One Health’ concept combines human, animal and environmental health for a unified global health approach. To strive for equity through ‘One Health’: that is why I have chosen a future in global health. 

To a neurologist, the field of neurology might seem like one of the most important in medicine – there is no functioning of the body without the nervous system. But within the context of global health, neurology is often overlooked calling for headlines such as “Study Reveals Link Between Air Pollution and Neurological Disorders, Prompting Global Health Concerns”. We don’t talk about epidemic meningitis outbreaks, a lack of medication for epileptic disorders in low-income countries or much of global health issues (that do not concern Europe or North America).  

That has to change. 

Introduction 

“When I grow up, I will make everyone healthy.” That is what three-year-old me used to say (according to my aunt). Ever since I can remember, I wanted to help people. That was my chosen fate in life. In kindergarten I broke my arm, because I was protecting my friend from a bully and he happily pushed me down the stairs instead. Tutoring was the weapon of choice in battling inequality in high school. A battle, because I have rarely had any challenge as hard as teaching first graders how to read! With my desire to see the world and truly learn about its secrets, life brought me to a clinic in India. During my time there, I understood for the very first time why we need equity in the world, why equality is not enough. At just 18, I understood how cruel disease, especially neurological, can be to those who don’t have the means to overcome it. So, I decided that I will help them. 

And “Why Neurology”? Albert Einstein said “the most beautiful experience we can have is the mysterious. It is the source of all true art and all science”. Because mystery brings wonder, excitement, and passion. Neurology combines all three for me. 

I have almost made it to my medical school graduation and I am now realising that this was the warm-up. With the whole wide world right in front of me, choices to make, more things to learn, and people to help – the real work is only about to begin.  

Main Part 

Like no other disease in the past century COVID-19 changed the world. Global health and an understanding of the ‘One Health’ concept have re-entered the public sphere. We need to use this momentum to shift the conversation, away from what looks good on paper to things that have a real impact. Bringing the focus back to what is important: how to overcome the health disparities.  

‘One Health’ is human health. 

In Kenya, medication for Parkinson’s disease is difficult to come by. Levodopa is available in about half the pharmacies nationwide. Meanwhile, if they are available, patients can barely afford them. Healthcare should not be dictated by whether you can afford it or know the right people. 

‘One health’ is animal health. 

Perhaps one of the most prominent examples of a neurological zoonotic global health concern is the bovine spongiform encephalopathy – mad cow disease. The transmission of Creutzfelt-Jakob disease from cow to human was born from a practice that neglected animal health and its consequences. Ingestion of contaminated meat can lead to disease and quick death without hope for curative treatment. 

‘One Health’ is environmental health.  

Air pollution has recently been linked to an increase in Parkinson’s and Alzheimer’s disease, stroke, and neurodevelopmental disorders, both in pregnancy and childhood. As an invisible trigger it contributes to CNS pathology through neuroinflammation, microglial activation, cerebrovascular dysfunction, and alterations in the blood-brain barrier. It literally changes our brain. 

Conclusion 

A global implementation of the ‘One Health’ approach is necessary to create the change we need to see in the world. As I begin my journey as a doctor, I am constantly reminded of why I chose the medical profession. It is my mission in life with a vision for a better future. “When it comes to global health, there is no ‘them’… only ‘us.” – Global Health Council.  So let us create meaningful change to build a world where health is not a privilege, but a basic human right. 

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NIH Announces Winners of 2023-2024 High School Mental Health Essay Contest

May 31, 2024 • Institute Update

The National Institutes of Health (NIH) is pleased to announce the winners of the  2024 Speaking Up About Mental Health    essay contest. Out of more than 370 submissions across 33 states, NIH awarded 24 youth (ages 16-18) finalists with gold, silver, bronze, and honorable mention prizes.

Supported by the National Institute of Mental Health, the National Institute on Minority Health and Health Disparities, and the  Eunice Kennedy Shriver  National Institute of Child Health and Human Development, the essay contest invited youth to address mental health and reduce mental health stigma that young people may face when seeking mental health treatment.

The winning essays addressed complicated topics such as stigma, trauma, resilience, equity, anxiety, and more. Teens also wrote about specific ideas for improving well-being, such as broader access to leisure sports, reducing time spent on social media, and normalizing mental health treatment and care.

NIH awarded a total of $15,000 in cash prizes to gold, silver, bronze, and honorable mention recipients. Read the winning essays at  nimhd.nih.gov/EssayContest   .

Gold winners

• Max, California - Tenacity Through Tumultuousness
• Michaela, Maryland - Exposing the Impact of Social Media on Teenage Mental Health: A Journey of Self-Discovery
• Raphael, Hawaii  - Let's CHAT: Mental Health Impact on Teens Living with Speech Challenges

Silver winners

• Aditi, California – Embracing Authenticity
• Anna, New York - Change Our Approach: How Sports Can Play a Role in Mental Health
• Ciniyah, Illinois - The Roots Affect the Fruit: A Personal Journey of Trauma to Triumph
• Kathleen, Maryland - Behind A Perfect Life
• Paige, Texas - Learn to Live and Accept Your Journey
• Rylie, Maryland - Drowning in Plain Sight

Bronze winners

• Argiro, Pennsylvania - Out in the Open: A Conversation about Mental Health
• Dresden, Maryland - Normalize the Care to Destigmatize the Conditions
• Gabriel, New Jersey - Keeping My Head Up: My Experience with Dad's Brain Cancer
• Hailey, Arkansas - Access for Adolescent Athletes
• Jordan, New Jersey - A Weighted Wait
• Kathryne, North Carolina - Embracing Openness: Unveiling Silent Struggles Surrounding Mental Health
• Maya, Maryland - Speaking up for Change
• Rachel, California - Embracing the Journey Towards Mental Health Acceptance
• Savannah, New Jersey - Taking a Step Today, for a Better Tomorrow

Honorable mentions

• Agaana, Maryland – Accountability for Authority: The Responsibilities of Schools
• Gisele, Pennsylvania - Breaking the Silence
• Jillian, Illinois - Navigating Mental Illness in Teens
• Kyle, North Carolina - How the Neglect of Mental Health Within Black Communities Causes Underlying Issues
• Mason, Maryland - Social Media as a Possible Method to Reduce Mental Health Stigma
• Minsung, Georgia - Hope to Bridge the Gap

If you are in crisis and need immediate help, call or text the  988 Suicide & Crisis Lifeline     at  988  (para ayuda en español, llame al 988) to connect with a trained crisis counselor. The Lifeline provides 24-hour, confidential support to anyone in suicidal crisis or emotional distress. The deaf and hard of hearing can contact the Lifeline using their preferred relay service or by dialing 711 and then 988.

• Apr 21, 2023

Sawooly Li, Senior Winner of the QCEC 2022 shares her experience of entering the competition

To mark World Creativity Day 2023, Sawooly Li, Senior Winner of The Queen's Commonwealth Essay Competition 2022 shares her experience of entering the competition.

What is your favourite book and why?

One of my all-time favourite reads is Persepolis by Marjane Satrapi, a graphic memoir depicting her childhood during the Iranian revolution. As a little girl, Marjane’s love for her religion and her country’s history is so sweet and touching. Persepolis really opened my eyes up to the beauty of a different culture and the strength of its people. As Satrapi explains, “I believe that an entire nation should not be judged by the wrongdoings of a few extremists.”

Who is your favourite writer and why?

Recently, I’ve been reading a lot of Jane Austen novels. Whether it be Pride and Prejudice or Emma , her vivid characters and storylines are gripping, and her ideals ahead of their time. From a more modern age, Ocean Vuong has been a great source of inspiration—he has such a powerful way with words and evoking strong emotions.

What inspired you to enter the competition?

As I’m sure many of you can relate to, reading and writing has always been a passion for me. The Queen’s Commonwealth Essay Competition was something that I stumbled across online, but immediately knew I wanted to try. I remember reading several featured entries from past years and being inspired by their creative responses and captivating story-telling. Soon after, I decided to enter a piece of my own!

What was your writing process like?

I spent quite a while brainstorming and planning out my essay. For 2022, the prompt I chose to answer was related to service during the pandemic, so I read online about frontline workers and their stories to draw inspiration. The actual essay writing, however, only took me three days! I find that once I get in the flow, the story begins to shape itself.

What inspired you to write your piece?

Here in New Zealand, we are really lucky to have all this lush indigenous flora and fauna, so I knew I wanted to incorporate these elements into my writing. We also have a rich Māori culture with some beautiful concepts like Manaakitanga, which I centred my piece around. I thought it was a unique but insightful way to reflect on service and the prompt.

My Winner’s Week Experience

Last November, I was fortunate enough to attend a week of activities and celebrations with other talented prize winners from all around the world. From visiting Shakespeare’s birthplace to meeting Mr Speaker’s cat, our trip would have so many amazing experiences and surprises. One of my favourite activities during Winner’s Week was touring Westminster Abbey, the final resting place of kings, queens, notable scientists and famous writers. Whilst standing a few feet above Sir Isaac Newton, or beneath the busts at Poets’ Corner, I was awestruck by the sheer history the Abbey contained. I was mere fingertips away from some of the most influential figures the world had ever seen. My favourite aspect of the week, however, was not any physical place, but instead being able to share these experiences with other young writers from all across the world. Riding in the underground, I loved hearing about life in Singapore or the culture and traditions of India. Walking between one place and the next, we would listen curiously to details on the political turmoil in Uganda and the inflation crisis in Lebanon. This opportunity has truly shifted the perspective with which I view the world—I have learned so much from my peers, and have been inspired by their creativity and passion. Since then, I’ve been determined to continue improving my work. In her speech at Buckingham Palace, The Queen Consort touched on the power of the written word—its ability to evoke emotion and connect people together. In light of this, I hope many more students write and continue to write, and are unafraid to voice what is important to them.

The views and opinions expressed are those of the author and do not necessarily represent those of the Royal Commonwealth Society .

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