In this blog post, we’ve compiled the original personal statement of a student who applied to the Police Administration program at Kwandong University and edited it for readability, highlighting key motivations, campus activities, academic achievements, and career plans.

Academic Efforts and Learning Experiences During High School

“Not knowing something isn’t a bad thing.” When I was young, I was a timid child—at least when it came to studying. I found reading English particularly difficult and struggled to grasp grammar, but I felt too embarrassed to ask my friends or teachers for help. I think I withdrew even more because I wasn’t good at it. However, in my freshman year of high school, I met a wonderful English teacher who helped me overcome my timidity. The teacher said, “Everyone has things they’re not good at. Just as you’re good at PE but other students aren’t, that’s why we help each other. So, there’s no need to feel discouraged just because you’re not good at something.” Those words were a great comfort to me. Only then did I realize how ashamed I should have been of my timid behavior, and I came to understand that since everyone has different areas of weakness, asking questions is the only way to resolve them.
From that point on, adopting the motto “Not knowing isn’t a bad thing,” I developed the habit of always addressing what I didn’t understand. I started asking more questions in class, and whenever teachers set aside time for questions, I began asking even about minor curiosities rather than letting them slide. Through these questions, I discovered that I had been misunderstanding certain concepts—particularly in English and Korean—and I resolved my doubts by solving problems that applied what I’d learned. I then practiced those specific areas with the determination never to make the same mistake again.
Through this experience, I learned that asking questions is essential to understanding what you don’t know. Since no one will tell you the answer if you just sit there without asking, I gained the courage and spirit of inquiry to ask questions and verify things for myself.

Extracurricular activities I engaged in with purpose during high school (up to 3)

The meaning of “student leadership” I realized while serving as a member of the Student Leadership Council The first role I took on upon entering high school was that of a Student Leadership Council member. In middle school, many of the Student Leadership Council members were loud and outgoing, so I was reluctant to participate. However, the high school Student Leadership Council was not about “meddling” but about setting an “example.” Once a day, we would neatly put on our school uniforms, tie our sashes, and stand at the school gate to greet everyone properly. Since this approach to the Student Discipline Committee was unfamiliar to me, I asked our advisor, who shared some words that left a deep impression on me: “Setting an example for others is the greatest form of discipline.” Deeply moved by those words, I served on the committee for two years. By leading by example with proper attire and greeting people in front of others, we showed our friends what appropriate school attire looked like. Watching us, my friends began changing their clothes to suit the season and tidying their tights and socks, naturally adhering to school rules. As a result, a school atmosphere was fostered where students generally followed the rules well, even without hair inspections or explicit explanations of the rules. It was an experience that taught me how to ensure peaceful compliance with school rules and helped me realize the new meaning of “leadership.”
As Head of the Physical Education Club, I was in charge of organizing recreational activities for my classmates. In high school, physical education classes sometimes felt like study hall. However, our PE teacher didn’t want us to waste that time and emphasized the importance of moving our bodies to relieve stress. I agreed with that philosophy, so I took on the role of Head of the Physical Education Club and planned activities for my classmates. Every month, we held meetings to select suitable activities for PE class, coordinated the results with our teacher, and gathered the necessary supplies. Since the teacher said anything within the scope of the textbook was acceptable, we had a wide range of options, and we would discuss and choose the sports we wanted to try, either to learn or to compete in. While leading these meetings, I learned the “power of initiative.” Even friends who disliked sports participated voluntarily in the activities they had chosen, and I realized that initiative must be taken into account when undertaking any task or establishing rules.

Examples of Consideration, Sharing, Cooperation, and Conflict Management in School Life

“It’s not the argument that matters, but the reconciliation.” During PE class, we once got into a major argument with the class next door while playing dodgeball. Emotions ran high over whether the ball had crossed the line or not, escalating to the point where we were physically clashing. The PE club president from the neighboring class and I tried to intervene before the teacher arrived, but the situation didn’t calm down easily. It wasn’t until the teacher arrived that things finally calmed down, and I worried that because I’d caused a commotion, I might never be allowed to play dodgeball again. However, since dodgeball was such a source of joy for us, I pleaded with the teacher to let us play just among our own class to prevent further disputes. Instead, the teacher told us to formally reconcile with the other class one more time.
I was surprised by the teacher’s suggestion, but I thought it was the right approach, so I arranged a match to foster reconciliation, and we all gathered together again to play dodgeball. We didn’t exchange any specific words of reconciliation, but I could feel the tension between us easing. After the fight, we began to be more considerate of one another, and because that single altercation had revealed what each of us disliked about the other, we were careful to avoid those things. As a result, our class became harmonious and close-knit once again. Through this experience, I learned that rather than fearing conflict itself, we can restore relationships and make them stronger through reconciliation.

Motivation for Applying, Dreams I Wish to Achieve, Academic Plans After Enrollment, and Future Career Plans

I aim to become “a person who cultivates academic knowledge, physical fitness, and mental fortitude.” My academic plan is divided into three parts. First is academics. I believe I must thoroughly review the knowledge required to become a police officer and learn everything thoroughly based on the lessons taught by our excellent professors. Second is physical fitness. As a woman aspiring to become a police officer, I believe physical fitness is essential. I will build the strength to stay alert and carry out my duties even during consecutive overnight shifts. Third is cultivating my character. I intend to strengthen bonds with my seniors and juniors to learn as much as possible from my seniors, follow in the footsteps of my professors in my studies, and—rather than focusing solely on personal pursuits—learn about life and character from a diverse range of people through volunteer work and external club activities. By developing a balanced foundation in academics, physical fitness, and character, I aim to stand tall as a dedicated officer who carries on the legacy of the Korean police force.