修讀DSE課程的學生在九年級需要提交選修科意向。劉睿很早就開始了規劃，探索專業興趣，考慮大學升學方向，甚至給自己提出了一個更宏遠的問題：「我未來想做什麼？」

為了找到答案，他開始尋找自己的興趣，和各科老師交流，主動查找大學專業清單，到大學官網詳細了解課程架構和課程內容。當時，他就留意到了香港大學的科研專才項目，將它放進志願清單。「理學士和科研碩士雙學位非常有吸引力，而且它的培養方向包括數學和物理，這兩個都是我當時比較感興趣的方向。」

很多理科方向同學會選修M2（代數與微積分），而劉睿選擇了M1（微積分與統計）。因為在數學老師的指導和鼓勵下，他已經提前了解數學延伸單元內容，發現自己對統計學產生濃厚興趣。於是，他從九年級開始就自學M1，並嘗試學習大學統計學教材。他介紹道：「統計學和高等數學在人工智慧、數據科學等領域都有重要應用。我希望自己的研究成果不只在象牙塔裡，而是能應用到現實中。」

劉睿對物理也很感興趣。十年級的時候，他偶然看到一段講解量子電腦工作原理的影片。利用簡單的量子效應，就能讓量子電腦的運算效率比傳統電腦高出數千倍。這讓他真切感受到，抽象的理論原來也能改變現實世界。

「我希望在大學進一步開展數學或物理學領域的深入研究，尤其關注高維統計模型與量子物理等方向。」他在大學申請文書裡寫道，「我希望能在大學階段經歷完整的研究流程，通過實踐構建起扎實的知識體系，深入探索自己熱愛的理論與現象。」顯然，在正式申請之前，他已經主動了解意向研究領域的發展方向與學術前景。

劉睿在課外活動方面也有豐富經歷。他曾深度參與模擬聯合國項目，並獲邀前往劍橋、耶魯，與世界學子共同探討國際議題。他從小學到中學一直是升旗隊成員，始終為自己的中國國民身份感到自豪。他也曾獲得阿思丹商賽銀獎，並擔任學校辯論隊主席、德育大使，組閣參與學生會競選。這些經歷共同構成了他理解世界、認識自己的過程。

「我們學校成立了SNDAS專責工作小組，會對候選同學進行全方位的綜合評估。獲推薦的同學不僅要有卓越的學術表現，能夠達到大學相應專業的要求，也需要在非學術範疇（如領袖才能、社會服務、創意活動、藝術、音樂、體育、其他文化活動等）達到一定水準。」培僑信義學校黃騰達校長介紹道，「我們期望推薦同學有清晰的人生規劃和理想，能夠在大學裡充分發揮所長。」

「機會總是垂青有準備的人。」九年級選科、篩選意向大學專業，不斷提升學術能力，豐富課外活動履歷；十年級自行估分，判斷專業錄取概率；十一年級拿到預估成績，再次明確首選志願；十二年級全力備考DSE考試、大學面試，探索並明確大學研究方向。他的步伐總是比大部分同齡人更早、更篤定，自然能更快靠近自己的人生目標。

很多人眼中的劉睿，是成績優異、邏輯清晰、樂於分享和幫助他人的學生。但他坦言，自己也有過一段低谷期。

他家在深圳，但從小在香港讀書。六年級時，他回到深圳，開始了長達兩年的網課生活。那段時間裡，沒有校園、沒有線下社交，生活節奏逐漸失控。「每天都待在家裡，睡到很晚才起來，也不知道自己要做什麼。」回憶起那段時光，他依然記憶深刻。直到進入培僑信義學校，重新回到真實的校園環境，重新與老師、同學建立線下連結，他才慢慢找回了生活的秩序。「我覺得自己重新走上了人生的正軌。」

劉睿（右一）主持2025 G12畢業典禮

學習過程中難免遇到困頓，但他並沒有讓自己困在焦慮裡，而是選擇主動出擊。「我總結了兩個應對焦慮的方法。**個是忍受它、接納它，承認不確定性始終存在，再一點點調整自己；第二個是主動尋求別人的幫助，借鑒別人的觀察和經驗，給自己的主觀想法糾偏。」

這種方法同樣運用在了他選擇大學研究方向的過程裡。劉睿在準備大學面試期間，進一步探索了高維統計模型、量子物理兩個方向，透過了解不同學派觀點、前沿課題及最新研究成果，獲取更多客觀資訊。在量子物理方向上，他發現自己感興趣的學派比較小眾且對未來的研究方向存在不少分歧，距離現實應用還有很長一段距離。相較之下，高維統計模型的研究成果更容易轉化為現實應用，因此他最終選擇以統計作為自己的主要研究方向。

這個選擇既是基於理性的分析，也回應了他希望以所學回饋世界的初心。「我後來慢慢想明白，一個人的學業、課外活動、人際關係、人生選擇，其實都有同一個內核。」他說，「它們都在反映一個人的核心觀念。」

這種觀念逐漸塑造了他面對人生的方式，讓他學會從不同角度理解問題，更有意識地規劃未來，並在堅守初心的同時，在不確定中尋找答案。

作為理科生，劉睿身上也有濃厚的人文關懷。他能夠看見、記住別人的幫助，也願意將這份善意回饋他人、回饋社會。

大學是人生的重要階段，而中學也是深遠影響人生的時段。他說：「我在這個學校就讀期間，真的得到了非常多的成長。學校塑造了我，也給我提供了非常多成長的機會。我非常感激學校裡遇到的每一個人。老師、同學、校長們不僅傳授給我一些具體的知識與技巧、待人接物的正確態度，而且在日常營造了一種溫馨、鼓舞的氛圍，讓我敢於嘗試不同的可能性，有自信去爭取校長推薦等許多機會。」

作為學校辯論隊的初創成員之一及2024-2025辯論隊主席，劉睿長期活躍在辯論隊，他經常跟學弟學妹們分享升學、面試表達方面的經驗，也會幫他們解答習題。畢業前，他把自己的書籍和資料送給了後輩。在他看來，知識不只是個人成長的工具，也應該成為幫助他人的橋樑。

除了在校內分享經驗外，他也曾參與樂善堂賣旗活動、慈善捐款及義工服務。這些經歷未必轟轟烈烈，卻讓他逐漸形成了一種樸素的信念：能力越大，能幫助的人也應該越多。這也是他希望將來投身應用研究，讓知識回應現實需要的重要原因之一。

Students in the HKDSE curriculum are required to submit their elective subjects preference in Grade 9. Long before that, Ray had already begun planning ahead. He explored his academic interests, considered possible university pathways, and even posed himself a much bigger question: "What do I want to do in the future?"

In search of an answer, he started to explore his interests by speaking with teachers from different subject areas, researching university programmes, and carefully studying course structures and curricula on university websites. It was during this process that he first came across the University of Hong Kong's Science Master Class programme and added it to his list of aspirations. "The dual-degree structure leading to both a Bachelor of Science and a Master of Research was extremely attractive to me. The programme also focuses on Mathematics and Physics, which were the two areas I was most interested in at the time."

While many science-stream students choose M2 (Algebra and Calculus), Ray opted for M1 (Calculus and Statistics). Encouraged by his Mathematics teacher, he explored the extended Mathematics curriculum in advance and soon discovered a keen interest in Statistics. From Grade 9 onwards, he began self-studying M1 and even ventured into university-level Statistics textbooks. "Statistics and higher mathematics have important applications in areas such as artificial intelligence and data science. I hope that my future research will not remain confined to the ivory tower, but can be applied to real-world problems."

Ray's interest in Physics developed alongside his passion for Mathematics. In Grade 10, he came across a video explaining how quantum computers work. He was fascinated by the idea that simple quantum effects could enable computational speeds thousands of times greater than those of traditional computers. It was a moment that allowed him to see how abstract theories could ultimately reshape the real world.

In his personal statement for university application, he wrote: "I hope to pursue advanced research in Mathematics or Physics at university, particularly in areas such as high-dimensional statistical models and quantum physics. I would like to experience the complete research process, from developing ideas to testing and validating them, while building a solid foundation of knowledge and exploring the theories and phenomena that truly inspire me." Clearly, long before submitting his application, Ray had already taken the initiative to understand the development and future prospects of his intended fields of study.

Beyond academics, Ray has built an impressive portfolio of co-curricular experiences. He participated extensively in Model United Nations programmes and was invited to attend events at Cambridge and Yale, where he engaged with students from around the world on international issues. From primary school through secondary school, he also served as a member of the Flag-Raising Team and has always taken pride in his identity as a Chinese citizen. His achievements and commitments extend further. He received a Silver Award in the ASDAN Business Simulation Competition, served as Chairperson of the School Debate Team, worked as a Moral Education Ambassador, and participated in student council election campaigns. Together, these experiences have shaped his understanding of both the world around him and himself.

"Our school has established a dedicated selection panel for SNDAS, which conducts a comprehensive assessment of all candidates," explained Mr. Tommy WONG Tang Tat, Principal of Pui Kiu Xinyi School. "Recommended students are expected not only to demonstrate outstanding academic performance and meet the requirements of their intended university programmes, but also to excel in non-academic areas such as leadership, community service, creative activities, the arts, music, sports and other cultural pursuits. We hope to recommend students who possess clear aspirations and life goals, and who are able to fully realise their potential at university."

As the saying goes, "Opportunities favour those who are prepared." From selecting subjects and identifying prospective university programmes in Grade 9, to continuously strengthening his academic foundation and broadening his co-curricular profile; from estimating his own academic standing in Grade 10, to refining his university choices after receiving predicted grades in Grade 11; and finally, preparing intensively for the HKDSE examinations and university interviews in Grade 12 while further clarifying his research interests—Ray has consistently moved with greater foresight and conviction than many of his peers. Perhaps that is why he has been able to move steadily, and confidently, towards the future he envisions for himself.

To many people, Ray is an outstanding student—academically strong, highly logical, and always willing to share his experiences and help others. Yet he openly admits that his journey has not always been smooth.

Although his family is based in Shenzhen, Ray spent most of his childhood studying in Hong Kong. In Grade 6, he returned to Shenzhen and began nearly two years of online learning. Without a physical campus environment or regular face-to-face interaction with teachers and classmates, his daily routine gradually fell apart. "I spent most of my time at home. I would wake up late and often felt unsure about what I should be doing," he recalled. Things began to change when he enrolled at Pui Kiu Xinyi School. Returning to a real campus environment and rebuilding meaningful connections with teachers and classmates helped him gradually regain a sense of structure and purpose. "I felt as though I was getting my life back on track."

Ray LIU (first from right) hosting the 

2025 G12 Graduation Ceremony

Challenges and moments of uncertainty were inevitable throughout his learning journey. Rather than remaining trapped in anxiety, he chose to take proactive action. "I developed two ways of dealing with anxiety," he explained. "The first was to accept it—to recognise that uncertainty will always exist and learn to adjust gradually. The second was to seek help from others and use their perspectives and experiences to challenge my own assumptions."

He applied the same approach when deciding on his future research direction. While preparing for university interviews, Ray explored both high-dimensional statistical modelling and quantum physics in greater depth. He sought to gain a more objective understanding of each field by examining different schools of thought, emerging research topics and recent academic developments. Through this process, he realised that the area of quantum physics that interested him most was relatively niche, with ongoing debates surrounding its future direction and a considerable gap between theoretical research and practical application. By contrast, research in high-dimensional statistical modelling is more readily translated into real-world applications. As a result, he ultimately chose Statistics as his primary field of study. 

This choice was grounded in rational analysis, while also reflecting his aspiration to use his knowledge to make a positive impact on the world. "I gradually came to understand that academics, extracurricular activities, relationships and even the choices we make in life are all connected," he reflected. "At their core, they are expressions of the same set of values and beliefs." 

This perspective has shaped the way he navigates life—encouraging him to view challenges from different angles, plan his future with greater intention, and remain true to his values while seeking answers amid uncertainty.

Despite his strong academic interests in Mathematics and Science, Ray also possesses a deep sense of empathy and social responsibility. He notices the kindness he receives from others, remembers it, and seeks to pass it on in his own way.

University may be an important stage of life, but Ray believes that secondary school is equally formative. He said, "I have grown tremendously during my years at this school. The school has shaped who I am and given me countless opportunities to develop. I am grateful to every teacher, classmate and school leader I have met here. They not only taught me knowledge and practical skills, but also created a warm and encouraging environment where I felt confident enough to explore different possibilities and pursue opportunities such as the SNDAS."

As one of the founding members of the School Debate Team and its President for the 2024–2025 academic year, Ray has remained actively involved in mentoring younger students. He often shares advice on university applications, interviews and communication skills with young students, and is always willing to help others with their studies. Before graduation, he even passed on many of his books and learning materials to junior students. To him, knowledge is not merely a tool for personal advancement; it is also a bridge through which people can support and empower one another.

Beyond the school community, Ray has participated in charitable initiatives, including Lok Sin Tong Flag Day activities, fundraising campaigns and voluntary service programmes. While these experiences may not seem extraordinary on their own, together they have helped shape a simple yet enduring belief: the greater one's abilities, the greater one's responsibility to contribute to others. This belief is also one of the reasons why he hopes to pursue applied research in the future—to ensure that knowledge is not only discovered, but also used to address real-world needs and create meaningful impact.