Humans of Korea

Author: Janice Kim (Janice) Lee

What Does It Mean to Be a Student in Daechi-dong?

Juyeon is a Grade 11 student living in Daechi-dong, an area widely known for its concentration of private academies. She has lived her entire life in Korea and has attended only Korean public schools, while spending most of her evenings and weekends at hagwons preparing for major exams. As a humanities track student, she feels strong pressure to perform well academically, since university name plays a major role in future opportunities. Her daily routine reflects the reality of many Korean students growing up in an exam focused education system shaped by competition, financial gaps, and social expectations. Through her experience, Juyeon offers insight into student life inside one of Korea’s most academically intense environments.

What does a typical weekday look like for you as a student in Daechi-dong?

Juyeon: On weekdays, I wake up early for school and spend the whole day in classes. As soon as school ends, I head straight to academies. I attend different hagwons for Korean, English, and social studies, and I usually get home close to midnight. Even after that, I feel pressure to review what I studied or plan the next day. There is barely any time to rest, and studying shapes almost everything in my daily life.

How does studying in Daechi-dong affect the way you see school and learning?

Juyeon: Being in Daechi-dong makes learning feel competitive all the time. You are surrounded by students who study longer hours or attend more academies, so it is hard not to compare yourself. Sometimes learning feels less about interest and more about surviving the system. I still enjoy certain subjects, but the focus on scores and rankings makes it difficult to fully enjoy learning.

What do you think about the exam and academy centered study culture in Korea?

Juyeon: I think this culture pushes students to work extremely hard, but it also creates constant pressure. Studying becomes something you have to do rather than something you want to do. While the system can produce strong academic results, it does not leave much space for students to rest, explore interests, or think about who they are outside of grades. I believe education should support growth in more balanced ways, not just prepare students for exams.

Juyeon’s story reflects the reality of student life in Daechi-dong, where long study hours, competition, and expectations shape everyday routines. Her experience shows how Korean students balance public school, private academies, and social pressure in an environment where academic performance carries heavy weight. At the same time, her reflections reveal the emotional strain of growing up in an exam centered system. Through her perspective, we gain a clearer understanding of how education and culture shape student life in Korea, and how young people continue to search for direction while studying under constant pressure.

October 29, 2025
The Pressure and Promise of the CSAT

Daeun is a senior in Korea who recently took the 2026 CSAT (수능). She has lived her whole life in Korea and attended only Korean public schools. As a 문과 (humanities) student, her university choice is extremely important, shaping both her academic path and future opportunities. Her experience reflects the pressures of Korean public school life, where success is often measured by test scores and admission to top universities. Daeun’s story gives insight into student life in Korea, the role of societal expectations in shaping educational paths, and how young people make decisions about their futures in a highly competitive environment.

Can you describe how you felt while preparing for the 2026 CSAT and on the day of the exam?

Daeun: Preparing for the CSAT was exhausting but also intense in a way that taught me a lot about discipline and time management. I had to balance school classes, private academy sessions, and self-study, which sometimes felt overwhelming. On the day of the exam, I felt a mix of nervousness, anticipation, and relief because all the preparation led up to that moment. Even after finishing, there was still a lingering pressure to achieve a high score, since it plays such a big role in university admissions and in how society views success.

What were some of the biggest challenges you faced as a humanities student in Korea’s education system?

Daeun: One of the hardest things was feeling like the university name defined my entire future. For humanities students, especially, there is so much emphasis on entering a top school, and it often feels like our worth is measured by that. I also noticed how money can affect opportunities. Some students can afford extra academies or tutoring, which makes competition even more stressful. In addition, keeping up with both schoolwork and preparing for the CSAT while managing stress and sleep felt like a constant balancing act.

Have you thought about retaking the exam or exploring other options to improve your chances for university?

Daeun: Yes, it’s something I’ve seriously considered. A lot of students who want a more prestigious university think about retaking the CSAT. For me, I have to weigh the stress, time, and cost against the potential benefits. Being a humanities student, where top university names really matter, makes this decision even more difficult. I also had to think about whether I want to follow society’s expectations or find a path that feels right for me personally.

This is our school in spring!

How do societal and cultural pressures in Korea affect students’ experiences and choices?

Daeun: It’s hard not to feel the pressure. In Korea, there is a strong cultural focus on academic achievement, and many people equate success with getting into a top university. This can make school life stressful because grades and exam scores are often prioritized over learning, creativity, or personal interests. At the same time, I’ve seen how this pressure motivates some students to work incredibly hard, but it can also lead to burnout or self-doubt. It made me realize how different education systems can shape the way students experience growing up.

Looking back, what lessons or perspectives have you gained from preparing for the CSAT and experiencing student life in Korea?

Daeun: I’ve realized that education is about more than just exams. Learning to manage stress, seek support from friends and family, and reflect on what matters to me personally has been just as important as studying. I’ve also understood that there are many ways to measure success and that following only what society expects doesn’t always lead to fulfillment. Even in a competitive system, moments like discussing ideas with classmates or sharing tips with friends reminded me that student life also includes learning from each other and building connections, not just focusing on the test.

Daeun’s experience highlights the real experiences of student life in Korea, where education, culture, and societal expectations are tightly linked. For humanities students, the university name carries significant weight, shaping both personal and academic decisions. Her story reflects the pressures of preparing for the CSAT, balancing schoolwork, and making choices under a highly competitive system. At the same time, it shows that growth comes from learning to manage stress, reflect on personal goals, and value connections with peers. Daeun’s perspective offers a glimpse into how culture and education shape students’ lives and the ways young people adapt and make choices in modern Korean society.

October 1, 2025
‘A Library That Listens’ Ms Lim’s Vision for Korea’s Youth

Ms. Lim is the librarian at Daoom English Library, a community space designed to serve local elementary, middle, and high school students. The library provides a welcoming environment much like a neighborhood study room, offering a wide collection of English books, multimedia resources, and diverse programs for students seeking to strengthen their English skills or pursue their dreams through the language. Established by Daoom Church as a way to serve the community, the library has grown into a place of shared learning and joy for both students and volunteers alike. Ms. Lim plays a central role in organizing these programs, including the Newspaper in Education (NIE) sessions where volunteers from Lectio, including Kaiden and me, guide young students through interactive English activities. Through her dedication and care, Ms. Lim helps bridge language gaps and nurtures a space where curiosity and community come together.

Daoom English Library welcomes students from different backgrounds and learning levels. How do you see cultural diversity influencing the way children learn and interact here?

Ms. Lim: I think the diversity here helps students learn not only English but also about each other. Some children are more confident, while others are still shy with the language, but they naturally help one another. When they share ideas or stories from school or home, it creates a very open and kind atmosphere. It is not just studying; it is learning to understand different people. In Korean public schools, students usually focus more on grammar or exams, so they do not have much chance to speak freely. Because the world is becoming more globalized, I think spaces like Daoom are important for helping students build confidence in real communication.

What do you think makes the NIE program helpful or special for the kids who come here?

Ms. Lim: The NIE program connects English with real topics from newspapers. Instead of just memorizing words, the students think and talk about what is happening around them. It makes English feel more alive and useful. I can see their confidence growing as they express their thoughts in simple English sentences. Many Korean students learn English mainly through textbooks, so they often feel nervous using it in daily life. Here, they realize that English can be a tool for sharing their opinions, which fits the world they are growing into.

How is ur experience with the ovlunteers from different schools? How did they help with the library?

Ms. Lim: The volunteers bring a lot of energy and creativity. They make the lessons fun and help students feel more comfortable speaking. I also think the younger kids look up to them because they see that studying English can be enjoyable, not stressful. The volunteers also help organize activities and prepare materials, which really supports our small team here. Many volunteers also share stories from their own schools, showing students that English is used in many different ways. This kind of exposure helps children see English not as a test subject, but as a bridge to the wider world.

This is a photo of our volunteers!

Daoom feels like more than just a library; it’s like a community space. What do you think makes this place different for students?

Ms. Lim: Daoom is a warm and welcoming space. We want it to feel like a second home where students can relax, read, and learn freely. There is no pressure here, only encouragement. I think that is what makes it special. Many of our students stay after class to talk or read more, which shows that they feel safe and cared for here. In most schools, there is little time to explore English naturally, but here they can take their time. Because English is becoming more essential in global society, I hope this space helps students gain confidence step by step.

This is a picture of one of the worksheets our volunteers bring!

Ms. Lim’s interview shows how education can connect people from different cultures and experiences. At Daoom, learning English is not about getting every answer right but about gaining confidence and communicating with others. She reminds us that as Korea becomes more globalized, students need more opportunities to practice English in open and encouraging environments. Unlike the strict, exam-focused atmosphere in many schools, Daoom helps children discover that English can be part of daily life and friendships. Through Ms. Lim’s guidance, students learn that language is not just a subject but a tool to connect and grow together. Daoom represents how learning and community can come together through care and understanding.

September 22, 2025
“From Freedom to Full Schedule” Adjusting to Korean School

Jayden Lee is a 14-year-old middle school student living in Seoul, South Korea. He lived in Ho Chi Minh City, Vietnam, for four years due to his father’s work and returned to Korea in 2023. During his time abroad, Jayden attended a British international school where he made friends from diverse backgrounds, including many Vietnamese students. Because English was the main language spoken at school and with his friends, he became more comfortable communicating in English than in Korean. Now back in Korea, Jayden reflects on adjusting to a new academic system and reconnecting with his cultural roots.

Can you introduce yourself and tell me where you currently live? What do you do?

Jayden: My name is Jayden Lee. I am 14 years old and I live in Seoul. Right now I go to a Korean public middle school. I used to live in Ho Chi Minh, Vietnam, for four years and went to a British international school there. It was a good time for me because I made a lot of friends from different countries, especially Vietnamese friends. We all spoke English, so I felt much more natural using English than Korean back then.

This photo was when I was young in my Grandma’s house in Korea!

How would you describe your daily life compared to your experience in Ho Chi Minh, Vietnam?

Jayden: In Vietnam, the school days were shorter and I had more time to hang out or play football after class. Everything felt more relaxed. Here in Korea, school ends later and then there is extra study like 학원 (hagwon). I do not get as much time to play sports or just rest. Once I had freedom, and now, I have a full schedule! The whole routine is more intense here. Also, in Vietnam I was really used to speaking English all the time, even with my close friends. Coming back, I had to quickly adjust to using Korean more often, which was not easy.

And this photo was when I was in Vietnam!

How has your experience with education differed in Korea versus the British system in Vietnam?

Jayden: In Vietnam, we did a lot of group projects and open discussions. Teachers encouraged us to ask questions and share ideas. I enjoyed that a lot. But in Korea, it is more focused on memorizing and doing well on tests. I had to get used to that because it is a totally different way of learning. At first, I had trouble keeping up, especially with subjects taught in Korean. I had to work harder just to follow along.

How have you adjusted socially and emotionally since moving back

Jayden: Honestly, it was difficult at first. I was worried because I was not confident in my Korean and I did not know if I would fit in. But I joined the school football team and that helped me a lot. Playing sports made it easier to connect with people even if my Korean was not perfect. I also started making friends by just being myself and slowly got more comfortable. It still feels different from Vietnam, but now I feel like I belong more.

Jayden’s interview gives insight into the life of a returnee student trying to adjust after spending several years abroad. He talks about the big transition from his relaxed, international school life in Vietnam to the more demanding school environment in Korea. From language differences to academic pressure, the adjustment has not been easy. However, through sports and a willingness to step outside his comfort zone, Jayden has found ways to reconnect with Korea. His story shows how returning to one’s home country can feel just as challenging as moving away and that personal growth often comes through everyday moments of effort and connection.

September 1, 2025
Twelve Years Away Can Bella Still Call Korea Home?

Bella Jeong is a 17-year-old Korean student who has lived in Ho Chi Minh City, Vietnam for the past 12 years. A close friend of Janice, Bella currently attends an international school and is preparing to return to Korea for college. Having spent most of her life abroad, she offers a valuable perspective on growing up between cultures, balancing Korean identity in a foreign setting, and maintaining connections to home. Her experience reflects the often unseen reality of Korean youth raised outside of Korea, navigating multiple cultural expectations.

Can you introduce yourself and tell me where you currently live? What do you do?

Bella: I’m Bella, Janice’s friend, and I’ve lived in Ho Chi Minh City, Vietnam, for most of my life. I moved here with my family when I was really young because of my dad’s job, and I currently go to an international school here. I’m in my last year of high school and getting ready to apply to colleges in Korea, which is exciting but also a little scary since I haven’t lived there in so long. This photo was me on the first day of secondary school in Vietnam.

How would you describe your daily life in Ho Chi Minh, Vietnam, compared to your life in Korea?

Bella: My daily life in Vietnam feels really fast-paced and independent. Because it’s hot all year, people are out all the time, and the city has a very active rhythm. In school, I speak mostly in English, but outside, I hear Vietnamese everywhere. It feels very multicultural. Whenever I visit Korea, I notice how structured everything is…especially with school and social expectations. In Vietnam, I’ve gotten used to a bit more flexibility and freedom, which I know will be different when I go back.

How has your experience with education differed in Korea versus Vietnam in an international school?

Bella: When I was younger, I briefly attended school in Korea during one summer, and I remember how intense it was: lots of memorization, tests, and after-school academies. Here in Vietnam, my international school is much more project and discussion-based. We work in teams a lot and focus on applying ideas rather than just learning them. I think I’ve grown more confident in speaking and asking questions because of it, but I also worry about adjusting to the Korean college system, where things are more competitive and formal.

How do you maintain your cultural identity while living outside your home country?

Bella: That’s something I’ve thought about a lot. At home, we speak Korean and eat Korean food almost every day, and my parents have always reminded me of where I come from. But outside, I spend most of my time speaking English and interacting with friends from all over the world. Sometimes it feels like I’m caught between two worlds. I’ve tried to keep up with Korean news and music and even joined a Korean club at school. Still, there are moments when I feel a little distant from both cultures. I think I’m still figuring it out.

Bella’s interview reflects the complexities of growing up abroad while holding on to one’s cultural identity. She sheds light on what it means to be a Korean student raised in a multicultural environment, learning to balance family values with daily life in Vietnam. From school differences to personal routines, her story reveals both the freedom and challenges of living between two cultures. As she prepares to return to Korea for college, Bella’s experience shows that identity is not fixed but constantly evolving. Her journey reminds us that living abroad can shape not just how we learn, but how we understand who we are.

August 18, 2025
Bridgerton? Harry Potter? What Life in England Is Really Like

Minji Lee is a 17-year-old student who recently moved from Korea to England. She has been attending a boarding school in Bath, a small city in southwest England, for the past year. Minji shares her unique experience studying in a mostly Asian international school with very few Koreans, living alone in a quieter city unlike the bustling environment of Korea. Her perspective reveals the challenges of adjusting to a new cultural and educational system, as well as the differences between life in Korea and England. Unlike the common expectation that boarding school life in England is like something out of Bridgerton or Harry Potter, Minji’s experience shows a very different reality. Minji’s story highlights the real challenges international students face as they balance identity, culture, and education far from home.

Can you introduce yourself and tell me where you currently live? What do you do?

Minji: I’m Minji Lee and I’m a friend of Janice. I went to a Korean public school in Seoul for most of my life and moved to England last year. Since then, I have been attending a boarding school in Bath. I can share what it’s like to study in an environment with very few Koreans and to live alone in a quieter city like Bath. Most of the students at my school are from China and Hong Kong, and there are no local English students.

This is a spot in front of my school in Bath. In the afternoons it feels calm and peaceful, and the sky looks beautiful.

How would you describe your daily life compared to your home country?

Minji: Honestly, people have certain expectations when they hear that I live in England. I also thought I would be living and studying with English students, but since I attend an international school, most of my classmates are from China, Hong Kong, and Taiwan. Almost everyone speaks Chinese, which makes it hard for me to communicate and sometimes creates cultural clashes. I often feel left out or uncomfortable.

Back in Korea, things feel very different. It’s my home country, and I lived there before moving to England, so I feel much safer and more comfortable using my language freely. But there are certain places here that remind me of Korea too, like this chicken place in front of my school in Bath. When I’m there, I feel like I’m back in my hometown!

What are some cultural differences you have noticed between Korea and England? In your school?

Minji: One of the biggest differences is how people interact and socialize. In Korea, students tend to stick with their close friend groups, and there’s a clear sense of hierarchy based on age. At my school in England, even though most students are also Asian, the atmosphere feels more individualistic. People are polite but not as group-oriented, and English people value personal time more. Also, I noticed that students are generally more private and reserved. It’s harder to become close right away.

How has your experience with education differed in Korea versus England?

Minji: In Korea, the focus was more on memorization and test scores. We had long school hours and extra classes after school. It felt very structured and intense. In England, the approach is more discussion-based. We spend a lot of time analyzing and debating ideas in class, which is new for me, especially in my psychology class. Also like there was no psychology class back in korean public school, so there’s more emphasis on critical thinking and expressing your opinion. I’ve learned a lot, but it was definitely hard at first to adjust.

Minji’s interview reveals the multifaceted experience of living and studying abroad as a Korean student. She shares how expectations can differ from reality, especially when surrounded by classmates from other Asian countries rather than local English students. Her reflections on daily life highlight the challenges of dual cultural adjustment: adapting not only to life in England but also managing cultural differences within a predominantly Chinese-speaking school community. Educational differences further shape her experience, with England emphasizing critical thinking and discussion compared to Korea’s structured memorization approach. Minji’s story reminds us that adapting to a new culture involves managing both social and academic changes. Her journey shows the resilience of a teenager facing difficult adjustments and an openness to learning in unfamiliar environments.

May 19, 2025
“The Best Communication Needs No Words” The Life of Kim Woo Hyun with Koryo-saram

Kim Woo Hyun is the team leader of Neomeo Incheon Koryoin Cultural Center (너머인천고려인문화원), located in Hanbak Village, Songdo. Koryoin is Koryo-saram, which refers to Koryo people in Korean, and this community space welcomes Koryo-saram youth every afternoon, offering them a place to feel connected and supported. With over 10 years of experience working with this community, Kim plays an important role in helping youth adjust to life in Korea. His work centers on bridging communication gaps through empathy, especially for children who struggle with Korean or English.

Kim has partnered with Chadwick International’s student-founded club Lectio, giving students the opportunity to volunteer and learn directly from the Koryo-saram community. His words provide a rare glimpse into the lives of minorities in South Korea, particularly in a small village few people know about. The Koryo-saram highlight what daily life looks like for these children and remind us of the individuals who deserve recognition for their steady and meaningful work in support of others.

Can you introduce yourself and tell me where you currently live?

Kim: My name is Kim Woo Hyun, and I live in Hanbak Village, Songdo, South Korea. I serve as the team leader of the Neomeo Incheon Koryoin Cultural Center, a community space where young Koryo children gather after school. I have been working with the Koryo community for over 10 years and joined this center in 2018 when it was first established.

Koryo-saram refers to ethnic Koreans who once lived in the former Soviet Union, especially in Russia, Kazakhstan, and Uzbekistan. Many have moved to Korea but still hold on to their Korean roots. Unfortunately, most Koryo-saram children are not fluent in Korean or English, which creates a communication barrier not only with their peers but also with student volunteers and staff like Janice and her school.

What is your connection to Korea and Korean culture?

Kim: I am Korean, and I really care about helping others adjust to life in Korea. I want to support foreigners and people with Korean roots who are trying to build a life here, helping the Koryo-saram connect with Korean culture and find their place. Many of these kids have Korean heritage but still feel like outsiders. I want to help Koryo-saram feel accepted and included. Minorities want to be heard, but no one is listening.

What are some cultural differences you have noticed between Korea and the people you work with? The Koryo-saram?

Kim: Language is the biggest difference. Many of the children are not fluent in Korean, and most of the Koryo-saram do not speak English either. So even though we share the same heritage, it is difficult to communicate. I also cannot speak Russian, though I try learning, haha, so there is no real communication. That is why we rely heavily on nonverbal communication.

The best communications are the ones where you do not need words. People often think that speaking the same language is the only way to connect, but that is not true. Things like empathy, gestures, facial expressions, and even eye contact can say more than words.

What advice would you give to others who might face similar experiences living between cultures?

Kim: Always stay open-minded and be willing to connect. Hand gestures and even eye contact can speak volumes. Everyone has their thoughts and ideas, so language should never be the reason to look down on someone.

Engaging with someone who does not speak your language may be uncommon, but do not let that stop you from forming a bond. The best conversations often happen beyond words. You just have to be willing to try. A language barrier does not have to be a communication barrier. Learning to overcome these challenges is an essential skill, especially in today’s globalized world. As a starting point, try saying hello. When you greet the Koryo-saram with warmth, they tend to mirror that.

Mr. Kim’s interview reminds us that empathy can speak louder than language. Although many Koryo-saram’s children struggle to speak Korean or English, they still seek connection and belonging. As Mr. Kim says, “The best communications are the ones where you do not need words.” Even when language fails, gestures, tone, and presence can open doors. Throughout the interview, he emphasized how he, his team, and the volunteers are doing their best to support minorities in South Korea and that others should do the same. No matter where we are, behind every success story, there are often overlooked communities. We should help one another and work to overcome the most common barrier, language. Through his work, Mr Kim shows that true understanding begins with patience, sincerity, and the courage to connect.

Read the Blog About Viktor Kim a Koryo Student Living in Korea and Learning With Kim Woo Hyun!

March 15, 2025
Do You Know Who the Koryo-saram Are?

Viktor is a young Koryo-saram student living in Songdo, South Korea. He currently attends a local public school where all classes are taught in Korean. Koryoin is Koryo-saram, which refers to Koryo people in Korean, and they are ethnic Koreans whose ancestors moved to parts of the former Soviet Union, including countries like Uzbekistan, Kazakhstan, and Russia. In recent years, many Koryo-saram families have immigrated to South Korea, often settling in neighborhoods like Hanbak Village due to improving visa options and seeking better educational and economic opportunities. However, young children like Viktor face challenges adjusting to life in Korea. Many speak Russian or Central Asian languages at home and often enter Korean schools without strong Korean or English skills.

I have known Viktor through an Initiative in Lectio, a student-founded club at Chadwick International where we had the chance to assist Koryo-saram students in learning Korean and English. Despite these difficulties, students like Viktor continue to show effort and openness as they build a new life in a country that is both familiar and unfamiliar to them.

Can you introduce yourself and tell me where you currently live? What do you do?

Viktor: I am Viktor. I live in Hanbak Village in Songdo, South Korea. I go to Sorae Elementary School and I am in Grade 2. I came to Korea with my family before I started school. At home we speak Russian. My mom and dad try to speak Korean to me but I still speak Russian most of the time.

What is your connection to Korea and Korean culture?

Viktor: My mom and dad are Korean. I am Korean too. But I do not speak Korean very well. I’m learning, but it is still hard for me.

This is my notebook that I use when the volunteers come to teach me.

What challenges have you faced while living in Korea related to culture or language?

Viktor: I do not speak Korean or English well so it is hard to talk to other kids. I want to play and be friends but I do not always understand. Sometimes I feel shy or nervous.

How have you adapted to your current environment? Was it difficult?

Viktor: Yes it was hard at first. I go to a Korean support class that helps me with language in this center. But still it is sometimes hard because I feel different from the Korean kids. Some kids do not talk to me and I feel a little sad. But this cultural center helps me. The teachers and volunteers play with me and talk to me. They make me feel happy. I like coming here.

Viktor’s interview offers a glimpse into the everyday life of a Koryo-saram child navigating life in South Korea. Though young, Viktor’s words show the real challenges that many immigrant children face when entering a new school system without the language skills needed to communicate easily. As someone who speaks Russian at home and only started learning Korean recently, Viktor finds it hard to make friends or fully understand what happens in class. Despite these difficulties, he expresses his desire to connect and adapt. Programs like Korean support classes and the Neomeo Incheon Koryoin Cultural Center (너머인천고려인문화원) have played an important role in helping children like Viktor feel seen and supported. His experience reminds us that adjusting to a new culture takes time and that even small acts of kindness can make a big difference in a child’s life. I aim to contest the single story that all minorities in Korea face similar experiences. Since Korea is often considered a homogeneous society, people may assume that all Koryo children assimilate easily, especially when compared to Chinese immigrants, also known as Joseonkon, who are more visible and generally more fluent in Korean. Viktor’s story challenges this assumption by showing that each minority group encounters unique difficulties and experiences.

Read the blog about Kim Woo Hyun, the organizer of the Neomeo Incheon Koryoin Cultural Center!

March 8, 2025