At the high school level, private school interviews expect students to demonstrate maturity, critical thinking, and a strong sense of personal growth.
When discussing family travel, it’s important for students to show not just where they’ve been, but how these experiences have shaped their academic interests, values, goals, and identity.
At this age, interviewers are looking for students who can:
- Make thoughtful connections between experiences and future aspirations
- Reflect on challenges and cultural learning with depth
- Show initiative in pursuing academic or leadership opportunities
- Communicate nuanced understanding of global perspectives
Tips for High School Students:
- Connect Experiences to Future Goals: Show how travel influenced your career interests or studies.
- Demonstrate Reflection: Talk about how travel changed your thinking or opened new perspectives.
- Show Leadership and Initiative: Mention specific actions you took because of your experiences.
- Acknowledge Challenges and Growth: Share how you handled difficulties or cultural differences thoughtfully.
Red Flags to Avoid
- Describing trips mainly in terms of luxury, status, or social media moments
- Responses that don’t connect travel experiences to personal development, future goals, or broader perspectives
- Lack of depth in handling challenges or cultural differences (“It was annoying because things were different.”)
- Criticizing or making unfair comparisons between cultures instead of showing understanding and respect
3 Sample Conversations for the Private School Interview: Family Trips
Q1: “How have your family travels influenced your perspective or goals?”
Student: “Our family prioritizes international travel every other year. Visiting Japan in ninth grade sparked my interest in international relations. I was fascinated by how different the urban planning was in Tokyo compared to American cities, which has influenced my interest in studying urban development.”
Interviewer: “That’s really interesting. What specific aspects of Tokyo’s urban planning caught your attention?”
Student: “What really struck me was how efficiently they use space. Tokyo is incredibly dense, but it doesn’t feel overwhelming because of thoughtful design. Their public transportation system is amazing—trains run exactly on schedule, and you can get anywhere without a car. I was fascinated by the multi-level urban development, where you might have shops underground, offices at street level, and residential spaces above. American cities seem so spread out in comparison, and I started wondering about the environmental and social impacts of these different approaches.”
Interviewer: “Have you been able to explore this interest in urban development since your trip to Japan?”
Student: “Yes, actually. I joined our city’s Youth Advisory Council last year, which gives students a voice in local planning decisions. We’re currently working on a project to improve pedestrian and bike access near our downtown area. I’ve also taken an online course in urban planning through a university extension program. For my final project, I created a proposal for reimagining our school’s campus with some Japanese-inspired design principles to make better use of our limited space.”
Interviewer: “It’s impressive that you’ve found ways to pursue this interest. Have your other international travels shaped your thinking in different ways?”
Student: “Absolutely. Before Japan, we visited Costa Rica, which gave me a completely different perspective on sustainable development. They’ve prioritized environmental conservation alongside economic growth in ways that many countries don’t. I saw how ecotourism created jobs while protecting natural resources. It made me realize that urban planning isn’t just about efficiency—it’s also about creating harmony between human needs and the environment. I’m now interested in how cities can become more sustainable and resilient to climate change.”
Q2: “Looking ahead to college and beyond, how do you envision incorporating these interests?”
Student: “I’m hoping to major in urban studies or environmental policy, with a focus on international approaches to sustainable development. I’d like to participate in study abroad programs, particularly in countries known for innovative urban solutions like Denmark or Singapore. Eventually, I see myself working either in city planning or for an international organization that addresses urban challenges across different cultures. I believe creating more livable, efficient cities is crucial for addressing many of our biggest global challenges.”
Interviewer: “That’s a thoughtful trajectory. Has there been anything challenging about your international travel experiences?”
Student: “The language barrier in Japan was definitely challenging. I had studied some basic Japanese phrases before going, but real-world conversation was much harder than I expected. It was humbling to realize how dependent I was on others to help translate. That experience actually motivated me to become more serious about language learning. I’ve continued with Japanese for three years now, and I’m determined to be conversationally fluent before I return someday. I think if you want to truly understand different approaches to urban planning, you need to understand the culture and language that shaped those decisions.”
Interviewer: “What cultures or experiences from your travels have impacted you most?”
Student: “We volunteer annually with a sustainable building organization in different locations. Last year in New Mexico, we helped construct a community center using traditional adobe techniques. This experience has shaped my interest in sustainable architecture and community-centered design.”
Interviewer: “That sounds like a meaningful experience. Could you share more about what you learned from the adobe building techniques?”
Student: “The adobe techniques were fascinating because they’re incredibly sustainable. The bricks are made from local soil, clay, and straw—materials that have nearly zero carbon footprint compared to conventional building materials. What impressed me most was how these ancient methods are perfectly adapted to the desert climate. The thick walls keep buildings cool during hot days and warm at night through thermal mass. It made me realize that sometimes the most innovative solutions have actually been around for centuries, we’ve just forgotten them in our rush toward industrialization.”
Q3: “How was the community involved in this project?”
Student: “That was actually the most impactful part for me. The community center wasn’t just built for the community—it was built with them. Local elders taught us the traditional methods, sharing knowledge that’s been passed down for generations. Families would come cook lunch for everyone working on the site, and we’d all eat together. Children would help mix the adobe in what felt like a big mud party. It showed me that architecture isn’t just about the physical building but about the social connections formed during the process. The building itself embodied the community’s identity and values.”
Interviewer: “Have you participated in similar volunteer projects in other locations? How did they compare?”
Student: “Yes, two years ago we worked in coastal Louisiana helping rebuild homes that had been damaged by flooding. That project used more modern sustainable building methods—elevated foundations, water-resistant materials, and solar panels. The contrast between these approaches showed me how sustainable architecture needs to be responsive to specific environmental challenges and local resources. In Louisiana, the focus was on resilience against future disasters, while in New Mexico, it was about working with the natural environment. Both experiences taught me that good design must be deeply contextual.”
Interviewer: “How do you think these experiences might influence your future academic or career choices?”
Student: “I’m now considering studying architecture with a focus on sustainable design. Before these experiences, I never realized how much social impact architects can have. I’d like to explore programs that combine architectural training with environmental science and community development. I’ve already started taking more advanced physics and art classes to prepare. My dream would be to work with organizations that help communities design and build structures that are environmentally appropriate and culturally meaningful. I’ve started a portfolio of sketches and design ideas inspired by these techniques that I’ve been learning.”
Interviewer: “What challenges have you encountered during these volunteer experiences, and how did you handle them?”
Student: “The physical work was definitely challenging—mixing adobe by hand under the New Mexico sun is exhausting! But the bigger challenge was cultural adaptation. In both locations, we were working with communities very different from my suburban upbringing. In New Mexico particularly, I had to learn to slow down and listen. There’s a different relationship with time in traditional Pueblo culture—more cyclical and patient than the linear, deadline-driven approach I was used to. It was uncomfortable at first, but I learned to appreciate this perspective. Now I try to bring that mindfulness back to my daily life, taking time to consider the longer-term impact of decisions instead of just immediate results.”
Interviewer: “How do you balance family travel with other commitments?”
Student: “My family travels to India biannually to connect with our heritage. These visits have deepened my understanding of my cultural identity. I’ve started a cultural exchange club at my current school to help other students appreciate diverse perspectives.”
Interviewer: “That’s wonderful that you’ve found a way to share your experiences through the cultural exchange club. Can you tell me more about the planning that goes into these trips to India and how you manage your other responsibilities?”
Student: “The timing of our trips is really strategic. We usually travel during summer break for about three weeks, sometimes extending into early August before school starts. For our winter visits, we carefully plan around final exams—I actually work with my teachers months in advance to complete major projects early or arrange alternative testing dates.”
Interviewer: “And how do you maintain your academic momentum during these extended trips?”
Student: “That was challenging at first, but we’ve developed a good system. Before leaving, I meet with each teacher to understand what material I’ll miss. I usually bring textbooks along and set aside an hour each morning for studying. My parents are really supportive of this—they see it as balancing American education with our cultural connections. When we stay with my grandparents in Chennai, my grandfather, who was a mathematics professor, helps me with my studies. He has a different approach to math problems which has actually broadened my understanding.”
Interviewer: “I’m curious about your cultural exchange club. How did your experiences in India inspire its creation?”
Student: “During one of our trips two years ago, I visited my cousin’s school in India and noticed how much students there knew about American culture through movies and music, while many of my friends back home knew very little about Indian culture beyond stereotypes. That really motivated me to create a bridge. The club meets twice a month, and we explore different cultures through food, music, art, and discussions. What’s been most rewarding is seeing students from various backgrounds sharing their traditions. A Vietnamese student recently led a session about Tết celebrations that was fascinating.”
Interviewer: “Have you found that these trips and your cultural connections present any challenges?”
Student: “Definitely. There’s sometimes a sense of living between two worlds. In America, I’m seen as Indian, but in India, relatives sometimes call me ‘the American cousin.’ Finding my identity between these perspectives was confusing at first. I’ve come to appreciate that I can be both—I don’t have to choose. The harder practical challenge is maintaining friendships back home during extended absences. I’ve become good at keeping connections alive through technology—setting up video calls with friends despite the time difference and sharing my experiences through a private blog.”
Interviewer: “Looking forward, how do you think this bicultural experience will influence your future?”
Student: “I’m considering international relations or global health as potential fields of study. My experiences navigating between cultures have given me skills in cross-cultural communication that I think would be valuable in those fields. I’ve also developed an interest in how traditional Indian medical practices like Ayurveda might complement Western medicine. During our last trip, I shadowed my aunt who’s a doctor at a hospital that integrates both approaches. I’m hoping to do a more formal internship there next time we visit. Whatever path I choose, I know I want to help build bridges between different cultural perspectives.”
Conclusion
For high school students, family travel offers an opportunity to show global awareness, academic maturity, leadership, and personal resilience.
Strong answers move beyond describing the trip—they explain how the experience connects to the student’s academic passions, career goals, and deeper values.
Encourage students to share how travel inspired them to take action, develop new skills, or pursue new learning opportunities. Thoughtful reflection and clear connections to future plans will make a lasting impression.
How to Confidently Talk About Family Trips in Private School Interviews (Ages 5–10)
Preparing for Private School Interviews: Talking About Family Travel (Ages 11–13)