Hiroko Kawase ('26)

For Hiroko Kawase (she/her), education is more than just a field of study—it’s a tool for creating belonging. A junior in Trumbull College from Tokyo, Japan, Hiroko is double majoring in Cognitive Science and Intensive Education Studies. Having moved five times across continents in the last 15 years, she understands the importance of community in learning spaces. This personal experience fuels her academic passion: how can schools cultivate environments where every student feels at home?

Her interest in education began in high school while teaching at Summerbridge, a mentorship-based English immersion program. The experience was eye-opening. She saw how a strong sense of belonging among students and teachers could transform the classroom, inspiring her to explore education more deeply. That curiosity has since shaped her studies and fieldwork. At Yale, she has served as a research assistant at the Education Collaboratory, studying social-emotional learning, and has spent the past two years as a mentor in the Big Brother Big Sister program at Truman Elementary School in New Haven.

Beyond fostering community in schools, Hiroko is also intrigued by the intersection of education, technology, and design. She wonders how financial and technological innovations can empower students and educators, ensuring that learning environments are not only inclusive but also dynamic and forward-thinking. While she hasn’t landed on an exact capstone project yet, she hopes to combine storytelling, photography, and education—perhaps by highlighting the impact of teachers. Alternatively, she is considering a project that explores ed-tech solutions to enhance learning experiences.

One of Hiroko’s most formative experiences in Education Studies has been taking classes with Professor Richard Lemons, particularly EDST 290. In this course, she worked on a semester-long project addressing the societal prestige of teaching, ultimately presenting solutions to a panel of Connecticut superintendents. She describes this as one of the most hands-on and meaningful projects she has done at Yale. The EDST community itself has also been a highlight—she recalls how upperclassmen encouraged her to apply for the intensive track, making her feel welcomed from the start.

Looking ahead, Hiroko doesn’t have a set five- or ten-year plan—she prefers to stay open to opportunities that align with her passion for fostering connection and inclusion. Whether through education design, policy, or mentorship, she hopes to be in a space where belonging remains at the heart of the work. One thing is certain: wherever she goes, she will continue to bridge gaps in education and create spaces where every student feels seen and valued.