When Mark Howard arrived at Albany Senior High School in 2013, he was a self-described “shy and nervous” Year 11 student. More than a decade later, he’s living in Vancouver, Canada, completing a PhD in Law at the University of British Columbia (UBC), where his research explores how colonization and climate change intersect with constitutional law in Canada and New Zealand.

Alongside his studies, Mark works as a Teaching Assistant, is an R. Howard Webster Fellow at Green College, and is part of the global St. Gallen Leaders of Tomorrow network. But according to Mark, the foundations for that journey were built right here at ASHS.

A Journey Driven by Curiosity
After leaving ASHS, Mark completed a conjoint degree in Law and Education at the University of Auckland | Waipapa Taumata Rau. At the same time, he volunteered with UN Youth New Zealand, serving as the organisation’s National President in 2020.

He also remained closely connected to ASHS after graduating, serving as Alumni Representative and later Deputy Chairperson of the Board of Trustees.

His passion for education, policy, and law eventually led him to Vancouver, where he is now completing a PhD in Law at the University of British Columbia (UBC), researching how colonization exacerbates climate change, and how constitutional law can help counter this  in Canada and New Zealand.

The ASHS Difference
Looking back, Mark says his experience at ASHS had a major influence on both his academic pathway and personal growth.

“Personally, I really thrived in the ASHS environment of self-cultivated learning,” he explains. “Through initiatives like Impact Projects and Tutorials, I had more opportunities than ever before to independently explore new subjects and methods, and test the waters of everything from science and art to history and politics.”

Mark says that environment helped him develop the confidence and independence needed to succeed in tertiary study and beyond. “Not only did that allow me to cultivate my interests in topics beyond what I could learn in a traditional classroom: it also helped a LOT when I got to law school, a competitive academic environment where being able to confidently lead your own learning journey is really valuable.”

He also credits ASHS’ flexibility and willingness to support opportunities beyond the classroom. “ASHS also showed incredible flexibility in allowing me to take time off school to participate in UN Youth conferences: events that would go on to influence my life trajectory, and that not all schools give their students time to attend.”

Community, Leadership, and Confidence
For Mark, one of the most enduring aspects of ASHS was the sense of community. “Ten years later, I’m still in touch with many of my friends from ASHS and many more played a role – big or small – in supporting me through the challenges of university and beyond,” he says. “So shout out to the Class of 2015!”

Mark says ASHS also helped him grow personally and become more confident in himself. “Personally, I was a pretty shy and nervous person when I first arrived at ASHS. I had a tendency to ‘get small’ in front of authority figures and to avoid confrontation. Being in a place like ASHS, where I was encouraged to view my teachers as supportive, friendly faces rather than intense disciplinarians helped me to come out of my shell and really thrive.”

By Year 13, Mark says he felt more confident than ever before, particularly through his experiences as Head Student and Student Representative to the Board of Trustees. One memory that stands out was working alongside fellow student leaders to advocate for ASHS phasing out school uniforms. “I was blown away by the willingness of the 2015 Senior Leadership Team and Board to take our views seriously, initiating the shift to a non-uniform policy that continues today.”

Learning Through Impact Projects
Mark says Impact Projects played an important role in helping him develop skills and experiences that continue to be valuable today.
“I think the real secret of Impact Projects is that they don’t HAVE to become the basis for your future career,” he explains. “Instead, they all represent unique opportunities to explore different fields to see what inspired and motivated me: something not offered in more traditional schooling formats!”

He says one of the most valuable lessons came through learning how to work through challenges and setbacks. “In some cases, my Projects fell flat – but the lessons I gained from those mistakes were probably some of the most valuable I had in my time at school.”

“Always Being a New School”
When asked what makes ASHS different from other schools, Mark points to the school’s willingness to constantly evolve and innovate.

“Above all else, for me it’s ASHS’ commitment to ‘always being a new school’,” he says. “I found that vision underpinned so much of what ASHS was about – always exploring new ways to respond to learners’ needs and never shying away from creative, future-focused ideas.”

That philosophy has continued to influence Mark long after leaving school, particularly in the way he now thinks about leadership, education, and his own future aspirations. “As a potential future educator myself, I hope I can also commit to ‘always being a new teacher’,” he says. “It’s a big challenge – but ASHS taught me that it’s 100% possible.”