Two Global Service Journeys

Over spring break, Leysin American School sent two groups across the world to take part in exceptionally meaningful service work—our long-standing Zimbabwe Service Trip and a new China Service Trip, initiated by LAS student Sara ’26. Together, these trips reflected the spirit of service at LAS, combining hands-on work, cultural exchange, and unforgettable shared experiences with local communities.

Zimbabwe: Service, Hands-On Work, and Cultural Exchange

Thanks to the enduring relationship with the Sethule Orphans Trust, LAS students have engaged in hands-on service at multiple sites in Zimbabwe for over a decade. This year, at Tennyson High School and Hope Secondary School, they painted classrooms and refreshed school buildings, continuing the legacy of earlier LAS projects. At the Sethule Hope Centre, they built swings for a play area serving young children aged 3-4, helping create a safer and more engaging environment for early childhood development. At Matopo Secondary, students supported early-stage construction of a new library, while at Emarika Kitchen they completed essential finishing work including tiling floors, painting walls, and assembling furniture for a supplemental feeding program supporting children aged 4-6. At the Emarika Primary School Project, students helped clear land, contributed to borehole drilling for water access, and assisted in building the first classrooms and toilet block for a new school. They also helped rebuild a security fence at the Sethule Skills Center.

Beyond construction and renovation, students took part in structured cultural exchange activities. They taught local students how to make Ojo de Dios (God’s Eyes), a traditional craft originating from Indigenous cultures in northern Mexico and the southern United States, often symbolizing protection and care. In return, Zimbabwean students taught LAS participants traditional dances, creating a jubilant opportunity for learning, music, and celebration.

Students also participated in daily life experiences and community interaction, including sports, informal conversations, and time spent at local schools and centers. The trip also included safari experiences and travel highlights such as a rhino encounter, a helicopter ride over Victoria Falls, and a safari which included a leopard sighting!

Students reflected deeply on the experience. Sofia ’28 shared, “This trip was a once in a lifetime experience that changed my perspective… seeing the happy faces of these children was priceless.” James ’27 noted, “The service work was very hands-on, including painting playgrounds and learning how to mix mortar and lay concrete blocks… it was very impactful to see where the money was going.” Edo ’28 reflected on the meaning of community, sharing how the word “Sethule,” meaning “let us carry the load together,” truly captured the spirit of the trip.

China: Exploration of Chinese Culture and Deep Connection in Rural Communities

The China Service Trip began in Beijing, where students experienced a fast-paced introduction to Chinese culture and history. They visited the Temple of Heaven, explored the Great Wall of China—including a 1.6 km toboggan ride down—walked through the Summer Palace, toured Peking University, and visited both the Forbidden City and Tiananmen Square. Along the way, students also experienced local cuisine such as hot pot and Peking duck, while observing traditional dress and gaining insight into the richness of China’s history.

After several days in the capital, the group traveled to rural Yunnan Province, where the service portion of the trip took place at Caizidi Elementary School, which is supported by the U-Lai charity foundation. U-Lai focuses on addressing educational disparities in under-resourced rural areas by providing balanced access to educational resources through an integrated approach. Sara '26 introduced the work of U-Lai to LAS and the community wholeheartedly supported the idea of growing our spring break trips to include U-Lai, and extend LAS service work opportunities to China.

Thanks to rigorous fundraising efforts, LAS was able to support major improvements at Caizidi Elementary school and the surrounding community. This included providing sneakers for all 130 students in grades 1-6, purchasing classroom chairs and desks, funding 22 iPads for learning and reading, and developing a library and multimedia room equipped with books and a smart board. Funds also supported expanded access to online learning resources for both students and teachers in a resource-limited environment. The trip was a meaningful opportunity for students to personally connect with the mission of U-Lai foundation, and see up close how their fundraising efforts made such a positive impact.  

At Caizidi, LAS students were warmly welcomed by the school principal and local children, and quickly became part of daily school life, engaging in a wide range of interactive activities with the children. They played basketball and table tennis, joined informal games, drew artwork, and spent time simply talking and laughing with students during breaks and structured activities. Relationships formed quickly despite language barriers, with students often communicating through gestures, sports, and creativity. Some LAS students became especially connected with younger children through drawing personalized artwork, leading activities, or participating in school events and dance performances.

Students also visited local family homes in the surrounding villages. They shared meals prepared by families, learned about tea cultivation, and helped with agricultural tasks such as picking tea leaves and collecting grass to feed goats. These visits gave students insight into daily rural life and generational labor practices tied to farming and subsistence living.

The trip concluded in Chengdu, where students visited cultural and historical sites including the Dujiangyan Irrigation System and participated in conservation work at a panda refuge. There, they prepared food for pandas, observed feeding sessions from close range, and learned about global conservation efforts—and challenges—including the sobering fact that only around 1,800 pandas remain in the wild.

Student feedback revealed that the experience was inspiring, humbling, and illuminating. Isabela ’26 shared, “The moment I started playing with the kids, the fear of language barriers disappeared… it was very moving.” Lindsay ’28 reflected, “I learned so much over those two weeks... the experience taught me to be more appreciative for all the opportunities in my life. ” Jan 26 noted, "It was incredible to see how different regions in China differ based on economic conditions."

A Community Effort Behind the Global Impact

Both service trips were made possible through widespread fundraising across the LAS community. Efforts included NHS raffles, Belle Époque Boys Dorm Store sales, parent-supported birthday cake orders, dress-down days, school-wide bake sales, mango sticky rice sales, and snack sales during school musical performances, along with other student-led initiatives. Together, these efforts demonstrated a strong culture of generosity and shared purpose at LAS.

Lasting Impact

Providing much more than travel or service hours, these trips were incredible opportunities for hands-on contribution, cultural exchange, and meaningful human connection. Students returned with a deeper understanding of global inequality, gratitude for their own circumstances, and a stronger sense of responsibility as compassionate global citizens!