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Having experienced an unsettled life moving around the world, Abdul Eizeddin finally feels happy, thanks to his Harlow school.

The 16-year-old began his British education journey in Year 7.

After spending five years unhappy in Denmark, the teen – originally from Syria – is now looking to a brighter future, studying maths, further maths and physics at the sixth form at Sir Frederick Gibberd College

Today, he collected one Grade 7, four Grade 6, two Grade 5 and one Grade 4 in his GCSEs, despite arriving in England five years ago speaking no English.

He said: “In Denmark, I did not have great friends or a great education.

“When I arrived at Sir Frederick Gibberd College in Year 7, I learned English quickly. The school has been a great experience for me. The headteacher was very supportive from the start, helping me to learn English and get into studying.

“I feel very settled; very much so. And that is because of the school. Of course, at my age, I spend most of my time at school, so that has been a big part of helping me to settle here.

“Right now, I am really happy that I have been given this chance. My family are very happy I am getting a very good education and will go on to do good things. I am thankful I got to the UK and am studying.

“I plan on being very much focused on my studies in sixth form and hoping for the best in my A-levels. I am wishing for A and A*.”

Headteacher Dee Conlon said: “Abdul’s journey at Sir Frederick Gibberd College is a testament to resilience and the pursuit of excellence against all odds. As a refugee, Abdul has navigated significant challenges, yet his dedication to his studies has been unwavering. His impressive achievement of eight GCSEs, including a notable Grade 7 in maths and a Grade 6 in English, is testament to that.

“His success is a powerful reminder of the potential that lies within each student, regardless of their background, and it highlights the role of education in empowering individuals to transcend their circumstances.

“Abdul’s story emphasizes the importance of providing inclusive educational environments that support all students in realizing their potential.”