You survived school. Now what?

By Herman M. Lagon

There is something disarming about a graduation ceremony when the most honest line is not about excellence, but survival. And I remember telling them this—because let’s be honest, not everything was about honors, medals, or certificates. Sometimes, it was about that quiet moment when a student would say, “Ma’am, pwede po ba extension?” or promise, “Sir, last na gid ni.” Or blame the internet, as if the signal itself had a personal grudge. People laughed when I said that during the Passi Montessori International School 2026 Commencement Rites, but beneath that laughter was something real. These young people did not simply glide through the year. They stumbled. They negotiated. They adjusted. They endured. And in doing so, they grew.

I reminded them that those moments are not just routine. They matter. They show students learning how to cope, how to ask, and how to keep going. In a country where support is not always equal, finishing the school year is already an achievement. It is effort. That applause we gave was not just for finishing—it was for not giving up.

I also shared how graduation days can feel familiar—photos first, speeches after, the same flow repeated year after year. But sometimes, if we allow it, the moment slows down. And when it truly lands, the meaning becomes simple. For the 127 Passi Montessori completers and graduates—and for all students before and after them—this moment matters because you did not stay the same. Maybe not in big, obvious ways. But quietly, in ways that will only make sense years from now.

I tried to speak to each group in their own way. For the Grade 6 completers, I told them that childhood does not end all at once. It fades, slowly, replaced by choices that ask for more independence. For Grade 10, I said the road becomes clearer—but also heavier. And for Grade 12, I was honest: the path ahead is wide and uncertain. There will be fewer instructions, fewer reminders, and far less structure than what school once gave. This transition, I reminded them, can feel confusing—and that is normal. In fact, research tells us that these transitions can challenge motivation and well-being, even as they help shape identity (Eccles et al., 1993).

The idea of “leveling up” seemed to connect with them. So I leaned into it. I told them that moving forward is not automatic. You do not reach the next level just by showing up. You earn it—through effort, through failure, through trying again. But what we often forget is this: every new level does not just bring difficulty. It also brings possibility. Bigger spaces to explore. Bigger mistakes to make. Bigger chances to learn and correct yourself. That widening, more than the challenge, is what growth really looks like.

One of the moments I chose to emphasize was this: graduation is not a celebration of perfect students. It made them giggle, but I meant it. Schools—especially those known for being rigorous—can make students feel like they need to be flawless. But learning does not happen that way. It grows through effort, through mistakes, through trying again (Dweck, 2006). The students we celebrated were not those who avoided errors. They were those who kept going despite them.

I talked about failure—not as an end, but something that changes. It feels like a wall at first, but becomes a teacher later. It is difficult, but needed. It is easy to say it leads to success, but not easy to live through. Still, those who face it grow stronger. In the end, it is the response that counts (Duckworth, 2016).

I also acknowledged something often missed: students do not get here alone. Families support them in steady, quiet ways—parents, grandparents, siblings. These efforts matter. The Philippine Statistics Authority (2022) continues to highlight this truth. That is why the applause for parents did not feel routine. It felt right.

And of course, I could not leave out the teachers. I reminded everyone that teachers carry their part of the journey, too. They guide, repeat, and correct—again and again—with patience. In Montessori settings especially, they do more than give answers. They teach students how to think. What may seem like repetition is actually care.

Then I spoke about character. Because beyond skills and achievements, this is what holds everything together. It may go unnoticed, but integrity keeps trust alive. Doing what you say and standing by it builds credibility (Simons, 2002). So I told them: do what is right, even when unseen.

Then I asked them to rethink the question. Not “What do you want to be?” but “Why?” Because purpose guides direction. Ikigai reminds us that meaning and contribution matter (Garcia & Miralles, 2016). I also emphasized this: education is not just personal. It is meant to be shared—in small, everyday acts that help others. In the world they are entering, that kind of thinking matters.

As we ended, I brought the focus back to what comes next. I told them this: you may not feel completely ready—and that is okay. You are ready enough. You are not starting from zero. You are bringing with you everything you have learned, unlearned, and relearned—even your mistakes.

Years from now, they may not remember the exact lines. But I hope they remember the feeling—that mix of excitement and uncertainty, standing at a beginning. And if anything stays, I hope it is this: keep your integrity, stay grounded in your purpose, care for others, and keep moving.

Because graduation was never really about finishing. It was always about continuing.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.