Karam Luthra Singh

IB predicted score: 44/45, IB class of 2027. Coursework spans Economics HL, Business Management, and Extended Essay research (published independently — see Research).

• Analysed leadership effectiveness through evidence-based frameworks spanning neuroscience, organisational behaviour, and conflict resolution
• Studied team dynamics and change management through interactive simulations, co-authoring an organisational intervention proposal for Boeing diagnosing performance gaps
• Developed a personal leadership philosophy through the capstone Leadership Roadmap paper

Scam Signal started at home. When my grandparents were targeted by a scam, I saw how easily it can happen and how many families across India face the same risk. The campaign uses social media to show how prevalent scams are and to help people spot one before it costs them.

• Creates short-form social-media content breaking down how common scams in India work and the warning signs behind them
• Speaks to families and older adults, who are often the ones targeted, and to the younger relatives who can warn them
• Extends Finolingo's financial-literacy mission from managing money to protecting it

• Shadowed portfolio managers and investment professionals across fund management and investment decision-making
• Conducted research on mutual fund strategies, performance metrics, and market analysis
• Attended investor meetings and strategy sessions, observing real-world applications of financial theory
• Completed assigned research projects analysing fund manuals and investment frameworks

• Observed civil court proceedings, gaining practical insight into the legal system and courtroom procedure
• Learned case management, legal argumentation, and the judicial process through direct observation
• Developed understanding of civil law practices and legal documentation through courtroom experience

• Organised school-wide events including the NHS Dodgeball Tournament, Staff Appreciation, and Talent shows
• Founded and led a school-wide tutoring programme pairing NHS members with students needing academic support, in collaboration with teachers' office hours
• Launched a dedicated middle-school tutoring programme, extending academic support to younger students

• Integrated Finolingo into club curriculum, organising school-wide financial literacy competitions
• Led a Shark Tank-style project connecting student entrepreneurs with community funding and mentorship
• Facilitated weekly sessions on microeconomics through personal investing strategies, using Investopedia for applied learning

Led the largest running service club at AES, supporting underprivileged students from the Vivekanand camp through sports, recreation, and community engagement.

Directed programmes supporting neurodivergent students from the Tamana camp — motor-skill refinement, social development, and a reciprocal visit strengthening community bonds.

Council of all AES service-club leaders; attended four leadership retreats on community organisation, strategic planning, and collaborative leadership.

Organised school-wide events including Homecoming; represented student concerns to improve the school experience.

Represented AES at three international MUN conferences — Taiwan (IASAS), Philippines (IASAS), and Doha (THIMUN) — drafting resolutions and debating global issues with international delegates.

Quarter-finals in Debate (9th grade); finals in Debate and Original Oratory (10th grade), placing 2nd in both. Holds the longest debate run in American Embassy School history.

• Authored and published an independent research paper analysing air pollution as a systemic market failure with far-reaching economic consequences
• Examined negative externalities, cost-benefit analysis of pollution, and its impact on GDP and workforce productivity, using Delhi as a primary case study
• Analysed Pigouvian taxation and cap-and-trade schemes as policy solutions for correcting market failures and incentivising cleaner production

Coordinated sessions where students from the Vivekanand camp visited AES for sports, recreation, and community-engagement programmes, building a consistent support system for underprivileged youth.

Organised recreational activities — sports, games, creative exercises — tailored for neurodivergent students from the Tamana camp, and coordinated a reciprocal camp visit for AES students.