Less Is Sometimes More: Why Being ‘Well‑Rounded’ Is Overrated for Scholarships and Top Universities

OK. We know in many schools, students are often told to be “well-rounded.”
Join many clubs. Do many activities. Be good at everything.

This advice sounds safe. It is also one of the most damaging pieces of guidance given to high-potential students.

Here’s why: selectors do not remember well-rounded candidates. They remember distinctive ones.

When scholarship panels or admissions officers review hundreds of applications, they are not asking, “Who did the most things?” They are asking, “Who do I still remember after closing this file?”

A long list of activities with shallow involvement signals one thing very clearly: indecision. It tells selectors you were busy, but not committed. Present, but not responsible. Active, but not accountable for outcomes.

Depth matters more than balance.

One area where you went deep — struggled, failed, improved, and delivered results — tells a far stronger story than ten activities you attended casually.

Let’s make this concrete.

A Real Example: The Forgettable Candidate

Student A lists the following:

• Committee member of Robotics Club

• Treasurer of Environmental Society

• Volunteer at three charity events

• Participant in two competitions

• Prefect for one year

On paper, this looks impressive. In reality, it tells the selector nothing.

What did this student actually do?
What changed because they were involved?
What problem did they own?

The answer is unclear. Which means the application is forgettable.

A Stronger Example: Depth Beats Breadth

Student B lists:

Founder and lead tutor of a peer-to-peer maths programme for Form 4 students

That’s it.

But when asked, Student B explains:

• Noticed juniors failing add maths after PT3

• Designed weekly tutoring sessions

• Recruited two friends and coordinated schedules

• Tracked attendance and test scores

• Helped 12 students improve by at least one grade over six months

This student did fewer things. But they owned something fully.

Selectors remember this.

Why? Because it shows:

• Initiative (they saw a problem)

• Responsibility (they didn’t wait to be told)

• Persistence (six months, not one event)

• Impact (measurable improvement)

That is leadership. That is depth.

Why “Well-Rounded” Became Bad Advice

The idea of being well-rounded originally meant not neglecting academics or character. Somewhere along the way, it became “do everything.”

The problem is that time and energy are limited. When you spread yourself thin, you rarely go deep enough to create real impact.

Selectors know this. They also know that real growth happens when students commit to something long enough to face difficulty.

Depth creates:

• Failure

• Frustration

• Learning

• Improvement

These are exactly the things selectors want to hear about in essays and interviews.

What a “Spike” Actually Means

A strong “spike” does not mean you must be extraordinary. It means you are clearly invested in one or two areas.

A spike could be:

• Academics (e.g. consistently strong performance in a specific subject, plus tutoring or competitions)

• Leadership (owning and improving a club or programme)

• Community work (long-term involvement, not one-off volunteering)

• Entrepreneurship (running a small but real initiative)

• Sports or arts (progression, discipline, results)

• A specific skill (coding, research, writing, design)

What matters is progression.

Selectors want to see:

• Where did you start?

• What challenges did you face?

• What did you do when it got difficult?

• How did you improve?

• What changed because of you?

If you cannot answer these questions, your involvement is probably too shallow.

Another Concrete Example: The “Risky but Memorable” Profile

Consider two students applying for the same scholarship.

Student C:

• Joined five clubs

• Held one minor role in each

• No clear theme

Student D:

• Spent two years building a small environmental initiative

• Failed in the first year (low turnout)

• Adjusted strategy, partnered with teachers

• Eventually ran consistent programmes with real participation

Student D looks “riskier” on paper. Fewer activities. Less polish.

But Student D is memorable.

Why? Because failure and recovery signal maturity. They show the student can handle setbacks — something scholarship providers care deeply about.

What You Should Actually Do

If you are a secondary school student preparing for scholarships:

• Choose one or two areas you genuinely care about

• Commit for at least six to twelve months

• Take on a leadership role, or key responsibility for outcomes, not just participation

• Track what changes because of your involvement

• Be ready to explain the full story, including failures

Do not blindly chase certificates. Do not simply chase quantity.

A well-rounded resume looks safe but forgettable.
A focused profile looks memorable.

If you want to stand out, just like a tall tree admist a forest of plants, stop collecting activities.
Start building mastery.