Minh Anh comes from an academically strong family. Both of her parents work in education and healthcare. She is a high-achieving student who performs well across all subjects. She often finishes assignments early and asks advanced, thought-provoking questions. In class, Minh Anh tends to lose interest when the material feels too basic or lacks novelty. She's curious, self-motivated, and eager to learn beyond the curriculum, especially when she feels the lesson is too simple.

Quoc Bao lives with his mother and grandparents after his parents’ divorce. He often comes to class sleep-deprived and tired. During lessons, he gets distracted easily, often staring out the window or playing with his pen. He struggles to keep up and frequently asks the teacher to repeat instructions. Bao is slow to respond when called on, often forgets his homework, and submits incomplete work. He rarely speaks in class and tends to say, “I don’t know” or “I can’t do it” when asked questions.

Huyen Trang is the eldest child in a low-income working-class family. She often comes to class looking tired, sluggish, and lacking energy. When asked to set academic goals, she writes vague or very low-effort responses, often lacking clarity or ambition. In her studies, Trang either doesn’t complete assignments or does them superficially. She frequently submits work late or misses assignments entirely, showing no reaction even when receiving poor grades.

In class, Trang rarely participates in discussions. She often rests her head on the desk or stares blankly into the distance, appearing disengaged and indifferent. Recently, she has been skipping school to sleep at home. Despite support from teachers, Trang still lacks motivation to attend class.

Minh Chau is the class vice monitor in charge of class duties. She consistently arrives early, completes her assignments on time, and takes initiative during group activities—delegating tasks and helping her peers stay on track. When others struggle, she offers kind suggestions and support. In school events, she volunteers as an MC and assists organizers in gathering participants. Thanks to her sense of responsibility and positivity, Chau is well-respected by classmates and often chosen by teachers to lead group work.

Tuan usually sits in the back corner of the classroom and rarely speaks up. When asked questions, he lowers his head or responds quietly just to get by. During group activities, he tends to stay silent and only does what he's assigned, without initiating interaction. Peers rarely talk to him, partly because he avoids social engagement. He often withdraw from group events like performances or sports. Teachers observe that Tuan may need additional support to feel more included and confident in class.

Duy đôi khi che giấu sự mong muốn được nhìn nhận và kết nối với mọi người.

During class, Duy frequently interrupts the lesson with jokes, playful comments, or by mimicking his classmates’ voices. He often gets out of his seat and walks around the classroom, sometimes asking to go to the restroom multiple times. On occasion, Duy brings unusual toys, such as a laser pen or glowing gloves, to “show off” to his peers. However, when his classmates do not respond or pay attention, he tends to withdraw, appear upset, or become irritable. Teachers have observed that Duy’s humor may sometimes be a way of masking his deeper desire to be acknowledged and to connect with others.

Khanh tends to respond defiantly when corrected by teachers. When called on or given feedback, he often talks back or makes sarcastic remarks. On one occasion, when a classmate accidentally took his laptop, he shouted, slammed the desk, and nearly got into a physical fight. He once shoved a chair and left class without permission after receiving a poor grade. Both teachers and students find it hard to approach him and are concerned about his unpredictable emotional outbursts.

Linh demonstrates strong emotional regulation. When she didn’t get the group leader role she hoped for, she calmly expressed her disappointment to the teacher and her classmates. She listens actively in discussions and gives constructive feedback without being forceful. Despite a busy schedule with extracurriculars, Linh manages to submit her assignments on time and plans her study time effectively.

Quan is shy and rarely volunteers to speak in class, even when he understands the material. When asked to present, he speaks softly, appears nervous, and often begins with, “I won’t do it well.” In group work, he lets others present for fear of making mistakes. In conflicts, Quan is usually the first to apologize, even when he’s not at fault. He often compares himself negatively to his peers, saying things like, “I’m not as good as anyone else.”

Recently, My has been complaining of fatigue and sometimes asks to leave class early. She told her teacher she feels overwhelmed by upcoming exams and a heavy testing schedule. She struggles with sleep, skips meals, and often appears drowsy in class. When given group tasks, she tends to procrastinate or say, “Let someone else do it.” At times, she reacts more emotionally than usual to reminders, a change from her previous behavior.

An visibly experiences anxiety during tests or presentations, such as shaky hands, sweating, pale face, and often says, “I’m afraid of getting it wrong.” Once, even after preparing well, she asked to skip her presentation, claiming sudden stomach pain. In class, she repeatedly asks the teacher, “Is this right?” or “Are you sure?” Even after reassurance, she remains uneasy. She shared that small issues, like submitting homework late, can make her feel anxious all day.

Once an active member of the school's performing arts club, Huyen recently withdrew from all activities and stopped attending rehearsals. Her teacher noticed she no longer smiles, often looks tired, and frequently misses school or asks to leave early. When asked how she’s doing, Huyen gives short answers, once saying, “Nothing feels exciting anymore.” She avoids eye contact, isolates herself during breaks, and seems emotionally distant.

Lately, Nam has been wearing long-sleeved shirts even on hot, sunny days. One day, when he bent his arm, the teacher accidentally noticed old scratch marks on his wrist. Nam has also been posting sad messages online, expressing thoughts about the meaninglessness of life. In class, he rarely talks and becomes easily irritated when asked questions. On one occasion, he handed a personal item to his close friend, saying: “Keep this for me, you’ll need it one day.” A classmate reported to the teacher after reading a letter Nam had written, in which he mentioned, “I want to disappear forever.”