JET Streams – Issue #62 (Spring and Summer 2026)

Through those visits, I experienced an incredible range of learning environments. Some days I taught more than 60 students at once in a large gymnasium; on other days, I taught one-on-one in a small classroom. Each setting required a completely different approach, and I quickly realized that traditional teaching materials were not enough.

Because I was traveling between so many schools, some students saw me only a few times a year, sometimes for as few as four lessons. That meant whatever I created had to be memorable enough to stay with them long after I left.

So I began designing my own materials.

During this time, I also got to know Yamanashi deeply through my weekly travels. I often asked students what their favorite part of each season was, and many talked about Mt. Fuji not just as a landmark, but as something that changes its expression throughout the year. In Japan, people often describe Fuji as having different "faces" by season: snow-capped and sharp in winter, soft and hazy in summer, framed by blossoms in spring, and surrounded by colored leaves in fall. The way students described these seasonal expressions gave the mountain a sense of character that stayed with me.

That was the beginning of my Fuji inspiration.

Later, I transitioned from PA to CIR, thanks to my Japanese ability and the extensive knowledge of Yamanashi I had built over those years, which was essential for the CIR role. I was grateful for the opportunity, but it also meant stepping away from the classrooms and students who had become such an important part of my daily life. That shift was not easy. I often found myself wondering how I could hold onto those connections and create something lasting from the experiences we had shared.

Over the next three years, I illustrated and developed Look for Fuji - 富士山を探そう!, designing it to be both educational and accessible. The story is available in both English and Japanese, and includes audio alongside text to support different learning needs. I based the language on familiar materials such as Let's Try! 1-2 and We Can! 1-2, English resources created by Japan's Ministry of Education and officially introduced into elementary schools in 2020, so it could also be used in classroom settings.

I ultimately chose to publish it as a free, interactive website to make it as accessible as possible, something that could be used in classrooms, projected on a screen, or explored individually like a game.

In many ways, this project is a continuation of the work I began in those special needs classrooms. More than anything, it is my way of saying thank you to the students who inspired it.

Most of the volunteering I have done has been with Hands On Tokyo. For around twenty years, they have been coordinating and providing meaningful, bilingual volunteering opportunities to both Japanese people and foreign nationals. In the past six months, I have taken part in ‘blind jogging’, tango therapy, activities at a day service for senior citizens, and more. Through meeting dedicated staff and volunteer coordinators, as well as participants of all ages and from all walks of life, I have learned so much. The skills that I started to develop on the JET Programme, including working with different people, self-introductions, teamwork and, of course, trying to speak Japanese, have all been invaluable here.

In addition, the Koto City Volunteer and Community Contribution Activity Centre has also been a great place to volunteer. Alongside organising sessions for volunteers to meet and share their volunteering experiences, they all publish a monthly list of volunteering opportunities, as well as coordinating larger, annual events.

Despite my initial worries, the warmth, openness and kindness of the voluntary organisations in Tokyo has been a joy to experience. I would encourage any current or former JET participants to seek out these organisations, whether in Japan or another country. They provide a great opportunity to meet new people, try new things and develop your own skillset. Beyond this, and perhaps most importantly for me, it is a fun and meaningful way to broaden your horizons and perspective.

I am writing this article on a sunny Sunday afternoon. This morning, I took part in the Hands On Tokyo ‘blind jogging’ activity in Yoyogi Park. Having been paired up with a lovely man, we spoke in English and Japanese as we jogged around the park. We chatted about life in Tokyo, Niigata and the UK; our hobbies and interests; and both British and Japanese authors. It was such a great morning! Although I am no longer a current participant on the JET Programme, it still felt like I was part of the grassroots international exchange that makes JET such a unique and special experience for so many people.

After a very rigorous recruitment process, including an inscrutable panel of five at the Embassy of Japan in London, I was accepted onto the “reserve” list. Not expecting anyone to drop out of an opportunity like this, I reverted to plan B and started job hunting in London for post university. When someone did drop out, I was offered the chance to work and live for a year (which became three years) in Gifu Prefecture. The people I met and worked with in Gifu (both Japanese and JETs) would have a profound and lasting influence on my life; values; resilience; mindset; and life-long love of all things Japanese.

In addition to teaching English on JET and gaining excellent grounding in the importance of relationship building as a key component of quality teaching, I also volunteered as a listening volunteer with the JET Programme Peer Support Group (PSG). This was a free phone service, run by JETs for JETs, providing confidential and anonymous wellbeing support for JET Programme participants. It was an incredibly rewarding experience to be on call for JETs across Japan: providing a listening ear for a bad day at work; help finding a doctor; having a chat in English; and sometimes more serious mental health concerns. As part of this experience, I moved on to co-ordinate and edit the monthly PSG Health Link News magazine, where the caller report data headline was published for the JET community, alongside useful articles written by and for fellow JETs. This experience paved the way to my training as a Senior Mental Health Lead for primary schools and with supporting young people as a special educational needs co-ordinator, and also as a Samaritans listening volunteer in London.

Since JET, I returned to Japan in 2023 to visit old friends, family, and former students, many of whom use English in their roles and have children of their own. I am an active member of the JETAA London community, mostly involving food (karaage club and now ocha), but I also support outgoing JETs with pre-departure advice (remember to pack extra marmite, it's a super expensive Japanese import), and I have volunteered at the annual Japan Matsuri held in Trafalgar Square. A return to JET and Japan twenty-six years later is not off the cards. There is no “post-JET,” it stays with you and is a baseline for future work; relationships; mindset; and cultural awareness. I am currently considering a second (or third - was JET the first?) career, where I can work across departments and cultures in more grass roots projects like JET.