Whether calling out a “blitz” play to the offensive coordinator, debating about high-speed rail at a Lincoln-Douglas debate tournament or crafting a caramel macchiato for a customer, Daphne Avkarogullari (12) puts 110% into all the activities she does. For Daphne, taking the time to fully learn something brings her unparalleled joy and the ability to share her newfound knowledge with those around her.

Daphne signed up for debate on a whim in her sophomore year because she enjoyed public speaking and structured thinking. Within a matter of weeks, Daphne moved from the introductory class to the advanced class. Now, she bounces between Lincoln-Douglas and Public Forum debate, serving as a team captain. Daphne appreciates the thrill of the quick thinking that debate requires and the range of different perspectives she gets to hear at tournaments. 

“There’s something so exciting about trying to get into the elimination rounds of a tournament and challenging yourself in each round,” Daphne said. “You encounter so many different styles and so many different types of arguments that you have to prepare against, but also some of them you can’t be prepared against because they’re so niche. You need to really challenge yourself in the moment to come up with an answer and be creative.”

As she attended tournaments with her team and supported them, Daphne forged a deep connection with her classmates and coaches. Upper school debate teacher Greg Achten mentored Daphne and praised her hard work and the deftness with which she learned the nuances of debate.

“The things that she does, she takes very seriously,” Achten said. “She started debating in 10th grade, so she was behind other students in terms of the number of years that she was on the team. But she caught up very quickly. For some people, speech and debate comes naturally to them, and she was one of those people.”

Daphne also pours passion into her time working on the football team. Wanting to gain experience coaching football, Daphne first joined football as an assistant student coach during the offseason of her sophomore year. She learned how to call plays and read the playbook, which then led her to take on the role, a position that never existed at Harker before.

“Being able to help people develop their skills is the best part for me,” Daphne said. “The joy you see on someone’s face when they finally do something they haven’t been able to do for a long time or have continuously tried to do, it’s so rewarding because you know, you helped with that.”

Initially apprehensive because the team had no female members at the time, Daphne now appreciates the sense of belonging she found on the team. More than calling plays and helping behind the scenes, she values the little moments, whether it be chanting “C-M-C” on the sideline or celebrating an offensive coordinator’s touchdown record.

“Being able to experience all the aspects of being a team, the wins, the losses, people’s improvements is a community feeling,” Daphne said. “You’re all there for each other, no matter whether you’re at the highs or at the lows.”

The inspiration that past mentors and mentorship experiences left her with motivated her to teach as a teacher’s aide at the middle school’s summer debate camp, where she led younger members of the debate team and passed on knowledge and advice to them. Daphne developed a similar relationship to football, where she strives to learn more to help her team improve.

“What I really like about football is it’s similar to debate in a sense that there’s a logic behind it,” Daphne said. “It’s almost like chess. You have to predict your opponent’s next move and figure out what’s going to be the most advantageous move for you to achieve whatever goal you’re trying to achieve.”

Working alongside others, whether it be debate teammates, football players or Starbucks co-workers allowed Daphne to gain new perspectives she would not obtain anywhere else. When she got her first job at Starbucks the summer before senior year, she worked with people from other backgrounds, making her more mindful of how she interacts with others and reflects on her own life experiences.

“Whether they were in their 40s or fresh out of college trying to work at Starbucks until they could find a job, you see people from so many different backgrounds, and the customers, too,” Daphne said. “It was a stark reminder that there’s so much depth to people’s lives that you don’t see when you talk to them in a simple interaction like ordering your coffee.”

Daphne seeks to understand all perspectives, and her insatiable curiosity led her to pursue Near research on W.E.B. DuBois. Close friend Alena Suleiman (12), who met Daphne in seventh grade and works alongside her in Near Mitra, recognizes the amount of effort she puts into her research. She recalls one time when they went to a library to do research together, where Daphne scoured the archives for one specific book and continued working even when she felt tired.

“She always has a goal in mind, and she has a very strong sense of direction,” Alena said. “But I’ve also learned that she can be deeply empathetic and thoughtful about the people who are close to her, which I really appreciate.”

Daphne’s care for others manifests in all of her activities and inspires her to pursue medicine. Having been diagnosed with ADHD and having suffered from an illness that caused her to miss half of seventh grade, Daphne’s frequent experiences with doctors throughout her adolescence encouraged her to give back to others. 

Daphne feels grateful for her roles in many distinct communities because of their ability to open up many avenues for her to interact with different groups of people and connect with a larger expanse of the Harker community. Upper school psychology teacher Julie Turchin, who taught Daphne in her sophomore and senior years and advises Psychology club, reflects on the enthusiasm with which Daphne helps others and dives into her interests.

“She’s got such a positive energy,” Turchin said. “She’s always enthusiastic about everything as far as I can tell. You can tell that she’s not doing it to check the box and say, ‘oh, we had a meeting’, she’s really thinking about what would be helpful for people who are interested in psychology here to learn about her.”

Succeeding in doing what she loves guides Daphne toward personal fulfillment and meaningful contributions, on the football field and in coaching debate. Her fervent enthusiasm for pursuing her interests uplifts those around her, allows her to forge deep connections along the way and shapes her understanding of the world and her role within it. 

“I would regret not figuring out what my potential was if I didn’t pursue things,” Daphne said. “I want to look back on life and know that I reached my full potential, or at least try to, because what’s the point of life if you aren’t trying to improve or pursue things you really love?”