If you study at a private school in Romania, you have no chance at FLEX. None. Look at the numbers.

I am in the 11th grade at the Romanian-Finnish High School. Last year I applied to FLEX. I went through every stage. The online application. The English test. The individual interview. The group interview. I gave everything I had.

I was not selected.

Before I applied, I was told clearly, by people who knew what they were talking about, that studying at a private high school would not help me at all. That, on the contrary, it was exactly the thing that could close the door, no matter how strong my file was.

I did not believe it. I thought they were exaggerating.

My father formally requested the complete statistics from the Ministry of Education. How many students from private schools had been admitted to FLEX in the last 11 years. The answer came. And the answer is what makes me write this article now, angry:

School year	Students admitted	From accredited private high schools	From state schools
2016-2017	24	0	24
2017-2018	25	1	24
2018-2019	35	0	35
2019-2020	35	0	35
2020-2021	8	0	8
2021-2022	30	2	28
2022-2023	28	1	27
2023-2024	30	0	30
2024-2025	30	1	29
2025-2026	26	1	25
2026-2027	20	1	19
Total	291	7	284
Share		2.41%	97.59%

Read it once more.

291 students admitted in 11 years.

Only 7 from private schools.

In 5 of those school years, none. Zero. Five whole years, zero students from private education admitted in all of Romania.

And one more detail which, at the time of the application, seemed completely pointless to me. One of the online forms had a clear question: is your school public or private? It struck me as a strange question. What does the type of high school have to do with a cultural exchange scholarship? I thought maybe it was just for internal statistics, something administrative, with no real weight.

I only understood now, reading the table above, why that question exists. Too late to change anything for me. Not too late to say it here, out loud, for you, who are reading now and are just about to fill in that same form this year.

So I will say directly what this means, without hiding behind nice words: if you study at a private high school and you are thinking of applying to FLEX, you have no chance. Full stop. You can have perfect English, you can have the best essay ever written by a teenager, you can win the group interview hands down - it does not matter. These numbers do not lie, and they have nothing to do with how good you are.

The only exception I can see - and I say this as my opinion, based on what I lived through and on what the numbers show, not as a proven fact - is if you have another kind of support. Not academic. Another kind. The kind of support that does not appear on any CV and that no one writes into the rules, but which, apparently, counts more than everything you learned in 11 years of school.

Private high schools in Romania invest heavily in intensive English - exactly what FLEX tests. If it were only about academic preparation, we should see more private-school students, not fewer. We see the opposite. Year after year. For 11 years.

I did not lose this game in order to complain. I lost it in order to understand how the game works, to figure out exactly what it cost me, and to write down, for everyone who comes after me, everything I would have wanted to know before I applied.

If you are from a state school, you have real chances and a clear path to follow below.

If you are from a private school - now at least you know what you are up against. It is no longer a hunch. These are official figures, from the ministry.

WHAT FLEX IS

The Future Leaders Exchange (FLEX) is an exchange programme funded by the US government, active in many countries across Europe, Eurasia and Central Asia. It offers you a full academic year in an American high school, living with an American host family.

The actual length of the stay is about 10 calendar months.

The programme covers:

• Round-trip transport between your city in Romania and the host city in the USA.
• Placement for one school year with a selected and monitored host family, with three meals a day.
• Medical insurance for conditions that arise during the programme (excluding pre-existing conditions and dental treatment).
• Enrolment in an American high school.
• Monthly financial support of 200 USD for social activities.
• An additional allowance of 300 USD for textbooks, sports equipment and necessary materials.
• Orientation and counselling, before and after the programme.
• Participation in community activities in the USA.
• Continuous support from American Councils and the placement organisations throughout the year.
• The US visa fee.

Official information starts here: https://www.romania.americancouncils.org/flex-ro

Applications are submitted here: https://ais.americancouncils.org/cgi-bin/WebObjects/AIR.woa/wa/login?brand=FLEXRomania

The competition has three major stages. I went through all of them, and I will explain exactly what to expect at each one.

STAGE 1 - THE PRELIMINARY ONLINE APPLICATION

It is filled in entirely in English and has 11 sections:

• About the Program and Program Calendar
• Application Requirements and Eligibility
• Certify Your Eligibility
• Upload Birth Date Verification and Photo
• Biographical Information
• Academic Information
• Knowledge of English
• Essay No. 1
• Essay No. 2
• Essay No. 3
• Review and Submit Your Application

What you need to upload:

• A copy of your ID document (passport, identity card or birth certificate).
• A photo of your face, from the shoulders up.

Personal details requested: name (including in Romanian), gender, date of birth, primary citizenship, current location, the approximate population of your city, phone, email.

Additional information: whether you took part in the US government English Access programme (not FLEX/YES), and how you heard about FLEX.

About your school: the name of the school, your grade, and the expected month and year of graduation.

Knowledge of English: multiple-choice questions with four options, based on real-life scenarios - for example, what you do if your host family asks you to wash the dishes every day even though you do not like it, or what you do if a friend does not want to go to school.

Three essays, each a maximum of 300 words:

• Essay 1: During the exchange programme you will spend a relatively long time away from family and friends. What qualities do you have that will help you succeed? Give examples.
• Essay 2: Describe a recent moment when you struggled to choose between two options. Which did you choose? How did you decide? Why?
• Essay 3: Describe an activity you take part in outside school. Why do you take part in it? What have you learned from it?

If you qualify, the second stage follows.

STAGE 2 - THE ENGLISH LANGUAGE TEST

An online test with 12 questions, each with four options. The first six questions are based on a scenario described at the start; the next six on a second scenario. The questions can vary from year to year, but the format stays similar - it tests contextual understanding of English, not dry grammar.

If you qualify, the third stage follows.

STAGE 3 - THE INTERVIEW AND THE GROUP ACTIVITY

This stage takes place at the American Councils office, 27 Galileea Street, district 1, Bucharest, and includes three components on the same day: an essay written on the spot, a group activity and an individual interview.

The on-the-spot essay

Candidates receive essay-type questions on the day of the interview itself. Among the most frequent:

• Describe a situation in which you were given a responsibility you did not want. What did you do? Why?
• In America you will live with a host family, not as a guest but as a member of it. What will you do to become part of this family?
• Why should you be a finalist? What makes you a strong candidate?
• Everyone is influenced by events in their life. Describe how an event in the last two years influenced you. What did you learn?
• Describe something important you learned from an experience outside school in the last three years. How did it help you become a successful exchange student?
• Tell us about an experience when you decided to try something new and it did not turn out as you hoped. What did you do?
• Give an example from the last three years when you had to work with someone different from you. What did you do? What did you learn?
• What qualities or abilities do you have that will help you become a successful FLEX exchange student?
• Describe a situation in which you felt you did not belong to a group. What did you do?
• Which activity in the last three years had the greatest impact on you? How and why?
• Describe a situation in which you were asked to do something you had never done before. How did you handle it?
• Which three words would you use to describe yourself? Why?
• What major changes have happened in your life in the last three years?
• Describe a situation in which you had a disagreement with friends or family. What did you do?
• What challenges have you faced and how did you get through them?
• Do you often adapt to new situations? Is it difficult for you?
• What did you expect from the USA, besides improving your English?
• Have there been moments in your life when you wanted to quit a project before finishing it? Why?
• Have there been times when you got a piece of advice, did not follow it, and regretted it later? What did you learn?

The group activity

This is one of the most underestimated stages - and one of the most important. Candidates are split into groups of 5-6 people and given a challenge to solve together in 10-15 minutes, while an evaluator observes and takes notes without intervening.

What the evaluators are really assessing: they are not looking for the 'most vocal leader' and not for the 'cleverest solution'. They are looking for collaboration, adaptability, respect for others, the capacity for reflection and emotional maturity - exactly the competencies FLEX officially names as its goals: intercultural competence, leadership potential, responsibility.

A typical standard-level scenario:

"Imagine you are FLEX students in a high school in the USA. The school wants to organise an event that promotes cultural diversity. You have 10 minutes to decide: what kind of event you organise, what role each person has, how you involve the American students."

Here is how to approach each minute:

• Minutes 1-2 - getting the group going. You initiate, but you do not take control. A good line: "Maybe it would help to quickly share our ideas and then choose something in common." The evaluator notes initiative and respect.
• Minutes 3-6 - developing the idea. You connect other people's ideas and include the quiet ones. Useful lines: "I like your idea, I think it could combine with what X was saying," or "What do you think? I have not heard from you yet." The evaluator notes teamwork and inclusion.
• Minutes 7-9 - organising. You help the group reach a conclusion and accept compromises. A good line: "Given the limited time, maybe we settle on one main event and a few activities."
• Minute 10 - the presentation. Speak clearly, without monopolising the discussion.
• If a conflict arises: you do not correct anyone, you do not take sides. You say: "Maybe both ideas are good. We can take elements from each." The evaluator notes conflict management.

A more difficult, advanced-level scenario:

"You are FLEX students in a high school in the USA. An international classmate in your group posted a message on social media that a few American students interpreted as offensive. A conflict has broken out at school. As a group, you have 12 minutes to decide: what you do immediately, how you manage the conflict, what role each of you has, how you prevent similar situations in the future."

This task is intentionally difficult - there is no 'correct' solution, emotions are involved, cultural values differ, exactly as in real life on an exchange programme.

• Phase 1 (minutes 1-3) - calming and structuring. You acknowledge the problem, propose a structure, do not look for someone to blame. A good line: "I think the first step is to understand exactly what happened and how all the parties involved feel." The evaluator notes maturity and responsibility.
• Phase 2 (minutes 4-7) - solutions and roles. You propose balanced solutions: a calm conversation with the classmate, listening to those affected, involving a counsellor, explaining cultural differences without forced apologies. A good line: "Even if the intention was not negative, the impact matters and I think it is important to acknowledge it." The evaluator notes intercultural awareness.
• Phase 3 (minutes 8-10) - prevention. You think long term, without moralising. An excellent line: "Maybe a workshop on cultural differences would help, so that similar situations are avoided."
• Phase 4 (minutes 11-12) - the conclusion. You help the group finish and accept compromises.

The mini-interview after the activity - this is where the score is really decided:

• "How did the activity go for you?" A good answer: "It was interesting to work under time pressure. I think we did well because we listened to everyone's ideas and reached a common solution."
• "What was your contribution?" A good answer: "I tried to help the group get organised and include all the ideas. For me it was important that everyone felt part of the solution."
• "What was difficult?" A good answer: "Managing the time and the different opinions, but I think that is exactly what made the activity valuable."
• "What would you do differently next time?" A good answer: "I would try to clarify the objective earlier, so we could be even more efficient."

What makes you fail this stage, confirmed by past participants: dominating the group, interrupting constantly, being completely passive, being ironic or superior, 'playing a role' artificially for the evaluators.

The golden formula: Contribute. Listen. Connect. Reflect.

The individual interview

It is held in groups of at most 6 students, each followed by an individual interview of up to 30 minutes. After the individual interview, you can go home.

The questions are usually organised into six categories:

Motivation and the purpose of the application: Introduce yourself. Why did you choose to apply to FLEX? What motivates you most to study a year in the USA? What expectations do you have? How will this experience help you in the long term? Why do you think you deserve to be selected?

Adapting to life abroad: How will you adapt to an American host family? What would be the biggest obstacle in a new environment and how will you handle it? If you have a conflict with a host family member, how would you resolve it? What did you know about American culture before applying and what do you want to discover? How will you behave if you feel isolated or homesick?

Self-knowledge and character: Three qualities that define you and how you have demonstrated them. The biggest challenge you have faced and what you learned. What does leadership mean to you and have you had leadership experiences? How do you cope with sudden changes or unexpected situations?

Practical scenarios: If you disagree with a rule of the school or the host family, what do you do? How do you handle a situation in which classmates or the host family do not understand you because of cultural differences? If someone asks you to do something you do not consider right, how do you proceed? How do you manage your time between school, hobbies and other responsibilities?

Community and involvement: Have you taken part in volunteering or team projects? How would you get involved in the American high school's community? What would you like to share about your culture? How would you use your FLEX experience when you return to Romania?

Experience and background: Have you had leadership experiences at your current school? What are your plans for life after high school? Tell us about a situation in which you worked in a team. What is your most important goal for the next 5 years? How would you describe your family and your relationship with your parents? How do you cope with loneliness or being excluded in a new group? If you are selected, what message would you send to other young Romanians who will apply?

Final questions: Do you have questions for us about FLEX? Is there something you want to tell us that we did not ask about?

Also at this stage, the candidates who have made it this far complete the most substantial application in the whole process - the AIS application.

THE FINAL ONLINE APPLICATION (AIS)

This application opens in a fixed 10-day window (usually Friday 4:00 p.m. - Monday 4:00 p.m., 10 days apart), on the platform https://ais.americancouncils.org/FLEXRomania, with the same login details as in Round 1.

A technical note: in order to download the forms in Section 11, 'Upload Documents', you must first go into Section 2, 'Biographical Information', and answer the 'Primary Citizenship' question.

The golden rule - critical

Only the English forms are uploaded to AIS. No Romanian form is uploaded to AIS. The Romanian forms are only supporting documents, used only if the school, teacher or doctor refuses to fill them in in English, and they are sent exclusively by email to flex.ro@americancouncils.org.

Form 4 - The teacher's recommendation

The student never uploads this form to AIS. The recommendation arrives directly through the platform or exclusively by email to the address above.

• Scenario 1 - the teacher knows English and can complete it online: you enter the teacher's name and email in AIS and answer YES to the question of whether they can complete it online in English. Talk to the teacher beforehand - the link they receive is valid for only 72 hours.
• Scenario 2 - the teacher knows English but cannot complete it online: you answer NO, download the form, give it to the teacher, who sends it scanned directly to flex.ro@americancouncils.org (never to the student).
• Scenario 3 - the teacher does not know English: you give them the form in Romanian. They fill it in. A translator - any person who knows English, but never the student, the family or a sworn translator - translates it directly onto the English form and sends it to the address above. The recommendation is confidential - the student and the family must not see it.

Form 5 - The transcript of records

You fill in the number of hours per week and the grades obtained for each subject, for the last two school years plus the first part of the current year. If there is no grade for a subject, you leave the grades column empty and enter only the hours.

If you attended two or more schools in the last three years, you fill in a separate form for each, then merge everything into a single PDF.

Special subjects:

• Mathematics (Algebra/Geometry): the recommended option is the same grade for both, with the hours split between them; alternatively, you leave them blank and write 'Mathematics' in the Others section, with the grade and the hours.
• Romanian: the same grade for 'National Language' and 'Literature', hours split.
• History: the same grade for 'National History' and 'World History', hours split.

Under 'Other' you enter only the subjects most important to you or with high grades, without exceeding the space on the form.

You never enter the conduct grade.

The form must be signed by the principal and stamped by the school. If the school refuses to sign in English but signs in Romanian: you transcribe the grades exactly onto the English form, upload the English version to AIS and send the signed Romanian version to flex.ro@americancouncils.org.

If the school refuses both options: you request the official transcript, send it to the email address, fill in the English form yourself, state the reason for the missing signature and upload only the English version to AIS.

Form M - The medical certificate

Part A: the student fills in name, date of birth, gender; a parent must also fill it in and sign.

Part B - Medical certification: any YES answer must be accompanied by written explanations from the doctor, otherwise the form is incomplete.

Section 2 - Vaccination history: you enter only the vaccines already done, without getting new vaccines specially for the programme. Section 2.1 cannot be left blank. Section 2.7a is completed only if you had the chickenpox vaccine; if so, 2.7b must state the exact date of the illness, not just a YES tick.

Section 3 - TB testing: it is not mandatory and can be left blank. If you do it, there are two options - a skin test (read at 48-72 hours, with the test date, the reading date and the size in millimetres) or a blood test, QuantiFERON/T-SPOT (with a lab report attached). If the skin test result is 10mm or more, or the blood test is positive/indeterminate, a chest X-ray is required.

Section 4 - Symptoms: mandatory, regardless of the TB test. If the doctor ticks YES to any of questions 4.1-4.7, a chest X-ray is required, with the date and result stated.

Section 5 - The physical examination: do not omit weight, height, blood pressure, pulse and question 5.7. Any YES to 5.1-5.7 requires written details from the doctor.

Section 6: complete it in full, including the final question about general health (Excellent, Good or Poor). Any allergen ticked at 6.7 requires a description of the reaction and the treatment.

Part C - Dental certification: signature, date and stamp of the dentist, completed within the last year.

If the doctor refuses to sign in English: you copy the information onto the English form, upload it to AIS, and send the signed Romanian version to flex.ro@americancouncils.org.

Form 8 - The Parent/Student Agreement

GENERAL INSTRUCTIONS FOR THE ONLINE APPLICATION

Incomplete applications are not taken into consideration. For signatures, use your first and last name in English.

Current address: it is written in transliteration, not translated - 'Strada 8 Martie' stays 'Strada 8 Martie', it does not become 'March 8 Street'.

Alternative contact phone: it must belong to an adult who is not your parent - it can be a relative, an older brother or sister, or a friend.

The school's name: it is written in transliteration, without translation - 'Liceul Romano-Finlandez' stays exactly as it is.

The letter to the host family: you can use a dictionary, maximum 600 words.

Activities and interests: answer honestly - the host family will expect you to continue the same activities in the USA.

Sections 8-9, about placement: the answers here do not influence the selection, they are used only to find the right host family. If you answer YES to certain specific questions (11, 12, 13, 17, 20, 23, 24, 25, 26), you must give an explanation.

The agreement for Halal meals: by signing, you accept that a vegetarian diet may be necessary in the USA if you do not want the meat the host family offers.

The spontaneous photos: two recent photos of you with family or friends, with your face visible, without cigarettes, alcohol, indecent clothing or weapons in the frame.

The final English test, to which only some of the semi-finalists are invited after the Round 3 interviews, does not influence the final selection decision.

WHAT COMES NEXT

I did not become a finalist. But I came to understand exactly how this process works, down to the smallest detail, and I decided not to keep that to myself.

In basketball I learned something that I think applies perfectly here: when you lose a game, you do not complain about the referee for the rest of your life. You analyse, you learn, and you come back better prepared for the next one. The difference is that this time I am no longer competing for myself - I wrote this guide for you, the one reading now and getting ready to apply, no matter where you study.

If you are at a state school, you have the figures above on your side and a clear process to follow.

If you are at a private high school, you have an obstacle that no one officially admits to you - but now, at least, you see it with your own eyes, in numbers, not in rumours.

In both cases, you now have everything I would have liked to have in one place before I applied.

Go forward. That is what I do.