Deepening Self-Understanding Through Internships ~ Over 70 Correspondence High School Interns ~ <Premaseed>
Premaseed launched an internship program for correspondence high school students and graduates in August 2024, aiming to deepen understanding of diverse learning styles. As of April 2026, over 70 participants have joined, focusing on self-understanding, feedback, and output to foster career-ready skills.
📋 Article Processing Timeline
- 📰 Published: April 30, 2026 at 19:00
- 🔍 Collected: April 30, 2026 at 10:31
- 🤖 AI Analyzed: April 30, 2026 at 19:38 (9h 7m after Collected)
Premaseed Inc. (Headquarters: Shibuya-ku, Tokyo; Representative Director: Akihito Iwata) launched an internship (vocational experience program) for correspondence high school students and graduates in August 2024, with the aim of deepening understanding of diverse learning methods, including correspondence high schools.
This internship has gained the support of many correspondence high schools that believe "we want students to know about society," and has also spread among students who wish to "share their experiences for those who are still struggling." As of April 2026, the number of participants has exceeded 70.
Overview of the Internship
Current students and graduates who understand correspondence high schools serve as "mentors/reverse mentors" and disseminate information based on their own experiences.
The purpose is to convey the background of entering correspondence high school due to worries such as school refusal or interpersonal relationships, the changes in learning methods and values after enrollment, and little-known daily life situations, in order to encourage peers and parents facing similar worries, difficulties, and anxieties to view correspondence high school as a positive option.
To have teenage interns share their experiences and deliver them appropriately to third parties, this internship emphasizes three processes: "verbalization of experience," "feedback," and "output."
Interns organize their past actions and thoughts, engage in dialogue with employees and other interns to find their own words, and disseminate them as content such as articles and videos.
By following this process, the internship is designed to not end as a mere work experience but to be converted into "reproducible learning" that can lead to the next steps, such as further education or employment.
Interns happily talking about their high school life, starting with 11 participants in August 2024
A place to cultivate the "ability to think, communicate, and connect to the next stage in one's own words"
Through the internship, several common changes have been observed among participating students.
1. Ability to organize and verbalize one's own experiences and thoughts
* Many students are not initially good at talking about themselves, but through repeated dialogue, they gradually deepen their self-understanding and become able to express themselves in their own words.
2. Ability to revise and improve based on feedback
* Furthermore, through the experience of repeatedly revising and improving based on feedback, they acquire the ability to make their output better. In fact, when writing experience stories for "Seniors Talk About the Reality of Correspondence High School" on 'Go Tsushinsei Koko,' they refine the content through many dialogues and revisions.
3. Proactively thinking about future careers
* Another significant change is that they start to proactively think about their future career paths based on their interests and experiences. An intern who participated with an interest in video editing told us that through the activities, they felt "I want to learn more about video" and are considering advancing to a video-related school.
Through this series of processes, we feel that the internship is not just an experience but a place to cultivate the "ability to think, communicate, and connect to the next stage in one's own words."
Real Voices of Interns
We conducted a survey targeting 24 interns.
Q. Why did you participate in the internship? (Free response)
Rio Nagai, Asuka Mirai High School
"I learned about correspondence high school from my middle school teacher, so I wanted people who are unsure about their career path to know about it."
Nozomi Kato, Meguro Nihon University High School
"I strongly wanted to reduce prejudice against correspondence high schools. Also, I thought the internship experience could be useful for my entrance exams."
Q. What was the most enjoyable internship activity so far? (Free response)
Hika Shirane, Japan Airlines High School graduate
"It was fun making 'common scenario' videos and practical training videos unique to the aviation course at my school."
Yuka Akabane, ID Gakuen High School graduate
"It was planning and shooting discussion videos. It was my first time planning something myself, and I learned that just including everything I wanted to convey doesn't necessarily get through to the viewers, and I found it rewarding to select information carefully."
Q. How satisfied are you with the activities? (Single choice / 5-point scale)
Connecting correspondence high school students — Akihito Iwata, Representative Director
Initially, we started this internship hoping it would be useful for university entrance exams and job interviews. However, through long-term involvement, we have realized effects beyond our initial expectations, seeing interns' self-understanding and self-esteem grow day by day.
Currently, there are 70 participants, but we aim to increase the number to 100, 200, and connect correspondence high school students, centering around the interns.
"Those who want to help others through information dissemination and content creation..."
This internship has gained the support of many correspondence high schools that believe "we want students to know about society," and has also spread among students who wish to "share their experiences for those who are still struggling." As of April 2026, the number of participants has exceeded 70.
Overview of the Internship
Current students and graduates who understand correspondence high schools serve as "mentors/reverse mentors" and disseminate information based on their own experiences.
The purpose is to convey the background of entering correspondence high school due to worries such as school refusal or interpersonal relationships, the changes in learning methods and values after enrollment, and little-known daily life situations, in order to encourage peers and parents facing similar worries, difficulties, and anxieties to view correspondence high school as a positive option.
To have teenage interns share their experiences and deliver them appropriately to third parties, this internship emphasizes three processes: "verbalization of experience," "feedback," and "output."
Interns organize their past actions and thoughts, engage in dialogue with employees and other interns to find their own words, and disseminate them as content such as articles and videos.
By following this process, the internship is designed to not end as a mere work experience but to be converted into "reproducible learning" that can lead to the next steps, such as further education or employment.
Interns happily talking about their high school life, starting with 11 participants in August 2024
A place to cultivate the "ability to think, communicate, and connect to the next stage in one's own words"
Through the internship, several common changes have been observed among participating students.
1. Ability to organize and verbalize one's own experiences and thoughts
* Many students are not initially good at talking about themselves, but through repeated dialogue, they gradually deepen their self-understanding and become able to express themselves in their own words.
2. Ability to revise and improve based on feedback
* Furthermore, through the experience of repeatedly revising and improving based on feedback, they acquire the ability to make their output better. In fact, when writing experience stories for "Seniors Talk About the Reality of Correspondence High School" on 'Go Tsushinsei Koko,' they refine the content through many dialogues and revisions.
3. Proactively thinking about future careers
* Another significant change is that they start to proactively think about their future career paths based on their interests and experiences. An intern who participated with an interest in video editing told us that through the activities, they felt "I want to learn more about video" and are considering advancing to a video-related school.
Through this series of processes, we feel that the internship is not just an experience but a place to cultivate the "ability to think, communicate, and connect to the next stage in one's own words."
Real Voices of Interns
We conducted a survey targeting 24 interns.
Q. Why did you participate in the internship? (Free response)
Rio Nagai, Asuka Mirai High School
"I learned about correspondence high school from my middle school teacher, so I wanted people who are unsure about their career path to know about it."
Nozomi Kato, Meguro Nihon University High School
"I strongly wanted to reduce prejudice against correspondence high schools. Also, I thought the internship experience could be useful for my entrance exams."
Q. What was the most enjoyable internship activity so far? (Free response)
Hika Shirane, Japan Airlines High School graduate
"It was fun making 'common scenario' videos and practical training videos unique to the aviation course at my school."
Yuka Akabane, ID Gakuen High School graduate
"It was planning and shooting discussion videos. It was my first time planning something myself, and I learned that just including everything I wanted to convey doesn't necessarily get through to the viewers, and I found it rewarding to select information carefully."
Q. How satisfied are you with the activities? (Single choice / 5-point scale)
Connecting correspondence high school students — Akihito Iwata, Representative Director
Initially, we started this internship hoping it would be useful for university entrance exams and job interviews. However, through long-term involvement, we have realized effects beyond our initial expectations, seeing interns' self-understanding and self-esteem grow day by day.
Currently, there are 70 participants, but we aim to increase the number to 100, 200, and connect correspondence high school students, centering around the interns.
"Those who want to help others through information dissemination and content creation..."