When people look at accomplished scientists, it’s easy to assume their path was clear from the beginning. For theoretical physicist Cyril Creque-Sarbinowski, however, the turning point wasn’t simply a decision to pursue physics. It was finding an educational environment that encouraged curiosity, challenged him academically, and connected him with mentors who helped him see new possibilities.

 Today, Creque-Sarbinowski’s research explores some of the biggest questions in modern physics, including dark matter, dark energy, and the fundamental nature of the universe. This fall, he will join the faculty at Pomona College after conducting research at the University of Washington. Yet his interest in physics began at the Cleveland School of Science & Medicine.

 Before arriving at CSSM, Creque-Sarbinowski had attended numerous schools as his family searched for the right academic fit. Looking back, he describes CSSM as the place where his interests began to take shape. Surrounded by teachers who encouraged his aptitude in science and mathematics, he found the structure and support to pursue subjects that challenged him rather than simply confirming what he already knew.

 One experience proved especially influential: a physics course taught by Sarah Sells. Initially, he enrolled because physics had a reputation for being one of the school’s most demanding classes. What began as a desire to challenge himself quickly became a genuine fascination with the subject. As he reflects in the interview, that course ultimately inspired him to major in physics in college and pursue the field as a career.

 Just as important as the classroom experience were the opportunities available beyond it. Through CSSM’s partnerships, Creque-Sarbinowski participated in programs at the Cleveland Clinic and completed coursework at Case Western Reserve University while still in high school. Those experiences exposed him to university-level expectations and helped him develop the confidence to pursue ambitious academic goals.

That preparation became particularly valuable when he enrolled at the Massachusetts Institute of Technology, where he joined classmates from around the world with exceptional backgrounds in mathematics and science. Rather than suggesting that high school could prepare students for every challenge they would encounter, Creque-Sarbinowski credits CSSM with something even more important: teaching him how to learn, how to seek out resources, and how to thrive in an environment where curiosity and persistence mattered as much as prior knowledge.

His reflections offer an important reminder for educators and students alike. Success in science is rarely the result of talent alone. It grows through rigorous coursework, meaningful mentorship, opportunities to explore new ideas, and a community that encourages students to ask difficult questions. These are qualities that institutions like the Cleveland School of Science & Medicine strive to cultivate every day.

As the Joan C. Edwards Charitable Foundation continues its mission of expanding pathways into medicine and the sciences, stories like Creque-Sarbinowski’s illustrate the lasting impact that educational environments can have. A single class may spark an interest, but it is the combination of dedicated teachers, challenging opportunities, and a supportive community that helps students transform that interest into a lifelong pursuit.

For Creque-Sarbinowski, the lesson is one he now carries into his own career as an educator and researcher: achievement is rarely an individual endeavor. Meaningful growth happens in communities where students are encouraged to challenge themselves, learn from others, and discover what they are capable of becoming.