Examining the decisions that shape belonging

������‘What is your��Wellbeing��Footprint?’����Matthew Savage��challenges��educators to look more closely at the cumulative impact of their decisions.��From assessment design to��behaviour��expectations, communication patterns to leadership choices, schools make countless choices that quietly influence student wellbeing. While it is common to look outward for the causes of declining mental health among young people, Savage��emphasises��that the reality is multifactorial, with long-standing school practices, policies, and protocols playing a significant role in whether students feel safe, supported, and able to flourish.

Matthew urges leaders to consider what their decisions cost, not in metrics that are easily tracked, but in elements that are far more fragile: dignity, hope, belonging. Whose thriving is served, and whose is sacrificed? Who’s silently shrinking themselves to fit the system?

“I offer this not as indictment, but as invitation: to step gently into a new kind of reckoning. One in which wellbeing is not an outcome, but a guiding principle. Not a supplement, but a structure.” – Matthew Savage

The message is clear: wellbeing is shaped not only by programmes or interventions, but by the ethos embedded in the everyday choices that define school life. Schools that intentionally consider their “wellbeing footprint” foster environments where students can truly succeed.

Hiring for culture, not just skill

������‘B�ܾ����徱�Բ���������ǴDZ�����ܱ��ٳܰ������ճ���dzܲ������ղ����ܱ�-�ٰ������������𳦰��ܾ��ٳ���Գ�’,��Steven W. Edwards shifts the focus to the people who bring a��school’s��ethos to life. At Vega Schools, recruitment is treated as a strategic act of culture-building. The school’s core values��– empathy, innovation, excellence,��collaboration��and integrity��– form the backbone of every hiring and retention decision, ensuring that those who join the community do so with a genuine alignment to its purpose.

“Whilst we know skills can be taught, it is values that define culture; and culture is what underpins staff and student wellbeing.” – Steven W. Edwards

Tools��such as the FIRO-B assessment, alongside scenario-based interviews and lesson delivery, offer a multidimensional picture of each candidate. Skills can be refined, but values��determine��behaviour��under pressure and shape relationships across the school.��When educators share a common ethical foundation, the culture becomes coherent and resilient, and the wellbeing of both staff and students is strengthened.

Steven’s perspective underscores a vital truth: sustaining school culture begins with choosing the right people, those whose instincts and ideals already resonate with the ethos they will help to shape.

Building strength through challenge

Olivia Bugden’s��article,��‘We Can Do Hard Things: Empowering Young People to Face Challenges,’��explores a common misconception in education: that protecting students from difficulty safeguards their wellbeing. Instead, she argues that true resilience grows when young people understand their responses to��challenge��and learn how to move through discomfort with confidence.

At HIF,��resilience��is integrated directly into the curriculum through a blend of the Science of Learning and the Science of Wellbeing. Students explore how their brains function, why stress feels overwhelming,��and what strategies help them regulate their responses. These ideas are then embodied through experiences such as abseiling and rock climbing, and other��activities designed to evoke discomfort in a controlled, supportive environment.

“The journey of teaching young people that they can do hard things involves more than just a one-hour lesson a week; it requires creating an environment where they feel safe to acknowledge their discomfort and empowered to confront it.” – Olivia Bugden

The power of HIF’s approach lies in guided reflection. Students discuss how resilience built on the rock face translates into everyday��school��situations: exams, group work,��and��performances. This is reinforced by a whole-school commitment in which every teacher becomes a wellbeing teacher, weaving consistent language and practices into subject learning.

Prioritising wellbeing for staff and students

Together, these three contributions illuminate a powerful truth: sustaining schools is not a matter of isolated initiatives but of coherent, values-driven ecosystems. From the way young people meet��challenge, to the decisions leaders make, to the ethos that��guides��recruitment, wellbeing and culture endure when they are woven into the fabric of school life.

These insights are echoed in �鶹��ý’s��latest white paper,��‘How International Schools Are��Prioritising��Wellbeing for Staff and Students,’ exploring��how schools are responding to growing wellbeing demands while navigating the unique pressures faced in international��environments.��Download for free today to learn practical approaches from international schools in��Kenya, Germany, Romania, and the UAE.

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Many of us will by now be familiar with the idea of a carbon footprint – a measurable mark of our environmental impact. But fewer might know its curious and somewhat cynical origin. The term was popularised not by ecologists or activists, but by advertising giant Ogilvy and Mather, , in 2003. The oil company, facing growing scrutiny for its role in climate breakdown, shifted the spotlight. “It’s not our fault,” the campaign whispered, “It’s yours.”��

And so, a story was spun: a story of personal culpability conveniently eclipsing structural responsibility. And I’ve started to wonder if schools have been spinning a similar tale.��

Looking Outward, Looking Away��

For as long as we’ve named and noticed , we’ve looked outward for the cause. We’ve seen this reflex in the moral panic around , in , and in the quiet creep of certain strands of character education or social-emotional learning. We name screens and social media, Andrew Tate and toxic masculinity, “helicopter” parents or “snowflake” students – often in tones that suggest a failing, a flaw, a fault, in the child and their family.��

And of course, these forces matter. They muddy the waters our young people must wade through each day. It would be naïve to pretend otherwise. But the tendrils and roots of the mental health crisis amongst children and young people are supported and fed by multiple causal factors. As always, complex problems are made worse by a reductive attempt to apply simple solutions.��

The Unseen Complicity of Systems��

I cannot help but feel a growing unease – a recognition that, just as BP sought to shed its responsibility by reframing a systemic issue as a personal one, we in schools may have done something similar. We’ve become experts at seeking the signs and symptoms of external harm, painstaking in our safeguarding, tireless in our pastoral vigilance, but far less willing to look at the ways the system itself may be complicit.��

And I say this not from a pedestal, but from within the architecture. I’ve been an educator for nearly thirty years, a leader for most of those. My own fingerprints are on the policies, the protocols, the practices. I have tried – sometimes desperately – to protect children from harm, whilst upholding a paradigm that, unwittingly, has helped to cause it.��

“…wellbeing is not an outcome, but a guiding principle,”

Because here lies what I am tempted to call the ‘safeguarding paradox’. We would never deliberately harm the young people in our care, and we are better than ever before – thanks, for example, to the tireless effort and proliferating expertise of such critical initiatives as the – at preventing harm. Yet we have inherited, and too often sustained, a system that does precisely that. And this is where I want to propose a new lens. One I’m calling the wellbeing footprint.��

Introducing the Wellbeing Footprint��

Each day, in every school, educators and leaders make hundreds of decisions: about curriculum and pedagogy, assessment and behaviour, leadership and communication. The list is endless. But how often do we pause to consider the wellbeing footprint of those decisions?��

Whilst we prioritise performance, do we intentionally nourish self-worth? We punish and we reward, but do we reflect on the shame we might sow, or the dependence we might develop? We celebrate the students at the summit, but do we embrace (or even see) those in its shadow?��

We speak the language of diversity, equity and inclusion, yet our leadership remains steeped in sameness and power preserved in familiar hands. We design learning for compliance and quiet, while our classrooms brim with divergence and difference. , but too often the numbers we track often drown out the truths we cannot.��

A Quiet Reckoning��

The wellbeing footprint, then, is not an accusation. It is a question. A quiet, persistent one.��

What residue does each decision leave in the hearts and minds of those it touches? Whose thriving is served, and whose is sacrificed? What does it cost, not in what’s easy to measure, but in what’s hardest to restore: belonging, dignity, hope?��

“To ask these questions… is to choose curiosity over certainty, accountability over defensiveness, and compassion over compliance.”��

In this work, we are mapping these traces. Not in metrics, but in moments. The ‘wellbeing footprint’ matrix invites us to chart not only what we do, but what it does – to whom, how, and why it matters.��

We wanted to raise standards. But what else did we raise? Anxiety? Attrition? A quiet sense of never-enough?��

We track attendance, behaviour, progress. But what don’t we track? Who’s holding their breath? Who’s shrinking to fit?��

We redesigned the timetable. But did we ask who it was designed for? Or who it left behind?��

Are we preserving what works for us, or noticing what doesn’t work for them?��

Figure 1. The ‘wellbeing footprint’ matrix (version 1.0) © Matthew Savage 2025��

Try it. Take a practice. Any practice. A rule enforced, an instruction given, a seat assigned, and ask what it leaves behind. Plot a single policy. Follow its ripple through routines, through relationships, through rows of desks. Choose a thread – a rota reworked, a policy written, a timetable drawn – and follow where it frays.��

A Gentle Invitation��

To ask these questions is not to demonise us as educators and leaders, or to malign the schools in which we educate and lead. It is to dignify our profession with the honesty it deserves. It is to choose curiosity over certainty, accountability over defensiveness, and compassion over compliance.��

Of course, our epistemological toolbox must be nuanced, adaptive, and varied. Because, after all, to ask, “What is, or might be, the wellbeing footprint of this decision?” is also to ask, “How do I know?” And, in any case, it is the process that is so much more valuable than the product. The intent is not somehow to produce a neatly scored grid for every decision made or contemplated – how arduous and impractical that would be! Rather, this is about mindset and shifting our own.��

We can’t compost our way out of this crisis with mindfulness apps and SEL add-ons. We need to tend the soil and nourish the roots. And so, I offer this not as indictment, but as invitation: to step gently into a new kind of reckoning. One in which wellbeing is not an outcome, but a guiding principle. Not a supplement, but a structure. Not a poster on the wall, but the earth from which everything else grows.��

Because just as every product leaves a carbon trace, every decision leaves a wellbeing one. What if the measure of a good school were the gentleness of its footprint?��

By Matthew Savage

Architect of ,��Matthew��Savage is an internationally respected educational consultant, speaker and former school Principal, whose work explores the nexus of wellbeing and DEIB in schools, through a range of radical new ways of knowing.��Matthew��draws on the intersectional soup of his own family, together with almost 30 years working in and with education and school leadership, to challenge the ways in which schools define, deliver, and enshrine inclusion. A board member for two international schools, and a member of the Advisory Board for Parents Alliance for Inclusion, he now works with schools around the world to help them transform their spaces, systems and cultures into environments where everyone – without condition, exception or compromise – is seen, heard, known, and belongs.

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We Lead Learning with Purpose��

The first chapter in our leadership playbook is that we lead learning with purpose. This is perhaps the most important role that we play. With clarity of purpose comes the intentionality to articulate our goals, explain their importance to all members of our community, and outline the path forward.����

To lead with intention is to be guided by the vision, mission, and values of the school. As one of only two United Nations schools in the world, we strive for personal and academic excellence for all our students. Having a strong vision and mission helps us align our work as leaders and educators.����

As a team, our leadership philosophy and practices have been influenced by thought leaders and evidenced-based research. Robert Dilts’ theory of neurological levels centres identity as the container that holds all else – we are collaborators, inquirers, and leaders – and each of these identities require us to anchor ourselves in our UNIS Hanoi school values. Furthermore, trust is widely known as the foundation of any highly functional team, and that such teams are guided by shared norms, embrace cognitive conflict, and facilitate open communication.��

Over the last five years, leading with purpose has enabled us to support and transform teaching and learning across our Elementary School. Examples include rethinking how we teach mathematics, structuring our faculty professional development into two-year-long units of inquiry, creating dynamic, highly functional teams of teachers, and naming our biases so that we can move closer to creating a school community that is truly inclusive.��

We Listen and Seek Additional Perspectives��

No single reality exists: it is woven from diverse perspectives. In educational leadership, understanding our school is essential. The most effective way to do this is by creating systems for gathering, processing, sharing, and routinely using varied perspectives to improve learning outcomes.��

Gathering perspectives takes many forms. Expert perspectives are crucial for staying up-to-date on new programmes, assessments, specialised learning areas, and curricula. And while often overlooked, student perspectives offer invaluable insights into the impact of our initiatives, pedagogy, and values.��

Assembling a diverse leadership team provides an internal structure that can review, identify themes, and process these different viewpoints. Protocols like ‘A Day in the Life Of’ help our team consider multiple stakeholder perspectives. We frequently assign roles and personas when making decisions, like stepping into the shoes of students, teachers, or parents to understand the different points of view around an issue. Reflecting on the hopes and perspectives of each stakeholder has generated new insights and ultimately led to significant improvements in our processes.��

A truly successful school culture is one where everyone feels safe to share their perspectives openly. To foster this, a leadership team should find ways to incentivise these efforts. One strategy we have implemented is the ‘Giraffe Award.’ We intentionally share our gratitude for any community member who ‘sticks their neck out’ to respectfully share a different perspective or an unpopular opinion. By recognising all points of view, we make our understanding of reality more complete and our focus more inclusive.��

“With clarity of purpose comes the intentionality to articulate our goals, explain their importance to all members of our community, and outline the path forward.”

We Champion and Challenge One Another��

Leading any school effectively requires teams to model the dispositions and behaviours that allow individuals to champion and challenge one another. These two actions are interdependent: while you could do one without the other, neither would be truly impactful. Together, they profoundly influence how you lead.��

So, what does championing others look, feel, and sound like in our leadership team? It starts with self-awareness – knowing your own strengths and reflecting on your growth journey – from which you develop the ability to see the unique strengths in others. It’s about appreciating that we are all different and bring distinctive contributions to the team. Championing others means highlighting great ideas and initiatives, backing them with unwavering support, helping teammates, and advocating for their ideas to be heard. It’s about bringing positive energy to interactions.��

And what about challenging others? This is crucial for growth and improvement. It’s about pushing boundaries, questioning assumptions, and fostering a culture of continuous development. It’s healthy, but it’s not always easy. It means being comfortable with being uncomfortable, knowing that the effort is usually worth the discomfort. A strong foundation of trust and rapport is essential to engage in these hard, growth-producing conversations as a team. We regularly seek feedback from one another and are expected to hold ideas lightly. Once an idea is on the table, it becomes the team’s idea, allowing us to discuss it without deep personal attachment.��

Teams that skillfully balance championing and challenging one another are positioned to achieve teaching and learning outcomes more effectively and efficiently, embodying the value of courage and fostering continuous growth.��

We Commit to ‘Joy Spotting’, Being Playful, and Having Fun��

Our fourth chapter is a powerful call to action for all leaders to actively commit to ‘joy spotting’, being playful, and having fun at work. We deeply believe in cultivating these dispositions as a key driver of productive and impactful leadership. Psychologist Shawn Achor asserts that happiness at work fosters greater productivity, creativity, resilience, and stronger relationships. A leadership team that enjoys being together, where risk-taking and creativity are the norm, and where work feels playful and fun, creates a positive ripple effect across our community.��

We’ve learned that play, fun, and joy are no laughing matter; in fact, being happy at school creates optimal conditions for growing brains. Teacher mental health and happiness directly impacts students and the classroom environments, just as school leaders’ wellbeing and happiness influences the working environment for all teachers. Leading with an emphasis on joy, creativity, playfulness, and fun communicates a strong message that classrooms should also reflect these values.��

As a school, we uphold the value of play and happiness as one of the universal rights of children and a key component of learning. If we want joy for our students, why not for our teachers too? A playful approach to leadership embraces regular ‘joy-spotting,’ weekly gratitude practices for faculty, and an agreement that meetings should thoughtfully include opportunities for creativity and fun, even in the serious work of leading a school.�� As Magsamen and Ross highlight in “Your Brain on the Arts,” flourishing comes from moments of awe, curiosity, novelty, and surprise. We believe our productivity is a direct result of our cultivation of joy, playfulness, and happiness, and that our organisation is all the better for it.��

Ultimately, our playbook for belonging isn’t just a strategy: it’s the heart of a vibrant, joyful learning environment. We invite you to reflect with your own leadership teams on what your leadership playbooks might contain.��

Megan Brazil, Nitasha Crishna, Joshua Smith & Kay Strenio

Megan Brazil, Nitasha Crishna, Joshua Smith, and Kay Strenio and are the Elementary School Leadership Team at UNIS Hanoi.��

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Architect Louis Sullivan’s principle—form follows function—revolutionized design by insisting that purpose should shape structure. Education, like architecture, must ask: What is the function of schooling now, and what forms best support learning today? Real transformation �ɴDz�’t come from retrofitting new ideas into old models. It requires reimagining the architecture of schooling itself—aligning structure with purpose to create more adaptive, student-centered systems. This article explores emerging designs that help schools move beyond incremental reforms toward deeper, structural change.��

Design Principles for Schools, Curriculum, and the Learning Experience��

Across grade levels, a set of shared design principles can help schools move beyond traditional models. The core shift is from fixed, one-size-fits-all systems to learning environments that are flexible, student-centered, and purpose-driven. The first design principle is competency-based learning, where students advance upon mastery rather than age or seat time. The second is personalized instruction, which tailors learning experiences to each student’s strengths, needs, and interests. The third is project-based inquiry, which cultivates collaboration, creativity, and real-world problem solving. A fourth design principle is hybrid learning, which adds flexibility around when and where learning occurs and extends access for diverse learners. As students mature, voice and choice become central to the curriculum, supported by mentoring and interdisciplinary exploration. Together, these principles form an elastic framework—adaptable to context, yet coherent in its focus on equity, agency, and meaningful growth.��

Personalized Assessment and Team Teaching��

To support these design principles, schools need environments where teaching and assessment are deeply collaborative. Multi-educator teams co-plan instruction, share responsibility for feedback, and offer students multiple points of connection. These relationships form the backbone of personalized learning.��

Assessment is continuous and formative—not to rank, but to guide growth. Educators collectively develop multidimensional profiles that include academic progress, creativity, collaboration, and resilience. Feedback is used to shape each learner’s path forward, encouraging reflection and self-direction as students take an active role in their development.��

“Real transformation �ɴDz�’t come from retrofitting new ideas into old models. It requires reimagining the architecture of schooling itself”

Studio-Based Learning Environments��

A key structural shift that supports these design principles is the move from traditional classrooms to studio-based environments. Studios are flexible, interdisciplinary spaces designed for collaboration, exploration, and personalized learning. Instead of students being assigned to a single room with one teacher, they move fluidly among zones for inquiry, project work, reflection, and skill-building—guided by a team of educators who plan and teach together.��

The studio model adapts across developmental stages. In early childhood and primary grades, it emphasizes sensory exploration, storytelling, and foundational skill-building. As students grow older, studios expand to support interdisciplinary research, design thinking, and collaborative problem-solving. In secondary school, they function more like real-world labs or creative hubs—places where students pursue long-term projects, integrate technology, and engage in guided inquiry.��

Studios blur the boundaries between subjects and grade levels. They create space for voice, choice, and authentic work. Most importantly, they give students the room—physically and cognitively—to grow into adaptable, self-directed learners.��

Rethinking Early Childhood Learning Spaces: Nursery, PreK, and Kindergarten��

Early childhood education is an ideal starting point for structural change. Instead of fixed classrooms, young learners thrive in open, interdisciplinary studios designed for exploration, collaboration, and individual growth. Research confirms the power of small group learning—but also shows that quality of interaction, thoughtful design, and responsive staffing matter just as much.��

In these early years, teachers act as facilitators and observers, shaping the studio to meet children’s evolving interests. The question is simple: What kind of space best serves early learning today? Increasingly, the answer is not three identical classrooms with posters and routines, but one vibrant studio—designed for wonder, imagination, and the rhythms of each child’s mind.��

Reimagining Primary Education: Grades 1–5��

As students move from early childhood into primary education, their cognitive capacities expand, their social worlds deepen, and their readiness for sustained inquiry grows. Yet in many schools, this developmental shift is met with increased rigidity: discrete subjects, fixed desks, and standardized progression.��

Studio environments offer an alternative. In Grades 1–5, they support deeper exploration, longer-term projects, and stronger links between foundational skills and real-world applications. Students rotate through zones for research, experimentation, collaboration, and reflection—guided by a team of educators that typically includes two lead teachers focused on core academic development and one leading project-based, design-oriented work.��

At this stage, project-based learning expands to include early design thinking and the use of simple technologies. Students begin to see how literacy, numeracy, and creativity can connect—and how learning itself can be purposeful.��

Middle School as a Threshold for Purposeful Learning��

Grades 6–8 mark a shift in both mindset and structure. Students begin to explore identity, agency, and voice, supported by flexible schedules, interdisciplinary projects, and scaffolded advisory. The focus moves from space to purpose—what students learn, how they learn, and why it matters.��

Learning becomes more exploratory. Students try out new interests, reflect on their growth, and take increasing ownership of their path. Advisory programs foster goal setting and self-awareness. Science and math unfold in shared studios grouped by curiosity, while English and history are taught in seminar-style spaces using the Harkness method. The teacher guides, but the learning belongs to the group.��

Assessment becomes more self-directed. Students reflect on strengths and areas for growth, supported by rubrics, peer discussion, and real-time feedback. These years prepare learners for high school not just academically, but personally—building the habits and inquiry skills needed for more independent, purpose-driven learning.��

High School: Competency-Based Learning and the Emergence of Purpose��

By high school, students are ready to take ownership of their learning. They advance by demonstrating mastery rather than accumulating credit hours, with pathways shaped by their interests, strengths, and emerging sense of purpose.��

Each student works with a mentor to chart a personalized course—selecting areas of study, learning modes, and long-term goals. Learning is interdisciplinary and inquiry-driven, supported by digital portfolios, exhibitions, and reflective advising.��

Studio spaces for science and math resemble real-world labs, while seminar-style classes in English and history develop critical thinking through collaborative dialogue. Juniors and seniors pursue capstone projects and internships, applying their skills in authentic contexts and refining their aspirations along the way.��

Toward a More Adaptive and Purposeful System��

To meet the needs of today’s learners and prepare them for a world in constant flux, we must move beyond inherited educational structures. The future lies in flexible, responsive environments that empower students to shape their own paths.��

From early childhood studios to middle school advisories to high school capstones, the aim is clear: to make learning personal, dynamic, and deeply meaningful.��

Education, at its best, is a journey owned by the learner. Our challenge is to build the structures that make that ownership possible—and to do so with clarity, imagination, and care.��

By Theodore J. Coburn

Theodore J. Coburn brings experience from global finance and school leadership to his work as a strategic advisor to international and charter schools. You can connect with him on .

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In today’s educational landscape, empowering middle leaders has become essential to effective school management. At our school, this vision comes to life through the structured operation of leadership committees – each aligned with our performance appraisal system based on the , the , and the School Improvement and Development Plan (SIDP).��

A Strategic Model for Leadership Development��

Committees are integral to driving strategic development while fostering a school culture of collaboration, innovation, and social capital. They provide meaningful platforms for professional growth, enabling teachers to lead initiatives, build networks, and contribute to strategic planning. These professional ties deepen collaboration and enrich the school’s social capital – strengthening connections not only within departments but across the wider school community.��

Our committee structure is both comprehensive and inclusive, covering a broad range of functional and developmental areas that support strategic growth and whole-school engagement. These committees include:��

• Alumni and Public Relations��
• Student Council and Service Learning��
• Events and Media��
• Wellbeing and Value-Based Education��
• Climate Change Education and Enrichment Programs��
• Professional Development and Child Protection��
• Internship and Project-Based Education

This wide scope ensures that all key areas of school life are collaboratively led and strategically aligned, with each committee playing a vital role in shaping the school’s vision and impact.��

Each committee is led by a nominated coordinator and includes 5-6 members. Some staff members participate in up to four committees, which allows for cross-pollination of ideas and alignment between initiatives. This overlap promotes a whole-school view and cultivates a strong sense of professional identity and belonging.��

Accountability and Goal Setting��

Each committee is responsible for developing a SMART year plan that includes key performance indicators (KPIs), skill-building targets, and project outlines. These plans are reviewed and approved by the Senior Leadership Team at the start of the academic year, revisited at mid-year review, and formally reported at year-end. This clear structure not only promotes accountability but also allows teams to measure their collective impact.��

The Cambridge PDQ framework serves as the foundation for leadership development within committees. Through guided learning, reflective practice, and real-time application, committee members are able to align their work with leadership theory while driving practical outcomes. For example, teams have designed and delivered service-learning projects aligned with both curriculum standards and school development goals.��

A Culture of Continuous Improvement��

Our performance management cycle reinforces committee work by emphasising regular review and transparent reporting. Committees meet weekly and submit monthly updates, which feed into their final impact reports. This continuous cycle of feedback and reflection creates a dynamic culture of improvement, while also preparing committee leaders for more senior leadership roles.��

Source: Light International School Mombasa

Committees are also drivers of collaboration. Many projects extend beyond the school, involving partnerships with external organisations such as the United Nations Youth Association of Kenya, Kenya Red Cross, and Rotary International Rotary Club of Mombasa. These partnerships enrich the student experience and broaden our global outlook while further developing staff leadership and project management skills.��

Measuring Social Capital��

To evaluate the effectiveness of our committees and the growth of middle leadership, we utilise a social capital diagnostic tool. This approach, rooted in organisational network analysis, maps the professional connections between staff, highlighting the strength of collaboration and identifying isolated members. It distinguishes between actual ties (current connections) and potential ties (aspirational connections), allowing us to assess the current network and envision what stronger integration might look like.��

The data has proven instrumental in improving both leadership development and committee functioning. For instance, a recent analysis showed a significant increase in mutual ties and embedded professional clusters – evidence that committees are successfully fostering deeper collaboration and reducing isolation.��

We also track the network ratings of committee leaders, evaluating how their influence and trust levels evolve over time. This not only helps in identifying emerging leaders but also in customizing mentoring opportunities and adjusting team compositions. In essence, this analysis helps us move from anecdotal impressions to measurable indicators of leadership impact.��

“Committees provide a platform for voices to be heard and for staff to lead meaningful change. This culture of inclusion has a direct impact on retention, staff satisfaction, and collective ownership of the school’s vision.”

Supporting Strategic Development and Accreditation��

Beyond day-to-day operations, committees are also a critical component in preparing for and maintaining our international accreditations. Our school is proudly accredited by the , the , and the . Many of the documents, reflections, and initiatives required for these accreditations are spearheaded by committee teams – making these groups central to long-term school improvement and sustainability.��

Enhancing Belonging and Reducing Workload��

Another important benefit is how the committee structure helps reduce professional isolation and builds a sense of community. In many schools, teachers can feel disconnected from broader decision-making. Committees provide a platform for voices to be heard and for staff to lead meaningful change. This culture of inclusion has a direct impact on retention, staff satisfaction, and collective ownership of the school’s vision.��

By combining previously separate functions – such as planning, community engagement, and internal development – into structured committee work, we’ve also reduced redundancy and workload. The time saved and clarity gained has allowed teachers to focus more on innovation and less on navigating disconnected systems.��

A Model for Modern Leadership��

The structured operation of committees has transformed our approach to middle leadership. By blending theoretical learning from the Cambridge PDQ programme with practical, school-based application, staff develop confidence, strategic awareness, and leadership capability. This model ensures that professional development is not abstract but embedded in the everyday life of the school.��

As we continue to innovate in teaching and learning, these committees remain central to our leadership strategy. They not only empower educators to shape the direction of the school but also cultivate the social capital and collaborative culture necessary for sustainable change. At Light International School Mombasa, leadership is not confined to titles: it’s distributed, data-informed, and purpose-driven.��

Practical Tips for School Leaders

• Align with Professional Development Frameworks:��
  Connect committee work with existing leadership development programmes like the Cambridge PDQ to reinforce real-time application of leadership theory.��
• Set SMART Annual Goals:��
  Require each committee to establish clear, measurable objectives tied to the school’s development plan to ensure direction and accountability.��
• Promote Cross-Departmental Collaboration:��
  Rotate committee membership and encourage co-leadership to build school-wide ownership, shared understanding, and professional trust.��
• Integrate Committee Work with Strategic Planning:��
  Link committee outputs directly to SIDP priorities, accreditation processes, and reporting systems to maximise long-term impact.��

By Ildar Iliazov

Ildar Iliazov is the Principal of . He is also a CIS Team Evaluator and Cambridge PDQ Programme Leader. You can connect with him via .

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International schools operate in a particularly complex financial environment. They often incur high operating costs while simultaneously striving to maintain diverse curriculum offerings, support diverse student bodies, and expand co-curricular activities. Tuition revenue, philanthropy, and grants frequently serve as the main sources of income, but each of these can be highly variable. Market competitiveness and local economic conditions further complicate the ability to allocate resources effectively.��

Within this context, technology infrastructure and staff development become essential but sometimes difficult to prioritize. The digital shift in teaching and learning, highlighted in the “We Are All Technologists” article, makes advanced tools and platforms indispensable. However, the financial outlay for devices, hardware, software licenses, and cybersecurity solutions can place additional strain on institutions that are already juggling multiple initiatives. School leaders must strike a balance between instructional excellence and fiscal responsibility, and technology procurement and maintenance often become focal points of debate.��

The Cost of Technology Leadership��

Strategic technology leadership goes beyond purchasing devices or installing new software. It requires systematic planning, staff training, curriculum integration, and ongoing oversight. The challenge lies in providing this leadership without placing an unsustainable burden on the school’s budget.��

Many international schools address this need by hiring a full-time technology director or assembling a sizable technology department. Although this arrangement can be highly effective, it may not be financially feasible for every institution. Smaller schools, or those located in areas with limited pools of qualified professionals, might find it difficult to recruit or retain a technology leader. Larger schools that already have a technology director sometimes discover that the director’s responsibilities exceed what any single individual or small team can manage.��

Toward a More Sustainable Model��

A remote-based technology leadership model, often referred to as “Tech Director as a Service” (TDaaS), has emerged as one potential solution. The goal of TDaaS is to address the pressing need for informed strategic direction while minimizing upfront costs and overhead. Rather than employing a technology director on campus, a school can enlist a remote professional or organization that specializes in educational technology planning and management. This model can benefit schools that do not have an in-house technology department, as well as those that already employ an on-site technology director.��

Benefits for Schools Without a Dedicated Technology Team��

1. Reduced Staffing Costs: Remote professionals can provide strategic guidance, short-term project support, or comprehensive oversight without requiring the salary and benefits package that full-time employees typically command.
2. Scalable Support: School leaders can opt for more or fewer remote hours as budgetary or strategic needs evolve. This flexibility allows institutions to maintain control over costs while receiving targeted expertise.
3. Access to Specialized Knowledge: Consultants or organizations working in this field often bring a wide range of global experiences and best practices. For schools operating in environments with few local technology specialists, remote support broadens the talent pool significantly.

Benefits for Schools with an Established Technology Department��

1. Supplementary Expertise: A remote technology director can provide short-term assistance or serve as a sounding board for large-scale initiatives such as an infrastructure overhaul or an online platform transition.
2. Professional Development: Existing teams may benefit from focused coaching and training. This can include sessions on educational software integration, data privacy regulations, or cutting-edge pedagogical trends.
3. Expanded Capacity: Partnering with a remote professional or service can allow the in-house team to address day-to-day priorities while delegating longer-term planning or research to an external expert.

Subtle Solutions: The Role of Non-Profit Expertise��

Several organizations, including (TRC), a non profit organization based out of Belgium, offer remote technology leadership as a service. In line with the TRC’s mission, this approach focuses on long-term collaboration, professional development, and strategic planning rather than a short-term transactional arrangement. Schools pay only for the level of support they require, thereby conserving limited funds for other critical endeavors.��

When such services are managed by non-profit entities, the structure is often more flexible and tailored to the specific needs of each school. The emphasis is typically on collaborative problem-solving and capacity building, rather than on upselling or committing schools to multi-year contracts that may not reflect changing financial circumstances.��

“Strategic technology leadership goes beyond purchasing devices or installing new software. It requires systematic planning, staff training, curriculum integration, and ongoing oversight.”

We Are All Technologists��

The recent article “We Are All Technologists” underscored that every member of a school community interacts with technology to facilitate teaching, learning, and operations. Considering this, leadership that can coordinate these efforts becomes essential. The move toward remote-based solutions aligns with this understanding because it does not require an expensive on-site footprint yet ensures systematic oversight and planning.��

The end goal is to cultivate an educational environment where technology is not merely an add-on, but an integrated tool that improves student learning, supports teacher innovation, and streamlines administrative functions. Budget constraints need not be insurmountable obstacles, if schools adopt models that are responsive to their unique contexts.��

Strategic Steps Forward��

International schools that want to explore sustainable technology leadership should consider:��

1. Conducting a Needs Assessment: This includes an evaluation of current infrastructure, staff competencies, and readiness for new tools and processes.
2. Exploring Flexible Service Models: Several providers offer different tiers of remote leadership. Schools can select a plan that aligns with their immediate priorities without overcommitting resources.
3. Ensuring Professional Development: Whether the solution is fully remote or hybrid, professional development must be integral. This investment helps teachers and administrators grow alongside evolving technology.
4. Reviewing Outcomes and Adjusting Accordingly: Gathering feedback from faculty, students, and parents about technology-driven improvements helps refine future priorities and budget allocations.

International education has long been synonymous with innovation and adaptability. However, the financial realities of operating in a global market can pose considerable challenges, especially when trying to maintain high-quality technology infrastructure and support. Remote-based technology leadership provides a cost-effective means of staying ahead in the rapidly evolving educational technology landscape, offering both immediate and long-term benefits. By adopting strategic, flexible models that align with each institution’s mission and values, school leaders can ensure that technology serves as a catalyst for growth and resilience rather than a budgetary hurdle.��

By Wolfgang Soeldner

Wolfgang Soeldner currently serves as ICT Campus Partner at the International School of Geneva and is CEO of the Technology Readiness Council. You can connect with him on .

The post Strengthening International Schools Through Strategic Technology Leadership: Addressing Financial Constraints with Sustainable Solutions appeared first on �鶹��ý.

Consider a school leadership team developing strategies to increase student enrolment in a highly competitive market. The school promises a world-class education built on globally recognised curricula and international accreditation, and a carefully structured learning experience proven to function well in multiple and diverse locations. However, the school leaders quickly realise that global standards are not enough: the school needs to demonstrate agility through its ability to adapt to local demands and achieve operational success.����

As international schools grow, the leadership team learns that a one-size-fits-all approach is not sufficient. Instead, schools must customise their operations and educational offerings to meet local contexts (e.g. ministry requirements, parents’ interest in local culture, etc.) while maintaining global standards (e.g. accreditation and family interest in external higher education opportunities).����

The Global-Local Challenge��

Agility in international schools means finding the balance between global integration and local responsiveness. Both elements are essential for sustainable growth and educational excellence.��

Source: Cognia

Global Integration��

International schools often follow globally recognised curricula such as the IB, British, or American frameworks. Maintaining consistency and quality across locations requires strategic alignment in teaching methods, professional development, and operational processes. This ensures that students receive a consistent educational experience, regardless of location.��

Standardising certain aspects—such as teacher training, learning platforms, and assessment methods—allows schools to maintain quality and reputation while benefiting from economies of scale. However, strict standardisation can limit the flexibility needed to respond to local demands.��

Local Responsiveness��

Successful international schools recognise the importance of adapting to local requirements. This may involve adjusting language instruction, incorporating local history and culture into the curriculum, or aligning with national education policies. Schools that fail to engage with their local communities risk becoming isolated and missing crucial growth opportunities.��

Local responsiveness also includes understanding the expectations of both parents and students. In some markets, families may prioritise preparation for university admissions abroad, while in others, they may value cultural integration and bilingual education. Schools that can respond to these variations while maintaining high global standards are more likely to thrive and achieve longevity.��

“Agility is a key component in designing responses to this international-local dynamic. To remain competitive and relevant, school leaders must maintain a flexible approach, balancing global integration with local responsiveness.”

Developing Strategic Agility��

Source: Cognia

Agility is both a mindset and a strategy. To remain responsive in a rapidly changing market, international schools need to foster agility across three key dimensions:��

1. Organisational Structure: The type of school—whether independent or part of a network—shapes its ability to adapt. Independent schools may have greater flexibility to innovate but may struggle with scalability. Larger networks benefit from shared resources and standardisation but can face challenges in adapting quickly to local variations.
2. Operational Scope: Schools operating in multiple regions must balance the need for consistency with the need for flexibility. Establishing core operational standards while allowing for localised adjustments helps schools achieve both stability and responsiveness.����
3. Market Segment: Understanding the target audience is essential for strategic agility. Schools catering primarily to expatriate families may prioritise internationally renowned curricula offerings and clear university pathways, while schools attracting local families may need to offer bilingual programs and blended local-international curricula. Tailoring programs to meet these different priorities helps schools remain competitive and meet student needs effectively.��

Practical Strategies for Building Agility��

International school leaders can foster agility by embedding flexible and responsive practices into strategic planning and daily operations. Here are some practical approaches to consider:��

• Foster a Culture of Continuous Learning��

Encourage staff and students to see change as part of the learning process. Offer professional development focused on adaptability, technological fluency, and cultural sensitivity. This helps create an environment where innovation and flexibility are valued.��

• Adapt the Curriculum to Local Needs While Maintaining Global Standards��

Develop a flexible curriculum framework that allows for local customisation without compromising core international standards. This ensures that students benefit from both global perspectives and local relevance.��

• Leverage Technology for Flexible Learning Models��

Adopt digital tools that support hybrid and blended learning. These technologies enable schools to quickly adjust to changing circumstances, ensuring continuity in learning even during disruptions.��

• Utilise the International School Growth Framework����

Regularly assess the school’s approach to balancing global and local needs by using reflective questions from the ISGF, a tool which supports educational leaders in navigating the international school market. This helps leaders stay aligned with both global standards and local demands, ensuring that agility is integrated into strategic decision-making.��

The Agility Advantage��

In conclusion, while adaptations are crucial for international school growth, agility enables sustainable success. By incorporating agility into operational models, schools can better navigate global expansion, respond to emerging challenges, and seize opportunities for long-term growth and educational excellence. Want to learn more about agility in education? Click ��

By Andrew Sherman and Zakaria Laaraj

is Vice President – Latin America at , and Chief Education Officer at Gamut Education. is the Founder of .��

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School leaders should consult legal professionals to understand how the EU AI Act applies to their specific context.��

Let’s be honest – with everything on your plate as a school leader, another regulatory framework probably isn’t top of your wish list. But the is here, and if your staff is using AI tools (which, let’s face it, they are if you know it or not), you’ll need to understand what it means for you.��

The “Quick Guide” to AI Risk Levels��

The EU has created four tiers of AI risk, and understanding where different tools fall will determine your compliance requirements:��

• Prohibited AI: These are completely banned. Think emotion detection systems monitoring students, real-time facial recognition for discipline, or tools that manipulate student behaviour. If you’ve somehow implemented any of these, they need to go immediately.��
• High-Risk AI: This is where your attention is most needed. Any AI making significant decisions about students’ educational journeys – automated grading systems, admissions algorithms, or tools that determine educational pathways. These require robust oversight, explainability, and proper appeals processes.��
• Limited-Risk AI: Examples include chatbots and content generators. These need proper disclosure, so everyone knows when they’re interacting with AI rather than a human. There are also some obligations around the types of content that is generated, especially if it is a deepfake or text written to manipulate (think mis and dis information).��
• Minimal-Risk AI: Basic tools like AI powered spell-checkers and scheduling assistants. These systems face no obligations under the AI Act due to their minimal risk to citizens’ rights and safety.��

AI Literacy: A Legal Requirement from February 2025��

From February 2025 (yes, now), schools must ensure staff have sufficient AI literacy training for the AI tools they are using. The Act takes a proportionate approach, recognising that different staff will need different levels of training based on how they use AI.��

For those working with high-risk systems, deeper training on oversight, bias detection, and intervention will be necessary. For staff using AI primarily for administrative tasks or lesson planning, basic awareness training may suffice. This sensible, scaled approach means you can focus resources where they’re most needed without overwhelming everyone with technical details irrelevant to their roles.��

What matters is that staff understand areas like:��

• How AI generates responses based on patterns rather than understanding��
• The importance of reviewing AI-generated content before use��
• When human judgment should override AI suggestions��
• How to identify and address potential bias��
• Basic data protection considerations when using AI tools��

Similar to how we approach broader digital skills, AI literacy builds on existing knowledge but adds specific awareness of how these systems work, their limitations, and using them responsibly.��

Compliance: The Importance of Early Preparation��

I strongly recommend appointing an AI compliance lead by August 2025, giving you a full year to work towards before the main requirements come into effect in August 2026.��

This proactive approach is particularly important considering the potential penalties, which can reach up to €35 million or 7% of global annual turnover for serious violations. Any regulatory action brings unwanted scrutiny and challenges that extend beyond financial consequences.��

A Framework for Implementation: Assess, Review, Comply��

To help schools navigate this new landscape, consider the following structured approach:��

1. Assess

Take stock of your current AI use across the school. You cannot provide training or have oversight on tools you don’t know are in use.��

For example:��

• Conduct an AI inventory across all departments��
• Survey staff to understand which tools they’re using��
• Check whether tools are processing student or staff data��

2. Review��

Examine how these tools are performing and what risks they might pose.��

For instance:��

• Review AI outputs for potential bias or fairness issues��
• Verify whether AI-generated decisions can be explained��
• Check if human oversight is properly implemented��
• Ensure data privacy and security measures are appropriate��
• Determine which risk category each tool falls into��

3. Comply��

Take practical steps to meet regulatory requirements based on your findings. Examples include:��

• Develop a comprehensive AI Use Policy��
• Create an AI Register documenting all tools and their risk levels��
• Implement stronger oversight for high-risk systems��
• Establish clear appeals processes for AI-generated decisions��
• Deliver appropriate AI literacy training to all staff��

Clear Next Steps for School Leaders��

1. Map your AI landscape: Identify all AI tools currently being used across your school.��
2. Classify by risk level: Determine which category each tool falls into under the EU AI Act.��
3. Prioritise high-risk systems: Focus compliance efforts on tools that impact student opportunities and outcomes.��
4. Schedule staff training: Plan AI literacy training to match the AI use of your school.��
5. Appoint an AI compliance lead: Designate someone to coordinate your approach by August 2025.��
6. Develop necessary documentation: Create policies, registers, and oversight mechanisms.��
7. Establish review cycles: Set up regular checks to ensure ongoing compliance.��

“With a structured, step-by-step approach, we can turn regulatory challenges into opportunities for better, more thoughtful AI integration in education.”

The Path Forward: Action, Not Alarm��

You’re not alone in this journey. Schools across Europe are navigating the same waters, and resources are emerging to support your compliance efforts. The key is to start now, while there’s still time to thoughtfully implement these changes rather than rushing to meet deadlines.��

The schools that will thrive in this new landscape aren’t necessarily those with the most advanced AI tools – they’re the ones with leaders who recognised early that proactive governance beats reactive compliance every time.��

Your students and staff are counting on you to get this right. The clock is ticking, but with clear steps and a structured approach, you’ve got this. The time to act is now.��

By Matthew Wemyss

 Matthew Wemyss is the Assistant School Director at Cambridge School of Bucharest and a passionate advocate of AI in education. You can connect with Matthew on or through his . He was named an �鶹��ý Edruptor of 2024.

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The Challenge��

Imagine talking to a prospective family about your school. You mention how the head of year takes care to check on children looking downbeat, or how the sports coach changed morning swim training so that children don’t skip breakfast or start class with wet hair. Then imagine that same family reading published data, that 60 per cent of the staff hold a master’s degree and children start swimming lessons in year 3. Which do you think will more likely resonate and influence their decision-making process in choosing a school for their child?��

These authentic insights are what truly influence decision-making, yet they’re often the hardest elements to convey through traditional channels. This article explores how three leading international schools have successfully leveraged independent reviews from to enhance their global profile and connect meaningfully with prospective families.��

Zurich International School����

Zurich International School (ZIS) has developed a sophisticated approach to utilising independent reviews as part of their communications strategy. Johann Fulks, Head of Admissions at ZIS, explains their methodology:��

“We use independent reviews extensively across all our communication channels. As a well-respected, neutral source, these reviews help amplify our school’s unique characteristics and provide potential customers with another channel to positively shape their impression of our school.”��

ZIS treats independent reviews as versatile assets that can be deployed across multiple platforms. Their approach includes:��

• Targeted quote selection: The admissions team carefully chooses which review elements to highlight in different contexts, ensuring relevance to specific audiences.��
• Cross-channel integration: Reviews appear on their website, social media, admissions materials, and in communications with prospective parents.��
• Differentiation focus: They particularly emphasise review content that highlights how ZIS differs from other international schools in the region.��

This strategic approach ensures that independent reviews continue delivering value over time, even as staff and student populations change. By thoughtfully integrating review content across their communications ecosystem, ZIS maintains a consistent and authentic narrative about what makes their school special.��

Rugby School Japan��

As a relatively new school, Rugby School Japan faced the challenge of establishing its reputation and communicating its unique identity. Principal Tony Darby approached the independent review process as an opportunity for reflection and authentic communication:

“Being reviewed was incredibly positive and rewarding for everyone at Rugby School Japan. The process felt natural and engaging rather than a formal inspection. It was a conversation, an opportunity to reflect on what we have achieved so far and where we are heading.”��

Rugby School Japan embraced several key strategies during their review process:��

1. Natural representation: Rather than staging performances or selecting only star students, the school presented itself authentically.��
2. Inclusive voice: They ensured that reviewers heard from diverse stakeholders, including staff, pupils, and parents.��
3. Story-focused approach: The school emphasised their journey and vision rather than just their facilities or curriculum.��

The resulting review captured Rugby School Japan’s distinctive character and has become an important tool for connecting with prospective families. Tony Darby advises other schools: “Be open, be proud of your story, and allow the reviewers to see what makes your school unique. The experience is one of partnership rather than scrutiny.”��

Tanglin Trust School, Singapore����

Tanglin Trust School, Singapore recognises that families relocating internationally face particular challenges in school selection. Tom Evans, Director of Marketing, Admissions and Community Relations, explains how independent reviews help address these challenges:��

“Choosing a new school is a major decision for parents, especially if a family is moving abroad and choosing a school in a foreign country. What people really want is a recommendation by someone they trust – from friends, from other parents at the school, or from independent school guides.”��

Tanglin Trust School has developed several approaches to maximise the value of independent reviews:��

• Website integration: They provide direct links to independent reviews on their school website, acknowledging that parents value multiple information sources.��
• Complementary positioning: Rather than replacing school tours or direct experience, they position independent reviews as a tool for helping families create their shortlist.��
• Trust-building emphasis: They highlight the unbiased nature of independent reviews as part of their commitment to transparency.��

By embracing independent perspectives, Tanglin demonstrates confidence in their offerings while helping international families make more informed decisions. “At Tanglin, we provide a link on our website to independent reviews so people can read them. They are among the many trusted sources of information parents rely upon when considering a school,” notes Evans.��

Practical Recommendations for School Leaders��

• Embrace authenticity: Allow reviewers to see your school as it truly is rather than staging experiences—families value genuine insights.��
• Prepare strategically: Identify your school’s distinctive qualities and ensure reviewers have opportunities to observe them naturally.��
• Involve diverse voices: Ensure reviewers can speak with different stakeholders, including students, parents, and staff at various levels.��
• Integrate across channels: Develop a plan for sharing review content across your website, social media, admissions materials, and direct communications.��
• Highlight differentiators: Focus on review elements that showcase what makes your school unique in your specific market.��
• Use for reflection: Beyond marketing value, use the external perspective to inform your school improvement processes.��

Source: The Good Schools Guide

The experiences of Zurich International School, Rugby School Japan, and Tanglin Trust School demonstrate that independent reviews from can be powerful tools for international schools seeking to build their profile and connect with prospective families. The fact that schools cannot request, pay for, or indeed decline to be reviewed by The Good Schools Guide confirms its value to parents seeking independent insights. By providing an authentic window into a school’s culture and character, these reviews help families discover not just what a school does, but who it truly is—information that is invaluable for families making critical educational decisions across international boundaries.��

By��Selina Boyd

Selina Boyd is the International Editor of The Good Schools Guide, which has been visiting and publishing reviews on schools in over 30 countries for two decades and in the UK for twenty years before that. It is the only review platform schools cannot pay to be included in. This article was written in collaboration with Johann Fulks, Head of Admissions at Zurich International School, Tony Darby, Founding Principal of Rugby School Japan and Tom Evans, Director of Marketing, Admissions and Community Relations at Tanglin School Singapore.

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The challenge

For schools that integrate local curricular requirements, it can be particularly difficult to convey the full value of their educational programmes to global universities. Traditional transcripts often fail to capture the richness of students’ achievements, especially when they combine local qualifications with international elements. Universities may understand standard international qualifications like the IB Diploma or A-levels, but rarely appreciate the depth and value of local educational requirements or complementary programmes.

Our solution: A validated holistic diploma��

We developed a comprehensive diploma framework that has been validated by Cambridge University Press & Assessment, setting a new standard for how local and international qualifications can be meaningfully combined and globally validated. The diploma encompasses four key components:

1. International Academic Qualifications��

• Cambridge International Education curriculum
• Internationally recognised public examinations – IGCSEs and A-levels/BTECs
• IELTS certification for English proficiency

2. National Academic Studies

• Arabic-medium instruction for cultural subjects
• Saudi Ministry of Education requirements – National Identity Subjects
• IGCSE in Arabic
• Saudi national university entrance examinations: Tahsili and Qudrat

3. Leadership Development

• Professional Level 3 certification in team management��
• Structured coaching programmes��
• Leadership bootcamps��
• Documented competency development��

4. Internship

• Structured, personalised internships with leading institutions (Grade 11)
• Formal reflective theses – leading to Pearson HPQ/EPQ��
• Workplace competency certification��

The delivery of these four focus areas is underpinned by , which is our framework for all teaching and learning practices. HPL is an educational philosophy based on over 30 years of research into how the highest performing students think and learn. Grounded in neuroscientific and psychological evidence, it challenges the antiquated notion that only a minority of children can excel at high levels. Consequently, its driving purpose is to facilitate high performance for the many, not just for a select few.

“Across the world, a more holistic approach to education is vital to equip the next generation with the knowledge, skills and mindset to contribute to a brighter future.”

Jane Mann, Managing Director, Partnership for Education, Cambridge University Press & Assessment.

Source: Misk Schools

Our implementation journey

Our three-year implementation process focused on building credibility and recognition not only on the international stage, but also with our national accreditation body: Saudi Arabia’s Education and Training Evaluation Commission (ETEC). We also secured accreditation from HPL, becoming the first Saudi school to do so.

Year One: Framework Development

• Internal work on developing the assessment framework��
• Partnership establishment with Cambridge��
• Scoping visit and needs analysis from Cambridge��
• Alignment of local and international standards��
• Development of formal assessment frameworks��
• University recognition strategy development��
• Introduction of the HPL teaching and learning philosophy����

Year Two: Validation Process��

• Identification of threshold criteria in partnership with Cambridge��
• External review of assessment criteria��
• Documentation of quality assurance processes��
• Development of credential verification systems��
• University admissions officer consultations��
• Membership of respected professional bodies: The Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC)��
• Buy-in of stakeholders at all levels of the organisation��

Year Three: Building Recognition��

• Formal validation by Cambridge University Press & Assessment��
• The first international Saudi school to be accredited under ETEC’s national standards and accreditation framework��
• The first accredited High Performance Learning school in the Kingdom��
• University partnership development��
• Production of documentation to clearly communicate the programme��
• Socialisation event led by Cambridge University and Misk Schools (to become an annual event)��

While the first Grade 12 cohort will not graduate until 2025, our approach is already yielding very positive results. There is a growing recognition of our integrated approach by university admissions offices, and we have received positive feedback from higher education partners. In addition, students who submitted early international university applications for 2025/26 have already received offers.��

Source: Misk Schools��

Practical tips for school leaders��

There are six recommended steps for schools seeking to enhance the recognition of their qualifications:��

1. Start by mapping your current offerings against university admissions requirements in your target countries.��
2. Build formal partnerships with recognised international education providers and professional bodies who can endorse and validate your programmes.
3. Create robust documentation that clearly communicates the value of your unique educational offerings to all key stakeholders – parents, students, staff and the Board of Governors.
4. Invest in relationships with university admissions offices to help them understand your programme’s distinctive features.��
5. Develop clear equivalency documentation that helps universities understand how your qualifications compare to those they know well.
6. Track and document graduate success to build evidence of the value of your qualifications.

We believe that it is possible to create a qualification framework that maintains high local and international standards while gaining recognition from leading universities worldwide. The key is to build formal validation processes and clear documentation so that universities can easily understand the value of your unique educational approach.��

The partnership with Cambridge University Press & Assessment has been crucial in this process for us, providing external validation that helps universities understand and trust our qualifications. This model shows how international schools can maintain their distinctive character while ensuring their graduates have access to, and are prepared for, global opportunities.��

By Dr Steffen Sommer

Dr Steffen Sommer is the Director General of Misk Schools in Saudi Arabia and Vice Chair of the Council of British International Schools (COBIS). You can connect with him on .

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