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Third Culture Kids (TCKs), children who grow up outside their passport countries, face a lot of mobility and transition which increases difficulties that serve as sources of resilience – if adequate support is provided. When that support is not present, we see struggles with regulation, connection and empathy for others.
Beccy Fox, Director of Teaching and Learning at KIS International School, Bangkok, shares her recent thoughts about women in leadership in international schools.
In 2019, AFNORTH International School was flying high, following a cultural shift that placed Values-based Education at the core of its work. However, with the onset of the COVID-19 pandemic, the innovative and ambitious international model for education that had seen four different national sections, and six school sections, collaborate to establish and embed a commonly agreed ethical values approach was ‘attacked’ overnight.
As part of a review of Continuous Professional Learning (CPL), the senior leadership team at Kellett School has identified the potential of using a clearly articulated common language when it comes to teaching and learning.
Danau Tanu, Author and Japan Foundation Research Fellow at the Waseda University Institute of Asia-Pacific Studies in Tokyo, shares her experiences of internalised racism, helping to raise awareness around the issue.
Students looking out for the mental health of peers is always positive, especially when students can actively engage in activities that they can incorporate into their lives. Mick Admundson-Geisel, High School Counsellor at The International School Yangon, Myanmar, shares advice on how to implement a student-led wellness project.
Living in the shadow of a global pandemic, it is hard to avoid articles about the school of the future. David Willows and Suzette Parlevliet, co-founders of Yellow Car, share eight lessons in experience strategy designed to help schools stand out.
The International School of Zug and Luzern was honoured with two 2022 International School Awards in January: the International Impact Award for its Global Changemakers Project and the Environment Award for its Aquaponics Programme. Both initiatives highlight work by students and for students towards realising a vision for a better, kinder world as Head of School Barry Dequanne explains.
Over the past five years, Gems Founders School, Dubai (GFS) has focused on shifting the assessment paradigm as part of their school improvement strategy.
Identifying, planning for and meeting the needs of SEN students in an international setting throws up an array of unique challenges. Recognising SEN in countries such as Thailand, where a stigma around those with learning difficulties and/or disabilities still exists, is often the first hurdle to overcome.