At , fostering social responsibility is an integral part of our educational philosophy. One of our most impactful schoolwide initiatives is our long-standing collaboration with , a charitable organisation dedicated to providing quality education to children from underprivileged backgrounds. Through this initiative, students engage in a structured Creativity, Activity, and Service (CAS) programme that promotes experiential learning while addressing educational disparities in the community.��

By directly engaging with children from diverse socio-economic backgrounds, the programme not only tackles educational gaps but also cultivates empathy and social awareness. This regular interaction allows Pathways students to develop a deeper appreciation for diversity, resilience, and the transformative power of education.��

Implementation and Impact��

The initiative is designed to create a meaningful exchange of knowledge and skills between Pathways students and the children of Sai Bal Sansar. Each week, students actively participate in teaching sessions, covering subjects such as English, computer literacy, and arts and crafts. Additionally, creative activities like music and dance play a vital role in fostering self-expression and confidence among the young learners.��

Source: Pathways School Noida

A key component of sustainability within this initiative is the collaborative training provided to the teachers at Sai Bal Sansar. Pathways students equip them with essential information technology skills, ensuring the impact extends beyond direct student engagement and supports the organisation’s long-term development. By supporting local educators, we help build a self-sustaining model that continues to benefit students year after year, even as our own student volunteers graduate and progress.��

Bridging the Gap: Experiential Learning to Academic Performance��

While this initiative is primarily designed as a service-learning opportunity, it also significantly enhances the academic development of Pathways students, aligning with the of the International Baccalaureate Diploma Programme: Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service. For example, teaching the basics of the English language to younger students reinforces their own understanding of grammar, sentence structure, and communication. By breaking down complex concepts into simpler terms, Pathways students refine their writing skills to make their own essays and academic papers more coherent and structured. This hands-on approach helps bridge the gap between theoretical knowledge and practical application.��

Similarly, teaching music basics to the children at Sai Bal Sansar allows our students to revisit foundational musical concepts, strengthening their own understanding of rhythm, melody, and notation. This reinforces their learning in music classes and enhances their ability to engage with more complex compositions. Engaging in this teaching experience encourages a deeper comprehension of subjects and fosters a sense of confidence in their academic abilities.��

Source: Pathways School Noida

Moreover, the responsibility of guiding younger learners enhances leadership, problem-solving, and communication skills, which are crucial across all areas of study. By answering questions, simplifying topics, and adapting lessons to different learning styles, Pathways students develop critical thinking abilities that directly contribute to their academic success.��

Feedback from both students and teachers highlights the significant personal and academic growth achieved through this initiative.��

Sustaining the Initiative��

Ensuring the longevity of this initiative requires continuous reflection and adaptation. Key strategies include:��

• Establishing a structured mentorship model where senior students guide younger peers in leading the programme.��
• Incorporating digital tools to enhance the learning experience and provide accessible resources for the Sai Bal Sansar community.��
• Embedding this project into the broader school curriculum to maintain engagement across different student cohorts.��
• Ensuring sustainability by having Grade 11 students replace the outgoing Grade 12 students, maintaining continuity and leadership within the initiative.��

“By directly engaging with children from diverse socio-economic backgrounds, the programme not only tackles educational gaps but also cultivates empathy and social awareness.”

Practical Recommendations for School Leaders��

For international school leaders looking to implement similar initiatives, here are some key takeaways:��

• Align with Core Educational Goals: Ensure that the initiative complements existing school objectives, such as experiential learning and leadership development.��
• Invest in Teacher Training: Equipping local educators with relevant skills creates long-term impact and fosters programme sustainability.��
• Encourage Student Ownership: Provide opportunities for students to take leadership roles, making the initiative more engaging and student-driven.��
• Leverage Technology: Digital platforms can enhance the learning experience and provide scalable solutions for outreach.��
• Evaluate and Adapt: Regularly assess the effectiveness of the programme through participant feedback and make necessary improvements.��

By embedding service learning into the fabric of school life, Pathways School Noida exemplifies how international schools can create lasting social impact while cultivating responsible global citizens. This initiative demonstrates the power of education as a transformative force, bridging gaps and fostering a shared commitment to community development. The integration of experiential learning with academic improvement ensures that students not only contribute to society but also enhance their own educational journey, making this a truly sustainable and mutually beneficial initiative.��

By Vivek Mukherjee��

Vivek Mukherjee is an IBDP/MYP English Teacher and CAS Coordinator��at Pathways School Noida. ��

The post Empowering Through Education: A Sustainable Community Engagement Initiative at Pathways School Noida appeared first on �鶹��ý.

With this in mind, I was encouraged by the key takeaway from the �鶹��ý white paper on EAL provision in international schools. The paper recommends that international schools should frame language learning as something to celebrate, rather than a deficiency which requires specialist intervention.��

I couldn’t agree more.����

The report suggests that rather than viewing language learning as a problem that needs fixing, schools should integrate language development into the broader educational experience. These recommendations resonate strongly with the strategies my colleagues and I use in multilingual settings.��

A Curriculum Accessible to All��

Students with EAL are having to learn the difference between everyday spoken English, and the more academic form of the language which they need to access the curriculum.��

This is no small task. In fact, , Professor of Education at the University of Oxford, explains that it takes children who are new to English at least six years to become proficient in academic English. So, anything teachers can do to reduce the extra cognitive load will help multilingual children learn in a more calm and effective way.��

Encountering new subjects like science and geography can be a challenge when there is specialist vocabulary to learn. It’s a good idea to pre-teach subject vocabulary – such as germination or nutrients – in advance of a lesson, adding visuals to support dual coding, so students can more easily access the lesson content later on. For example, we used to support all our pre-teaching in this way.��

Source: King��’ School Al Barsha, Dubai. “Arabic Buddy Scheme 2025”.

Another whole-school strategy that works well is , which is the practice of allowing EAL learners to use their full linguistic repertoire to help them realise their potential.����

Translanguaging actively encourages children to speak, write and translate to and from their first language and English, to support their learning. This deepens student��’ understanding of the higher tier vocabulary they need for each subject.��

“International schools are a setting where multilingualism ������’t a barrier, ����’s a superpower.”

An Inclusive Environment��

When a child with EAL starts at a new international school, certain aspects of school life can seem confusing, particularly if they differ from the child’s previous setting. There are also the practical challenges of following instructions, understanding routines and using equipment.��

If schools can help children develop the language they need to feel comfortable in their surroundings, students will be confident and ready to learn.��

One technique you can use to help younger students with day-to-day classroom vocabulary is to combine physical movement with vocabulary recall.����

Orlaith O’Carroll, Inclusion Teacher at , finds this approach effective. “If children are able to link a word with an action, they are more likely to remember that word. I have been teaching children some key classroom vocabulary, such as pencil and whiteboard, using TPR connects a word with an action, for example a teacher writing on a whiteboard or a child using a pencil. The student can help to create the actions themselves, and this serves as a powerful memory aid for them.”��

Visual prompts are another great way to help children make sense of a new school environment.��

Providing an illustrated representation of the day ahead can help children learn the school routines. A now/next board is ideal for young children, with a simple illustration such as a symbol to represent story time, followed by another showing outside play.����

Older children benefit from a full visual timetable of school subjects, including symbols for geography or science alongside the written word.��

Similarly, you can use symbols to label areas, objects and equipment such as a glue stick or stopwatch. This works best if your labelling is consistent across the whole school. It’s a simple yet effective way to help children make the connections they need to navigate the school day.��

Confidence to Learn��

As the �鶹��ý white paper suggests, ����’s important to integrate language learning with the educational experience, but this can only happen if a student has the confidence to take part in classroom discussions.��

To reduce anxiety, we often recommend giving children the opportunity to work with a partner and practise what they are going to say before speaking to the whole class.��

Children with EAL may hesitate to ask the teacher a question because they are reluctant to speak out. While ����’s important to encourage children to ask for help, it can also be reassuring for a child to refer to a visual aid so they develop the confidence to tackle a task independently.������

Charlotte Goode, Assistant Head of Primary at , uses flipcharts with symbols to support Year 1 to 3 pupils with EAL. “Children can decode what a task is asking them to do without having to ask the teacher immediately. This fosters a more confident learning environment and encourages students to engage actively in their lessons.”��

A Sense of Belonging��

When a multilingual child is able to join in with activities and make friends, they will feel part of the school community, and this supports their learning too.��

The key is to help learners with EAL develop social communication skills.��

One way to get children communicating is by playing games which involve sharing information. You could try introducing activities where children have to describe objects to each other to complete a task, such as asking a partner for a certain colour or shape of a Lego piece so they can build a model together.������

When children work together in small groups to create a story, it can inspire them to be creative and suggest ideas. This is most effective when using a visual prompt such as a symbol of an animal, a photo of a place, or a favourite toy.��

Learners with EAL need to practise their spoken language as much as possible so they can participate fully in school life. When children hear good language role models, they are likely to emulate those skills themselves, so exercises where you pair a child with a more able English speaker can model good communication.��

It’s also important to give children the opportunity to speak their first language if you can, even if it means buddying children with students in different classes or year groups. Buddies with the same first language can share ideas at a richer, more nuanced level, and explore more abstract concepts such as emotions, as well as everyday vocabulary.��

As international schools take on an increasingly important role in educating the global citizens of the future, we can also lead the way in supporting multilingual students so they can find their voice and reach their full potential.��

By Laura Spargo��

Laura Spargo is an education consultant, primary English curriculum specialist and former Head of Primary English at King��’ School Al Barsha, Dubai. She is also a contributor to the recently published report .

The post How International Schools Can Help Multilingual Learners Find Their Voice appeared first on �鶹��ý.

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 .

The post Reimagining Pre K–12 Schools appeared first on �鶹��ý.

At Kopila Valley School in far western Nepal, that’s the vision we’re working toward every day. For students growing up in poverty, without stable homes or parental support, career guidance ������’t just about job prospects; ����’s about hope and transformation. Our Futures Program equips students to make informed choices about their education, careers, and personal lives, while offering a model for how schools can be powerful launchpads for life.��

We believe this program’s personalised programme of career counselling, mentorship, life skills, and scholarship support; is a key reason why 95% of our Grade 10 students have passed the national Secondary Education Examination. This crucial milestone opens doors to new higher education, vocational courses, and career opportunities.��

Education with Roots in the Community��

Kopila Valley School was founded in response to local needs, to develop equitable and accessible education for those children who are vulnerable, through collaboration with the local community. Public school access is often out of reach due to even nominal fees, stationary needs, uniforms, or the absence of supportive caregivers.����

Our school prioritises students who are most in need, and our commitment goes beyond academics—we offer daily meals, healthcare, individual psychosocial counselling, and family/home environment support. We believe thriving in life and school begins with stability and safety.��

We integrate place-based and sustainability education throughout our curriculum. Our campus—the “greenest school in Nepal”—was built with sustainable materials and continues to model environmentally responsible practices. We view education as a tool not just for individual advancement, but for social and environmental transformation, equipping students to build brighter futures for themselves and for generations to come.��

When students are free to learn and encouraged to explore in our place-based and caring environment, they begin to dream.��

Source: Kopila Valley School

The Futures Programme: Practical, Personal, Transformational��

As our Co-founder Top Bahadur Malla says, “We are concerned not only about children’s education, but also about their futures.”��

Launched in 2018, our Futures Program begins in Grade 8 and continues through post-secondary years. It was designed to provide career guidance and life preparation for students who might otherwise graduate without knowledge, skills, and confidence for the future. Our approach includes:��

• Career exploration through our Inspirational Speaker Series, where students meet professionals from a range of fields in governmental, non-profit, local businesses, and private businesses, including emerging green careers.
• Strengths assessments and academic advising through the team of guidance career counsellors and enrichment officer.
• Life skills workshops, including personal discovery sessions, public speaking, mock interviews, financial literacy, writing job applications, resume writing, and basic budgeting.
• Mentorship and one-on-one coaching, pairing our alumni with a mentor to support them in personal, professional, and life skills development.
• Post-secondary support, including assistance with college applications, scholarship applications, and a no-interest loan fund for university or technical training. Sixty-three percent of all graduates are pursuing higher education.
• Internships and entrepreneurship, developed through partnerships with local businesses and organisations. Students gain real-world experience or seed funding to launch their own ventures.��

Source: Kopila Valley School

We understand that university is not the sole path to success and offer a wide variety of resources to our students. Every Grade 10 student engages in a local internship. Of recent graduates, 21% are in vocational technical certification degree programs, 23% are in full-time paid apprenticeships, and 2% are in entrepreneurial ventures. The goal is not to push students down one path, but to give them the tools and support to make informed, empowered decisions about their own futures.��

“We believe schools should be launchpads, spaces where young people learn to take ownership of their lives.”

From Learning to Leading��

The Futures Program’s impact is already clear. Our students are more confident, goal-oriented, and socially aware.�� Alumni have graduated from top-ranking universities in the IT, engineering, medical, and hospitality sectors. They are developing healthy habits and showing leadership in personal and professional life.��

Crucially, �ɱ�’v�� seen students move away from challenges common in our region—such as early marriage and substance abuse – thanks to education and financial independence.����

All 256 graduates to date have participated in climate action initiatives during or after their school years. For example, alumnus Pushkar founded “Hamro Group,” a nonprofit focused on collaborative environmental actions. Five alumni have started their own businesses, using seed funding from our no-interest loan program. In 2024, we helped graduates scale up their local business, Yatra Rental and Gears.��

Sixteen alumni have returned to work at Kopila Valley, contributing their skills back into the school and broader nonprofit programs. Recent alumni have completed skills training in barista work, hotel management, networking, and CCTV installation through local and national programs. These emerging professionals serve as visible role models for younger students, proof that ����’s possible to learn, earn, and lead in your own community.��

Building a Culture of Ownership��

We believe schools should be launchpads, spaces where young people learn to take ownership of their lives. That means cultivating both independence and interdependence: the ability to make choices with confidence, and the sense of responsibility to one’s community and environment.��

At Kopila Valley, we approach this work as a team. Our counsellors, mentors, teachers, and program staff are trained to listen deeply to students—to help them surface their own dreams and navigate real-world barriers.��

Students receive post-graduation coaching to support their transition into adulthood. Many remain active in the Kopila Valley Alumni Association, an emerging network established for professional development and maintaining connections.��

Lessons for Other Schools��

If your school is interested in launching or expanding a Futures-style program, here are some key lessons �ɱ�’v�� learned:��

• Start with relationships. Students must feel known and supported in order to dream big. Career guidance is effective when built on trust.
• Stay adaptable. Curriculum and guidance must evolve alongside the education landscape and student needs.
• Make it holistic. Academic guidance alone is not enough. Include emotional and physical wellness, personal assessment, life skills, and exposure to real-world experience.
• Celebrate all pathways. Honor success in all its forms—university, skilled trades, entrepreneurship, caregiving, or activism.��
• Involve the community. Internships, speakers, and alumni mentorship can all reinforce the idea that students belong to a larger web of support.

One Generation, Profound Change��

Perhaps the most powerful proof of our program’s impact is this: we are beginning to see cycles of poverty end—in just one generation.��

Most of our students are the first in their families to complete higher secondary education. We are deeply humbled by their resilience, determination, and leadership. They are not just dreaming of better futures, they are building them.��

At Kopila Valley, it is our privilege to walk beside them.��

By Pratikshya Bhandari and Katy Munden Hays

Pratikshya Bhandari is Futures Program Coordinator. She oversees the planning, implementation, design, and team management for career counseling, career guidance, scholarship plans for students, and development of the Kopila Valley Alumni Association. Katy Munden Hays is the Public Relations Manager at the BlinkNow Foundation, the U.S. funding partner of Kopila Valley School. She tells Kopila Valley stories and also supports communications for a range of good causes.

The post Students Owning Their Futures: Schools as Launchpads appeared first on �鶹��ý.

A Whole School Approach to Sustainability��

As sustainability became a prevalent topic in the education space, we began to explore methods to educate learners and encourage them to take an active role in championing sustainability in their lives. We took a whole-school approach and involved all our learners, from Early Years to Year 13.��

Our Global Goals Day was introduced in response to the launch of the UN Sustainable Development Goals (SDGs) in 2015. We wanted to provide an opportunity for our learners to embrace global citizenship through the lens of the SDGs, establish community partnerships, and become changemakers for a better world.����

On Global Goals Day, all learners stop regular classes and follow a bespoke SDG timetable. The timetable includes activities, talks, and workshops led by our own in-house departments as well as external community partners. Bespoke sessions from previous years include solar vehicle making, author readings about inclusive family groups and refugee awareness, keyring creation from plastic bags, and biodiversity presentations. ��

Source: Nexus International School Malaysia

We plan to continue the Global Goals Day until 2030 – the UN’s deadline for the SDGs. We will then conduct a review in line with the UN’s findings to assess what changes and progress is needed, and how we can address this in our school.����

“We wanted to provide an opportunity for our learners to embrace global citizenship through the lens of the Sustainable Development Goals, establish community partnerships, and become changemakers for a better world.”

Measuring Impact��

As we have led this initiative for many years, the impact of Global Goals Day has become ingrained in the culture of the Nexus Community. Learners have taken ideas learned from Global Goals Day workshops and implemented them through independent, learner-led Co-curricular Activities. For instance, learners run the Eco Club, an enterprise group which organises upcycling projects and weekly paper collections for recycling. Learners also continue to volunteer with our partner organisations outside of school time, as well as organising fundraising events for charitable causes. This widens opportunities for learners to engage in SDG-related activities throughout the year.��

The impact on our learners does not end at graduation. We take pride in the fact that some of our alumni have pursued careers in the environmental and humanitarian sectors, working with organisations such as the WWF and the United Nations. Several of our alumni have also been invited to present and perform at environmental conferences, summits, and forums both in Malaysia and on the international stage.��

Implementing Sustainability using a Zero Cost Concept����

We appreciate that not all schools are offered budgets for sustainability education. Like starting a business with zero capital, we wanted our learners to explore creative avenues to kickstart sustainability efforts in our school with materials that they could source from home or the local community. Learners organised collection drives for project materials, such as unwanted clothing, plastic bottles, single use plastics, bottle lids, electronic waste, food containers, and toys. These were then sorted, used for projects in school, or donated to local charitable organisations and underprivileged groups.��

Source: Nexus International School Malaysia

In addition, to reduce plastic waste, a community collection bin was placed outside the school gate. The thrown-away items were predominantly plastic bottles and lids, which were then upcycled into jewellery, keyrings, eco-bricks, and self-watering systems for plants. The jewellery and keyrings were sold to the community to raise funds for charities, the eco-bricks were used to build garden beds in the local community, and learners took home their plant systems to share the idea with friends and relatives.��

Adopting a community partnership approach, we connected with several local NGOs who were keen on visiting our school to provide talks and roadshows, free of charge. We also offered local authors a platform to do book readings and workshops with our learners.����

Lastly, we organised learning opportunities outside the classroom. For our secondary learners, this included service trips with local NGOs; volunteering with a soup kitchen; building a community vegetable garden with an Orang Asli (native) community group; and collaborating with a toy library to collect, fix and distribute preloved toys to underprivileged community groups. For our primary learners, we organised nature-based activities in the school. This included decorating rocks with SDG art themes and undertaking a BioBlitz – identifying plants and observing insects.��

Key Tips for Implementing Sustainable Practices in Your School at Little to No Cost

• Collect paper, clothing, and plastic waste to donate or upcycle into sustainability products.��
• Host a sustainability fair and collaborate with NGOs who offer a percentage of sales to learners for selling their sustainability items.��
• Encourage learner–led co-curricular activities and young enterprise clubs to fundraise for good causes.��
• Enable learning outside of the classroom with service trips and nature-based activities in school gardens and local areas.��
• Partner with local organisations and universities who offer free educational talks, workshops, and roadshows.��
• Invite local authors to offer book readings and workshops.��

By Madeleine Proud

Madeleine Proud is the Director of Global Citizenship at . You can connect with her on .��

The post Committing to Sustainable Development Goals as a Community appeared first on �鶹��ý.

I recall a moment when my youngest son came home one day from school, proudly announcing: “I was a philosopher today.” He was four years old at the time. Upon further investigation, I discovered that he was involved in an initiative called , or P4C, which encourages children to explore questions and ideas in a collaborative, non-judgmental setting.��

Source: Globeducate

P4C seemed like an ideal way to address the issue of student engagement and improve oracy skills, while also helping students develop essential 21st century core competencies: critical thinking, creativity, communication, and collaboration.��

The Problem:�� Superficial and Surface Level Thinking��

The problem was two-fold: some classroom discussions lacked depth, and students were not given ample time to articulate their critical thinking. Teachers were either too quick to accept the first answer provided or students were hesitant to challenge each other’s viewpoints. ��

One challenge I encountered was fostering critical thinking and respectful dialogue among students, especially in a classroom environment where engagement levels were low. Oracy levels was another focus area, as well as empowering students to express their ideas and reflect upon them. It was important to discover a way to draw out student��’ thoughts and give them the tools to question, reason, and explore different perspectives.��

The Solution: Implementing P4C in the Classroom��

As a global initiative, we launched Philosophy for Children across our entire network of schools and offered professional development courses to interested educators. The core idea was simple: encourage students to engage with philosophical questions in a safe, guided environment. The goal was for our learners to not only understand content, but to learn how to think, communicate, and work effectively with others.����

Now in its second year, we have educators using P4C in twenty different schools across eight countries: Spain, UK, Portugal, Italy, France, Cyprus, India, and Canada. Teachers are supported through our well-established Professional Learning Communities (PLCs) – these include regular online meets and a shared working space to upload questions, best practices, and unique solutions.����

“It is not just about teaching philosophy: it is about teaching students how to think deeply, reason clearly, and communicate respectfully—a set of skills they can carry with them long after they leave the classroom.”

The Process: P4C in Action��

We utilised a ‘community of inquiry’ model, where students sit in a circle and take turns speaking. The aim was not to get the ‘right’ answer, but to think deeply and listen to each other’s perspectives. Acting as facilitators, teachers guide the conversation with open-ended questions, letting students take ownership of the dialogue. The peer-to-peer element was critical. It allowed students to learn from each other, build on each other’s ideas, and challenge assumptions in a respectful manner.����

Teachers introduced P4C gradually, beginning with short, structured sessions to help students get used to the format. During the first few sessions, participation was tentative. We quickly realised we needed to create a more inclusive atmosphere, so we incorporated some reflective practices like ‘thinking time’ before speaking. This allowed quieter students to gather their thoughts and feel more confident in sharing ideas.��

Each session followed a similar pattern: we started with a short stimulus—this could be a story, a short video, or even an image—that would raise a philosophical question. For instance, “What is fairness?”, “Can we trust what we see?” and “Is it ever okay to break the rules?” The students would then break into small groups to discuss the question before coming back together as a class to share their thoughts. Some teachers also introduced a ‘question of the week’ board, where students could anonymously submit questions that they wanted the class to discuss. This helped teachers to gauge student interests and ensure the discussions felt relevant.��

Source: Globeducate

How P4C develops student��’ core competencies:��

• Critical Thinking: Sessions are centred around complex, open-ended questions, designed to encourage students to think beyond simple answers. Students have to reason through their ideas, reflect on them, and question the perspectives of their peers.��
• Communication: Emphasis was placed on listening and communicating respectfully, helping students present their ideas coherently and constructively challenge each other’s opinions.��
• Collaboration: The peer-to-peer format allowed students to practice working as a team, sharing ideas and building on each other’s contributions.����
• Creativity: To encourage creative problem-solving, it is vital that we provide students with safe spaces to think in new, imaginative ways. The focus is not on providing answers, but on exploring possibilities and considering ‘what if’ scenarios.��

The Impact��

The outcomes of our action research were promising. Over time, students became more engaged, and discussions grew deeper. They began to challenge each other in constructive ways, asking follow-up questions, and bringing in examples from their own lives. However, it was not always smooth sailing; some students found it difficult to detach from the idea that there was a ‘right’ answer. But the more we practiced, the more they understood that the goal was the process of thinking itself, rather than arriving at a conclusion.��

An unexpected benefit was the impact on student��’ social skills. Because they were learning how to listen, reason, and build on others’ ideas, the respect they showed each other in these discussions carried over into other classroom interactions. We also noticed improvements in their writing, as they became better at structuring arguments and considering different viewpoints.��

P4C is a practical, adaptable tool that can easily be integrated into various subjects. It is not just about teaching philosophy: it is about teaching students how to think deeply, reason clearly, and communicate respectfully—a set of skills they can carry with them long after they leave the classroom. For teachers seeking a practical and innovative approach in their classrooms, Philosophy for Children offers a fresh solution to an age-old challenge—getting students to think.��

By Oanh Crouch��

Oanh Crouch is a Director of Education at Globeducate and leads on teaching and learning projects, assessment initiatives, curriculum development, global events, and professional learning communities across the group.�� You can connect with her on and .

The post Philosophy for Children: Supporting Students in Oracy and Future Competencies���� appeared first on �鶹��ý.

During parent-teacher meetings at our school, several questions and concerns repeatedly surface:����

• “How can I help my child study effectively at home?”��
• “Why isn’t my child improving despite spending hours revising?”����
• “Please continue to help and support my child.”��

These questions revealed common misconceptions about study habits, workload, and the balance between independence and support. Instead of addressing these queries in isolation, we took a strategic approach, using parent FAQs and wellbeing data to develop a structured and proactive model for parent engagement. ��

Understanding Parent Concerns: What the Data Revealed ��

To develop meaningful parent engagement, we need to analyse the concerns from parents and students alike and identify areas of misalignment. In addition to the recurring questions listed above, this includes examining student wellbeing and academic data to track patterns of stress and disengagement, and utilising student voice surveys to understand how students perceive parental support at home.����

From this analysis, three key misconceptions emerged:����

1. Study time equates to effective learning: Many parents associated long hours of revision with strong academic outcomes, without realising that passive study habits were ineffective. ��
2. More teacher support leads to better results: Some parents viewed increased intervention as a direct path to improvement, overlooking the importance of student independence. ��
3. Last-minute cramming as a successful study method: Both parents and students frequently underestimated the benefits of spaced and repeated retrieval practice. ��

Recognising these recurring concerns and misconceptions allowed us to reframe conversations between parents and the school, aligning parental support with research-backed learning strategies. 

Source: British International School Hanoi

Building a Proactive Parent Engagement Model ��

Rather than offering generalised advice, we designed parent engagement initiatives that were structured, data-informed, and in some cases, student-led. ��

Student-Led Parent Workshops��

A student-led learning committee collaborated with the deputy headteacher, Stephanie Miller, to develop a parent workshop focused on fostering meaningful academic discussions at home. Instead of school leaders delivering the information, the students themselves conducted sessions covering: ��

• How to recognise and praise effective effort rather than focusing solely on outcomes.����
• How to use the academic report as a tool for reflection and growth instead of merely a performance measure.����
• How to ask supportive, open-ended questions that encourage student reflection instead of direct correction.��

This student-led format helped parents understand different ways to recognise and motivate their child while reinforcing the school’s emphasis on effort-based learning. ��

“Parental engagement is often treated as secondary to school operations, but when approached strategically, it can become a powerful multiplier—not only for academic performance but also for student confidence, resilience, and independence.”

Using Wellbeing and Academic Data��

Instead of hosting standalone parent events, we aligned workshops with key academic transitions to provide timely support. For instance, in preparation for Year 11’s transition into the IB Diploma Programme, parents were introduced to the increased workload and academic expectations, helping them shift from tutoring-heavy support to fostering their child’s independent study habits.����

Additionally, we ran pre-exam parent-student session to help families understand important study and lifestyle habits during this period, such as:����

• Structuring study sessions to maximise retention rather than relying on last-minute revision.��
• Recognising the impact of sleep on memory and cognitive performance. ��
• Learning to distinguish between productive stress and performance anxiety. ��

Introducing parents to evidence-based study strategies at critical moments helped them move from reactive concern to proactive support. ��

Creating a Shared Language Between School and Home

One of the main challenges we identified was the misalignment of language; parents and schools often used different terms to describe the same concepts, which led to misunderstandings. To bridge this gap, we have developed different methods of support:��

• Parent-friendly phrasing frameworks to ensure school and home discussions reinforced the same learning principles. ��
• Guidance for using metacognitive, open-ended questions to encourage students to think critically about their learning. ��
• Student-led guidance for parents, ensuring that conversations about learning were centred around student needs rather than solely on school messaging. ��

By embedding a shared language, we created a more cohesive approach to learning where students received more consistent messaging from both school and home about study habits, stress management, and academic expectations. ��

Source: British International School Hanoi

Parent-Student Study Planning Sessions��

As part of our ongoing efforts to strengthen school-home alignment, we are trialling a new approach to exam preparation: parent-student study planning sessions. These are structured sessions where parents and students work together to create personalised study plans. The goal is to shift discussions at home from “Why aren’t you studying more?” to “What’s your plan for reviewing this topic?” ��

By providing a clear framework for these discussions, we anticipate that this initiative will help with the following: ��

• Reducing tension at home, helping parents and students to engage in productive conversations about study habits instead of pressure-driven ones.����
• Empowering students to take ownership of their revision strategies while receiving constructive support and effort-based praise from their parents.
• Aligning home and school messaging, ensuring that the study strategies scaffolded at school are reinforced at home.��

We will continue to assess its impact and consider ways to refine and integrate this approach into our broader parent engagement strategy.��

Rethinking Parent-School Partnerships as a Strategic Lever ��

Parental engagement is often treated as secondary to school operations, but when approached strategically, it can become a powerful multiplier—not only for academic performance but also for student confidence, resilience, and independence. ��

By shifting from reactive communication to structured, data-informed collaboration, schools can transform the parent-school relationship from a transactional process to a dynamic, ongoing partnership. Parent-school alignment is not about changing parental expectations; instead, it focuses on equipping parents with the right tools, language, and strategies to engage meaningfully and effectively with their child’s learning. ��

Ensuring that parents and students share a common understanding of learning requires intentional school leadership, structured communication, and ongoing collaboration. By taking a proactive approach, schools can move beyond simple information-sharing to create a culture of aligned support, where parents are empowered to reinforce the learning strategies that drive student success. ��

Key Takeaways for International School Leaders ��

For schools looking to refine their parent engagement strategy, these five approaches can help improve school-home alignment: ��

1. Regularly track parent��’ frequently asked questions to identify recurring misconceptions and areas for targeted intervention. ��
2. Schedule parent engagement at key crunch points for your students to provide timely and relevant support. ��
3. Involve students in shaping parent learning, ensuring their voice is central to the conversation. ��
4. Promote a shared language between school and home to ensure consistency in messaging about learning and study habits. ��
5. Shift parent engagement towards practical, evidence-based strategies that promote student independence rather than reliance on teachers or tutors. ��

By Gemma Archer

Gemma Archer is the Assistant Head of Secondary (IB) at . She holds an MSc in Systems Thinking in Practice and applies cognitive science and evidence-based study strategies to foster student��’ independent learning habits. You can connect with Gemma on .��

The post Designing School-Home Alignment: What We Learned from Parent FAQs  appeared first on �鶹��ý.

Imagine a visually impaired child longing to play games with their peers, yet unable to do so because traditional games aren’t designed with them in mind. At Keystone International School, our Grade 2 students took it upon themselves to change this reality. This community-driven problem-solving is at the heart of the ‘Idea Loom framework’.��

The Idea Loom framework is designed as a structured approach to equip students with the ability to engage deeply with communities, identify real-life challenges, and develop meaningful, sustainable solutions through practical methodology.��

Students Need a Future-Oriented Education��

Education often operates in silos: subjects are taught separately, assessments emphasise memorisation, and students rarely experience the messy, unpredictable nature of real-world challenges. This disconnect leaves students underprepared for careers and lacking a sense of personal fulfillment in a world that rewards creative thinking and adaptability.��

Imagine a different kind of education—one where students ��Dz�’t just learn about problems but actively work to solve them. Imagine an education where students ��Dz�’t just write essays on social issues but create technology-driven solutions to transform lives. That’s what Idea Loom brings to the table: an education rooted in action, empathy, and innovation.��

How the Idea Loom Framework Redefines Education��

At its core, Idea Loom is a structured problem-solving framework that encourages students to become active contributors to society. It enables them to take ownership of real-world issues and drive impactful change through five focus areas:����

1. Empathy-Driven Problem Identification: Students engage directly with communities to understand pressing challenges, conducting research, interviews, and field visits.��
2. Collaborative Innovation: Working in diverse teams, students ideate and co-design solutions, integrating perspectives from multiple disciplines like STEM, social sciences, and the arts.��
3. Hands-On Prototyping & Testing: Learning through doing, students create, test, and refine physical and digital prototypes, applying engineering, design, and technology to build impactful solutions.��
4. Real-World Implementation: Projects are not just theoretical; students deploy and test solutions in actual environments, gather community feedback, and refine their work for continuous improvement.��
5. Mentorship & Industry Collaboration: With support from experienced professionals across various fields, students gain valuable insights and guidance to develop solutions with lasting impact.��

“These projects are not hypothetical classroom exercises—they are real solutions making a difference in people’s lives. Through Idea Loom, students are redefining what education should be: an active force for change.”

Transforming Student Learning into Tangible Change��

Beyond creating solutions, the Idea Loom framework instils confidence and leadership in students. Through real-world application, they develop resilience, adaptability, and a deeper sense of responsibility. Many students have reported that working on these projects has not only improved their problem-solving skills but also given them a newfound sense of purpose.��

TouchPlay: A Board Game for the Visually Impaired (Grade 2 students, 2024)��

After visiting Devnar School for the Blind, Keystone Grade 2 students observed that visually impaired children had limited options for recreational activities. This realisation inspired them to design TouchPlay, an innovative tactile board game that engages players through touch, allowing visually impaired individuals to enjoy gaming independently.��

• Impact: This game fosters independent play, cognitive development, and inclusivity, bridging the gap between visually impaired and sighted players.��
• Future Developments: The students aim to expand �մdzܳ���ʱ�����’s features, incorporating more textures and sharing it with schools for the blind and wider organisations to promote accessibility in play.��������

Ultrasonic Cane Attachment: Empowering the Visually Impaired (Grade 7 students, 2024)��

Grade 7 students took on the challenge of helping visually impaired individuals navigate their surroundings safely. Their solution? An ultrasonic attachment for a white cane which detects obstacles and provides real-time voice alerts through a headset.��

• Impact: This device enhances mobility, independence, and safety, reducing navigation anxiety among users.��
• Future Developments: The team plans to integrate Bluetooth technology to connect the device with a smartphone app for additional functionality.��

Students work hand-in-hand with communities to identify problems and co-design solutions. Through partnerships with Bala Vikasa, T-Works, The Alliance for Sustainable Schools (TASS), and professionals from various industries, students gain access to real-world insights, mentorship, and resources that enrich their learning. These collaborations ensure that the projects developed truly serve the needs of society.��

These projects are not hypothetical classroom exercises—they are real solutions making a difference in people’s lives. Through Idea Loom, students are redefining what education should be: an active force for change.��

Practical Takeaways for International School Leaders��

For schools looking to implement Idea Loom, customisation is key. The framework is adaptable across various educational settings, allowing institutions to modify its components to best fit their student��’ needs. Whether integrating it into an existing curriculum or using it as a standalone initiative, schools can tailor Idea Loom to their unique educational goals.��

Here are some recommendations for implementing the framework:��

• Train Educators in Design Thinking: Equip teachers with the tools and methodologies to guide students through problem-solving projects.����
• Encourage Cross-Disciplinary Learning: Promote integration across STEM, humanities, and the arts for holistic innovation.����
• Foster Community Engagement: Encourage students to collaborate with local communities to ensure their projects address authentic issues.����
• Leverage Technology for Greater Impact: Provide students with access to digital tools for research, prototyping, and communication.����
• Measure Outcomes & Iterate: Assess the effectiveness of student-led solutions and refine approaches for greater success.��

If international schools truly want to prepare students for the future, they must reimagine education as a tool for transformation. Idea Loom ������’t just an approach—����’s a call to action for schools worldwide to empower students to become the innovators, leaders, and changemakers of tomorrow.����

By Srilakshmi Reddy

Srilakshmi Reddy is the Founder and Managing Director of �� & . A passionate advocate for educational transformation, she specialises in design thinking, teacher training, and real-world learning methodologies. You can connect with her on .��

The post Empowering Future-Ready Learners with the Idea Loom Framework appeared first on �鶹��ý.

Most school leaders will fondly remember the experience of running out of the house first thing in the morning to hang out with friends for the entire day. You will recall a sense of ‘play’ that relied purely on imagination, interspersed with trips back to the house for lunch and treats to keep you fueled for activities, before saying goodbye to each other for the day when the streetlights came on.����

Not only were experiences like these huge sources of fun, but they also nurtured creativity, imagination, and resilience. ‘Playing’ taught us about developing relationships and overcoming challenges, enabling us to understand and explore our relational sense of self.����

Rainy days felt like life sentences, confined in a house that suddenly felt like a jail cell. As children, we longed to be outdoors, primarily because we wanted to share new experiences with our friends in the absence of our parents. We craved that sense of beingness.������

Source: Hochalpines Institut Ftan AG

The shift to a technology-driven childhood��

At some point in the intervening years, culture began to frown upon this freedom and started to see it as dangerous, something we needed protection from. At the same time, the growth of technology – phones, tablets, game consoles, and social media – made keeping children ‘safely’ indoors much easier. ��

This new, technological lifestyle has become so normalised that many forget to question it, and most children ��Dz�’t remember a time before it. We have connected children to the world whilst simultaneously removing them from it; we have expanded their possibilities whilst augmenting their feelings of isolation.����

The role of experiential learning in a changing world��

Digital technologies and artificial intelligence, in addition to globalisation and conflict, are rapidly disrupting economic and social structures. The outcomes, though, are not determined by these factors in their own right: it is the nature of our collective responses that determines the outcomes.��

The Organisation for Economic Co-operation and Development is clear in that we need a comprehensive and multidimensional approach to growing a ‘global’ competence in our young people—one where schools, teachers, parents, and the environment all have an important role to play. One of the most interesting findings from their work is that certain activities, such as the nature of how we learn at school, contact with people from other cultures, learning other languages, and a connection to the environment, are positively associated with a variety of skills. These include the ability to examine local and global issues, empathic understanding, intercultural communication, and, ultimately, the ability to take action for the betterment of the societies we live in.��

Schools as catalysts for global competence��

Schools and school leaders have a duty to help students think for themselves and join others, with empathy, in work and citizenship. We need to do more than enable our students through knowledge acquisition: we need to support their development of a strong sense of right and wrong, foster sensitivity to the claims that others make about us and the world, and empower them to challenge the limits of individual and collective action. If we want our students to actively contribute to productive, sustainable, and civic society, we must help them develop a deep understanding of how they and others live, to experience different traditions, and to think differently.��

Igniting a passion for the outdoors��

Joining the Education in Motion (EiM) team as Head of Campus at Hochalpines Institut Ftan AG (HIF) in the Engadine region of the Swiss Alps offered an ideal setting to implement this future-ready learning approach.��

Source: Hochalpines Institut Ftan AG

Our outdoor education programme, aptly named �ҵ���Ծ��ٱ�’, includes skiing, hiking, sailing, climbing, white water rafting, and mountain biking, and functions as a key element in the experiential learning process. Additionally, in the three years the programme has been running, we have seen over 250 students pass through our doors to engage in real–life learning opportunities with organisations such as UNICEF, CERN, and WEF. Students strongly benefit from the rich cultural heritage of the central European region, with opportunities to visit places such as Munich, Zurich, Strasburg, Vienna, and Venice.������

Creating the next generation of global citizens��

Our focus on nature-immersion, cultural visits, and relationship-building, alongside a range of micro credentials such as water safety, forestry management, bee keeping, and first aid, are part of a complex curriculum that fosters student��’ global knowledge and development of modern skills required for the highly competitive further education arena.����

Ignite has been so successful in maintaining the educational rigour of traditional qualifications whilst recognising the future skills gap, we are designing an opportunity in the pre-tertiary qualifications market for a personalised, specialist pathway diploma that will differentiate HIF from schools offering more traditional academic routes. Our four-year qualification combines scholastically robust pre-tertiary qualifications with a range of accredited experiential opportunities, enabling our students to accumulate specialised knowledge and future-orientated skills, experiences, and dispositional traits.��

With a strong academic foundation in disciplinary knowledge being offered through a range of specialist A-Levels, our offering of the Extended Project Qualification will act as a bridge between formal study and the real-life application of the knowledge gained. Importantly, the Future Skills Credit Profile, developed through partnerships with research institutions, industry, the not-for-profit environmental sector, and sports organisations, will integrate with competency credits to provide valuable external validation for the experiential component of the Diploma.��

Top tips for school leaders��

• Concentrate on opportunities for ‘Skills Development’: Your curriculum should highlight the importance of equipping students with essential skills, including critical thinking, problem-solving, creativity, collaboration, and digital literacy, all deemed vital for adapting to changing job markets and societal challenges.��
• Engage multiple stakeholders to develop a network of ‘Collaboration and Partnership��’: Promote collaboration between educational institutions, industry, and communities to create more relevant and practical learning experiences.������
• Flexibility: Ensure your curriculum is flexible, and your leaders are agile, advocating for learning ecosystems that support ongoing skill development.��

By Jared Nolan

Jared Nolan is the Director at and has previously led schools in the Middle East and China. You can connect with him on LinkedIn .

The post Igniting Potential: Redefining education through experiential learning appeared first on �鶹��ý.

This may seem surreal, but it is the reality for Ukrainian students, who have been forced to adapt to new circumstances and have subsequently developed remarkable resilience. These children, whose childhoods have been stolen from them, remain eager to learn new skills, gain knowledge, enjoy lessons, and explore their identities, all the while carrying the heavy burden of an uncertain future.

In a recent questionnaire completed by Svitlo School students, nearly 65% expressed concerns about their ability to access higher education or enter the workforce. Previously, it was common for Ukrainian youth to enrol in higher education, with . However, the war and the instability of the modern world has introduced financial, logistical, and psychological challenges, leaving many unable to predict or plan their futures.

Now more than ever, it is essential to provide students with practical, first-hand experiences that will enable them to find employment and support themselves, regardless of the path they choose to pursue. While this is particularly crucial for young Ukrainians, it is also highly relevant to many students worldwide.

Svitlo School’s distinctive approach

Svitlo Education, a registered charity in England and Wales, was founded by Yuliya Kosko, a Ukrainian who moved to the UK two decades ago to become a primary school teacher, later establishing her own educational consultancy. When the war in Ukraine began in late February 2022, Yuliya swiftly organised Svitlo’s first lessons by early March. Heather Rhodes, the Principal of Highgrove Education and an online learning expert, soon joined as a trustee, introducing a peer-teaching scheme for Svitlo students. The school quickly expanded, offering daily extracurricular lessons taught in English by teacher volunteers from around the world, supported by a team of Ukrainian volunteers.

Recognising the devastating impact of the war on children, Svitlo’s primary goal is to create a space that supports students now while preparing them for the future. Accessible to any Ukrainian child with an internet connection from home, Svitlo operates outside regular school hours and addresses the educational gaps of a traditional Ukrainian education. The school aims to nurture future leaders who will help rebuild Ukraine, providing them with a safe, supportive environment to grow and achieve their ambitions.

Addressing a unique set of challenges

Ukrainian school education includes a wide range of compulsory subjects. While this approach might seem ideal for helping students explore their interests, the subjects are often theoretical and lack direct applicability to real-world jobs. To address this, Svitlo focuses on delivering teaching in a more practical manner and offering job-relevant subjects such as Marketing, PPE, and Budgeting. Svitlo aims to help students discover potential career paths at an early age, enabling them to enter these fields with a clear understanding of the skills and knowledge required.

Moreover, how often do you see ‘experience of at least 1 year’ on a job application? How can school students gain this experience in a country where everything is disrupted by war? At Svitlo, we involve our students in nearly all aspects of running the school. We teach and encourage them to contribute to Svitlo’s social media accounts, organise social events, and support the school’s day-to-day operations. This approach helps our students acquire valuable experiences and transferable skills that are highly sought after by employers. As a result, our students can confidently list roles like ‘Social Media Manager at Svitlo School’ in the work experience section of their CVs.

Our newest initiative involves training our students to become ESOL teachers. Since the early days of Svitlo, some students have been leading their own English clubs and gaining valuable teaching experience. We are also training older students to lead guided reading sessions and reading clubs for younger students, with plans to expand this initiative further. These skills enable students to secure tutoring jobs after graduating, either as a primary source of income or to support themselves while pursuing further studies.

Source: Svitlo School

Celebrating our successes��

We have observed a significant difference in the personal ambitions and confidence levels of students who have been at Svitlo long-term, compared to those who have recently joined us. In a recent survey, over 78% of students from the older group stated that they learn practical skills at Svitlo; among those who have been with us for over a year, 70% reported that Svitlo helped them gain clarity on what they want to study or which career they would like to pursue. Exposure to diverse practical experiences has given many students the confidence to dream bigger and has taught them how to turn their interests into future careers.��

“A�� Svitlo, every lesson feels important for our future. In fact, during the war, it feels like the best time to focus on preparing for �ɳ󲹳�’s ahead. Svitlo ������’t just a school—����’s the chance to take responsibility, be part of a big community, and prepare for adult life.”

Oleksandra, 17 years old

Furthermore, our students acquire the skills and experience necessary to enter the workforce immediately. For instance, our student Alina, a recent high school graduate, now works as an English tutor while applying to universities to study civil engineering. Her goal is to help rebuild Ukrainian infrastructure after the war.��

“A�� Svitlo School I found a supportive and motivated community that inspired me to expand my skills and perspectives. Here, I began volunteering and leading initiatives, which became my most profound educational experience. Learning through hands-on practice allowed me to develop practical skills and knowledge at an accelerated rate.

Over two years of teaching the Story Making course at Svitlo, it has not only been a journey of improving my own knowledge but also a platform for unlocking my teaching potential. This experience became key to working as a tutor. Thanks to Svitlo, I not only realised how much I love teaching but also gained the confidence to take this important step in my career.”

Alina, 17 years old

Practical Advice for School Leaders

While our circumstances at Svitlo School are unique, we believe that some of the key lessons we have learnt can be applied to international schools worldwide:����

• Complement the academic, theoretical curriculum with a focus on practical aspects, encouraging the demonstration and practice of career-applicable skills.
• Provide students with opportunities to gain real job experience and take responsibility through their involvement in the school’s operations.
• Maintain flexibility to adapt to the evolving needs of students, particularly during times of uncertainty, such as periods of war.

We firmly believe in the power of collaboration and are grateful for all we have achieved through the support of our partners and individual volunteers. If you or your school would like to join our mission, we offer various ways to get involved and are always open to exploring new ideas.��

By Yuliya Kosko and Oleksandra Petrova

is the founder and CEO of – a unique educational sanctuary for Ukrainian children affected by war. She was supported in writing this article by , Administrative and Communications Coordinator.

The post Creating a Secure Future for Students in Times of Uncertainty���� appeared first on �鶹��ý.