American School of Bombay Impact Report 2024-2025

WHEN WE STARTED DESIGNING INDIAN TEXTILE MOTIFS, I DIDN’T JUST SEE A TIGER OR A PEACOCK ANYMORE — I SAW SYMBOLS OF SOMETHING SPECIAL TO THE COUNTRY.

GRADE 4/5 STUDENT

LETTER FROM THE HEAD OF SCHOOL

The 2024–2025 school year marked an exciting chapter for the American School of Bombay. Now in its 43rd year, we are pleased to present this second edition of the annual Impact Report—an evolving tool for transparency, reflection, strategy and improvement. This year, we center our work around a powerful theme: The Year of Creativity & Innovation.

At ASB, we recognize that preparing our students for an unpredictable future requires more than foundational or factual knowledge—it demands the ability to think creatively, adapt fearlessly, and innovate with purpose. Throughout this year, the school’s Strategic Agenda has been activated through experimentation, student-led design, and reimagined teaching and learning practices across the school.

As with last year’s inaugural edition, this report serves dual purposes. First, to hold ourselves accountable to our mission through clear metrics and meaningful evidence. Second, to fuel institutional growth by analyzing what’s working, what needs attention and

new strategies, and what we’ve learned along the way. Each area of focus identified for this report includes a blend of both Big Data and Rich Data—quantitative indicators and human stories—that together form a more complete picture of impact.

The reader will see that creativity and innovation have not been confined to the arts or technology, but have extended into our approaches to well-being, inclusion, pedagogy, student voice, and community connection. These efforts reflect ASB’s commitment to fostering future-ready learners—resilient, imaginative, and deeply empowered.

Thank you for joining us on this journey. Your trust and partnership are the foundation on which our innovative community thrives.

Be well,

Dr. Paul Richards Head of School

LETTER FROM THE BOARD

As we conclude the academic year, on behalf of the ASB Board of Trustees, I am proud to support the second edition of ASB’s Impact Report. Building on last year’s foundation, this publication has quickly become an important part of how we assess progress, communicate oucomes, and remain accountable to our mission, vision and values.

This year’s theme, the Year of Creativity & Innovation, speaks to ASB’s dynamic spirit. It reflects not only our students’ inventive thinking and risk-taking, but also the forward-thinking approaches embraced by our educators and leadership team. Across academics, the arts, technology, community partnerships, and well-being initiatives, ASB has fostered a culture where new ideas are nurtured and where meaningful change is possible.

Through the lens of our Strategic Agenda and its deliverables, this report presents honest insights and clear direction. It demonstrates how we continue to evolve as a learning organization—one that prioritizes student success, invests in professional development, and listens closely to our community.

I extend my deepest thanks to Dr. Richards and the leadership team, the Board of Trustees, and the ASB staff for their vision and tireless commitment. And to our families—thank you for your trust, engagement, and continued belief in ASB.

Let this report serve as both a reflection and an invitation—to innovate, to collaborate, and to strive together toward even greater possibilities.

Warm regards,

Jennifer Devidayal Board President

SHARK TANK

DIWALI

ASIAC ARTS FESTIVAL

HS YATRA & MS WEEK WITHOUT WALLS

INTRODUCTION

ASB’s tradition of identifying a ‘year of’ theme offers students and staff the opportunity to dive deeply into an aspect of schooling and amplify this focus area across various initiatives. This year’s theme, Creativity and Innovation, served as a catalyst for change, with several projects leveraging creative thinking and innovative approaches to positively impact student learning and organizational culture.

24–25 ACTION RESEARCH PROJECTS

Middle and High School teachers were challenged to embrace a spirit of bold experimentation and discovery with an eye toward the future of education. Invited to bring forth a transformative idea that supports student growth and greater humankind, they explored an idea that aligned with ASB’s commitment to nurturing every child’s potential, our shared community mission, and the anticipated needs of our students in the future. Students offered their insights through SOLVE 4.0, and in the summary showcase staff considered what new ideas might be valuable for our community and what opportunities might arise for the future of learning at ASB.

This commitment to innovative programming, creative design, and forward-thinking initiatives is a part of the DNA of the institution, and it’s been an exciting year of seeing how our students, staff, and parents have contributed to the next iteration of how ASB invents and re-invents what learning looks like to ensure that today’s students are prepared to address tomorrow’s challenges.

Innovation in our early childhood education includes designing experiences that connect young learners to the world around them in meaningful and developmentally rich ways. This year, Pre-K students participated in hands-on rice planting on the Secondary School campus, exploring systems of growth, sustainability, and interdependence. By working in the soil, planting seedlings, and observing the early stages of cultivation, our youngest learners engaged all their senses and turned abstract ideas into concrete, memorable learning moments. This kind of experiential education supports their academic understanding and nurtures curiosity, responsibility, and environmental awareness from an early age.

YEAR OF CREATIVITY & INNOVATION

ASB FEATURED IN THE FUTURE SCHOOLS

It was exciting to be a part of season 2 of the JioHotstar series The Future Schools, which showcases schools across India that are building future-focused educational experiences for students. In our feature episode, ASB students, educators, parents, and alumni share insights into ASB’s dynamic, forward-thinking approach to education, highlighting our innovative teaching and learning practices for a national audience.

GENERATIVE AI USE CONTINUUM AT ASB

1NO AI

AI tools are not permitted at any stage of the work. Students rely solely on their own skills and understanding. NO DISCLOSURE REQUIRED.

3AI FOR DRAFTING

AI tools may draft portions of content for non-graded tasks, but students must significantly modify, evaluate, and refine all AI-generated outputs.

4AI FOR CONTENT

NOTE: “AI WAS USED FOR CONTENT CREATION.”

2AI FOR PLANNING

AI tools may be used throughout the process for graded tasks, but students must provide oversight and integrate human creativity into the final submission.

AI tools may assist in brainstorming or organizing ideas but not in content creation. Final work must be entirely student-generated.

NOTE: “AI WAS USED FOR BRAINSTORMING.”

AI tools may be used freely productivity, creativity, or with minimal restrictions. is still required to ensure accurate use.

5FULL INTEGRATION

NOTE: “AI WAS USED FOR [SPECIFIC brainstorming or content entirely

NOTE: “AI ASSISTED IN DRAFTING THE INTRODUCTION.”

GENERATIVE AI GUIDELINES

Knowing that AI is a powerful resource for learners today, the development and implementation of generative AI guidelines has supported students to appropriately use AI tools in different classes and subject areas according to the requirements for specific assignments. At each stage of the

continuum, students receive instructions, and then support, to leverage AI in productive and effective ways, ultimately learning how AI can help them broaden thinking and better demonstrate understanding of various content and concepts in an ethical and responsible way.

24–25

SUSTAIN AN INCLUSIVE EXPERIENCE

Belonging sits at the heart of our community’s work, and this year’s strategic focus on building connections and fostering an ethical climate was realized through the work of restorative practices. Staff, students, and parents alike have had experiences as participants in circles, workshop attendees, and circle leaders, helping to promote our whole school commitment to proactive and responsive dialogue. We have continued to think about how safety, security, and success are all indicators of an inclusive community and how we can empower connection through empathy and care.

CALIBRATE INDIVIDUALIZED LEARNING

This year, the intersection of curriculum development, assessment practices, and instructional strategies has been visible across subject areas and divisions. Through-school strategic initiatives have inspired opportunities for development and growth in mathematics, science, and physical education, with teachers expanding the ways that they personalize learning experiences within a framework of standards and benchmarks and through the application of holistic approaches to learning skills.

ELEVATE WELL-BEING

We have seen parents and students year’s strategic work on well-being, projects and launching clubs across these constituency groups. support individual and institutional harmony and partnership has area central to our short, medium,

STRATEGY IN ACTION

24–25 2024–2025

students in particular take the lead in this well-being, engaging in tactical task force clubs that bring well-being initiatives to life groups. Continued attention to how we institutional well-being goals with a sense of has been effective in keeping this strategic medium, and long-term planning.

EMPOWER STUDENT-DRIVEN LEARNING

Whilst Solve 4.0 served as an exemplar for how ASB brings together principles of design thinking and practices to promote student voice, the year included a multitude of examples showcasing student leadership in action. Student Council leaders are vocal about changes they want to bring to better the learning experiences of their peers and continue to develop skills of agile, collaborative leadership. The recently launched Eagles Empowerment Collective provides a new space within which students can lead community dialogue on issues and build a culture of advocacy and inclusion.

ESTABLISH HOST-COUNTRY CONNECTIONS

Having just celebrated its one-year anniversary, the India Sanskriti Center is established as a hub for authentic experiences and engagements with our local and national cultures. Increased collaboration with teachers means that students are making connections through the curriculum and growing their perspectives about Mumbai and India in relevant and developmentally appropriate ways. Field trips and multi-day immersive experiences continue to be refined to ensure that students get ample opportunities to learn about the beauty and diversity of our host country.

GRADE 4/5 MULTI-AGE PROGRAM

MULTI-AGE CLASSROOMS: A COMMITTMENT TO INNOVATION AND IMPACT

MULTI-AGE CLASSROOMS MIRROR THE REAL WORLD, WHERE INDIVIDUALS OF DIFFERENT AGES LEARN, COLLABORATE, AND GROW TOGETHER. THESE CLASSES PROVIDE STUDENTS WITH OPPORTUNITIES TO LEARN AT THEIR OWN PACE, DEVELOP LEADERSHIP SKILLS, AND FORM MEANINGFUL RELATIONSHIPS THAT BUILD CONFIDENCE AND WELL-BEING.

At ASB, our commitment to student-centered learning drives us to explore, implement, and evaluate innovative educational approaches. Multi-age classrooms are one such approach, designed to enhance academic achievement, social-emotional development, and the overall learning experience. This is not just a model we believe in—it is one we continuously assess to ensure it delivers meaningful impact. To better understand this impact, during this school year, we have explored the opportunities that are created in our

Grade 4/5 model that go beyond a traditional, single-grade approach.

OVER A DECADE OF DISCOVERY

For more than a decade, ASB has been researching and refining multi-age approaches. Our Elementary School campus was intentionally designed with multi-age learning in mind, as educators at the time were actively engaged in research, development, and thought leadership on the concept. While multi-age learning has long been a part of our Pre-K and co-curricular programs, we introduced a dedicated multi-age class for 4th and 5th graders during the 2021-22 school year. The results exceeded expectations, reaffirming the benefits of flexible, personalized learning experiences that honor student development over rigid grade-level structures.

GRADE 4/5 MULTI-AGE PROGRAM

BY THE NUMBERS: STUDENT GROWTH & LEARNING (STUDENT QUANTITATIVE DATA)

To assess student growth over time, we analyzed both academic and social-emotional data using multiple assessment tools, ensuring validity through comparisons with international benchmarks.

ACADEMIC DATA SET CONCLUSIONS

For academic growth, we used Measures of Academic Progress (MAP) assessments, which track student achievement in reading, math, and language usage. We examined school-wide trends from 2016 to the present and followed individual student trajectories. For instance, we tracked the progress of current 7th graders who began in Grade 3, analyzing their growth through single-grade and multi-age experiences in elementary school before transitioning to middle school. Our MAP scores reflect the diversity of our student body, including those who are beginning to learn English, students with a wide range of learning challenges and neurodiversity, as well as those who achieve well above grade-level expectations.

AVERAGE GRADE 4/5 RIT SCORES IN MATH, READING, AND LANGUAGE

MATH

READING LANGUAGE

The MAP data analysis underscores the positive impact of ASB’s multi-age classroom model on student growth. Students exhibited accelerated progress in Math, Reading, and Language Usage during Grades 4 and 5, with lower-performing students making the most substantial gains. High achievers continued to excel, demonstrating that the model supports a broad range of learners.

Math showed the most consistent and sustained growth in RIT scores, suggesting that the individualized, flexible approach in multi-age classrooms fosters deeper conceptual

understanding. Reading and Language Usage also benefited, particularly in Grades 4 and 5, though some students experienced a plateau after transitioning back to single-grade classrooms. The data suggests that the peer-driven and collaborative nature of multi-age learning environments plays a key role in student success.

Cohort analysis further supports these trends, indicating that students who experienced the multi-age model from the start maintained stable growth trajectories beyond elementary school.

GRADE 4/5 MULTI-AGE PROGRAM

MULTI-AGE LEARNING THROUGH THE LENS OF CURRENT GRADE 6 STUDENTS

The students who comprise ASB’s Class of 2031 provide an interesting insight into the Grade 4/5 multi-age experience, having been the cohort that most recently completed its Elementary School journey in this model. This year, we did a correlational analysis of years spent in the Grade 4/5 multi-age program at ASB, feelings about the program, internal classroom-generated performance outcomes, MAP scores, and Wayfinder responses, coupled with reflective qualitative comments from students, to gain insights into our current Grade 6 students’ experiences in our multi-age program.

The graphic below presents the relative strength of different correlations between these various data points. All correlations examined demonstrate significance, meaning the correlations are not due to chance, and nearly all correlations are statistically small/weak. The analysis includes both positive and negative correlations, providing insights into how these data can inform curriculum revision, program development, and transitional priorities. When looking at the table, you will see that the majority of correlation points indicate some type of positive correlation, and there is a moderate positive correlation between the Wayfinder averages taken in February and the attitudes of the 6th graders towards the multi-age program.

SIGNIFICANT (P<0.05)

VERY SMALL CORRELATION (0.0–0.09)

SMALL CORRELATION (0.1–0.3)

MEDIUM CORRELATION (0.3–0.5)

LARGE CORRELATION (0.5–1.0)

VARIABLES

Years in Program vs. Feelings about Program MAP Reading results vs. Feelings about Program MAP Language results vs. Feelings about Program

Wayfinder Avg. Results Aug. vs. Years in Program Wayfinder Avg. Results Feb. vs. Years in Program Class Grades Average Results vs. Feelings about Program

MAP Math Results vs. Feelings about Program Wayfinder Avg. Results Aug. vs. Feelings about Program ATL Average Performance vs. Years in Program Class Grades Average vs. Years in Program MAP Math Results vs. Years in Program MAP Reading Results vs. Years in Program MAP Language Results vs. Years in Program

ATL Average Performance vs. Feelings about Program Wayfinder Avg. Results Feb. vs. Feelings about Program

None

When asked how the multi-age classroom helped them feel more prepared for middle school, common themes included that it helped them work with various people, they learned skills and knowledge from older peers, some mentioned they got better at managing their time and workload, and some mentioned they felt more confident about their learning. Nine out of 32 students said that they didn’t feel the multi-age classroom made a difference in helping them prepare for middle school, and a few mentioned they were happy to see their friends and make more friends.

Students were also asked how learning with students from different grades helped them socially. Many felt that they made more friends, had more social interactions, and expanded relationship building, and they felt more comfort-

able working with a variety of people, building higher adaptability and social confidence. Another common theme was that students shared they became more comfortable at helping others and asking for help, honing better collaboration and communication skills. A few shared that they felt sad when friends moved up grade levels or when they moved campuses and four stated they felt no social impact.

The best things about multi-age learning, according to the current Grade 6 cohort, included having more friends and a larger group of people to interact with, building connections across grade levels, being able to seek help from older students and/or help younger ones, collaborating with peers of different ages, and having the same teacher for two years.

GRADE 4/5 MULTI-AGE PROGRAM

SOCIAL-EMOTIONAL DATA SET AND CONCLUSIONS

For social-emotional development, we utilized the Pupil Attitudes to Self and School (PASS) assessment to measure changes in student confidence, engagement, and well-being over time. This data provided insights into how the multi-age model supports a positive school experience and fosters resilience.

RESPONSE TO DEMANDS

OVERALL BOYS

GIRLS

YEAR 4

YEAR 5

YEAR 6

The multi-age model demonstrates significant benefits, particularly in fostering confidence and self-regard among students. Over time, learners develop a stronger sense of themselves as capable and competent, with the most notable growth observed in Winter 2025. This trend reinforces the idea that sustained engagement in a multi-age environment cultivates a positive learning mindset.

While overall work ethic improves as students spend more time in the program, preparedness for learning has shown some inconsistencies. This suggests that while students

gain confidence, they may still require additional support in executive functioning skills such as organization, study habits, and time management.

Younger students first transitioning into our multi-age environment appear to experience some challenges. Their lower initial self-regard and work ethic indicate a need for more structured support as they adjust. However, they seem to adjust quickly and eventually excel. The longer students are in multi-age they are increasingly able to meet curriculum demands, demonstrating resilience and adaptability.

LOOKING FORWARD TO 2025-2026

Next Steps

Sustaining the strong academic growth observed requires refining instructional strategies in Math, Reading, and Language Usage. Leveraging data-driven approaches to optimize student groupings, while balancing individualized support with peer collaboration, will be key to ensuring all learners continue to thrive.

While confidence and self-regard improve over time, strengthening executive function skills remains an area of focus. Targeted interventions in organization, time management, and study habits may help equip students with essential skills for academic success.

For younger students transitioning into the multi-age model, a structured approach could be beneficial. Developing a transition plan that fosters a sense of belonging, provides

peer mentorship, and includes structured onboarding experiences may help build confidence and establish strong work habits from the start. The transition from Grade 5 to Grade 6 also remains a critical focus, as concerns persist regardless of whether students come from a multi-age or single-grade classroom.

We remain committed to refining, strengthening, and expanding the Grade 4/5 instructional model to ensure that it continues to elevate student learning and personal growth. This exploration has reaffirmed our dedication to a student-centered, future-ready education—one that nurtures academic excellence, fosters deep connections, and ensures every child benefits from the personalized learning they need to thrive.

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME AT ASB—

HOW ASB’S APPROACH TO THE IBDP IS A VALUE-ADDED FOR LEARNERS

ASB HAS BEEN OFFERING THE IBDP SINCE 1998 , and our experience with the program is reflected in the growth our students continue to show, both during their time at ASB and long after they graduate. We believe this long-standing partnership works so well because our missions are deeply aligned. As you can see above, both ASB and the International Baccalaureate value continuous inquiry, service to others, and a commitment to lifelong learning.

INDIVIDUALIZED PATHWAYS THROUGH SUBJECT OFFERINGS

Despite being a relatively small school, we punch well above our weight regarding subject offerings. In the Class of 2025, there were 40 students taking the IBDP, with our course catalog offering 21 different subjects. In the arts, world languages, individuals and societies, and the sciences, we provide students with a number of options that give them exposure to and engagement with an array of disciplines within each group.

With such a substantial number of courses available to students, ASB is able to cater to the aspirations of students desiring to pursue post-secondary degrees in the liberal arts, practical sciences, STEM and STEAM programs, and niche pursuits such as study at music conservatories or film schools. The school remains committed to providing as much choice to students as possible, and at the same time is responsible in annually reviewing the list of courses on offer to ensure that the range of what is available continues to align with the aspiration of ASB learners.

2024–2025 HIGH SCHOOL COURSE OFFERINGS

ASB offers students a wide range of course options across multiple disciplines. In addition to courses taught by ASB faculty, students can enroll in online courses facilitated by a host of accredited providers. Those in Grades 9 and 10 can opt to take AP courses online.

ENGLISH

English 9

English 10

IBDP English A: language and literature (HL or SL)

IBDP Language A: literature schoolsupported self-taught (SL only)

WORLD LANGUAGES

French Novice

French Intermediate

French Intermediate Mid

French Intermediate High

French Advanced

IBDP French ab initio (SL)

IBDP French B (HL or SL)

Spanish Novice

Spanish Intermediate

Spanish Intermediate Mid

Spanish Intermediate High

Spanish Advanced

IBDP Spanish ab initio (SL)

IBDP Spanish B (HL or SL)

SOCIAL SCIENCES

World History 1

World History 2

IBDP Business Management (HL or SL)

IBDP Economics (HL or SL)

IBDP Global Politics (HL or SL)

IBDP History (HL or SL)

IBDP Psychology (HL or SL)

SCIENCE

Integrated Science 1

Integrated Science 2

IBDP Biology (HL or SL)

IBDP Chemistry (HL or SL)

IBDP Computer Science (HL or SL)

IBDP Physics (HL or SL)

IBDP Sports, Exercise and Health Science (HL or SL)

MATHEMATICS

Integrated Math 2 (Essentials)

Integrated Math 2

Integrated Math 3 (Essentials)

Integrated Math 3

IBDP Mathematics: applications and interpretation (SL)

IBDP Mathematics: analysis and approaches (HL or SL)

ARTS

Choir

Music Technology

Performing Arts

Visual Arts

Wind Ensemble (Band)

IBDP Music (HL or SL)

IBDP Theater (HL or SL)

IBDP Visual Arts (HL or SL)

OTHER COURSES AND ELECTIVES

Physical and Health Education 9/10

Creative Coding

Digital Media & Design

Making the Future

Online Learning (selected from a range of online providers)

Design your own course

Theory of Knowledge and Core Seminar

IB DIPLOMA PROGRAM AT ASB

CAS: A VEHICLE FOR EDUCATION BEYOND THE CLASSROOM

At ASB, our commitment to education beyond the classroom comes to life through the CAS component of the IBDP core. CAS—Creativity, Activity, and Service—isn’t an addon to academics; it’s where students explore who they are, what they care about, and how they want to engage with the world. Whether they’re designing a mural, running a beach clean-up, starting a rock band, or volunteering with a local NGO, students are encouraged to follow their interests and take initiative. What sets ASB apart is the sheer range of opportunities available—and the freedom students have to shape their own experiences. The depth and breadth of CAS at ASB reflect the diversity of our students and the school’s belief that learning happens everywhere, especially when it’s meaningful, challenging, and student-driven.

In the spring, Grade 11 students complete comprehensive CAS interviews with supervisors, reflecting on their progress to date in this central component of the IBDP and identifying ways they might continue to develop their skills as they continue with CAS into Grade 12. These recent conversations highlight the transformative potential of CAS, with one student reflecting that they “hoped to achieve new experiences that lead to growth. This has already been done with SAISA soccer, as I didn’t make the team in my first two years of high school. However, I trained in the offseason and ultimately helped us come in fourth place in the semifinals. Furthermore, my Yatra in the river Ganga helped me make many new connections with people I met every day in school, but did not have a bond with. This led me to understand people better and gain knowledge about different perspectives on life.”

Community and Social Responsibility (CSR) is a hallmark of ASB’s student experience and is frequently mentioned by both current students and graduates as a memorable, and often transformational, part of the IBDP as ASB. Expectations are high when it comes to CSR engagement, with students needing to demonstrate the following in order to launch an individual CSR project:

KEY REQUIREMENTS

DEMONSTRATE COMMITMENT TO A UNIQUE CAUSE

PRODUCE A FEASIBLE PROJECT PROPOSAL

PLAN AND EXECUTE REGULAR CSR ACTIVITIES

CONDUCT RESEARCH AND PLANNING FOR THE INITIATIVE

ENSURE THE INVOLVEMENT OF TEAM MEMBERS

REVIEW AND REFLECT ON PROJECT EFFECTIVENESS

ASSESS SHORT AND LONG-TERM IMPACT

Students are expected to follow these guidelines to ensure their CSR project is impactful, well-organized, and aligned with the school’s CSR objectives. This type of real-world experience prepares students for life beyond the academic context of the IBDP, setting them up for success at university and beyond.

ALUMNI VOICES SPEAK TO THE POWER OF THE IBDP AT ASB

This spring, feedback was collected from 50 ASB alumni who completed the IBDP, showing just how much the experience stuck with them—not just because of the program itself, but because of how it was done at ASB. Respondents included graduates from as early as 2005 right up to 2024, and what comes through is that ASB made the IBDP feel possible, personal, and worthwhile. Our alumni talked about

My first experience with discourse analysis was through my IB Language and Literature course, and almost 10 years later, I am still putting those fundamental language analysis skills to practice in my MPhil dissertation at the University of Cambridge. Grateful to have had teachers who were willing to take creative risks. It definitely encouraged us to think critically and be curious about the world.

CLASS OF 2016

There is so much more to take away from the IB beyond academics. The skills you learn in regards to analysis and problem solving will take you so much further in your university career than you can imagine!

CLASS OF 2012

Make the most of CAS opportunities as they can prove very useful beyond college/university! Many job opportunities I have come across brought up my volunteer work as an area that they highly valued.

CLASS OF 2016

ASB and the IBDP were some of the best things to ever come my way. The quality of the education and the opportunities it gave me changed my life. Thank you for all you do ASB faculty!

CLASS OF 2015

IB DIPLOMA PROGRAM AT ASB

the support they got from teachers, the freedom they had to explore their own interests, and the school’s focus on balance and well-being. Elements like the Extended Essay and Theory of Knowledge were meaningful not just because they’re part of the IBDP Core, but because of how teachers at ASB made space for deep thinking, conversation, and reflection. Alumni said the IBDP helped them learn how to manage time, think clearly, and push through challenges, and they expressed that they were glad ASB helped them do that in a way that felt human. Over half of the respondents received university credit for their IB work, and the average ratings show they felt well prepared for what came next. But more than that, their words make it clear: the IBDP at ASB wasn’t just a tough program, it was something that helped shape who they are.

50 RESPONSES

RESPONSES

LOOKING FORWARD TO 2025-2026

Purposeful Accountability

AS WE FOSTER PURPOSEFUL ACCOUNTABILITY FOR STAFF AND STUDENTS ALIKE, a deeper review of the opportunities for improvements in our IBDP will continue into the upcoming school year. This will help us ensure that our program evolves and challenges future cohorts of ASB learners.

There are an infinite number of ways that we can use leverage time as a key resource in instruction, and will explore a variety of models for organizing instructional time and scheduling structures to support student learning.

This year, we will pilot having separate sections for Higher Level (HL) and Standard Level (SL) courses in some subject areas to monitor the implications for students and explore the potential of expanding the pilot to additional subject groups.

A number of ASB teachers work as IB workshop leaders and DP examiners, both of which serve as opportunities for tailored professional learning. Expanding our pool of International Baccalaureate Educators (IBE), along with maintaining and growing Mumbai connections for teachers of niche subjects will help us provide the best possible experiences in every course.

As we make these improvements, we want to ensure that we communicate them clearly to our constituents and hold ourselves publicly accountable. In addition to the ASB Program of Studies, we will be expanding our publication of IBDP specific overviews, including scope and sequences, as well as links to IBDP guides and internal timelines for major deadlines to students and families.

Below is a collection of illustrative quotes from Alumni respondents that demonstrate the impact of the IB DP at ASB on their experiences as high school learners, university students, and professional employees.

I hope ASB continues to support wellbeing of students with opportunities for sports, music and social activities to balance out academic studying. Only after the IBDP coursework was over and I was doing exams, I properly realised how demanding and what a busy time it really was while completing it.

CLASS OF 2014

Enjoy the IB Diploma! I know it feels hard at the time but it is truly the most impactful learning you will do in your life. The level of breadth and depth you will cover will not be rivaled in university, and the instructors you have (and they care they have for you) are something you will never again in your life receive. The program makes you extremely wellrounded, and ASB executes it better than most.

CLASS OF 2015

The holistic nature of the IB Diploma Program at ASB (especially CAS) helps it stand out over academics.

CLASS OF 2005

“THE IB-DP PREPARED ME WELL FOR THE DEMANDS OF UNIVERSITY”

“THE IB-DP PREPARED ME WELL FOR THE DEMANDS OF WORK”

WELL-BEING

AT ASB, WE BELIEVE WE ARE UNIQUELY POSITIONED TO CONNECT ALL THAT WE DO TO WELL-BEING. Student success is about more than academics. Schools of the future will nurture the whole person. When students feel safe, supported, and seen, they are more engaged in learning, more resilient in the face of challenges, and better prepared to thrive in life beyond the classroom.

Well-being is not a soft add-on to the education of the students under ASB’s care—it is a foundational standard. Our aim is not simply for students to cope or survive, but to thrive. Thriving means more than the absence of distress; it encompasses physical health, emotional stability, a sense of purpose, strong relationships, and the ability to navigate life with confidence and joy. It leads to health, happiness, and (holistic) success.

We define thriving as a dynamic state of well-being where individuals experience growth, fulfillment, and resilience across three core domains: their relationship with self, with others, and with what Arthur C. Brooks calls The Good Life. This holistic view ensures that well-being is not fragmented, but integrated into every part of a student’s school experience and a staff member’s professional experience.

RELATIONSHIP WITH SELF

Thriving begins with knowing and caring for oneself. We cultivate this through the following dimensions:

PHYSICAL HEALTH

The capacity to maintain a strong, energized body through proper nutrition, exercise, rest, and healthy lifestyle choices.

MENTAL HEALTH

The ability to think clearly, manage stress, make informed decisions, and adapt to life’s challenges with resilience.

EMOTIONAL HEALTH

The skill to recognize, understand, and regulate one’s emotions while developing empathy for others.

CULTURAL HEALTH (BELONGING)

A sense of belonging and identity, where one feels seen, valued, and respected in one’s cultural and personal identities.

RELATIONSHIP WITH OTHERS

Well-being is social. Thriving includes forming meaningful, respectful, and supportive relationships with peers, teachers, and the wider community. This dimension fosters skills in communication, collaboration, conflict resolution, and compassion—qualities essential for healthy communities and lifelong friendships.

RELATIONSHIP WITH THE GOOD LIFE

Thriving also requires a connection to something larger—a sense of direction and contribution beyond the self:

PURPOSE & MEANING

Feeling that one’s life and actions matter, and are aligned with personal values and goals.

CONTRIBUTION & SERVICE

Engaging in actions that benefit others and the broader community, fostering a sense of responsibility and empathy.

This comprehensive definition of thriving guides our programs, policies, and daily practices at ASB. It reflects our belief that students and staff flourish not just when they excel academically or professionally, but when they are grounded in well-being—within themselves, with each other, and in their vision for the future.

WELL-BEING

ASB’S INSTITUTIONAL WELL-BEING MODEL & STRATEGIES TO SUPPORT IT

While individuals are the beneficiaries of well-being efforts, ASB aims to establish an institutional approach to facilitating health, happiness, and success. Well-being is not the responsibility of a single person, department, or initiative—it must be embedded in the very fabric of the school’s culture, systems, and leadership. There is ample work to be done in this regard at ASB, as this represents a significant shift in mindset and practice for schools. It calls us to redefine success, elevate care as a core educational value, and design a learning environment where every individual—student and adult—can truly thrive.

The 2024-2025 school year saw many strategies employed via ASB’s PIE model–Prevention, Intervention, Education. These included:

A wide menu of activities for students and staff, including pickleball, sound healing, yoga, and much more.

Skill-building sessions for students and staff, coming in the form of Advisory, self-defense seminars, the Elementary School’s social-emotional curriculum, and mindfulness in the athletics and classroom settings.

Education courses for adults, including positive parenting courses and mindfulness-based stress reduction.

Individualized Coaching opportunities through Positive Intelligence (PQ) trainers, and in-house followup when medical or mental health data is collected from individuals.

Training fifty-plus adults as Restorative Practices “Champions”, and exposing all staff to the framework, to support developing ASB’s capacity to resolve conflict in a healthy way and promote a relational culture.

MENTAL

1 2 3 4 5 6 7 8

Being alert, feeling focused, competent, and able to fulfill work, solve problems, have fun, and reframe negative cycles of thought

RELATIONAL

Developing positive and supportive interpersonal and community connections. Feeling safe to be one’s authentic self, equipped with conflict resolution skills for solution-focused problem-solving

EXISTENTIAL

Finding and fostering a sense of meaning and purpose

EMOTIONAL

Successfully handling life’s stresses and adapting to change during difficult times

PHYSICAL

Recognizing the need for physical activity, healthy foods, and sleep, as well as preventing or managing illness and injury

ENVIRONMENTAL

Having good health by occupying a

CULTURAL

Accepting, valuing, and celebrating the different cultural ways people interact with the world

FINANCIAL

Meeting basic needs and managing resources for the short- and long-term

HEALTH RISK ASSESSMENT

ASB piloted a Health Risk Assessment (HRA) platform (Wellsource) for its staff to mixed results. All staff completed a questionnaire, entered medical information and data, and gained access to a private and confidential dashboard that gave them risk scores across various categories: heart, cancer, diabetes, obesity, mood, brain health, nutrition. The HRA provided a bevy of resources, and staff were encouraged to follow up with their health providers for areas of concern. It also allowed ASB’s leadership team to assess the overall health risk for ASB as a group.

WELL-BEING

THE STORY THE GEC STUDENT DATA TOLD

ASB chose to become one of a few international schools to pilot the comprehensive surveys offered by the Global Equality Collective (GEC), a nonprofit organization in the United Kingdom with the mission to foster belonging and inclusion in schools. For schools like ASB, partnering with the GEC means gaining access to a wide array of tools, audits, and best practices that help build inclusive cultures where all members of the community feel safe, respected, and empowered to succeed.

All students from Grade 3 up to Grade 12 took the multi-question GEC survey. Data was collected spanning six categories: Belonging & Well-being, Culture, Representation, Safety, Diversity, and Inclusion. The overall and subcategory results show areas of strength:

• I BELONG HERE.

• I ENJOY BEING A STUDENT HERE.

• TEACHERS HERE HELP ME DO MY BEST.

• TEACHERS LISTEN TO WHAT I HAVE TO SAY.

• I AM ENCOURAGED TO BE INDEPENDENT HERE.

• I FEEL SAFE HERE.

• I LEARN ABOUT PEOPLE WHO ARE DIFFERENT TO ME.

• WE ARE ENCOURAGED TO THINK ABOUT THE WHOLE WORLD AND HOW OTHER PEOPLE LIVE IN IT.

• I KNOW WHAT RACISM AND ANTI-RACISM ARE.

• I BELIEVE MY LEARNING NEEDS ARE FULLY SUPPORTED.

• WE FOCUS ON WELCOMING AND INCLUDING EVERYONE.

I can be myself here.

BELONGING

As expected, there are specific areas in need of attention and growth:

• I CAN BE MYSELF HERE.

• I HAVE AT LEAST ONE ADULT I CAN SPEAK HONESTLY TO.

• I CAN TALK TO ANYONE IN THE CLASSROOM.

• I HAVE BEEN LEFT OUT OF THINGS HERE BECAUSE I AM “ME.”

• THE BEHAVIOR OF OTHER STUDENTS HERE IS GOOD.

• THERE IS A TEACHER HERE THAT LOOKS LIKE SOMEONE IN MY FAMILY.

• I FEEL ‘SEEN’ IN THE CURRICULUM. THE CURRICULUM HERE IS DIVERSE AND REPRESENTS ME.

• STUDENTS LIKE ME GET CHOSEN FOR KEY ROLES HERE.

• IF ANOTHER STUDENT UPSETS ME, I KNOW AN ADULT HERE WILL HELP ME.

• IF A MEMBER OF STAFF WAS TO UPSET ME, I KNOW WHO WOULD HELP ME.

• ALL STUDENTS ARE INCLUDED HERE.

Once the data was analyzed, the GEC tailored recommendations across four areas: Practice and Policy (e.g. ensuring safe places exist), Collaboration (e.g. promoting student leadership and activism), Education (e.g. students fostering empathy in adults), and Communication (e.g. promoting student voice). In the new school year, ASB will take these recommendations and find opportunities to make improvements across programs and curricula to positively impact personal well-being, and to foster a culture of belonging.

All students are included here. I am encouraged to be independent here.

I know what racism and anti-racism are.

I belong here. I feel safe here.

I have at least one adult I can speak honestly to.

I can talk to anyone in the classroom.

WELL-BEING

SPOTLIGHT ON WELL-BEING TASK FORCES

ASB empowered three distinct working groups across student, staff, and parent domains. These groups organically took on various projects and initiatives of their own choosing, and saw positive impact.

The STUDENT WELL-BEING Task Force initiated several projects, with student study pods receiving institutional support through its engagement with Fielding International on a new master plan for the secondary campus. When we return from the summer break, several quiet pods will be distributed across the school for student use.

PARENT INITIATIV E W ELL-BEING AT ASB

The STAFF WELL-BEING Task Force put targeted attention onto nutrition. Working with a gut health nutritionist who visited campus several times per month, we collaborated with Sodexo (ASB’s food service provider) to swap out unhealthy ingredients and to offer more healthy snacks, fewer carb-heavy snacks, and a farm-to-table salad bar. The detox water station proved especially popular. The Sugar Free Challenge Week happened campus-wide in May. Individual and small-group consultations were well received.

ASB elevated PARENT WELL-BEING to equal footing with student and staff well-being with the creation of the Parent Well-Being Club. This group was run by parents for parents, and sought to create a culture of connection among ASB’s transient, culturally diverse population, providing opportunities for meaningful connection and wellness exploration. It engaged over 150 parents over 3 months in 10 exciting well-being events, ranging from sound healing to breathwork to gut-healthy meal planning for busy families.

LOOKING FORWARD TO 2025-2026

Continuity and Innovation

OUR GOALS FOR THE ACADEMIC YEAR AHEAD REFLECT BOTH CONTINUITY AND INNOVATION.

Embedding the Health Risk Assessment practice in the Human Resources domain–offering a mental health assessment, and promoting positive interventions based on data. Sustaining popular during- and after-school well-being activities and engagements.

Implementing a restorative practices framework for students.

Continuing to administer the GEC survey to begin collecting longitudinal data, and actioning responses to what we learned this school year.

Establishing a phone-free environment for all elementary and middle school students, and possibly high school students.

Continuing to evolve Advisory in middle and high schools, and social-emotional content at the elementary school.

SOLVE 4.0

IN THIS YEAR OF CREATIVITY & INNOVATION , we engaged across the two campuses in the 4th edition of Solve at ASB, a dynamic, student-driven initiative that challenges learners to explore, innovate, and take action on real-world issues. This year’s Solve 4.0, which ran for a week in March, culminated in showcases where students presented their ideas and solutions to their peers and teachers.

Our elementary, middle, and high school students engaged in design thinking and action-oriented problem-solving.

In the elementary division, all of its students embarked on nature-based provocations—such as sensory walks, nature soundscapes, and green space mapping—sparking curiosity and creativity before diving into solution-building.

In the middle and high divisions, 300 students across seven grade levels collaborated in Action Teams, tackling challenges like AI-enhanced learning, sustainable urban ecosystems, biophilic design in classrooms, and fostering student leadership.

The goal of Solve 4.0 was for students to engage deeply with real-world challenges, develop innovative solutions, and create tangible artifacts to pitch their ideas.

SCAN TO WATCH THE VIDEO SUMMARY OF SOLVE 4.0 IN THE ELEMENTARY SCHOOL.

THIS YEAR’S EDITION was built upon previous editions, catalogued on the Solve at ASB webpage. In the new academic year, Solve will get a refresh to reverse some lagging participation and enthusiasm from some students. Design thinking is a critical future-ready skill, so we want every ASB student to embrace the process and experience the fun in creating new things!

COMMITMENT TO SAFEGUARDING

Every student deserves to feel safe, valued, heard, and supported. Our commitment to student support, which includes safeguarding (child protection), is an ethical one that is central to our mission.

A CULTURE OF INCLUSION AND SUPPORT

ASB embraces its role as an inclusive school. Inclusion is both an attitude and an approach. It is an ongoing commitment to valuing, empowering, and supporting the individual learning needs of all students. We aim to provide students access and engagement in our inclusive environment through the removal of barriers that may lead to exclusion; assuring that all viable support systems are available, provided, and maintained.

Our support structure spans a full continuum of services, from universal strategies that promote well-being for all students to highly individualized support for those with more specific needs. Whether through learning support specialists, English language learning services, or our robust counseling programs, ASB continuously seeks to meet students where they are, honoring their identities, backgrounds, and aspirations.

A HOLISTIC SAFEGUARDING FRAMEWORK

Safeguarding at ASB is built into the fabric of school life. Our approach is proactive, preventative, and guided by a comprehensive safeguarding framework that aligns with global best practices. The safety and well-being of our students is ensured through clearly articulated policies, ongoing staff training, transparent reporting mechanisms, and an unwavering commitment to child protection.

Looking toward the next school year, we will deepen our safeguarding capacity through a variety of initiatives, including formal staff training sessions, audits of our policies and procedures, and improvements to documentation systems. We continue to uphold the principle that safeguarding is everyone’s responsibility—from board members and school leaders to faculty and support staff.

ELEMENTARY SPOTLIGHT: DOUBLING DOWN ON COUNSELING SUPPORT

The 2024-25 school year marked a step forward in support at the Elementary School with the addition of a second fulltime counselor. This expansion has already had a transformative impact. With two counselors, we have been able to shift to an even more proactive model of social-emotional learning (SEL). Counselors now embed SEL more systematically into the curriculum, collaborate more closely with teachers, and deliver more consistent classroom and small group lessons.

KEY ENHANCEMENTS HAVE INCLUDED:

Increased capacity for individual student check-ins and targeted interventions.

Expanded support for students during transitions, such as moving from Pre-K to Kindergarten or Grade 5 to Middle School.

Greater availability for real-time emotional and behavioral support.

Improved implementation of a tiered support model.

More robust communication & collaboration with families.

Developing plans to roll out ISCA social-emotional learning standards, to pilot Character Strong as a counseling framework, and expanding partnerships with mental health professionals for community-wide benefit.

COMMITMENT TO SAFEGUARDING

DATA SPOTLIGHT

The Global Equality Collective (GEC) survey–administered to all students from Grade 3 and up–has given us some insight into the degree to which students feel safe at ASB, and to the extent that they will seek help if needed. The results are mixed.

OVERALL STUDENT FEELINGS PREK–12

“I FEEL SAFE HERE.”

82

13 5

We know that school can be an emotionally scary place no matter the grade of a young person. We are pleased that the overwhelming majority of students feel safe at ASB. However, we want every single child to feel safe, throughout the school day, so they can thrive and grow.

In response to the concerning data that infers that a critical mass of students across all grade levels do not have at least one adult at school they can access for support, the three divisions have dug deeper by mapping the actual connections each student has. This has allowed staff to augment support, reach out to individual students to establish a deeper connection, and enhance SEL curricula (in morning meetings, counselor sessions, advisory, and elsewhere). We’ll continue to monitor these indicators.

“THERE IS AN ADULT HERE I CAN TALK TO IF SOMETHING IS WORRYING ME.”

16

20

64

LOOKING FORWARD TO 2025-2026

Strengthening Systems and Leadership

THE UPCOMING YEAR HOLDS EXCITING DEVELOPMENTS THAT WILL FURTHER OUR MISSION OF INCLUSIVE, SAFE, AND SUPPORTIVE LEARNING.

SAFE INTERVIEWING & RECRUITING TRAINING

All staff on the front lines of interviewing students or recruiting staff will undergo training by Encompass Safeguarding.

ONBOARDING NEW DIRECTOR OF STUDENT SUPPORT

This new leadership role will coordinate our PreK–12 systems of student support, ensuring alignment, oversight, and ongoing development.

WELCOMING SCHOOL PSYCHOLOGIST FULL-TIME TO CAMPUS

This will allow ASB to expand its capacity for assessment, intervention, and staff consultation.

BANDHINI DOTS LOOK LIKE STARS. PREK STUDENT “

”

INDIA SANSKRITI CENTER

NOW IN ITS SECOND YEAR OF OPERATIONS, the American School of Bombay’s India Sanskriti Center is a key pillar of our strategic agenda in establishing host country connections within our community. As the India Sanskriti Center’s physical space has evolved into a truly flexible and integrated exhibition area, even more impactful have been the many ways it has supported the teaching and learning programs for Elementary, Middle, and High School students.

Our school’s commitment to providing opportunities for students, staff, and parents to explore the many facets of Indian culture and, in the process, to learn about their own unique identity remains steadfast. We believe that the India Sanskriti Center is a meaningful and important window into this exploration, encouraging and inspiring each of us to be curious, open-minded, and reflective.

The India Sanskriti Center emerges as both a physical and virtual space to deepen roots, encourage empathy, and build connections for members of the American School of Bombay community with our host country. The Center will extend local networks, positively influence our curriculum and programs, and promote the development of global citizenship mindsets for students and adults alike. Through experiences ranging from introductory to immersive, the India Sanskriti Center will expand knowledge and nurture attitudes that celebrate India’s rich heritage, culture, and languages.

HANDSPUN HISTORIES—

COTTON, SILK, WOOL, AND JUTE

These materials, deeply intertwined with India’s cultural and economic fabric, have shaped the nation’s identity for thousands of years, serving as a testament to the skill, creativity, and labor of its artisans. From the cultivation of cotton and rearing of silkworms to the weaving of wool and the crafting of jute, each step of production requires a mastery honed over generations. The painstaking handiwork—SPINNING , DYEING , WEAVING —brings to life a material history essential to daily life and central to India’s artistic and cultural narrative.

TALES IN TEXTILES—

DYEING, EMBROIDERY, PRINTING, & WEAVING

From the vibrant handlooms of Gujarat to the luxurious silks of Varanasi, from the delicate embroidery of Kashmir to the bold block prints of Rajasthan, each region preserves a legacy intricately woven with its history, rituals, and landscapes. Through DYEING , EMBROIDERY, PRINTING and WEAVING , this exhibition traced textile traditions as storytellers— echoing the past while threading new meanings into India’s contemporary cultural fabric.

FALL 2024 EXHIBITION

SPRING 2025 EXHIBITION

INDIA SANSKRITI CENTER

During the 2024-2025 academic year, the India Sanskriti Center focused on catalyzing inter-departmental collaborations through the lens of host-country connections.

COMMUNITY & SOCIAL RESPONSIBILITY (CSR)

The Grade 4/5 Multi-age students engaged in a CSR project with students from NGO partner Mumbai Mobile Creche. This collaboration was shaped in response to the NGO’s interest in exploring puppetry, with students taking a deep dive into the world of Avatars from Indian Mythology and puppet-making techniques.

SCIENCE

Grade 8 science students explored the cultural history and scientific properties of organic dyes used in Indian textile traditions, with classes focusing on the science behind dyes—their sources, reactions, and applications—and highlighting how natural dyes have long been central to Indian textile practices. The Grade 8 students then took the lead in sharing their learning with Grade 6 and 7 peers. Together, students dyed fabrics using iconic dyes from India like Indigo and Madar and experimented with techniques such as batik and tie-dye (bandhani).

DESIGN & TECHNOLOGY

Grade 4/5 Multi-age students immersed themselves in research and hands-on explorations around the study of motifs found in Indian textiles. Building on their discoveries, they used an iPad-based design app to translate motifs into digital models, which were then brought to life through 3D printing. This interdisciplinary experience bridged cultural understanding with design thinking and technology.

WELLBEING AND NUTRITION

Our horticulture department planted a patch of medicinal plants in our garden. Rooted in indigenous knowledge systems, the focus was on species commonly used in Ayurveda, such as the Blue Pea flower and Hibiscus. We explored how to dry these blooms safely for consumption to prepare herbal teas. This growing effort aims to deepen our community’s understanding of the relationship between plants, wellbeing, and traditional medicine.

CLASSROOM CONNECTIONS

Across the Elementary School, several concept-based interventions have been rooted in the Indian cultural context and aligned with each grade’s Unit of Inquiry. These have been closely tied to the Sanskriti Center’s ongoing exhibition and curricular explorations through-out the year. We have identified core concepts within the curriculum— such as production processes, identity, community, and sustainability—and invited experts to facilitate workshops and share their experiences.

PERFORMING ARTS

Middle and High School band students explored Indian music-inspired compositions as part of their school concert repertoire. This journey was enriched by visits from expert musicians who introduced students to traditional instruments, rhythmic structures, and the cultural roots of the pieces they were performing. In Elementary School, students continued exploring Indian performing arts through songs in Indic languages.

ASIAC ARTS FESTIVAL, MIDDLE SCHOOL

ASB hosted this year’s ASIAC Arts Festival, shaping a rich, locally-rooted experience for participants. With the festival theme centered around light, we curated a series of immersive activities that offered students meaningful connections to the cultural landscape of Mumbai. This included a guided street walk through a heritage locality in the city, exploring its architecture, stories, and street art, local museum visits to engage with light-based art installations and gain inspiration from contemporary and traditional expressions of the theme, and the creation of kandils—colorful sky lanterns traditionally used during Diwali in Maharashtra.

PARENT COMMUNITY

A group of parents participated in a curated trip to Baroda, an experience designed to offer an authentic glimpse into the region’s vibrant traditions. Centered around the festive season of Garba, participants had the opportunity to connect with Baroda’s unique artistic and historical identity through a range of experiences that included visits to heritage sites, local artisan studios, and cultural performances.

BEFORE, I ONLY THOUGHT OF INDIA AS LOUD AND BUSY. BUT I’VE STARTED TO SEE HOW THERE’S SO MUCH THE COUNTRY HAS TO OFFER. YOU JUST HAVE TO PAY ATTENTION.

2 EXHIBITIONS

4 INTERDEPARTMENTAL COLLABORATIONS

2024–2025 IN NUMBERS

13 CLASSROOM CONNECTIONS

2 FACULTY EVENTS

4 FIELD TRIP COLLABORATIONS

2 PARENT EVENTS

5 EXPERT INTERACTIONS

LOOKING FORWARD TO 2025-2026

Indian Architecture

IN THE UPCOMING ACADEMIC YEAR, THE INDIA SANSKRITI CENTER’S PROGRAMS WILL INCLUDE:

Exploring the theme of ARCHITECTURE as a way to connect with India’s diverse cultural, historical, and ecological narratives. We will host EXHIBITIONS ON BOTH CAMPUSES, inviting student and community contributions.

CITY-WIDE WALKS that explore architecture, communities, food traditions, and urban ecologies.

1 SCHOOL-WIDE EVENT

3 NEW COMMUNITY PARTNERSHIPS

An ARTIST-IN-RESIDENCY model that brings Indian artists into school for collaborative learning and engagement.

IN-SCHOOL FILM FESTIVALS at the Secondary Campus with a focus on themes like Ecology and Social Entrepreneurship.

CURATED TRIPS to different parts of India, including textile hubs, heritage cities, and natural landscapes to deepen experiential learning.

THE SLIDES THAT APPEAR IN THE COMMUNITY FEEDBACK SECTION OF THE IMPACT REPORT COME FROM THE HEAD OF SCHOOL’S PRESENTATION DURING THIS YEAR’S ANNUAL GENERAL MEETING.

COMMUNITY FEEDBACK

24–25 2024–2025

THE AMERICAN SCHOOL OF BOMBAY IS A COMMUNITY SCHOOL AT HEART (even though the word community is not in our name). We believe that an exceptional school is built not only on academic and non-academic excellence but also on a deep and sustained dialogue with its community. Listening is a core practice—one that allows us to grow, respond, and align our efforts with the needs and aspirations of our students, families, and staff.

Soliciting feedback is not a one-time event, but an ongoing commitment. By actively seeking the voices of those we serve, we gain invaluable insights into what we’re doing well, where we can improve, and how we can best support every learner. Whether through structured surveys, focus

groups, or informal conversations, each piece of feedback becomes part of the mosaic that guides our continuous improvement.

This past year, we solicited our community’s voice via a twopart comprehensive survey–first with McKinsey, and then with EY-Parthenon–enlisting EY to do a deeper dive into the McKinsey data. The most recent engagement included focus groups and individual interviews. The exercises were designed with this principle in mind: to gather honest, actionable input from across our school community. The findings affirmed our strengths, challenged our assumptions, and illuminated opportunities to further our mission of providing a personalized, inclusive, and world-class education.

2024–2025 PARENT SURVEYS

MCKINSEY & COMPANY

JULY 2024

METHODOLOGY: online multi-select questions

RESPONSE RATE:

286 parents representing 380 students

75%

EY-PARTHENON DECEMBER 2024–JANUARY 2025

METHODOLOGY: online multi-select questions and face-to-face focus groups

RESPONSE RATE:

201 parents representing 320 students

53%

COMMUNITY FEEDBACK

ENGAGEMENT WITH THE DATA

Feedback at ASB is not just collected—it is acted upon. The insights shared by our community directly inform how the school plans, prioritizes, and leads.

Following the first community feedback survey in June 2024, the Board of Trustees convened for a retreat in August to examine the results in depth. This collaborative session led to the development of key Board priorities for the year— specifically, key components of what constitutes a sustainable mission, such as strong financial modeling, programs that match interest and need, staffing models that align to expectations, and facilities that not only function, but spark learning.

These Board-level priorities shaped the Head of School’s annual goals and deliverables, ensuring alignment between governance and day-to-day leadership. From there, the Head of School engaged his leadership team to translate those goals into strategic actions across all divisions of the school. Together, they identified focus areas, designed initiatives, and allocated resources to drive improvement in the areas that matter most to families.

The second community survey, conducted in the winter, served as a critical checkpoint. It enabled the Board and the leadership team to develop deeper clarity on parent feed-

COMMUNITY FEEDBACK

THE STORY THE DATA TOLD

The results of our community feedback survey painted a clear and multifaceted picture of parent perceptions at ASB—one that affirmed our strengths, clarified our challenges, and sharpened our focus for the year ahead. Across divisions, parents consistently identified curriculum, teaching quality, and alignment with ASB’s mission and values as their top selection criteria when choosing our school. These core drivers of choice signal strong alignment with ASB’s educational philosophy and commitment to personalized learning.

Yet while the mission and vision of the school resonate, the data also made it clear: outcomes matter. Parents, particularly in the high school, emphasized the importance of academic rigor and university placements. Concerns about IB Diploma Programme preparation and the academic trajectory into post-secondary education were voiced through both quantitative ratings and qualitative feedback.

Parents expressed high levels of satisfaction with ASB’s infrastructure, student well-being supports, and diversity—both among the student body and faculty. Elementary school parents gave particularly str.ong ratings for overall satisfaction, citing a nurturing environment and robust pastoral care. At all levels, student well-being was recognized as a strength, validating our prioritization of well-being in our strategic plan.

The data also called attention to areas requiring immediate and ongoing attention. Chief among these were:

ACADEMIC OUTCOMES AND RIGOR

Concerns about rigor and academic challenge were frequently voiced.

TECHNOLOGY USE

A majority of parents across divisions expressed a desire for stricter enforcement of classroom technology use policies, inferring a drawing back of technology integration to reduce screen time.

The data differentiated some insights across school divisions. These included:

ELEMENTARY SCHOOL

Parents here are the most satisfied, though they still raised concerns about academic challenge and communication practices.

MIDDLE SCHOOL

Satisfaction dipped, with learning support, college readiness preparation, and the impact of previous mixed-age groupings noted as areas of concern.

HIGH SCHOOL

Satisfaction mirrored the middle school, with strong feedback around the need to strengthen the IB DP experience and post-secondary readiness.

NONACADEMIC OUTCOMES

DIVERSITY OF TEACHERS

MISSION & VALUES

LEARNING SUPPORT

DIVERSITY OF FAMILIES

TEACHING QUALITY

CURRICULUM

ACADEMIC OUTCOMES

UNIVERSITY PLACEMENTS

COMMUNITY FEEDBACK

WHAT WE LEARNED

Satisfaction responses were similar across surveys and grades with a strong focus on improving academic related items.

SATISFACTION

— OVERALL NET PROMOTER SCORE —

IBDP

• 58% of families expressed concern about quality of the IBDP offerings and preparation

• All HS parents expressed concerns about IB-DP outcomes

TECHNOLOGY

• 64% of families support limit on technology usage on school premises

GRADE 4/5 MULTI-AGE CLASSROOM

• 67% of families were satisfied or neutral on the current 4/5 mixed age classroom

• Parent concerns focused on social emotional and develop mental impacts

COMMUNITY FEEDBACK

RETHINKING RIGOR, REDEFINING EXCELLENCE

The survey results made one message unmistakably clear: our community is calling for greater academic rigor and clarity around what excellence looks like at ASB. We believe one can find ample evidence of rigor across all grade levels and in all aspects of ASB’s programs. We accept, however, that the need is not simply getting better at communicating this claim. Rather, we need to identify and respond to areas where rigor can be increased–in pedagogy, in mindsets, and in systems and structures. ASB community: We hear you!

What do we mean by “rigor”, however? For some, rigor evokes the traditional hallmarks of academic excellence: high workload, a strong emphasis on content mastery, and competitive outcomes such as university placements and standardized exam results. This is the “old excellence”—a model rooted in the certainty of knowledge and the predictability of the academic pathway.

But education has responded to the evolving needs of our students due to a rapidly changing world. And at ASB, we are uniquely positioned to lead in defining a “new excellence.” One that is not less rigorous, but differently rigorous—anchored in relevance, critical thinking, problem-solving, innovation, and the ability to apply knowledge in unfamiliar contexts, not to mention ethical, social-emotional, and physical fitness. New excellence values not just what students know, but what they can do with what they know, and how they show up to the spaces they inhabit.

This moment for ASB calls for a dual commitment. We must honor the aspects of traditional academic excellence that remain essential—clear learning standards, strong academic outcomes, university readiness—while also embracing the competencies that prepare students for a future that demands adaptability, creativity, and lifelong learning.

Academic rigor, then, must be understood not as the volume of work, but the quality of thinking. Excellence must be measured not solely by outcomes, but by growth, engagement, and the capacity to contribute meaningfully in a complex world.

At ASB, we are committed to this balanced vision. We are strengthening our academic programs, and listening closely to what parents expect from us. At the same time, we are preserving what makes ASB unique: personalized learning, deep inquiry, and a focus on the whole child. Our challenge—and our opportunity—is to lead with clarity and courage. To redefine rigor not as pressure, but as purpose. To define excellence not by its familiarity, but by its relevance.

As we look ahead, we invite our community to join us in shaping this vision. Together, we can create an education that is both timeless and timely.

COMMUNITY FEEDBACK

THE SURVEYS HELPED US IDENTIFY KEY AREAS FOR IMPROVEMENT AND REINFORCED OUR STRATEGIC PLAN.

ACADEMIC

IMPROVE

ACADEMIC RIGOR & OUTCOMES

TRANSITION YEARS

IBDP

4/5 MULTI-AGE COLLEGE COUNSELING

CO-CURRICULAR

REVIEW

COMMUNICATION

IMPROVE

PROACTIVE COMMUNICATIONS FROM TEACHERS & LEADERSHIP

RESPONSIVENESS TO CONCERNS

STUDENT SUPPORT

SUSTAIN

CCAS

SPORTS

EVENTS

CSR

LEARNING SUPPORT

WELL-BEING

PERSONALIZATION

TECHNOLOGY USE

LOOKING AHEAD TO 2025–2026

Meaningful Change

These insights have already begun to shape meaningful change. ASB’s leadership team has mobilized around this data in order to respond to the community’s voice. This has included:

Targeted support and immediate interventions, including separating SL and HL sections in English and Science, prioritizing and shifting responsibilities for key instructional leaders, augmenting college counseling support, moving to a phone-free middle school.

An integration of community priorities into the existing Strategic Agenda

Setting priorities for the new school year, including homeschool communication (including a revision of Reports), digging deeper in IB-DP and Grade 4/5 Multi-age program effectiveness, and strengthening digital citizenship curriculum and policies (to include ethical use of AI). intervention, and staff consultation.

INTRODUCTION

Professional learning is a core commitment at ASB, with day-to-day opportunities for collaboration and peer feedback sitting at the heart of what it means to improve practice. We seek to bring colleagues together as often as we can, with both internal and external expertise shaping the ways staff celebrate their strengths and prioritize areas for further development. Each year, we invest in a range of trainings,

workshops, and consultant visits designed to help us make progress on our strategic agenda, refine our teaching and learning practices, and enhance the overall learning experiences for our students. In the 2024-2025 school year, we have had the opportunity to dive deeply into aspects of culture, content, and collaboration to make our educational programs even more dynamic and personalized for our students.

24–25

MATH AND SCIENCE CURRICULUM DEVELOPMENT

Through the long-standing Mathematics Specialists in International Schools (MSIS) teacher leader series and in conjunction with a leading consultant on the Next Generation Science Standards (NGSS), teachers from across our Elementary, Middle, and High School programs have received immersive, on-site professional development on mathematics and science curriculum, assessment, and instruction. The analysis of grade-level specific standards and vertical alignment of spiralling skills and concepts across are in process, and these collaborative conversations that will continue into next year will serve to enhance and extend the learning experiences of all students in these subject areas.

RESTORATIVE PRACTICES

This year, ASB successfully completed Phase I of Restorative Practices (RP) training, which included foundational training for all staff and targeted development RP Champions. Led by the work of the Restorative Practices Action Team (RPAT), this work aligns with ASB’s commitment to building a professional culture and ethical climate grounded in equity, empathy, and community accountability, we are now positioned to deepen our implementation next school year, with our focus shifting from awareness-building to applied, consistent practice and systems alignment to move from the “Beginning” to the “Emerging” stage of RP implementation.

PROFESSIONAL LEARNING

DEFINING PROFESSIONAL CULTURE

Over 20 instructional staff are members of the newly formed ASB Teaching and Learning working group, a cross-divisional team tasked with helping to shape the ongoing development of professional development experiences and practices. The group launched a definition of professional culture at ASB, designed to capture the ethos of how the school fosters growth in its employees and underpin the professional growth framework that will be introduced in the new school year.

Professional culture is a collaborative and growth-oriented ecosystem in which staff actively engage to improve their individual practice in alignment with institutional priorities. By nurturing identity, we promote a spirit of collaboration, commitment to well-being, and desire to grow. Through active listening and mutual support, individual strengths contribute to and stem from the school’s vision, fostering a community where each voice is valued. Together, we create an environment where every employee learns, reflects, and thrives.

NEXT FRONTIER INCLUSION

“TRUE INCLUSION ISN’T JUST A CONCEPT— IT’S AN ACTIVE, INTENTIONAL FRAMEWORK.”

ASB was proud to host eight school teams from six countries in April for the Next Frontier Inclusion conversation “Collaborative Data Practices for Inclusion”. Over three days, the 50 participants engaged in conversations, activities and reflections that empowered them to lead with empathy, use data meaningfully and collaborate with purpose. Facilitators centered the learning on student voice, emphasizing the importance of individual stories and the role of data when making decisions in tiered systems of support. Since then, the ASB team that joined the conversation has continued cultivating the ecosystem within which every learner in our school community feels seen, supported, and empowered to succeed.

YOU HAVE THE CHANCE TO USE EVERYTHING YOU HAVE LEARNED TO BE THE PERSON YOU WANT TO BE. SO OWN YOUR MISTAKES, THINK. QUESTION THINGS AND QUESTION YOURSELF. FAIL, BUT FAIL FORWARD. WHATEVER YOU DO, DO IT WITH CARE, CURIOSITY, AND CHARACTER.

KATHARINA DORN, ASB FACULTY

WE WALKED IN AS STUDENTS. WE WALK OUT AS STORIES JUST WAITING TO BE WRITTEN.

SAHIL GURBUXANI ’25

UDAY V. ADVANI

RAJYAVARDHAN ABHISHEK AGARWAL

VEDIKA BAHUGUNA

JACKSON B. BALLARD

VEER BODANI

ANAY CHOKSI

MAANAV BARUA DAS

ANDREY DENISOV

ADITYA DEORA

ARYAN DHOLAKIYA

ZOE DIXIT

ARJUN DUBE

KABIR DUBE

AJAY FESTEN

THAÏS GENEVAISE

SAHIL GURBUXANI

OM HEMDEV

BEKTUR IMANOV

SOUMYA JINAGA

SULMAZ KABUL

RINALI KRISHNAA KHANNA

YUVARAJ SUBAL KHATAU ANAND

SAMARA KHURANA

PREESHA KOTHARI

NESTOR LECUYER

EUNHO LEE

ADITYAVIKRAM MAFATLAL

HOLDEN E. MARSH

TAAL MEHTA

SANSARA RAJESH NAGPAL

VIVAAN PARIKH

AADITI JIVA PARMAR

RIANA PATEL

PRIYADARSHINI PIRAMAL

ATLANTIC RAJAKUMAR

KESHAV RAMABHADRAN

AKBAR SANGHAVI

LAXMAN SANGHAVI

MIKEY SCHREUDER

AARUSH PREMAL SHAH

DIA SHETH

RUDRITARA SHROFF

RANBIR SINGH

KALIEL SOYA

DIYA TRIPATHI

INTRODUCTION

Not a school content to rest on its laurels, we finish the current school year with an eye on the future and a focus on the 2025-2026 academic year. Each spring, staff are invited to vote on the upcoming ‘year of’ theme, and this year’s overwhelming favorite was “Year of Feedback for Growth.” This theme speaks to ASB’s strong commitment to evolution and adaptability in response to a dynamic

world. Within our community, the theme will provide us with the opportunity to hone in on the ways we can set individual, team, and organizational goals and document our progress towards these targets. It also invites us to look outward and consider how we can contribute to the ongoing conversations and developments within the wider international school sector.

24–25

SYSTEMS AND STRUCTURES FOR PROFESSIONAL GROWTH

Just like for our students, we want every ASB staff member to feel like they are growing and thriving professionally. Next year, we will be piloting a new professional growth framework that aligns with our definition of professional culture. The framework will ground professional learning in day-today opportunities to grow and refine practice and expand consistency, alignment, and collaboration across divisions. The framework will also help us progress in the ways that we think about staff growth in alignment with our institutional commitments to personalization and a future-focused education for all learners.

DESIGNING LEARNING SPACES FOR A FUTUREFOCUSED EDUCATION

Our BKC and Kurla campuses are wonderfully maintained, with our operations team regularly enhancing different spaces to meet the needs of our community. As we look at how our spaces can continue to serve our needs in the medium to long term, we have enlisted renowned school architects Fielding International to engage with our community on strategic master planning and facilities improvement. They are well known to ASB, having designed the current Elementary campus and re-designed the Middle & High School campus back in 2010. Their discovery visit this spring involved an audit of spaces and conversations with parents, students, staff, and board members; in the months ahead, they will be delivering a set of campus plans designed to elevate and align our learning environments, support community well-being, and celebrate our identity and culture.

LOOKING AHEAD

24–25 2025–2026

REFRESHING OUR FOUNDATIONAL DOCUMENTS TO CLARIFY IDENTITY

As an international school, we are constantly welcoming new families to our community who choose us for our mission and educational principles. We know that as we evolve, it is essential to ensure that the documents we use to build togetherness and a sense of shared identity and belonging are regularly reviewed and refined. Over the course of this school year, we gathered perspectives from board members, parents, students, and staff on what makes ASB special and will be using this input to refresh our mission and vision to be launched in the upcoming school year. As well, our leadership team will be inviting community members to contribute to a rejuvenation of our core values and portrait of an ASB learner to take us forward in our next phase of institutional growth.

ACTION RESEARCH FOR INSTITUTIONAL GROWTH

Involvement in an ongoing accreditation protocol recognizes achievement and fosters and facilitates ongoing school improvement by providing a systematic process that requires a school to examine its philosophy and priorities, establish a vision of its future, and determine specific objectives to realize that vision. ASB is accredited by the Middle States Association of Colleges and Schools (MSA), and for its current re-accreditation cycle, is completing the MSA Sustaining Excellence Protocol. Requiring schools to complete an action research process to refine practice, this protocol will give ASB an opportunity to identify research-based areas for growth against two school-identified priorities. Next year’s action research cycles will explore how Pre-K to Grade 12 students are empowered to become upstanders and how we can refine and improve a smooth transition from Grade 5 to 6 for both students and families.

CRECENCIO WAS ALWAYS THE PERSONIFICATION OF THE ASB SPIRIT!

—THEO FESTEN, ASB PARENT

I WILL ALWAYS BE GRATEFUL TO COACH CRECENCIO FOR STARTING CRICKET AT ASB. THIS SHOWS HOW OPEN MINDED HE WAS AND HOW HE ALWAYS TOOK OUR FEEDBACK INTO CONSIDERATION.

—ARYAVEER, GRADE 5

I WILL ALWAYS REMEMBER CRESU WITH DEEP FONDNESS. HIS PRESENCE BROUGHT WARMTH, JOY, AND COMFORT TO EVERYONE AROUND HIM.

—VANI MEHRA, ASB STAFF

THE SCHOOL FEELS QUIETER WITHOUT YOU HERE—A LITTLE LESS JOYFUL. BUT I WILL HOLD ONTO ALL OF OUR MEMORIES—YOUR LAUGHTER, YOUR KINDNESS, YOUR DANCE MOVES, AND, OF COURSE, THOSE LEGENDARY BOOK CHARACTER DAY COSTUMES!

—DANIELLE SHAKUR, ASB STAFF

EVEN THOUGH HE WAS ALWAYS BUSY RUNNING AROUND, INVOLVED WITH A HUNDRED THINGS, HE NEVER SEEMED TOO BUSY TO MAKE ANYONE FEEL SEEN OR HEARD.

NATASCHA CHADHA, ASB PARENT

IN MEMORIAM

CRECENCIO GOMES

1986–2025

Coach Crecencio Gomes was a cherished member of the ASB community, a charismatic individual who touched the lives of so many in his various roles across the school. In his 18 years of service at ASB, Coach Crecencio mentored, taught, and coached thousands of students in our Elementary, Middle and High Schools. He was a colleague, coach, teacher, and coordinator, as well as a bottomless reservoir of positivity, cheering all of those around him to do and be their very best each day.

Coach Crecencio lived a life of purpose, embodying the values of love, service, and humility. He strived to make a positive impact, and his legacy reminds us to be compassionate, to lift others up, and to embrace each day with the same enthusiasm that he brought to ASB. Our community thanks Crecencio for the gifts he shared with us. His legacy remains woven into the fabric of ASB, and he will always be remembered with admiration, appreciation, and affection.