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The Rise of the Kind Leader
There’s something quietly powerful about leaders who listen before they speak. In schools everywhere, leadership is taking a new shape. It’s less about authority and more about connection. In classrooms, hallways, and staff rooms, the real measure of success is how people feel when they walk through the door. Are they valued? Are they supported? Do they believe in what they’re part of?
In recent years, the education world has faced immense change. Teachers are working harder than ever, students are trying to find their footing in an unpredictable world, and schools are being asked to do more with less. In the middle of it all, some leaders stand out not because they talk the loudest, but because they bring people together with calmness and clarity. I’ve met many such leaders in my conversations, and their impact is lasting. When people feel trusted and understood, everything else, including teamwork, learning, innovation, begins to fall into place naturally.
That belief shines through in our cover story this month, featuring Ciaran Cunningham-Watson, Principal of Invictus International School. With over twenty years of experience across the UK, Spain, Mexico, and the UAE, Ciaran has built school communities where kindness and respect guide every decision. His way of leading has revived morale, strengthened teams, and helped students flourish. His story reminds us that strong leadership is not about control, but about care.
In this issue of K12 Digest, you’ll also find fresh perspectives from educators and thinkers who are shaping the future of learning. From stories of resilience to reflections on how schools can nurture purpose and belonging, each piece offers a glimpse into the evolving world of education.
As you read through, I hope you’ll take a moment to think about what kind of leadership leaves a mark. Because lasting influence rarely comes from authority. It comes from understanding.
Enjoy Reading.
Sarath Shyam
16
PROMINENT
INTERNATIONAL SCHOOL TO WATCH IN VIETNAM - 2025
DWIGHT SCHOOL HANOI
A World of Opportunities
BEST PRACTICES
52
THE CURRENCY OF OPTIMISM: WHY SCHOOL LEADERS MUST MODEL BELIEF IN BETTER
Dr. Nigel Winnard, International School Leader, ACS International School Doha
INDUSTRY PERSPCTIVE
40 NAVIGATING TECHNOLOGY AND CREATIVITY IN FUTURE-READY LEARNING
James Abela, Director of Digital Learning and Entrepreneurship , Garden International School
INDUSTRY PERSPCTIVE
MINDFUL AI IMPLEMENTATION IN SCHOOLS
Al Kingsley, Group CEO, NetSupport Limited, Bestselling Author & Speaker
ACADEMIC VIEWS
FUTURE FORWARD, HUMAN FORWARD
Laura Spencer, Chief Academic Officer, Elite Academic Academy
34
58 TRANSFORMING PRIMARY LEARNING FOR TOMORROW’S WORLD
Sethi De Clercq, Computing Lead, Head of Key Stage 1, Rugby School Thailand
STORY
CIARAN CUNNINGHAM-WATSON
PRINCIPAL, INVICTUS INTERNATIONAL SCHOOL
INSPIRING GROWTH IN INTERNATIONAL
EDUCATION LANDSCAPES
Ciaran Cunningham-Watson is an accomplished international school leader with over 20 years of experience, including headships in the UK, Spain, Mexico, and the UAE. Known for building inclusive, values-based communities, his leadership is rooted in kindness, respect, and integrity; principles that shape how he empowers staff, engages students, and fosters trust. With a proven record in revitalising schools, Ciaran excels at restoring morale, stabilising teams, and improving student outcomes through servant leadership. His broad international experience has strengthened his cultural awareness and deepened his commitment to inclusivity and collaboration.
Currently Principal of Invictus International School, he blends strategic clarity with empathy to create environments where people feel valued and motivated to excel. Ciaran also serves as a COBIS and Lead PENTA International School Accreditor and is a Fellow of the Chartered College of Teaching. Outside work, he’s an avid reader, music lover, sports enthusiast, and passionate cook—interests that bring balance, creativity, and warmth to his leadership.
In an exclusive interview with K12 Digest, Ciaran reflected on over 20 years in international school leadership, emphasizing servant leadership rooted in kindness, respect, and integrity. He highlighted cultural sensitivity and empathy as cornerstones of effective leadership, noting that morale thrives when people feel valued and united by a shared purpose. Ciaran also spoke about his favorite quote, personal passions, future plans, and shared words of wisdom. The following excerpts are drawn from the conversation.
Hi Ciaran. Please tell us about your background and areas of expertise.
I have spent my career in education leading schools across both the UK and international contexts, with a focus on building inclusive, values-driven communities where students and staff can thrive. My background is rooted in servant leadership, shaped by personal values of kindness, respect, and integrity. I believe in treating people with fairness, empowering them to contribute, and holding myself and those around me to the highest standards of honesty. Over the years, I have
taken on headships and leadership roles where resilience, collaboration, and trust were critical in addressing challenges. These experiences have strengthened my expertise in school improvement, cultural sensitivity, and community building, and they continue to define the way I approach leadership today.
What do you love the most about your current role?
What I love most about my current role is the opportunity to empower people and see them
grow in confidence and capability. Establishing new teams, such as pastoral and marketing, has been particularly rewarding because it not only strengthens the school but also enables colleagues to step into leadership roles and develop their professional skills. Witnessing how trust and encouragement transform morale, collaboration, and outcomes is the most fulfilling part of my work. For me, leadership is about creating an environment where others can flourish, and seeing that happen is what gives me the greatest satisfaction.
What do you believe are the hallmarks of effective leadership in international schools?
Effective leadership in international schools begins with cultural sensitivity and empathy. Leading in diverse contexts has taught me the importance of listening deeply and understanding the perspectives of students, staff, and families from many backgrounds. Equally, clarity of vision and servant leadership are vital; putting the needs of others first and ensuring that decisions are both strategic and humane. Building inclusive, collaborative communities where people feel valued and supported creates the conditions for genuine excellence. I believe the hallmarks of effective leadership are resilience, fairness, and the ability to inspire trust while fostering long-term commitment and growth.
In your experience, what are critical factors for improving morale and behavior in international schools?
Leadership is about creating an environment where others can flourish, and seeing that happen is what gives me the greatest satisfaction
Morale and behavior improve when people feel respected, empowered, and part of a shared purpose. In my leadership journey, I have seen cultures transformed when staff are trusted and supported to take ownership, rather than being micromanaged or constrained. Clear strategic priorities, combined with a culture of kindness and respect, foster both accountability and positivity. For students, behavior improves when expectations are consistent, relationships are strong, and the school environment reflects inclusivity and care. Ultimately, it is about creating a community where everyone, staff, students, and families, feels invested in the success of the whole.
Restoring morale, stabilising staff turnover, increasing student numbers, and building a sense of pride and aspiration within communities stand out as moments of deep professional fulfilment
Looking back over your career, what accomplishment are you most proud of in your leadership journey?
The accomplishments I am most proud of are those where I have helped schools facing real challenges turn a corner and flourish. My first headship, though extremely difficult, shaped me profoundly by teaching me how to hold to my values even in adverse conditions. Later, leading school improvement projects where urgent change was needed confirmed for me the power of collaboration and servant leadership. Restoring morale, stabilising staff turnover, increasing student numbers, and building a sense of pride and aspiration within communities stand out as moments of deep professional fulfilment.
How do you stay current with global best practices in education leadership?
I stay current by remaining a learner myself. I read widely, drawing on research, global reports, and literature on education and leadership. I also learn from the diverse contexts I have lived and worked in, listening to colleagues, parents, and students who bring perspectives from all over the world. Engaging with professional networks and keeping a reflective practice ensures that I stay adaptive and open to innovation. The breadth of my international experience allows me to connect global best practices with the practical realities of local school communities.
What is your favorite quote?
The scholarly philosopher, psychologist and educational reformer John Dewey gave a perspective that has always resonated with
me: “Education is not preparation for life; education is life itself.” This reflects my conviction that education really is the true foundation and measure of who we are, what we do and how we live our lives.
What are your passions outside of work?
Outside of work, I find energy and balance in reading, music, sport, and food. I am an avid reader across genres, influenced both by my English-teacher wife and the diverse places I have lived. I also love music, with a taste that ranges from classical to hip hop and jazz, and I especially enjoy live events such as concerts, theatre, and sport. Sport, particularly team sport, has shaped my belief in resilience and collaboration, while cooking and sharing food allows me to express creativity and enjoy community. These passions broaden my perspective, keep me grounded, and enrich the empathy I bring into my professional life.
What advice would you give to aspiring leaders in international education?
My advice to aspiring leaders is to hold fast to your values and lead with empathy. International schools are incredibly diverse and dynamic, and the most effective leaders are those who listen deeply, respect cultural differences, and create inclusive environments. Trust your colleagues, empower them to take ownership, and remember that leadership is less about control and more about building conditions where others thrive. Stay resilient, stay curious, and never lose sight of the fact that at the heart of leadership is service to the community you are privileged to lead.
PROMINENT
INTERNATIONAL SCHOOL TO WATCH IN VIETNAM - 2025
DWIGHT SCHOOL HANOI
A World of Opportunities
A Legacy of Innovation
Dwight School Hanoi is bringing a bold new chapter of global education to Vietnam. Since the opening of the first Dwight campus in New York in 1872, the Dwight family of schools has been known for its three guiding pillars: Personalized Learning, Community, and Global Vision. The Hanoi campus carries this legacy forward while reshaping it for the future, offering the full International Baccalaureate (IB) continuum alongside a rich blend of Vietnamese language and culture, the arts, competitive athletics, and cutting-edge innovation programs. Together, these elements create an environment designed to ignite the spark of genius in every child.
Facilities that Inspire
To bring this mission to life, the school was purpose-built from the ground up. It comprises two main buildings with specialized spaces
tailored to each stage of learning. The Early Childhood Division features light-filled classrooms with flexible learning zones, its own library, music and art rooms, and dedicated play areas, all thoughtfully created to support inquiry-based learning, exploration, and handson discovery.
The main campus, serving Grades 1-12, builds innovation and creativity into its
architecture. Designed by renowned architect Carlos Zapata, it offers specialized facilities that become extensions of the classroom: students stage performances in the black box theater, compose and record in the music conservatory and sound lab, throw clay in the ceramics studio or capture images in the photography studio. Ideas take shape in the Wonder Lab, Invention Studio, and Spark Lab, while the Machine
Brantley Turner, Head of School
Learning Robotics Lab provides space to test and refine prototypes. Outdoors, three learning gardens and a rooftop greenhouse give students the chance to plant, harvest, and experience sustainability in action.
Through the Dwight Destinations program and the wider Dwight network, students in Hanoi have direct pathways to peers across New York, London, Seoul, Dubai, Shanghai, and Jersey City, and Dwight Global Online
A Global Network, A World of Opportunities
What sets Dwight School Hanoi apart is its ability to connect the local with the global. Through the Dwight Destinations program and the wider Dwight network, students in Hanoi have direct pathways to peers across New York, London, Seoul, Dubai, Shanghai, and Jersey City, and Dwight Global Online. They also travel to other Dwight campuses for performances, exchanges, and joint learning experiences. Sports also take on a global dimension through the Manchester City Football School, where students train with resident and visiting professional coaches in Hanoi and then travel to the City Football Academy in Manchester for advanced sessions. This unparalleled network ensures Dwight students in Hanoi enjoy opportunities for international connection and growth that few schools can offer.
Beyond travel, the network powers global, cross-campus projects that link classrooms across campuses, enabling collaboration in academics,
arts, and design and bringing diverse perspectives to the same table.
Just as importantly, these international connections prepare students for the future. The Dwight School’s network provides powerful support in college and career preparation, drawing on a global team of university counselors across campuses, insights from alumni, and coordinated university visit days. This shared expertise provides nuanced guidance on admissions systems worldwide and opens doors to a broader range of universities.
For globally mobile families, the network also ensures continuity. With a shared mission, vision, IB pathways, and high academic standards, Dwight’s eight schools share one
philosophy, making it easy for students to transfer between campuses with minimal disruption. “Even though our campuses span the world, our community feels like one family,” says Head of School Brantley Turner.
A Seamless IB Journey
Dwight School Hanoi delivers the full IB continuum – PYP, MYP, and DP – so learning unfolds as one coherent journey from the early years to graduation. Specialist teachers guide
creative and performing arts and PE across all grades, while Manchester City Football School training is tailored to each age group so every player is challenged at the right level. Each division has its own makerspace with ageappropriate tools: from basic rapid-prototyping materials and beginner electronics in the early years, to 3D printers and laser cutters in the middle years, and on to CNC routers, milling machines, and articulated robotic arms as students advance in Upper School. Students
With a shared mission, vision, IB pathways, and high academic standards, Dwight’s eight schools share one philosophy, making it easy for students to transfer between campuses with minimal disruption
also have access to specialist studios for sound recording, film, and photography.
In the PYP (Preschool-Grade 5), inquiry anchors everything. Learning weaves through transdisciplinary themes rather than stand-alone subjects, with Vietnamese and other languages taught alongside mother-tongue support. Regular sessions in the Wonder Lab give young learners hands-on time to design, tinker, and build – turning questions into prototypes.
In the MYP (Middle School, Grades 6-8), learning goes beyond subject knowledge. Across eight subject groups, students strengthen essential “Approaches to Learning” skills, such as communication, collaboration, selfmanagement, research, and critical thinking. Interdisciplinary units and real-world projects make connections explicit, while collaborative design-and-build work takes shape in the Invention Studio.
In the MYP (Upper School, Grades 9-10), students deepen disciplinary knowledge while connecting it to purpose. The four-year University Guidance program begins in Grade 9, aligning courses and co-curriculars with future pathways. The journey culminates in the Grade 10 Personal Project. Advanced prototyping and exhibition-quality work take shape in the Spark Lab, supported by specialist studios.
In the DP (Grades 11-12), students select six subjects – typically three at Higher Level and three at Standard Level – alongside the three core components: Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service (CAS). University Guidance and Career Planning continues throughout, supporting subject choices, applications, and best-fit planning. Dedicated studios and the Spark Lab provide seniors with the space and
At Dwight School Hanoi, the mission to ignite the spark of genius in every child unfolds in small, daily moments
tools to produce sophisticated design and arts coursework and to present it with polish.
Vietnamese National students also remain eligible to progress within the local curriculum system, in accordance with Ministry of Education and Training requirements.
Support for Learners
At Dwight School Hanoi, the mission to ignite the spark of genius in every child unfolds in small, daily moments. Teachers get to know each learner’s story and shape the right mix of support and challenge so every student can thrive. A student’s story begins with being seen. “Teachers see children as more than students; they see each child’s unique potential,” says a Grade 2 parent. In the first weeks, teachers sit with each learner, listening, reviewing past work, and using baseline checks to understand strengths, needs, languages, and interests. That portrait becomes a living map. Supported by teachers, students set goals they care about and revisit them often – updating, celebrating, and recalibrating. In class, the map guides the journey: groups flex, tasks are scaffolded or extended, and students choose how to demonstrate their learning – through an essay, a lab, a performance, or a prototype –while spaces shift from quiet nooks to buzzing collaboration zones.
Whether a student needs extra support or added stretch, Quest opens the right door at the right time. During the school day, Quest removes barriers through English Language Learners (ELL), Special Education Needs (SEN), and Learning Support (LS) and amplifies strengths through Gifted & Talented pathways. Dedicated ELL support across the school helps students access the curriculum and prepares them for success in Upper School.
Programs that Spark Ideas
Personalized learning is everywhere at Dwight, and it shows up most vividly in the school’s signature programs, where curiosity turns into action. In Spark Tank, the school’s incubator program, a student starts with a question that matters, then works with mentors to research, prototype, and pitch, eventually transforming an idea into a tangible product that can go to market. It’s entrepreneurship in action, with teacher coaching on problem framing, user research, budgeting and taking a product from idea to launch. Meanwhile, Sparkathon widens the horizon, bringing Hanoi students to team up with peers from across the Dwight network to apply design thinking to authentic briefs, and present real-world solutions to an external panel of judges. Sparkathon also brings in external industry experts throughout the process to help coach teams to refine concepts, assess feasibility, and map the steps to implementation.
Extending that real-world connection, Dwight hosts Spark Talks—another signature program where leaders from across industries, companies, and communities, along with
Dwight alumni and educators, speak with students, sharing lessons learned, career paths, and practical advice. Sessions are hosted on one campus and recorded or livestreamed across the network, so students in Hanoi learn directly from experts around the world.
Dwight School Hanoi is also the first and only school in Vietnam partnered with the Manchester City Football School. Students train with resident professional Manchester City coaches in agetailored sessions that build technical skills, resilience, teamwork, leadership, and knowledge around nutrition and recovery, developing the whole child on and off the field. “It’s not just drills; it’s a plan for me. I’m stronger on the field, more confident in school, and I know how to set goals and hit them.” — Grade 10 student. This is personalized learning in practice: goals matched to each learner, coaching that meets them where they are, and growth that translates beyond sport into life.
Enriching Life Beyond the Classroom
At Dwight School Hanoi, personalized learning doesn’t end with the last class – it opens into
a choose-your-own-adventure. As after-school activities begin, the energy shifts across campus: a Tingsha bell ushers in yoga, a K-pop track cues dancers in mirrored studios, basketballs echo in the sports hall, and a lacrosse stick snaps to a clean catch. In the pool, swimmers cut through quiet blue as volleys drum on the court and tennis rallies arc across the baseline.
In the performance corridors, the chorus tunes and tests harmonies for London ChoirFest; down the hall, the Lower School rock band rehearses “Hound Dog” for the U.S-Vietnam Friendship Festival; in the Music Conservatory the orchestra rehearses the program for the next whole-school assembly. In the arts studios, shutters snap as the Yearbook Club photographs the Student Council, while across the hall, charcoal drifts, clay spins, and paint sharpens to a line. Meanwhile, in the Invention Studio, tools hum as students craft birdhouses for the learning gardens.
Some students dive into new languages; others file a story for the school paper or record a podcast on issues that matter to them. In the dojo, a meditation circle softens the day; in the garden, seedlings are planted; in the kitchen, the
baking club laughs over a perfect rise. Many clubs, from yoga to coding, gardening to fitness, are student-led with teacher advisors, and new ones are always emerging. As Ms. Nunnally, Director of Student Life puts it, “Come with a spark for a new club or activity, and we’ll help you make it real. Dwight students lead the way, and their ideas move our community.”
Leadership extends beyond clubs. On the Student Council, students shape schoolwide events that enhance daily life, while our Student Ambassadors represent Dwight with pride: hosting events, leading visitor tours and welcoming VIP guests.
Global Learning in Action
The Dwight Destinations program takes learning beyond campus, well past traditional service trips in Vietnam or neighboring countries, by connecting students with Dwight’s global network schools. Through these experiences, students engage in real-world learning, global citizenship, and leadership, bringing their spark to new places and communities. An exciting year lies ahead:
The Dwight Destinations program takes learning beyond campus, well past traditional service trips in Vietnam or neighboring countries, by connecting students with Dwight’s global network schools
● October 2025: ChoirFest, Dwight School London
● December 2025: Model United Nations, Dwight School Dubai
● December 2025: Manchester City Football School Tournament, Thailand
● January 2026: Global Music Concert, Qibao Dwight Shanghai
● March 2026: Historical Vietnam Exchange, hosted by Dwight School Hanoi
● April 2026: Special training trip, Manchester City Football Club, England
● June 2026: Villars Symposium, Switzerland – a signature leadership opportunity
Students often say the Dwight network turns travel into reunion. Whether they are performing, debating, or competing, each campus feels familiar, with shared values, shared rhythms, and instant community. As one Grade 9 student put it: “I’ve sung at ChoirFest, debated at MUN, and played at Man City. The best part? Wherever we go, it still feels like our school. Same culture, same bond.”
University Guidance
Dwight School Hanoi offers a specialized fouryear University Guidance & Career Planning program, built on trusted expertise, a global network, and connected opportunities. Starting early, each grade follows a tailored task list that builds clarity step by step, linking interests to university pathways, shaping IB-informed course selections, and introducing standardized tests at the right time without letting them define the experience.
Counselors help students develop a professional identity, guiding them as they craft narratives, build portfolios and resumes, and practice interview skills through mock
sessions and feedback. Families are partners in the journey, with regular parent workshops that demystify the university application process and clarify timelines, regional differences, and what admissions officers are looking for.
Students also receive targeted summer planning support, choosing meaningful opportunities such as research, internships, institutes, service leadership, competitions, and arts or athletics intensives. These experiences ensure that applications reflect the student’s genuine growth. The result is a confident, well-matched application strategy, rooted in who each student is and where they’re ready to go next.
In addition, the school hosts frequent oncampus visits from universities across the U.S., U.K., Canada, Australia, Europe, and Asia. Representatives lead small-group information sessions, portfolio and résumé reviews, and miniworkshops on essays and interviews—often followed by Q&A’s. The school also organizes evening talks for families from across the Hanoi community and multi-school fairs on campus.
Building Character & Responsibility
At Dwight School Hanoi, character isn’t an add-on – it’s woven into the fabric of the school. Values such as empathy, self-awareness, and ethical responsibility are integrated into
academics, not taught separately. Guided by the three pillars, Personalized Learning, Community, and Global Vision, alongside the IB Learner Profile, students practice being caring, principled, and reflective in real moments that matter.
On any given morning, Advisory feels less like roll call and more like a reset. Mornings begin with interactive, energetic moments – sometimes teacher-led, often student-run with teacher support – like a 15-minute talent spotlight or a cross-grade team-building challenge. Teachers use this time intentionally: collaboration and relationship-building are rehearsed until they become a habit. In addition, a dedicated 50-minute Advisory and wellbeing
Guided by the three pillars, Personalized Learning, Community, and Global Vision, alongside the IB Learner Profile, Dwight School students practice being caring, principled, and reflective in real moments that matter
class develops skills for success in school and beyond, with age-appropriate content tailored to each grade.Students and teachers establish Essential Agreements together to shape their classroom culture. When needed, restorative conversations repair relationships and rebuild trust. Honoring all cultures on campus nurtures respect for diverse perspectives.
A certified School Counselor is available for individual support and crisis response, and a dedicated Safeguarding Team remains visible and accessible across campus as an additional point of contact for any concerns about student safety or wellbeing.
As students move through the IB, learning becomes action. In the MYP, Service as Action nudges them from understanding to doing, with projects designed to help others. The Personal Project pushes them to set human-centered goals and test ideas in global contexts. In the DP, CAS turns that momentum into sustained leadership, with students planning and running long-term initiatives.
Responsibility shows up as mentorship. Students mentor students as a matter of course.
A Grade 11 might help a Grade 10 refine a Personal Project question. An Upper School student club leader might coach a Middle School student through launching a new club – how to propose it and how to lead. A Dwight alum might join a video call from Shanghai to explain what to expect in the DP and how to prepare – study habits and academic management, so students step in with confidence. Here, experience moves forward, leadership grows on both sides, and each student is equipped to guide the next.
In a digital world, Dwight prepares students to be wise global citizens. The school emphasizes online behavior, media literacy, and privacy,
and is pursuing Responsible Use of AI License (RAIL) certification so staff can guide students in ethical AI use. As a Common Sense Media School, students learn to honor copyright and use openly licensed resources responsibly. Families are part of the circle too, with workshops on wellbeing, online learning, and digital safety, ensuring home and school stay aligned on what it means to learn well and live well.
Our Educators
Recruiting teachers is less about filling roles and more about cultivating a community. The process begins with a clear lens: educators who are unmistakably student-centered and aligned with the mission to ignite the spark of genius in every child. The school seeks teachers who choose a newly opened campus on purpose, professionals with the appetite to build, the humility to learn, and the grit to make things better every day.
Dwight School Hanoi seeks teachers who choose a newly opened campus on purpose, professionals with the appetite to build, the humility to learn, and the grit to make things better every day
Candidates bring strong pedagogy and extensive IB experience; many have served across the Dwight School’s network and have come to Hanoi ready for a new challenge. Inclusive practice is non-negotiable: differentiating instruction, supporting English Language Learners, honoring the local context, and partnering with the learning support team so every student can succeed at every level.
Equally essential are the human skills that knit a school together – clear communication, trust-building with families, and genuine cultural competence. As Mr Hayter, Deputy Head of School notes, “We want teachers who not only teach well, but who also engage fully in the life of the school. They need to be collaborative, adaptable, and ready to lead beyond the classroom.”
As an added layer of support or extension for all Dwight School staff worldwide, the Dwight Leadership Academy is a signature, employees-only program—a network-wide hub for professional growth that honors our mission, pillars, values, practices, and inquiry ethos. Staff can participate as mentors or mentees, lead workshops, and contribute to a rich cross-campus resource library and collaborative community.
Looking Ahead with Purpose
Dwight School Hanoi is shaping its future with clear intent. The school seeks to serve both Hanoi and the wider Dwight School’s network – sharing expertise, opening the campus for learning and community events, and building service partnerships that make a difference.
That work is already underway. Faculty have begun hosting workshops for other Hanoi schools, with plans for reciprocal classroom visits and resource exchanges. The campus
has welcomed families and neighbors for “Making at Dwight”, “Summer at Dwight”, and Manchester City football camps, turning the facilities into a true community hub. Service anchors this local commitment. As programs grow, more student-led initiatives will address real needs in Hanoi, while the school partners with embassies, NGOs, and companies to support relocating families and collaborate on community-focused projects.
Dwight School Hanoi is also positioning itself as a regional stage for global education. In December 2025, the school will host the ISS EDU EXPO, an international fair and professional development platform for educators and school leaders. In April 2026, the campus will welcome the Regional Institute International ACAC conference, an event that brings together global university counselors and admissions professionals to share best practices and strengthen pathways for students. The school will also host major robotics competitions, including the VEX IQ Northern Regional Qualifiers (November 2025) and the VEX Vietnam National Finals Championship (January 2026), where elementary and middle school students showcase STEM skills through handson robotics challenges. The school is an approved SAT test center, so students from across Hanoi
can sit the exam on campus. SAT scores can strengthen university applications, inform course placement, and unlock scholarship opportunities.
Already authorized to offer the IB Diploma Programme (DP), the school is also a member of ECIS, CIS, and a WASC candidate school, with full accreditation underway. Authorization for the Primary Years Programme (PYP) and Middle Years Programme (MYP) is now in progress, and we are on track to become a full IB continuum school– just over a year after opening, an exceptionally fast timeline. Looking further ahead, the school also plans to introduce Advanced Placement (AP) courses to give students even more pathways to success.
“The focus over the next few years is simple: deliver outstanding IB learning, build a caring community, and grow responsibly,” says Ms. Turner. Enrollment will expand steadily, with student wellbeing, safety, and family partnership at the center.
“In 2027, we will graduate our first DP cohort,” she adds, an important milestone in the school’s journey.
As Dwight School Hanoi grows, its measure of success remains constant: every student known, every voice valued, and every spark of genius ignited – on campus, in Hanoi, and across the Dwight School’s global network.
ACADEMIC VIEWS
Future Forward, Human Forward
Laura Spencer, Chief Academic Officer, Elite Academic Academy
Earlier this year, I was off-roading in Anza-Borrego when the trail simply vanished. No tire marks. No map.
Just open desert in every direction. I love those moments, not because I know where I am going, but because I don’t. When the path disappears, you have to read the terrain more closely, notice the subtle cues, and trust your experience to find a way forward.
That moment in the desert reminded me of what school should feel like. Too often, education has been treated like a paved road laid
down decades ago, with fixed stops and a single destination. Today, following the old map is riskier than losing the trail. If we want students to thrive, we need to teach them to navigate new terrain, not just drive on someone else’s road.
Ezra Klein once asked: What if school wasn’t built for content delivery, but for human development? That question flips the frame entirely. Content delivery is about the past, making sure kids know what we already know. Human development is about the future, preparing them for a world we cannot fully
The World Economic Forum estimates that 65 percent of children entering school today will work in jobs that do not yet exist. Preparing them for human development is not optional. It is survival
Laura K. Spencer, Ed.D., is the Chief Academic Officer at Elite Academic Academy, where she leads innovative, student-centered approaches that move beyond the traditional industrial model of education. With more than two decades of experience in teaching, instructional design, and school leadership, she is a national voice on how emerging technologies can support, rather than replace, the human side of learning. Her leadership has guided initiatives such as Elite’s VR pilot programs, the EliteX Fellowship for teacher innovation, and the rollout of human-centered AI tools that amplify student creativity and agency. Laura’s work is grounded in the science of hope and mattering, with a focus on building schools where students feel they belong and believe their futures are worth building. She writes and speaks frequently on equity, empathy, and the future of education, drawing on both research and practice to help leaders rethink what school can be in a rapidly changing world.
imagine. Neuroscience supports this shift: students learn more when they feel connected and valued. The World Economic Forum estimates that 65 percent of children entering school today will work in jobs that do not yet exist. Preparing them for human development is not optional. It is survival.
The industrial model of school, with rows of desks, bells, and standardization, once prepared students for the economy of the mid20th century. My father went from a factory line job at fifteen to an HR director role at a major corporation with an Associate’s degree and years of sweat equity in the organization. Those days are long gone. By 2031, more than 70 percent of jobs in the United States will require training beyond high school. In today’s volatile, uncertain, complex, and ambiguous world, creativity, resilience, adaptability, and strong relationships are not extras. They are the skills of survival.
Students are already signaling that they need something different. Gallup reports that while nearly half of students say they are engaged in school, only one in ten actually enjoy what they are learning. The CDC has found that 42 percent of teens feel persistently sad or hopeless. This is not a content-delivery problem. It is a humandevelopment crisis.
Hope and mattering point the way forward. Gallup researcher Shane Lopez found that hope is a stronger predictor of student success than GPA or test scores. Students with high hope are twice as likely to graduate college. Sociologist Gregory Elliott showed that when young people feel they matter to their community, they are less likely to engage in risky behavior and more likely to persist academically. These are
Sociologist Gregory Elliott showed that when young people feel they matter to their community, they are less likely to engage in risky behavior and more likely to persist academically
measurable, research-backed outcomes that change trajectories.
As Chief Academic Officer at Elite Academic Academy, I have seen how innovation can support this human-centered mission when applied with care. We have piloted VR intensives where students stepped into the Apollo missions, hearing the rumble of engines and the crackle of mission control. Research from Stanford shows immersive VR can improve retention by up to 33 percent and increase empathy. The value is not the headset. It is that students walk away with deeper connection and lasting understanding.
We have also rolled out AI with the same principle in mind: not to replace teachers, but to free them for deeper connections. One of our teachers built “Lyric Lantern,” an AI tool that does not generate songs but prompts students with questions to unlock their own creativity. A student named AJ used it to capture a bittersweet childhood memory of an apricot tree, turning it into the lyric, “Oh, where the apricots grew, that is where I knew you.” That single line anchored an original song she recorded and submitted as a capstone project. The AI did not replace her creativity. It amplified her voice.
Leadership development is just as critical. Through our EliteX Fellowship, we have asked teachers to take risks, test ideas, and rethink the student experience from the inside out. At the start of the program, more than half of participants rated themselves at the lowest levels of agency. After a year, nearly 90 percent identified as high or full agency. That is not just a statistic. It represents a cultural shift toward trust, curiosity, and innovation in practice.
Beliefs only matter if they shape practice. That is why we anchor our work in six essential
The future of education is not about chasing the newest tool or program. It is about small, intentional, human moments where a student feels they matter and believes their future is worth building
skills: communication, critical thinking, creativity, compassion, collaboration, and curiosity. These cannot be downloaded like apps. They are built through relationships, trust, and experiences where it is safe to try, fail, and try again. Curiosity often acts as the spark that ignites the rest. When students are curious, they ask sharper questions, push their thinking, and reach out to collaborate. International frameworks and employer surveys agree. These human-centered skills are exactly what the world demands.
The future of education is not about chasing the newest tool or program. It is about small,
intentional, human moments where a student feels they matter and believes their future is worth building. The trail ahead is wide open, and the direction we choose now will shape what students remember years from today.
If we create schools where mattering and hope are real, where curiosity and resilience are alive, then even in the middle of volatility and uncertainty, our students will know how to find their way forward. When students feel they matter and have hope, everything elseacademic success, resilience, creativity - has a place to grow.
Navigating Technology and Creativity in FutureReady Learning
James Abela, Director of Digital Learning and Entrepreneurship , Garden International School
Hi James. What inspired your long-standing passion for computing and education, starting from your industry experience in 1998?
I’ve always been interested in computers and grew up with the BBC Micro. This machine has just 32KB of RAM, but it enabled me to learn to program, play games and express myself with a word processor. My first job out of university was as a product manager for a labelling machine, this machine had to be programmed in a form of Octal and I was then fortunate enough to work for ARM who at the time were in the process of designing the first processors for Apple. Whilst working for ARM, I did some part time English tuition and realised that teaching was my true passion and so eventually I retrained as a teacher. To the surprise of no one, I became a third-generation teacher and from there I have taught all the way from master’s courses at university down to year 1.
James Abela, Director of Digital Learning and Entrepreneurship at Garden International School, combines his extensive industry experience with a passion for education. Since 2012, he has been instrumental in shaping the UK computing curriculum. He is the author of The Missing Manual: Gemini AI For Teachers, Creating SwiftUI Apps in Playgrounds, Parenting and Teaching in the Age of AI, The Gamified Classroom and the Oxford University Press IB Diploma Computer Science book. As the founder of the Southeast Asia Computer Science Teachers Association (SEACSTA), James has become a key figure in computer science education. His accolades include being named 21st Century Teacher of the Year in 2014, an Apple Distinguished Educator (Class Cork 2012), and a finalist for the Cambridge Dedicated Teacher Award in 2023. Recently, in an exclusive interview with K12 Digest, James shared insights into his passion for computing and education, personal hobbies and interests, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
What do you love the most about your current role?
As Director of digital learning and entrepreneurship, I love the fact that I am now combining my previous experiences of professionally training adults, analysing technology and software and I still get to directly do some teaching. It feels like a job that taps into all my previous experience and brings it together in the best way possible.
In your view, how does computational thinking complement other 21st-century skills like collaboration and critical thinking?
Computational thinking plays a vital role in complementing other 21st-century skills such as collaboration and critical thinking, and this can be clearly seen through the Taylor’s Schools’ 3Rs philosophy of being Resilient, Responsible, and Relevant. Taylor’s emphasises that students should not only achieve academically but also develop the personal and social capacities needed to thrive in an unpredictable, AI-driven future. Computational thinking provides the structured habits of mind that make these qualities tangible in practice.
By teaching students to decompose problems, recognise patterns, and design logical algorithms, computational thinking strengthens collaboration by giving teams a shared framework for problem-solving. This approach encourages students to take responsibility for their part of a task, while also appreciating how their contribution fits into a larger solution. Collaboration becomes more than simply dividing work; it becomes about building collective understanding and accountability, which mirrors Taylor’s emphasis
on learners being responsible citizens who can work ethically and effectively with others.
At the same time, computational thinking builds resilience through its iterative nature. Students quickly discover that solving problems often requires testing, failing, and trying again, which develops persistence and adaptability. Critical thinking is reinforced as learners question assumptions, refine their strategies, and adapt solutions when initial approaches do not succeed. This resilience is exactly the kind of mindset Taylor’s Schools highlights as essential for navigating future challenges, where uncertainty and change are constants.
Perhaps most importantly, computational thinking ensures that education remains relevant to the real world. In fields as varied as healthcare, sustainability, and digital innovation, computational approaches act as a common language across disciplines, allowing teams to tackle global problems together. By embedding computational thinking alongside collaboration and critical thinking, schools like Taylor’s ensure that students are not only technically capable but also prepared to apply their learning to meaningful, future-focused contexts. This is the essence of being relevant: shaping learners who can adapt their skills to evolving technologies and industries.
In this way, computational thinking does not stand apart from 21st-century skills but actively strengthens them, while directly supporting Taylor’s 3Rs philosophy. It equips learners to be responsible in their collaboration, resilient in their problem-solving, and relevant in their application of knowledge. Together, these qualities prepare students to thrive in a future where human creativity, adaptability, and ethical responsibility will matter more than ever. For a
Computational thinking plays a vital role in complementing other 21st-century skills such as collaboration and critical thinking, and this can be clearly seen through the Taylor’s Schools’ 3Rs philosophy of being Resilient, Responsible, and Relevant
deeper exploration of how these ideas connect to parenting, teaching, and preparing children for the age of AI, see my book Parenting and Teaching in the Age of AI.
What are your thoughts on making computer science more inclusive and appealing to underrepresented groups?
When it comes to making computer science more inclusive, I often reflect on my own position. As a man in my late 40s, I am not necessarily the most effective advocate for encouraging girls into the subject. This is precisely why Girls in Code SEA has been so impactful: it was founded by students at Garden International School and is still run from the school today. The initiative came from the girls themselves, and that authenticity has made it far more powerful than anything I could have initiated alone. It shows that true inclusivity is most successful when it grows from within the community it is trying to serve.
The journey towards greater female participation was not straightforward. It took huge amounts of effort to persuade even the first girl to take Computer Science at both iGCSE and A-level, in an environment where the subject was seen as overwhelmingly male. Yet her story is remarkable: she not only completed both qualifications but went on to study at Cambridge University and now works for Spotify. Her success helped shift perceptions, proving that girls could thrive at the highest levels in computing, and it opened the door for more students to step in with confidence.
From those beginnings, the momentum has grown. Girls in Code SEA has reached far beyond our school through coding competitions and the 2025 hackathon, which brought together 140 participants from 10 countries and 30 schools. These events give girls visibility, encouragement,
and community, showing them that they belong in tech. More importantly, they demonstrate that computer science is not simply about machines or abstract logic but about creativity, collaboration, and solving real-world problems.
While the initiative has been vital in encouraging more girls into computing, it has also strengthened the culture of inclusivity for all students. Garden International School has seen tremendous success with both genders, building a diverse and dynamic community of young people passionate about technology. By supporting students to take the lead, we have seen what is possible when barriers are removed and opportunities are opened. Girls in Code SEA is a reminder that lasting change comes from empowerment, and that sometimes the most important role a teacher can play is to provide encouragement and then step back so that students can lead the way.
Tell us about founding SEACSTA – what challenges did you face, and what achievements are you most proud of?
The idea for SEACSTA began quite modestly in 2016, on the drive to the airport in Brunei after a meeting of computer science teachers. Simon and I had been struck by how many of the participants were “one-person departments,” often without colleagues to share ideas or challenges with. We realised that if computer science teachers were to thrive, they needed a network that went beyond the occasional face-to-face event. The lowest barrier to entry at that time was simply setting up a WhatsApp group, and within a short space of time we had grown to 50 members. From there, word of mouth carried the momentum.
Of course, challenges came quickly. As the group expanded across Southeast Asia and beyond, we experienced the typical “growing
By embedding computational thinking alongside collaboration and critical thinking, schools like Taylor’s ensure that students are not only technically capable but also prepared to apply their learning to meaningful, futurefocused contexts
pains” of any grassroots organisation. Managing communication at scale was one of the first hurdles — WhatsApp, so effective at the beginning, soon felt unwieldy as conversations multiplied. We also had to think carefully about inclusivity: balancing voices from larger, well-
resourced schools with those from smaller or more isolated settings. Over time, we developed a steering group to provide direction and adopted a model not unlike open-source communities such as Linux, where founders provide guidance but the wider membership drives the momentum.
One of the most significant tests came during COVID-19. Teachers everywhere were struggling to move their lessons online, often with little support or precedent. SEACSTA became a lifeline, with members sharing resources, strategies, and moral support across borders. What might have been a time of isolation instead became a time of solidarity, and many teachers later said the network gave them the confidence to keep their computer science programmes alive when circumstances were most difficult.
What I am most proud of, however, is that SEACSTA’s impact goes beyond teachers — it has benefited students directly. Through the network, we’ve been able to share student competitions, exchange project ideas, and open doors that would have been closed to those in smaller schools. Students in remote or lessresourced contexts have been able to participate in coding challenges and collaborative projects that made them feel part of a much larger computing community. In some cases, these
opportunities have influenced their future study choices, showing them that computer science could be a pathway to higher education and exciting careers.
Today, SEACSTA has grown into a truly global organisation, with Antarctica being the only continent not yet represented. From a handful of isolated teachers seeking connection, it has become a professional learning community that spans the globe. Looking back, what began as a simple WhatsApp group has become something far more meaningful: a movement that empowers teachers, lifts students, and gives computer science a stronger, more inclusive voice across borders.
What do you believe are the most critical skills students need to thrive in a technology-driven world?
In a technology-driven world, the most critical skills for students are not just about coding or mastering the latest digital tools, but about cultivating adaptability and purpose. Joseph
In a technology-driven world, the most critical skills for students are not just about coding or mastering the latest digital tools, but about cultivating adaptability and purpose
Aoun’s Robot-Proof argues that students need “humanics”: technical literacy, data literacy, and human literacy. These go beyond mechanical knowledge to include problem-solving, ethical awareness, and creativity — the qualities that allow humans to work alongside technology rather than be displaced by it. These ideas align closely with the 3Rs of Taylor’s Schools — Resilient, Responsible, and Relevant — which together give a practical framework for preparing students to thrive.
Resilience is vital because technology evolves so rapidly that today’s knowledge can quickly become outdated. Students must be able to learn, unlearn, and relearn, treating setbacks as part of progress rather than failure. Responsibility is equally important: in a world of algorithms, AI, and data-driven decision-making, we need young people who can use technology ethically, with empathy and a strong sense of social impact. Relevance connects directly to employability and future success: students must be able to apply their knowledge across disciplines and in real-world contexts, ensuring their skills are meaningful in a changing economy. This is also where an entrepreneurial mindset becomes critical. Entrepreneurship is not only about starting a business; it is about recognising opportunities, taking initiative, and being willing to innovate and take calculated risks. These qualities are what allow students to turn abstract skills into tangible solutions, whether that is creating a start-up, leading a project in an organisation, or developing new approaches to global challenges. In fact, this entrepreneurial way of thinking is what makes students not just employable, but capable of shaping industries and communities.
Some people have asked why I carry two job titles — Director of Digital Learning and Director of Entrepreneurship. For me, the answer is that the two are inseparable. Digital fluency without entrepreneurial spirit risks being passive, while entrepreneurship without technological literacy risks being outdated. By blending the two, we help students see that innovation is not just about knowing how technology works but about applying it in creative, responsible, and impactful ways. This holistic approach ensures that their education is not only robot-proof but also human-centred, future-ready, and globally relevant.
What was it like being recognized as 21st Century’s Teacher of the Year 2014, and how did it impact your work?
Being recognised as 21st Century Teacher of the Year in 2014 was both humbling and transformative. At the time, much of my work centred on developing innovative ways to teach computing, including collaborating with Harvard to create Scratch resources such as the Complete Introduction Course: Designing a Platform Game in Scratch. That project helped me to see the power of computational thinking — not just as a way to code, but as a mindset for breaking down problems, spotting patterns, and designing creative solutions. The award affirmed that this work mattered, and that the resources I was producing could genuinely impact how students and teachers approached computing.
The recognition also encouraged me to continue building and sharing resources widely. It gave me the confidence to move from smallscale projects into more ambitious platforms, such as ReadySetCompute.com, which now provides accessible materials for teachers and
Sharing my perspective alongside academics, policymakers, and industry leaders was a powerful reminder that classroom voices matter in shaping the future of technology in society
learners globally. Carrying forward the ethos of the Scratch work, my focus has been on lowering barriers, making computer science approachable, and giving students authentic opportunities to develop problem-solving skills that extend beyond the classroom.
Another important outcome was the confidence it gave me to engage at a much higher level — to talk to large organisations, influence policy, and lobby for more effective computing education. This came full circle recently when I was invited to represent education at the ASEAN AI Conference, where I was the only practising teacher given the opportunity to speak. Sharing my perspective alongside academics, policymakers, and industry leaders was a powerful reminder that classroom voices matter in shaping the future of technology in society. My talk, Is English the Language of AI?, explored how schools can adopt AI responsibly while protecting the role of critical thinking and authentic learning https://readysetcompute.com/aifriendenemy/
Looking back, the award was not an endpoint but a launchpad. It gave me credibility, opened doors, and showed me that a teacher’s influence can extend well beyond the classroom. Whether through designing resources with Harvard, building platforms like ReadySetCompute, or representing teachers on an ASEAN stage, my work since then has been shaped by the conviction that teachers can play a pivotal role in ensuring computing education is effective, inclusive, and future-ready.
What are your passions outside of work?
Outside of work, my main passion is a blend of writing and coding. Sometimes these projects are fun little teacher timesavers, such as Super
Teacher Time Savers while other times they grow into complete apps and tools that can be used more widely. Writing non-fiction complements this by allowing me to explore ideas in depth and shape them into resources that connect with others. Together, writing and coding intermingle, giving me creative outlets that balance structured thinking with practical outcomes.
I also enjoy gaming, particularly on the PlayStation like Role-playing games are a favourite, especially titles like The Witcher 3, Fallout 4, and Cyberpunk 2077, because they offer immersive worlds and a comfortable way to relax.
Where do you see yourself in the next 5 years?
In the next five years, I don’t see myself tied to one fixed path, but I do see myself continuing to work at the intersection of education, technology, and creativity. My journey so far — from building Scratch resources with Harvard, to founding and scaling SEACSTA, to launching ReadySetCompute, to representing teachers at the ASEAN AI Conference — has shown me that opportunities often emerge where teaching, innovation, and advocacy overlap.
What I would like is to keep amplifying teacher and student voices in computing. That could mean developing more resources and platforms, expanding initiatives like Girls in Code SEA, or influencing policy around how AI and computer science are taught in schools. I could also see myself writing more, both nonfiction books and practical resources, as that’s a passion I’d like to sustain.
At the same time, I want to remain open to unexpected opportunities. Five years ago, I wouldn’t have predicted speaking on an ASEAN stage, or that ReadySetCompute would become a widely used resource. So I suspect the most exciting part of the next five years will be the things I haven’t yet imagined. What matters to me is staying relevant, responsible, and resilient — and making sure that my work continues to have a positive impact on learners and educators.
What advice would you give educators looking to incorporate more computational thinking into their curricula, based on your extensive speaking engagements and publications?
My advice to educators is to embrace coding as the natural entry point for computational thinking. Coding gives students a safe space to practise problem-solving because it allows them to set up scenarios, test solutions, and see the consequences of their decisions in real time. Unlike purely abstract exercises, coding provides a structured environment where students can experiment, make mistakes, and refine their approaches without penalty. This turns computational thinking from theory into lived experience.
I often emphasise that coding is not just about syntax or technical skill — it is a form of expression. Just as writing enables students to shape their ideas into words, coding enables them to shape their ideas into functioning solutions. Whether that’s designing a game, building a simulation, or automating a task, students learn to express themselves in a way that directly connects creativity with problemsolving. This makes coding an essential
Unlike purely abstract exercises, coding provides a structured environment where students can experiment, make mistakes, and refine their approaches without penalty
component of computational thinking, not something to downplay.
At the same time, educators should focus on making these experiences accessible and engaging. In my own resources and speaking engagements, I encourage teachers to use projects students care about, from building simple apps to exploring scenarios in science or social studies. Coding is the medium, but the message is that students can use computational thinking to solve meaningful problems. With the right scaffolding, even small successes in coding can give learners confidence, resilience, and a sense of achievement.
Finally, I would remind teachers that they don’t need to work in isolation. Communities such as SEACSTA grew from the recognition that many computer science teachers were “one-person departments.” By sharing resources, supporting one another, and using platforms like ReadySetCompute. com, educators can make coding and computational thinking feel less daunting. With collaboration and creativity, coding becomes not just a subject to be taught, but a way for students to explore, create, and build the skills they need to thrive in a technologydriven world.
The Currency of Optimism: Why School Leaders Must Model Belief in Better
Dr. Nigel Winnard, International School Leader, ACS International School Doha
It is a common misconception that wellestablished systems and detailed emergency protocols alone can protect schools from crisis. Experience shows that fragility can manifest unexpectedly, revealing that the true strength of a school lies not only in its processes but in the hopeful and steady atmosphere fostered by its leaders (Fullan, 2021; Giroux, 2014).
The Escola Americana do Rio de Janeiro illustrates this clearly. During a security crisis involving armed conflict close to campus, standard lockdown protocols were enacted, but the defining leadership response was consistent,
transparent communication and emotional presence. Staff, families, and students received frequent, clear updates while counselors provided immediate support. The structured, phased reopening focused on rebuilding trust and safety through deliberate care rather than bureaucracy (Fullan, 2021; Hoy et al., 2006).
International schools face similarly complex challenges. Leaders in CIS-accredited schools in Khartoum managed evacuations and relocation amid civil war, maintaining community cohesion under pressure (Powell & Bell, 2023). Earthquake responses in Turkish international
Beyond managing crises, leadership must address the broader educational landscape including curriculum content
Dr. Nigel Winnard is an accomplished international school leader with over 20 years of school headship experience. He founded Sudan’s first IB World School, implementing IB programs and building strong local partnerships in a complex context. Most recently, as Head of the American School of Rio de Janeiro, he transformed it into a two-campus IB World Continuum School emphasizing student agency and holistic development. He holds a Masters in Educational Administration from Michigan State University and a Doctorate in Educational Leadership from the University of Southern California, where his research focused on teacher motivation and retention in challenging contexts. Dr. Winnard consults on strategic planning and leadership, prioritizing mission alignment and well-being.
schools showcased prompt action paired with ongoing emotional support (Powell & Bell, 2023). Jakarta Intercultural School has implemented comprehensive mental health support to promote wellbeing during crises (Cook et al., 2025), and schools in India have effectively managed repeated evacuation drills and communication during threats, preventing panic (Atkinson, 2025).
Beyond managing crises, leadership must address the broader educational landscape including curriculum content. Many internationally recognized curricula, such as the International Baccalaureate (IB) Diploma, IGCSE, and A levels, impart rigorous academic knowledge but also expose students to complex, often challenging global themes. These include environmental degradation, sociopolitical
International students, negotiating multiple languages and cultural contexts, often report increased stress and anxiety tied to these academic demands
conflict, inequality, and existential uncertainty. While engagement with these realities is essential, there is a risk that curricula unintentionally perpetuate a “negativity curriculum”, one where the balance favors anxiety, helplessness, and disengagement unless countered with intentional messaging of hope and agency.
In the IB Diploma, Theory of Knowledge invites critical reflection on the stability of
knowledge claims, which without careful guidance can induce uncertainty and doubt rather than constructive inquiry (IBO, 2024; Giroux, 2014). Group 3 subjects delve into global challenges like political instability and climate crisis, content crucial for informed citizenship but heavy in emotional weight. IGCSE programs, with a strong emphasis on high-stakes examinations, can create a culture
where errors feel like failure, limiting risk taking in subjects like math and science (Cambridge Assessment International Education, 2024). Similarly, A levels frequently explore themes of conflict and loss in humanities subjects but may lack sufficient framing around resilience or proactive engagement (UCAS, 2024).
Research shows these curricular pressures affect student motivation and wellbeing. International students, negotiating multiple languages and cultural contexts, often report increased stress and anxiety tied to these academic demands (GL Education, 2018; Neill, 2024). This underscores the urgent need to rebalance curricular narratives, explicitly embedding hope, resilience, and agency into learning experiences.
Optimism is a critical element in fostering such a culture. Educational leadership research emphasizes that leaders who demonstrate transformational behaviors, such as inspiring, motivating, and supporting staff, have a measurable positive effect on “academic optimism” within their schools (Khalil & Chaudhry, 2021). Academic optimism consists of collective teacher efficacy, trust in students and parents, and academic emphasis, all of which contribute to better student outcomes. Leaders who model hope and commitment also influence teacher morale positively, which in turn supports a vibrant learning environment (Lu, 2021).
Teacher optimism also strengthens resilience and commitment. It fosters a perspective that
While protocols and policies provide structure, it is optimism embedded in leadership and culture that sustains communities
challenges can be overcome and that efforts produce meaningful results. When teachers hold optimistic beliefs about their work and students’ potential, this optimism is contagious, supporting higher student engagement and achievement (Hoy et al., 2006; Lu, 2021).
Moreover, organizational health studies highlight optimism as a key mediator that buffers against teacher burnout and promotes wellbeing (Borralho et al., 2025).
Leadership, then, entails cultivating what Andreotti (2022) describes as “hard hope”, a grounded, courageous stance that acknowledges the difficulties while sustaining firm belief in change and possibility. Fullan (2021) posits emotional energy, over policies alone, as the catalyst for systemic transformation. Richardson (2022) stresses that hopeful leadership creates environments where curiosity, ethical engagement, and resilience are normalized.
While protocols and policies provide structure, it is optimism embedded in leadership and culture that sustains communities. The tone leaders set, through their actions, communications, and attentiveness, shapes the collective emotional climate. Fundamental and ongoing questions for educational communities revolve around how hope is disseminated, whether it is generously shared or tightly rationed.
Leadership without optimism is a risk of abdication. Education’s core commitment is to futures still unfolding and shaped through collective hope and effort. Without leaders who model optimism consciously and strategically, schools risk reinforcing negativity rather than possibility. Therefore, fostering optimism is not a luxury but a necessity for educational resilience and equity (Fullan, 2021; Giroux, 2014; Khalil & Chaudhry, 2021; Lu, 2021; Borralho et al., 2025).
ACADEMIC VIEWS
Transforming Primary Learning for Tomorrow’s World
Sethi De Clercq, Computing Lead, Head of Key Stage 1, Rugby School Thailand
Hi Sethi. What inspired you to transition between different key stages (EYFS, KS1, KS2, Secondary) in your teaching career?
My journey through different key stages has always been driven by a simple force: curiosity. Wearing different ‘hats’ at different times, was often driven by the desire to see learning from multiple perspectives. I have always had an interest in a range of different topics, ranging from the natural world and Sciences, to pedagogy, technology, and Computer Science. Working in EYFS, KS1, KS2 and then moving into secondary Computing gave me an incredible insight into the full arc of a child’s educational experience. Many of the classroom techniques
I had seen successfully used in EYFS classes also seemed to work in KS3 with a few changes or adaptations, and teaching in KS3 allowed for a new found appreciation of what was happening down in KS1. It wasn’t about climbing a ladder, sideways movements or ticking boxes; it was about understanding how the early foundations connect with later outcomes, and how small shifts in approach at the beginning can echo all the way through to the end of schooling. That broader view has been invaluable in shaping how I teach, lead, and train others.
It’s also what has kept me interested in pedagogy and education and allowed me to
Being head of KS1, and Year 2 allows me to work closely with some of our most talented teachers, celebrate their successes, and support them through challenges, but it also keeps me deeply connected to the classroom
Sethi De Clercq is a passionate educator with experience across Early Years, Primary, and Secondary education. As Year 2 Teacher, Head of Key Stage 1, and Computing Lead at Rugby School Thailand, he leads with a focus on inclusive practice, high expectations, and meaningful integration of technology. Beyond the classroom, Sethi is a keynote speaker and trainer who has presented at conferences worldwide on EdTech and the future of education. He also runs the YouTube channel Flipped Classroom Tutorials, where he shares practical tools and strategies to empower teachers. His work centres on supporting educators globally to make confident, thoughtful choices about teaching, learning, and digital innovation.
Recently, in an exclusive interview with K12 Digest, Sethi shared insights into his journey as an educator, highlighting his passion for technology integration and inclusive practice. Sethi emphasized the importance of discernment in using technology, critical thinking, and building relationships with students in the digital age. He also shared personal hobbies and interests, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.
Teachers don’t have to be tech experts, but they do need to feel confident in making intentional choices about the tools they bring into their classrooms
continuously develop my own practice to try and be better at what I do.
What do you love the most about your current role?
Right now, what I love most about my current role is the balance between leading and learning. Being head of KS1, and Year 2 allows me to work closely with some of our most talented teachers, celebrate their successes, and support them through challenges, but it also keeps me deeply connected to the classroom. I never want to lose that link. One thing I missed the most when teaching Computer Science in KS3, was having what I refer to as a ‘class family’ , a cohort of students you know really well and work with all year round. You build a relationship with them, their families, know the siblings, who picks them up and what makes them happy or upsets them. There’s something very special about the energy of young learners, the way they see the world with such openness, and it reminds me daily of why this work matters.
You are laying a foundation for years to come. As a teacher, your interest or dislike for a subject, can leave scars for years to come. This sense of impact is what makes me love teaching so much. I myself experienced this when I fell in love with Maths thanks to a passionate and truly engaging Teacher I had very early on in my schooling, which has stayed with me well into my University years.
What do you believe are the most critical skills for educators to develop in the digital age?
In the digital age, and now the age of AI, I think educators need more than just technical competence. The real skill lies in discernment:
knowing when technology adds genuine value and when it risks becoming a distraction. I keep saying that we should evaluate the tools we use by basing their usage on our outcomes and not find outcomes to match the tools we are already using at that moment. Critical thinking, adaptability, and the ability to create inclusive digital spaces are far more important than knowing every new tool. Teachers don’t have to be tech experts, but they do need to feel confident in making intentional choices about the tools they bring into their classrooms. This is why the human element, the ability to build relationships, is central to everything. Without that foundation, technology, no matter how advanced, is just a tool. Especially in this still relatively new AI-driven age. If one thing will set us as educators aside from the digitalness of passively consuming content and information through AI and the internet, it’s that we are able to build relationships with our students first. This then leads to an ability to relay information in a way that is catered to them! If we truly know our students, we can find the right metaphors and analogies to help them understand even the most complex of topics.
How do you see the role of EdTech shaping the future of learning in primary education?
I see the role of EdTech in primary education as a powerful duality: both a major challenge and a huge opportunity. The challenge is avoiding the temptation to treat technology as a gimmick, something shiny that entertains but doesn’t deepen learning. This happens all too often, and we can see the results of this all around us. Children swipe on all screens, even non-touch screens naturally, almost as a reflex. They tap
tablets before reading what is required of them. The opportunity, though, is huge. When used thoughtfully, EdTech can personalise learning, make abstract concepts tangible, and give young learners a voice they may not otherwise have. For me, the future lies in that balance: tools that support creativity, collaboration, and understanding rather than just drill-and-practice, digital consumption or worse digital babysitting and parenting.
What motivates you to create and share resources on platforms like YouTube (Flipped Classroom Tutorials)?
My motivation for creating and sharing resources on YouTube has always come from a simple place: I wanted to make life a little easier for teachers. I recall very early on creating screen recordings and tutorials for internal use within our school only, until a good friend of mine suggested switching the setting from unlisted to public. Before I realised what was going on I was reading comments from teachers around the world finding the content helpful and often these were teachers who, unlike some of us, did not have access to ongoing professional development or an EdTech integrator or Director of digital learning at their school to guide them. I know how overwhelming it can feel to keep up with new tools and approaches, and I’ve always believed that practical, step-by-step tutorials or overviews can empower teachers to try things they might otherwise shy away from. Over the years, the channel has grown into something bigger than I ever imagined, but at the heart of it, it’s still about helping a
teacher somewhere in the world feel a bit more confident tomorrow than they did today.
Looking ahead, what emerging EdTech trends do you think will have the most significant impact on primary education, and how are you preparing for them?
As for emerging EdTech trends, I think the obvious such as artificial intelligence will play an enormous role in shaping the way we work with young learners. But alongside AI, I see trends around digital literacy, data science, and student voice becoming increasingly important. Preparing for this isn’t about predicting every small little change, but about cultivating a mindset of flexibility. I try to model this in my own work by experimenting with new tools, reflecting honestly on what works and what doesn’t, and staying rooted in pedagogy rather than novelty.
What are some of your greatest achievements in your career till date? What makes them special?
When I think about my greatest achievements, they aren’t necessarily the things that show up on a CV. They are the moments where I’ve seen teachers I’ve worked with or had the privilege of training grow in confidence, or when a student who thought they weren’t “good with computers” suddenly lights up because they’ve cracked a problem. Of course, speaking at conferences or building long-term partnerships in EdTech such as those I’ve built over the years with companies such as Google and Microsoft are milestones, I’m very proud of, but it’s those small, human
My motivation for creating and sharing resources on YouTube has always come from a simple place: I wanted to make life a little easier for teachers
moments that feel most special because they capture the true impact of the work.
What are your passions outside of work?
First and foremost, spending time with my family. I love getting outside and we are always busy doing things together, whether this is attending swimming competitions with my two boys, going to a new cafe or newly discovered restaurant, or visiting a national park and
travelling. Outside of family and work, I find most joy in creative side projects such as coding websites or building digital tools and apps I use myself. When it’s time to put the devices and tech aside I can often get lost in a good book which will often be a SciFi novel or modern detective thriller. and exploring new ways to connect learning with the wider world. I’ve always believed that who we are outside the classroom deeply influences who we are inside it, and so I try
For early-career teachers who want to specialise in computing or EdTech, my advice is always to start with the pedagogy, not the technology
to stay curious and keep learning in my own life as well.
Where do you see yourself in the next 5 years?
Looking ahead five years, I hope to be doing much of the same; teaching, leading, and creating, but on a larger scale. I’d like to see my work in EdTech reach even more educators globally, and to support that, I’ve been building out my own websites, sethideclercq.com and readysetcompute. com with a colleague. Whether through my YouTube channel, training, or collaborations. At the same time, I hope to remain grounded, still connected to classrooms and students, because that’s where I find meaning and I genuinely enjoy teaching.
What advice would you give to earlycareer teachers looking to specialize in computing or EdTech?
For early-career teachers who want to specialise in computing or EdTech, my advice is always to start with the pedagogy, not the technology. Don’t worry about mastering every app or platform. Instead, focus on what good learning looks like and then choose tools that support that. Stay curious, keep experimenting, and don’t be afraid to fail because the best lessons often come from what doesn’t work. Be willing to have terrible lessons and learn from it rather than chance the WOW lesson that has no longterm impact. And most importantly, remember that EdTech is about people, not products. It’s there to serve you as a teacher and your learners, not the other way around.
INDUSTRY PERSPECTIVE
Mindful AI Implementation in Schools
Al Kingsley, Group CEO, NetSupport Limited, Bestselling Author & Speaker
Navigating AI in schools is complex – and implementing it in the right way for your school requires slowing down to think strategically. It isn’t about being ‘first’ with any aspect of it; it’s about discussion, wise decisionmaking and creating space for purposeful conversations that put your staff and students before the technology.
This is exactly what my practical, eight-step Governance, Strategy and Implementation framework is designed to support; an approach to AI that is considered and inclusive – and led by you with your unique school context in mind.
1. Begin with Purpose
AI should always actively support your school’s development goals, whether that’s reducing teacher workload, improving outcomes for learners, or providing more inclusive learning opportunities. So, before you plunge into the technology, ask
Al Kingsley MBE is an author of four EdTech books and speaker at events such as ISTE, Bett UK, LEAP and GESS Dubai, Al’s unique insight comes from his 30+ years of EdTech and governance experience across multiple roles including CEO of NetSupport, chair of Multi-Academy Trusts, member of the Forbes Technology Council, chair of his region’s Governors’ Leadership Group, and more.
A six-week period of listening and explaining before you implement anything might feel slow, but it prevents months of resistance and confusion later, especially in schools with high parental expectations
the fundamental question: What is the purpose of AI in our school community?
Bringing different perspectives to the table will provide you with valuable insights, so the answers should come from your senior leadership, school board members, teachers, IT staff, students, and parents. A six-week period of listening and explaining before you implement anything might feel slow, but it prevents months of resistance and confusion later, especially in schools with high parental expectations.
2. Next, the Foundations
Your infrastructure supports everything. So, before you get too ambitions with your AI plans, revisit the basics and ensure you have reliable Wi-Fi across campus, sufficient upto-date devices, secure data storage, and clear accountability when things go wrong.
However, cultural readiness is just as important. Do your teachers feel confident experimenting with new tools, or are they secretly overwhelmed? Pitching your plans at the right level is key, as is encouraging a culture where feedback flows both ways and leadership remains open to change.
3. Start Small
Schools often juggle multiple challenges –attendance, assessment frameworks, recruitment, wellbeing, and more – and technology can’t fix everything simultaneously. So, choose two or three priority areas where AI might genuinely help – for example, automating administrative tasks so teachers can focus on pedagogy, and enhancing accessibility for students with special needs. Link these priorities to your School Improvement Plan and make it all visible, as
your staff are more likely to support any changes when they understand why and how things will happen.
4. Opportunities and Risks
AI is fast. It can generate lesson plan drafts in seconds, translate documents instantly, and identify student data patterns staff might miss. However, it can also be inaccurate, biased, and compromise privacy if it’s not managed properly. That’s why your school needs to pay particular attention to data protection laws and seek expert advice if you’re unsure about anything.
Despite these hazards, don’t let fear jeopardize your AI progress. Knowing how to understand and manage the risks responsibly is the key.
5. A Stand-Out AI Policy
Your AI policy needs to stand out from your regular policy documentation – and it needs to be read! So, keep it engaging, short, and clear, and bring it into everyday use. Why? Because it should answer the questions your students, staff and parents are asking right now: Can students use ChatGPT to draft homework? Can teachers use AI for grading or planning? Who approves new tools and based on what criteria?
Build your school’s AI policy around these five key elements:
1. Clarity on acceptable use
2. Tool approval processes
3. Data protection
4. Transparency of risk
5. Ongoing training and review. Keep it front and centre for staff, students and parents, and make it accessible with visual representations and summary cards, so everyone can digest and understand the information clearly.
6. Trial Tools Wisely
Resist the temptation to be swayed by impressive demos or conference presentations, because what works in one school won’t necessarily work in yours. To maximise a trial of any AI tool, set up a focused 6-8 week pilot program with a clear goal from the outset – for example, whether it can reduce teacher planning time by 30% in eighth-grade English classes.
Track both quantitative data (time saved, improved grades) and qualitative feedback (teacher confidence, student experience). If a pilot doesn’t deliver results, abandon it. You will have learned from what didn’t work, and this will inform your decision-making further down the line.
7. Keep Feedback Flowing
As your AI implementation will affect everyone, make sure everyone has a voice. Students should be able to say whether tools help their learning or not – and identify unintended consequences. Staff should be able to say whether AI saves time or creates additional work – and if it is clunky or confusing. Parents should understand what’s happening and why, while school board members must feel confident the strategy aligns with the school’s educational goals.
Use multiple feedback channels, e.g., surveys, drop-in chats, digital forms, and class councils, but most importantly, act on the input you receive. People will engage more readily when they see their feedback acknowledged and leading to change.
8. Scale Carefully
Scaling too quickly across multiple campuses or departments can create problems. What
Invest in ongoing training and plan for long-term sustainability – not just the technology, but the budget, staff time, and governance structures to support it
works for 30 students may not sustain 300, so expand gradually. Invest in ongoing training and plan for long-term sustainability – not just the technology, but the budget, staff time, and governance structures to support it.
Remember that today’s innovative solutions may be outdated next semester, so your AI strategy must remain flexible enough to evolve.
AI is Impressive, but Remember…
At the heart of any effective AI implementation in the classroom is the teachers. While AI
might be able to draft lesson plans or mark papers, it cannot notice when a student has had a difficult day, warmly greet families at the school gate, or adapt spontaneously to create magical classroom moments.
Great teachers using AI as part of their toolkit can accomplish more, but only when school leaders provide a clear direction for its use in assisting human goals. When the plan begins with trust and openness, it’s then that we can use the technology to its greatest effect.
