HELPING YOUNG LEARNERS NAVIGATE CHANGE WITH CONFIDENCE AND CURIOSITY

By Serena Geddes Aguilar,

Lower School Principal, Mother of three grown boys

I’ve spent most of my adult life supporting children through change—sometimes gentle, sometimes abrupt—but always inevitable. As an educator, and especially as the Lower School Principal at Dwight School Seoul, I’ve watched young learners face new teachers, new friends, new languages, new countries. As a mother of three grown-up boys, I’ve experienced the home version of this too: the shifting friendships, the emotional weather of adolescence, moving countries, and the transitions from one developmental stage to the next.

But my own journey began long before I held a job title or was an adult. I went to boarding school at the age of eight.

I remember saying goodbye to my parents and dragging my trunk into my dorm. We didn’t have a phone, FaceTime, or weekend visits. What we did have were moments of homesickness, the need to self-soothe, and a community of other children learning—sometimes messily— how to get through hard things. We saw our parents every couple of months.

That experience built my independence, yes, but more importantly, it grew my emotional intelligence. I learned how to read people, make decisions for myself, and navigate uncertainty. I cried, I grew, and I learned how to cope. Those same capacities—coping, connecting, adapting—are what I now work to foster in the students at Dwight.

The New Normal: Change is Constant

Our world isn’t just changing; it’s accelerating. Globalization, technology, climate, migration— all these forces shape the lives of our children, whether we like it or not. At Dwight, our students often live between cultures and languages. They say goodbye often. They start over often. And while change can be unsettling, it can also be the greatest teacher—if we help children frame it that way.

What we do know from child development is this: young learners don’t come hardwired to handle change gracefully. They learn to do it through experience, support, and modeling. When we give them tools—language to express feelings, strategies to regulate themselves, the safety of routine paired with the invitation to explore—we teach them that change is not something to fear. It’s something to walk toward with confidence and curiosity—hallmarks of the IB Learner Profile.

Risk-takers, communicators, and reflective thinkers are not born. They are grown through intentional, loving, and scaffolded experiences.

And in this journey, parents are essential partners. You are the consistent presence—the first teachers, the quiet encouragers, the ones who help children make sense of the world when it feels overwhelming.

What Confidence Really Looks Like

Confidence is not loud. It’s not brash. In children, it often shows up as a quiet willingness to try, to get it wrong, to get up again. One of the most important ways we build this in young learners is by allowing them to experience age-appropriate struggle.

That may mean not rushing to solve every peer conflict for them. It may mean letting them forget their homework and figure out how to problem-solve. It certainly means praising effort and strategy, not just the end result.

When students take risks and reflect on the outcomes, they begin to see themselves as capable, independent learners—as the principled, balanced individuals we aim to nurture.

At home, I’ve seen how small moments of responsibility—cooking dinner, resolving sibling disputes, navigating their own schedules—have helped my boys become more confident decision-makers. At school, I’ve seen five-year-olds beam with pride when they lead a class meeting or help a friend. These are not small moments. These are the foundations of resilience.

Parents, by stepping back just enough, help children step forward. It’s in the pause, the wait, and the trust that children begin to own their choices and rise to the occasion.

Curiosity: The Antidote to Fear

When children face something new, their instinct might be fear or hesitation. But if we can ignite their curiosity, we help them replace fear with wonder. Instead of, “What if I can’t?” they begin to ask, “What might happen if I try?”

This is where the inquiry-based approach we use at Dwight is so powerful. We don’t just hand children information—we encourage them to ask questions, follow their interests, and investigate problems.

When we nurture inquirers who are also knowledgeable, children begin to see change as an adventure rather than a threat. Curiosity gives them a sense of agency. It tells them, “You’re not just a passenger in this change. You’re an explorer.”

Parents can cultivate this at home, too, by making space for wonder—by resisting the urge to provide answers and instead saying, “That’s an interesting question. What do you think?” When adults show that curiosity is valued, children feel safe to explore.

The Role of Adults: Co-Regulation and Connection

One of the most important things I’ve learned—both as a mother and a school leader—is that children borrow our calm before they can find their own. The way we react to change teaches them how to respond. If we panic, they panic. If we are grounded and open, they begin to mirror that.

At Dwight, we model caring and open-mindedness, especially in moments of stress or transition. Connection is the constant that helps children feel secure enough to be brave. Whether it’s a morning greeting at the school gate, a bedtime chat, or simply holding space for big feelings, relationships are the safety net that make exploration and resilience possible.

For parents, it’s not about having all the answers. It’s about being present, naming emotions, and helping children reflect. You don’t have to fix the storm—you just need to be the anchor.

Raising Capable Humans for a Global Future

We cannot shield children from change. But we can equip them with the mindset, the strategies, and the relationships that help them grow through it. When we help young learners build confidence, curiosity, and a strong sense of self, we’re not just preparing them for the next school year—we’re preparing them for life.

Let’s raise children who are principled risk-takers, caring communicators, and reflective thinkers. Children who meet change not with fear, but with wonder and resilience.

Because change isn’t going anywhere. But with the right support—from parents, educators, and a connected community—neither are our children’s sparks.