Surveying the Landscape: International School Transitions-Care

By Jane Barron and Ellen Mahoney

International schools are the most popular educational platform for families in global transition. While recent years have brought changes in the international school population, such as an increase in local students and prolonged stays for foreign students, the impact of cross-cultural transitions on wellbeing and learning remains a concern. Leaders in international schooling are coming to the understanding that we cannot afford to ignore the role cross-cultural mobility plays in our international school communities. This is evidenced by the development of the Council of International Schools’ (CIS) latest E9 Accreditation Standards and Safe Passage Across Network’s (SPAN) work in uniting schools towards best practice transitions-care.

We, too, have long been champions of this cause. Our research comes from a place of empathy and expertise as a lifetime of mobility and years of work in transitions-care fuel both our passion for, and belief in, addressing mobility in international school communities. After observing the difficulty in knowing what is being done to address cross-cultural transitions today, the reasons why some transition efforts never get off the ground and others do, we joined forces to spearhead an independent research project. We collected data from international schools in every region and uncovered what the transitions-care landscape looks like today.

Why is transitions-care important?

It is not surprising that our research indicated learning outcomes as most or moderately important in the majority of international schools. Transitions-care practices, however, were seen as important by only 18% of participating schools.There is a contradiction here. We argue that effective transitions-care leads to better learning outcomes, and therefore should be a much higher priority.

The research continues to show that unmanaged mobility impacts learning. For example, Professor John Hattie’s research on Visible Learning (1) continues to show that mobility is one of the most detrimental factors to learning. As educators, we have been confronted by students with blockages in their learning. The causes seemed to be neither cognitive or behavioral. The common denominator between these students, however, was mobility. Facilitating learning experiences addressing mobility resulted in improved learning outcomes.

International schools are transient places where goodbyes are commonplace. Goodbyes are hard whether you are the one leaving or the one being left behind. Ignoring these losses impacts learning and can result in unresolved grief down the track. Neuroscientists such as Mary Helen Immordino- Yang (2) explain that learning is a social brain function, and Third Culture Kid (TCK) expert, Ruth Van Reken, maintains that unresolved grief is one of the biggest challenges facing TCKs. Furthermore, the COVID-19 pandemic has placed emotional wellbeing front and center, especially in international school communities where so many have been unable to say good goodbyes. If students are not supported in processing their grief, we expect to see this interrupt their learning and wellbeing.

Navigating transition is a life skill. Whether it's a new job, marriage, birth of a child, divorce, retirement, death of a loved one, or a global pandemic, there is no avoiding transitions. By equipping and supporting our students, parents, and staff to navigate one transition, they will be better able to actively engage in the process of transition in all contexts of their lives in the future.

By equipping and supporting our students, parents, and staff to navigate one transition, they will be better able to actively engage in the process of transition in all contexts of their lives in the future.

What is the current international school transitions-care landscape?

Our research uncovered several key themes. Our report examines each of these in detail; however, we have highlighted three of the most significant below:

1. The existence and state of transitions-care programs in international schools Just over half of international schools have a transitions-care program but very few of them are flourishing. Fifty-four percent of participants had a transitions-care program but only 6% said their program was flourishing. More than 20 years since Dr. Barbara Schaetti (3) implored the international school community to take seriously their responsibility to provide transitions-care support for their communities, 46% of international schools still do not have a transitions-care program in place.

2. Differentiation of transitions-care needs across the school community Student, parent, and staff ‘Arrivers’ are prioritised by many international schools but fewer than half support those leaving during the academic year or at graduation. Less than 15% of international schools provide any transitions-care support for students returning ‘home’, ‘Stayers’, or ‘Locals.’ Robert Risch’s (4) 2008 research found ‘Arrivals’ were prioritised over other transitions in international schools. It seems not much has changed in the last 13 years as school community members navigating the other transition phases are given less support.

3. Assessment of transitions-care programs The majority of international schools have no formal way of assessing the success of their transitions-care program. This is one of the greatest hindrances to the success of transitions-care programs because without assessment, it is difficult to know whether the program is truly supporting students, parents, and staff. Of those international schools with an alumni program, only 20% use their alumni as a resource to gain greater understanding of their transitions-care program success.

What can international schools do to develop or enhance their transitions-care?

Since the start of the COVID-19 pandemic, international school communities have been under considerable strain. Leaders may not have the capacity nor the energy to create large transitionscare reform. There are, however, steps they can take to develop their existing transitions-care policies and practices. Doing so can position schools to build a more comprehensive transitions-care program in the future.

1. Educate your leaders: Our research found that the majority of heads of schools do not feel competent in their understanding of cross cultural transitions-care issues and need more support to develop this understanding. We are often asked, “How can I garner support for the importance of addressing transitions-care?” Have your school leaders make a personal connection with transition. Encourage them to reflect on their own transition experiences. Invite them to listen to students’ transition stories so they can connect first with their hearts and then with their minds. Provide your school leaders with our report to assist you as you advocate for the role transitions-care plays in learning and life.

2. Survey your alumni to understand the most pressing needs and success of previous transitions-care: Assessment helps define goals for success and allows for feedback from participants on whether those goals are being met. Alumni are well placed to provide feedback to schools on the effectiveness of their transitions-care policies and practices and what more is required. Alumni care about their international school communities and want to see them improve. A prime example of this are the alumni who, in the global response to the murder of George Floyd, were motivated to address racism and the roots of colonialism in international schools. They organised together in groups, like the Organisation to Decolonise International Schools (ODIS) and asked international school leaders to open up listening forums. Now we see international schools revisiting their curriculum, hiring practices, support for BIPOC community members, and transitions-care practices as it relates to equity and belonging, too.

3. Utilize your counselors: Counselors are an outstanding resource. In our research, 73% of counselors said they were competent or experts in their understanding of transitions-care. Give them a seat at your transitions-care policy development table. Empower them to train and equip your community and to collaboratively build a transitions-care culture at your school.

Final thoughts

The Covid-19 pandemic has affirmed and challenged a lot of our priorities and values. For many of us, it has furthered our understanding of how challenging transitions can be and what a difference support makes. With a renewed appreciation for the experience of transitions, international schools have an opportunity to make a positive difference in the learning and lives of your community, both now and in the future. It is our hope that our research will play an informing and supporting role in transforming the international school transitions-care landscape.

Our report can be found here: https://seachangementoring.com/transition-support

Ellen Mahoney

Ellen Mahoney, is a TCK and alumna of international schools, the CEO of Sea Change Mentoring and Circulus Institute, and a Council of International Schools Affiliated Consultant. In 2013, Ms. Mahoney was named a David Pollock Scholar and an Echoing Green Semifinalist for founding Sea Change Mentoring, which helps international schools build Mentoring and Transitions Support programs. In 2019, she launched The Circulus Institute, which guides educators in developing adult social and emotional learning (SEL) competencies. A former teacher and school counselor, she has contributed to major youth-mentoring publications such as the forthcoming National Mentoring Partnership's Research Agenda (2021) as the E-mentoring supplement for the Elements of Effective Practice for Mentoring. She has coauthored a chapter on university transitions and suicide in a forthcoming book on suicide prevention and is the host of the Sea Change Podcast which explores the intersection of SEL and international education. She is currently based in New York City.

Jane Barron

Jane Barron, M.Ed., is founder of Globally Grounded, a company dedicated to equipping students crossing cultures, their families and those who educate them to effectively navigate living and learning amidst diverse domestic and international cultures. Ms. Barron works with international and local schools (day and boarding), along with students and their families, developing their understanding of the impact of cross-cultural mobility, creating programs and implementing support mechanisms to enhance learning and life. An evaluator, developer, designer and implementer of school-based transition and cultural integration programs, Barron’s work is informed by 27 years’ experience in education, parenting TCKs while living and working abroad, a domestically mobile childhood and a repatriation to Australia. A Safe Passage Across Networks (SPAN) Board Member and a Parfitt-Pascoe Writing Scholar, Ms. Barron’s writing has been published in International Teacher Magazine, International School Magazine, The International Educator, I Am A Triangle, and she blogs at www.globallygrounded.com. Currently, Ms. Barron is based in Sydney, Australia.

References:

(1)Hattie, J. (2018) Hattie Ranking: 252 Influences and Effect Sizes Related to Student Achievement, ONLINE Available at: https://visible-learning.org/hattie-rankinginfluences-effect-sizes-learning-achievement

(2)Immordino-Yang, M.H. (2015) Emotions, Learning and the Brain: Exploring the educational implications of affective neuroscience. New York: W.W. Norton & Co.

(3)Schaetti, B. (1996) ‘Transition programming in international schools: An emergent mandate’, InterED, Association for the Advancement of International Education

(4)Risch, R. P . (2008) On the Move: Transition Programs in International Schools, B ethlehem, PA: Lehigh University