Why branding matters in boarding
THE PAIN OF PARTING
Leaving a school community
SCHOOL INTERNATIONAL magazine
Technology and school leadership
Why online anonymity damages schools
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The pain of parting
Leaving a school community – and a whole country – can be heart-wrenching for international school heads, writes Rob Ford.
Leaving a school is just leaving a job, right? Wrong.
In “How successful head teachers survive and thrive”, the late, great Sir Tim Brighouse outlined four distinct stages of headship, lasting around 10 years for the whole cycle of leadership in one school.
After getting established, Brighouse saw the third stage, around four to seven years, as the “thrive” stage for any school leader who got that far in one school. The final stage, seven to 10 years, were in decline and a school leader needs to think of renewal or a new challenge altogether.
When I first started as a head, over a decade ago now, I was fortunate to be in a cohort of new heads who were mentored and coached by Sir Tim. I remember being very sceptical back then about this idea of a fixed term linked to effectiveness in post, especially knowing school leaders who had stayed in post between 10 and 20 years, some even longer.
But knowing what I know now, leading schools in the UK and abroad, the role is very different. It is the wise school leader who thinks of their time in the post as finite and sets out what is needed to achieve things before passing on the baton to the fresh faced, eager and earnest successor.
What no head or leadership conference has ever really conveyed is the emotional wrench involved when leaving a school community for the final time after leading them for a number of years.
The investment made in time, often through difficult times, emotional times, uncertain times, and believe it or not, good times as well. Headship is like no other job when it comes to how much personal investment a leader makes in the organisation, people and place.
“It is the wise school leader who thinks of their time in the post as finite.”
In those final moments of goodbye, the final assembly, the staff meeting, the leaving meal, the silly stuff fades and the reality of what you have all been through together takes centre stage of the mind and memory.
When I left my headship at Wyedean School in the Forest of Dean, UK, in 2019, I had already stated to the governing body and the staff that I saw it as a four year tenure, especially as we had so many intractable issues to put right. These included an ongoing staff strike, a falling roll, a million pound deficit and a redundancy programme to manage.
Thanks to a great team, a fantastic school community and a clear strategy to solve what we had to put right, we achieved this in four years. More importantly, I made sure we got people ready to lead and we didn’t base it on me but succession planning.
I left at the same time as the Year 11s and 13s going on study leave, so it didn’t seem too dramatic, or so it did to me. It was emotional and the community and school are forever with me. But more importantly, F
“Messages, gifts and cards only made the flight back to the UK even harder.”
what we achieved still stands and Wyedean continues to thrive in the past six years under its new head and the team there.
When I left for the last time, they all came out to see me off and as I drove back over the Severn Bridge and the next stage of my career, the wrench leaving this school hit me hard.
I never imagined I would be leading Heritage International School and live and work in Moldova for nearly six years. On the plane flying east to the further corners of Europe in May 2019, I couldn’t even begin to imagine what lay ahead: The challenges of Covid, the war in Ukraine, societal destabilisation and just establishing the first international school in Moldova, the most Sovietized part of the old USSR.
Flying home at the end of January 2025, I had a sense of “mission accomplished”. We had created
a very established, successful and high reputation international school ready for its next director.
But the wrench this time was worse. It was even harder to leave behind an amazing school community, colleagues and wonderful students precisely because of everything we had been through and faced together. Sir Tim never warned us about how emotional all this would be when the time to leave finally came.
Even being honoured by the Chisinau city mayor and the wonderful UK ambassador to Moldova, at a special reception, didn’t make the pain any less. Messages, gifts and cards from across the community, only made the flight back to the UK even harder to bear.
Having worked for so long with great friends and colleagues such as Tatiana Popa – my “Lionel Messi” – achieving so much for Heritage, my mind began to wonder about my new role as founding head of St Michael Abbey School, a new British international school in the UK.
There would be new challenges to face and the new team and community to make this all work in my new role. Where will the new “Messis” come from now?
I left Moldova knowing I would return, and that I will support it by being a member of the school board.
But the words in a quote from A A Milne seemed to sum up all that I was feeling, the wrench in my heart as I left for the last time:
“How lucky I am to have something that makes saying goodbye so hard” – Winnie the Pooh. ◆
By Rob Ford, founding headteacher of St Michael Abbey School, an international and British school in Worcestershire, UK.
Rob Ford and other educators celebrate education in Moldova with UK ambassador Fern Horine.
Technology in education through the eyes of school leaders
Insights from a survey reveal how more than 6,000 school leaders in the Global South experience and relate to technology in education. By Camila Pereira.
In a rapidly evolving educational landscape, technology is viewed as a powerful tool for transformation. During the Covid pandemic, it proved crucial in maintaining learning continuity, sparking global conversations about its role in education.
International schools, like their counterparts in the Global South, are leveraging digital tools to enhance learning, streamline administration, and foster global connections.
However, questions remain: Is technology truly supporting school leaders, or is it adding complexities to an already demanding role?
While discussions often centre on teachers and students, school leaders play a critical role in bridging policy with practice. Whether leading an international school with extensive digital resources or managing a school in an underresourced setting, school leaders face a common challenge –
making technology work for their school. And their voices and experiences are key to shaping effective strategies.
To better understand their realities, Global School Leaders (GSL), an international nonprofit dedicated to supporting school leadership in the Global South, conducted the 2024 Promoting Understanding of Leadership in Schools (PULS) Survey. With insights from nearly 6,000 school leaders across 18 countries, the findings reveal their experiences with technology and its potential to enhance school leadership. I believe they offer valuable lessons for school leaders everywhere.
Key findings from the 2024 PULS survey Heavy administrative burdens:
School leaders report spending 66 per cent of their time on administrative tasks, leaving only
34 per cent for instructional leadership. This imbalance heightens stress levels and detracts from their ability to support teachers and improve student outcomes.
Nearly 70 per cent of school leaders reported high stress levels, a stark reminder of the need for systemic support. Technological solutions can help reduce administrative burdens and unlock time for instructional leadership.
Abdikadir Ismail, a school leader from Kenya, highlighted this challenge: “Administrative tasks divert attention from supporting instructional leadership, and you spend a lot of time handling paperwork, discipline, and parent issues. For example, you may have scheduled some instructional support when a discipline issue occurs in school and you end up spending time to address this unplanned occurrence.”
Infrastructure gaps: Speaking about the limited infrastructure in schools, Abdikadir added: “With only two laptops and one projector for 500 students, there is an extreme limitation in providing equitable access. Without a computer lab or dedicated online spaces, it becomes challenging to deliver even basic digital literacy, much less to integrate technology into daily lessons”.
The digital divide continues to hinder equitable access to technology, with many schools lacking access to reliable internet and electricity. Across the Global South, 70 per cent of school leaders report inadequate devices, while nearly half of their students lack reliable electricity or internet at home. These challenges affect the ability of schools to leverage technology effectively for both teaching and management.
Training gaps: While technology holds promise, the lack of comprehensive training for school leaders limits its
potential. Only 41 per cent of school leaders in Africa and 33 per cent in Latin America received technology training, compared to 69 per cent in Asia. Moreover, existing training often focuses on classroom applications rather than school management and administrative tasks. This leads to school leaders undervaluing technology’s role in enhancing school management. To maximize technology’s potential, training must address administrative and leadership needs.
Manuel Urrutia, a school leader from Chile, emphasized this point: “The main barriers to accessing technology in schools are related to the knowledge and effective use of these new digital tools. Training for school leaders and teachers is key to giving purpose to the use of technology in schools, whether as a tool to reduce administrative tasks or to foster creative solutions that enhance learning for all students”
school leaders remain optimistic about technology’s potential. Over 90 per cent believe it can enhance learning by making it more accessible and engaging. Additionally, 83 per cent reported increased student engagement when technology was used in the classroom, and 60 per cent noted that teachers enjoy incorporating technology into their teaching practices.
Agustina Castillo, a school leader from Argentina, said: “Technology is key and powerful for student learning. It can be used in very motivating ways to enhance their learning experience.
All stakeholders need to get involved and create meaningful agreements to quickly implement technology in schools in ways that maximize learning outcomes.”
However, without the necessary infrastructure and training, translating this optimism into sustained practices remains challenging.
The path forward
Optimism about technology: Despite these challenges,
The findings of the PULS Survey offer valuable lessons
“Is technology truly supporting school leaders, or is it adding complexities to an already demanding role?”
for practitioners, policymakers, and school leaders globally:
• Prioritize infrastructure investments: Addressing the digital divide is a foundational step. Ensuring reliable access to devices, internet, and electricity is essential for integrating technology into teaching, learning, and school management.
• Streamline administrative tasks: Technology should be leveraged to reduce the administrative burdens on school leaders. Tools for data analysis, reporting, and communication can free up time for school leaders to focus on instructional leadership.
• Comprehensive training programmes: Effective use of technology requires welldesigned training programmes for school leaders that help make them aware of the available tools while building their confidence to use them. Training programmes should not only demystify technology but also position it as a tool to enhance leadership and management.
• Foster collaborative learning: Regional and global networks can enable school
leaders to exchange best practices, accelerating the integration of technology.
Peer learning opportunities, both within and across regions, can help leaders build confidence and competence in using digital tools.
While the challenges faced by school leaders in the Global South may seem distant from the context of international schools, the 2024 PULS Survey highlights the reality of the potential and pitfalls of integrating technology into education. By collaborating with under-resourced schools through partnerships, peer networks, and resource-sharing initiatives, international schools can play a role in narrowing the digital divide, and co-create innovative practices that benefit all students.
By addressing infrastructure gaps, reducing administrative burdens, and fostering collaborative learning, we can empower school leaders to focus on building strong schools and improving teaching and learning. Together, we can ensure technology serves as a bridge – not a barrier – to educational excellence. ◆
Camila Pereira is the CEO of Global School Leaders, a non-profit organization focused on improving student learning outcomes in under-resourced schools across low and middle-income countries through innovative training programmes for school leaders.
The identity crisis in international schools
Why do many international schools find it hard to define who they are, writes Cherry Atkinson.
I’ve worked in a fair number of international schools over the years, and I have met teachers and school leaders who hail from all over the world; educators who have worked in all sorts of schools.
Anyone who’s ever done any kind of study into the nature and characteristics of international schools will tell you that there is no overarching definition, no catch-all descriptor and no one way to best describe these schools. Most authors and professionals in the field seem to agree that there is an element of elitism involved, where parents are choosing an internationalised education for their child in order to secure some sort of advantage for them in the future.
Nonetheless, “inconsistencies in terminology continue to bedevil this rapidly
emerging field” (Hayden, 2021:5). My own experience leads me to wonder though, if these inconsistencies stem not from any academic inability to pin down the nature of international schools, but from the schools themselves being unable to identify clearly who or what it is that they actually are.
I attended a stakeholder meeting the other day, where staff were randomly split up into groups and asked to contribute their ideas to the latest iteration of a school’s strategic plan. There were the usual surface-level complaints about workload, quality of school dinners and staff pay and conditions, but what really struck me was the number of highly educated and focused professionals who were (independently of each other) all calling for the same thing:
a clear sense of identity. “Who are we?” seemed to be the question of the hour.
The reason it struck me is because I’ve heard that question asked by dozens of teachers over the years; in Northern hemisphere schools, in Southern hemisphere schools, in Eastern and Western hemisphere schools, in for-profit schools, in not-for-profit schools… you get the picture. There was a real sense of universality to this question, and I started wondering if it was telling me something about international teachers and their sense of professional identity, or if it was more about the nature and identity of international schools themselves.
These teachers all want to know the same thing: are they teachers in an all-abilities-welcome inclusive kind of school, or are they teachers in a resultsoriented high-achieving elite (and therefore exclusive) school?
Either way, most international teachers are quite capable of adapting to their environment, but in order to fully adapt to the prevailing conditions, they must first know exactly what those conditions are. And it ought to go without saying that, once the school’s identity has been established, teachers must receive the appropriate resourcing from leadership to
implement the necessary adaptation. If you are looking at successful strategic planning for an international school, then it makes absolutely basic and fundamental sense to first identify who you are and what your prime directive is.
Somehow, this first step often seems to be ignored, sidelined, obfuscated or overlooked.
More and more frequently we are seeing international schools moving further and further away from their idealistic roots, and even those schools which purport to have a “strong irenic sense of mission” (Bunnell and Hatch, 2021:2) must, at the end of the day, be able to make ends meet.
But are educational principles being shelved in favour of simple, base profit motives? If an international school is indeed inclusive, then provision for additional needs must be universal for all who require it – not just for those whose parents are willing to pay extra for it.
If an international school is exclusive, then there must be a clearly defined minimum performance level to ensure that the students are academically up to the challenge – and this must not be circumvented by those whose parents are wealthy or influential enough to help them leapfrog over those challenges. Felicity
Huffman is not the only parent willing to use their “wasta” to ensure a place for their child at an elite school.
Some might say that this is simply a continuation of the decades-old debate of idealistic versus pragmatic ideologies, whereby policy is dictated by “patterns and norms [that] interact with the formal structure to help determine what really goes on in a school” (Deal and Nolan, 1978:39). Others might suggest that it is pure self-deception and squeamishness on the part of schools on the pragmatic end of the spectrum, that they are trying to paint themselves as more idealistic than they really are. Whatever the reasons behind this state of affairs, it inevitably leads to stakeholders being caught up in a frustrating cycle of never quite being satisfied with what they’ve been sold.
“’Who are we?’ seemed to be the question of the hour.”
To operate a school on anything other than completely equitable and transparent principles is to set students and staff up to fail. But when high-minded educational principles come up face-first against the almost insurmountable forces of a freemarket economy, there can be little doubt about which side will come up trumps. Those of us pondering the nature and identity of international schools must therefore look upon the issues with a clearsighted and pragmatic view in order to see the reality of the situation; we can only work to balance our professional aspirations with the realities of the educational landscapeand maybe just hope for the best. ◆
References:
• Bunnell, T. and Hatch, J., 2021. ‘Guarding the gate’: the hidden practices behind admission to an Elite Traditional International School in Japan. International Studies in Sociology of Education, pp.1-23.
• Deal, T.E. and Nolan, R.R., 1978. Alternative schools: a conceptual map. The School Review, 87(1), pp.29-49.
• Hayden, M., 2021. Interpreting International Education, London: Routledge.
Cherry Atkinson is a teacher at an IB school in Oman
School spotlight: Enquirybased learning, Thaistyle
The IB Middle Years Programme allows Roong Aroon International School to celebrate local culture through enquiry-based learning.
The IB Middle Years Programme (MYP) places great emphasis on developing global citizens, but it does so by first encouraging students to deeply understand their own culture, country, and context.
At Roong Aroon International School (RAIS),
an English-medium school in Thailand, this principle is embraced wholeheartedly, with the school integrating Thai cultural traditions and values within the IB MYP framework to foster well-rounded, globally aware students.
RAIS offers a case study in how a holistic, enquiry-
based approach, grounded in local cultural practices such as traditional Thai Khon dance drama, can prepare students for the complexities of the modern world while maintaining a strong connection to their cultural heritage.
A philosophy rooted in holistic development RAIS, founded in 2019, has a holistic philosophy that looks at education as a means to nurture intellectual, emotional, social, and spiritual growth. The name “Roong Aroon,” meaning “Dawn of Wisdom,” reflects the school’s mission to foster a deeper understanding of self and the world.
The school moves away from traditional didactic teaching methods, instead embracing a student-centric model of learning where flexibility in the curriculum allows teachers to build upon students’ interests and strengths.
At the heart of RAIS’ approach is the integration of Thai traditions, mindfulness practices, and environmental sustainability into the academic framework. These elements are woven into all aspects of student life. The school’s unique approach is founded on Buddhist principles of mindfulness and responsibility, encouraging students to live with awareness of both the self and the world around them.
Enquiry-based learning: Fostering cultural connections
At the core of the IB Middle Years Programme is interdisciplinary learning, which RAIS implements in ways that celebrate Thai culture. A prime example of this is their approach to Khon, a traditional Thai masked dance that is both culturally significant and artistically rich.
At RAIS, Khon becomes more than just a cultural practice; it is an interdisciplinary approach to learning that integrates multiple subjects. This allows Thai students to explore their cultural heritage, and foreign students to embrace and understand the culture of the land in which they learn.
Khon is deeply tied to Thai identity, blending storytelling, dance, and blended music with historical and cultural learning. RAIS creates an immersive learning experience where students reflect on the connections between their subjects and how each discipline informs their understanding of Khon.
For instance, in physical education, students explore the physical demands of performing Khon, including the strength, balance, and flexibility needed to master the intricate movements. Thai and English literature classes look at the stories that are central to Khon performances, while music class involves learning the rhythms and melodies that accompany
Thai adaptation of the Hindu epic Ramayana. Historically, it was reserved for royal ceremonies and performed by highly trained artists, making it a cultural symbol of Thai heritage and artistry.
the dance, as well as ways to mix contemporary with traditional music.
In art and design, students create their own Khon masks and costumes, while history lessons delve into the historical significance of Khon and its place in Thai culture. This Middle Years Programme “interdisciplinary unit” culminates in a final performance, but the true learning happens throughout the year.
The importance of Khon in Thai culture
Khon is a traditional Thai performance that combines dance, drama, music, and elaborate costumes to tell stories from the Ramakien, the
In modern times, Khon remains a significant cultural practice in Thai schools, often used to teach students about Thai values, traditions, and history. By integrating Khon into the Middle Years Programme at RAIS, teachers are not just passing on a traditional art form but also using it as a tool for interdisciplinary learning that helps students understand the wider significance of culture, both locally and globally. This approach demonstrates how a traditional practice can be used to foster 21st-century skills such as critical thinking, collaboration, and creativity.
Reflection
and student autonomy
What makes RAIS’ approach particularly effective is the emphasis on student
“Khon dance becomes more than just a cultural practice; it is an interdisciplinary approach to learning.”
autonomy and reflection. This kind of learning places the student at the centre of their educational journey, and staff at RAIS facilitate this process by encouraging students to explore their own connections to the material. As students progress through the year-long Khon project, they are tasked with reflecting on how their learning in different subjects has contributed to their overall understanding of the performance.
Grade 1 Middle Years Programme students are asked to give verbal reflections and complete worksheets that document the links between their studies and their participation in Khon. This reflection helps solidify interdisciplinary connections, allowing students to see how their knowledge from different subjects comes together to inform their understanding of Thai culture.
Teachers support this process by acting as guides rather than directors, allowing students to take ownership of their learning. This approach also supports language development, as students must articulate their thoughts in both written and spoken formats, providing opportunities for skill development across multiple areas. F
“The school’s approach shows how teachers can create meaningful, student-centered learning experiences.”
Another element of student autonomy at Roong Aroon is the involvement of older students in the Khon project. Senior students take on leadership roles, acting as directors, stage managers, sound engineers, and lighting technicians for the final Khon performance. This not only gives younger students the opportunity to learn from their peers but also allows senior students to develop valuable leadership and problem-solving skills. In one instance, a Grade 9 student arranged all the modern music for the performance, demonstrating the level of responsibility and creative freedom that students are given.
Supporting teachers through enquiry-based learning
For educators, RAIS provides a model of how learning can be implemented in a way that deeply connects students to their cultural heritage while also fostering the skills needed for success in the 21st century. The school’s approach to interdisciplinary units, like the Khon project, offers valuable insights into how teachers can create meaningful, studentcentered learning experiences that transcend traditional subject boundaries.
At RAIS teachers are encouraged to act as facilitators rather than
lecturers, guiding students through the enquiry process and supporting their reflections. The focus is on helping students ask the right questions, make connections between different subject areas, and take ownership of their learning. This approach not only empowers students but also allows teachers to work collaboratively across disciplines, creating a cohesive and enriching learning environment.
The success of this approach lies in the flexibility it affords both teachers and students. By integrating local cultural practices into the curriculum, teachers can ground their lessons in something meaningful to students’ lives, ensuring that learning is relevant and engaging. This not only helps students connect
with their cultural heritage but also encourages them to see how their local traditions can influence and be influenced by global perspectives.
Valuable lessons
RAIS’ holistic, enquiry-based approach offers valuable lessons for educators everywhere.
For teachers looking to implement similar approaches in their classrooms, RAIS provides an inspiring example of how education can be both culturally relevant and globally minded. Through enquiry-based learning and a commitment to holistic development, RAIS is not only preserving Thai cultural heritage but also preparing students to become responsible, compassionate citizens of the world. ◆
Dr Katherine Khan currently teaches the IB Middle Years Programme and Career-related Programme at Roong Aroon International School on the outskirts of Bangkok, Thailand.
Why online anonymity damages schools
What should you do when someone writes malicious lies about your school or staff online, asks Claire Fletcher.
Amember of my team brought something to my attention: without my knowledge, I had been the subject of an anonymous social media attack on both my leadership and our wonderful school. While I would normally dismiss such anonymous commentary, I felt compelled to share my thoughts on what seems to be an increasing trend – anonymous online reviews containing baseless accusations.
Hiding behind anonymity and making unsubstantiated claims has, unfortunately, become commonplace, particularly in international schools. Reading untruths about my school; a school that has been built, with so much love, passion and dedication (not to mention, time), is undeniably difficult.
A number of fellow heads have written about this growing issue – the unchecked ability for anyone to anonymously write whatever they like about an individual or a school online, without evidence or accountability. Whilst free speech is of course everyone’s right, it is a concerning trend, and one that will likely only become more prevalent.
Leading a prep school is a privilege, but it is certainly not without its challenges. Headship is hard. We must make difficult decisions, have uncomfortable conversations, and most importantly, prioritise the needs of our pupils – even when those decisions are unpopular.
Is any head perfect? No.
Is any teacher perfect? No.
Am I perfect? Absolutely not. And I will be the first to admit and respond when I make a mistake.
It is well known that headship can be a lonely role. Every head faces adversity, but the highs of leadership far outweigh the lows – and the day that balance shifts, it’s time to step away from the profession.
The best moments of headship are public, celebrated, and widely recognised; the hardest moments are often faced alone. Headship is a profession of highest highs but also lowest lows –there’s little in the middle. It’s a reality that is truly understood only by those who have walked this path themselves.
I would challenge anyone quick to critique a head’s leadership to step into their role for a month, experience the weight of responsibility, and truly understand the complexities of the job – better yet, apply for a headship themselves. Only then can fair judgment be made.
Before taking to the internet to post malicious reviews, I urge individuals to pause and reflect. The damage of unfounded criticism extends beyond the human being holding the role of headship.
Unfortunately, we as a team must now brace ourselves for the inevitable fallout, even from this article, which distracts us from our core mission: ensuring the best outcomes for our pupils.
I will, however, not stand by and let our school, and the brilliant work taking place within its walls, be unfairly tarnished by baseless accusations from those hiding behind anonymity.
During my career, I have no doubt that another difficult but necessary decision will spark yet another wave of unkind, anonymous online comments –perhaps from those who do not fully understand the complexities of prep school education.
Will that prevent me from making those tough decisions, when they are in the best interests of the children and our school? Absolutely not.
headmistress
My instinct is usually to ignore such things. I prefer to focus on the positive, address real issues that can be tackled, and dedicate my time and energy to our children and my team. However, these recent comments, coupled with similar experiences shared by other heads, have prompted me to reflect and respond.
Rather than engaging in an online back-and-forth, I reached out directly to the anonymous reviewer, offering them an in-person meeting with me, if they genuinely wanted to understand our school. Unsurprisingly, I received no request for such a meeting.
What I do encourage, however, is honest and open dialogue. If you have concerns, put your name to them. Come into the school, talk to us, ask questions, seek facts. Do not sculk behind anonymity.
Thankfully, any parents who have come across these reviews have asked about and discussed them with me – often with a knowing smile. Anyone within our school community understands that our focus is always on the children, kindness, and excellence. Our external and independent inspections reflect this.
To any prospective teachers, parents, or pupils reading anonymous online reviews – be discerning. Think twice, and contact the head. Not everything you read is true. ◆
Claire Fletcher is the founding
of Phoenix House, a British Prep School in central Tokyo.
Why branding matters in boarding
International school boarding houses need a strong brand to build belonging and community, writes Richard Armstrong.
International boarding schools in the global education system are unique, positive, and inclusive places where boarders can study together and develop friendships and valuable life skills. In terms of helping students feel at ease, the experience of the boarding community is more important than what students learn in the classroom.
To make these boarding experiences genuinely transformative, boarding houses need a strong, distinctive brand, an identity that unites, empowers, and nurtures a sense of community and pride. This article explores why branding matters for boarding houses and how it can significantly enhance the boarder’s experience and the success of the school.
Creating a sense of belonging
Many students in boarding houses are far from their families and may feel displaced at the start. However, a well-established boarding house identity can help boarders
feel grounded. Through visible symbols, values, and shared experiences, boarders start seeing themselves as part of a family.
Take, for example, a boarding house that adopts a visual mascot, motif, or house colour that represents resilience, courage, leadership, or friendship. When their boarders participate in activities and events or wear branded clothing tied to the boarding house, they are reminded of their shared identity and purpose. Subtle togetherness develops where everyone connects to that visual representation. This visual standardisation in boarding house branding immediately makes boarders feel like they’re part of something bigger than themselves. It’s no longer just a place to stay; it’s their home.
Enhancing personal growth and responsibility
The life experiences of the border are typically about transformation, growth, personal responsibility, and accountability.
Branding can play a significant role in reinforcing these qualities by aligning house values with personal development. For instance, a boarding house that emphasises values such as leadership and integrity, or perseverance, instils these principles in its borders as a cornerstone of the brand. Communicating it through various means could be via house mottos, themed events, or dedicated reflection spaces that remind boarders of the core values they strive to embody.
When boarders know they are part of a community with a defined set of principles and values, they take pride in upholding them. They feel a personal responsibility towards themselves and take ownership of leaving a legacy in the boarding house – an indefinable bond. A strong brand serves as an unspoken guide, encouraging boarders to push limits and develop resilience in the knowledge they are supported by a whole community that values the same things.
Building community spirit and loyalty
Boarding houses have a unique advantage in offering more than just an academic or extracurricular connection. With the correct branding, they can cultivate a strong community spirit. By creating an identity to which boarders can relate, they develop a lifelong loyalty to their boarding house and school.
Events that celebrate house achievements, alumni meetups, or branded
“It’s no longer just a place to stay; it’s their home.”
house merchandise will all contribute to a feeling of togetherness that strengthens the total community bonds. “Once a Leopard, Always a Leopard,” for instance, might be a tagline that becomes an identity maker for current boarders and alumni alike. By cultivating loyalty and pride, international boarding schools create support networks, friendships, communities, and legacies far beyond the school’s outer limits.
Providing structure and identity in a globalised world
Today’s society is increasingly globalised, making international boarding schools incredibly diverse due to the ease of travel. These diverse backgrounds bring a unique culture, tradition, and perspective to a boarding house.
A transparent and inclusive brand provides a united identity that respects individual diversity while emphasising shared values. When boarders find common ground within a shared boarding house brand, they gain structure and stability amidst the diversity around them.
This unified identity also helps boarders when they interact with their families and local communities outside of their boarding house. Families and boarders know what their boarding house stands for, which can make the transition easier
and foster more open communication between school and home. For many parents, especially those overseas, knowing their child belongs to a supportive, principled, valuesbased, well-structured community offers peace of mind and strengthens their trust in the school.
Increasing
visibility
and attracting new students
Boarding schools compete globally to attract boarders, particularly in regions where boarding education may be less familiar. A good brand can set a boarding house apart in a sea of competition. An attractive and explicit brand appeals to boarders and invokes commitment to a smooth boarding experience. Parents are enticed to a boarding house that promises more than just accommodation; they seek a community, a supportive environment, and a safe space where their children will grow academically, emotionally, and socially.
Effective branding in this context involves a combination of digital marketing, clear communication of boarding values, and showcasing the unique elements of boarding life. For instance, schools might highlight their house’s commitment to leadership, well-being, or innovative spaces in brochures, social media, and open houses. Consistent and thoughtful branding allows schools to attract students who relate to the boarding values and are excited to be part of their extraordinary community.
Leaving a lasting legacy
The goal of a boarding house brand is to create a lasting, powerful legacy in the lives of its borders. An international boarding school is remembered affectionately and becomes a massively influential power that sways a boarder’s future life.
Years after graduation, alums will look back on their time in the boarding house with a feeling of gratitude and inner pride, remembering the values instilled in them through a powerful brand identity. These memories and values become a part of their personal narrative and often inspire them to give back to the boarding community, either through mentorship, donation, or networking.
In conclusion, a strong boarding house brand is essential in creating a thriving community within an international boarding school. By fostering a sense of belonging, emphasising growth, building loyalty, providing structure, increasing visibility, and leaving a legacy, boarding houses can offer students more than just a place to live.
They also offer a home, a family, and a foundation for the future. Schools that recognise and embrace the power of branding in their boarding houses enhance the experience for current guests and build a legacy that strengthens the entire institution. ◆
Richard Armstrong is head of residence at International School Brunei, which caters for 2 to 11-yearolds across three campuses.
Wise Women
Women working in international schools gathered at the WISE 2025 event to celebrate a shared sense of mission.
We were on a plane flying back to Seoul from the inaugural WISE (Women in International Schools Empowerment) Conference in Manila last year. Filled with the inspiration of what we had just witnessed, we immediately set about writing down the beginnings of a
proposal to host the next one. At that stage, it was not even clear that there would be a second WISE Conference. What came to fruition at Dulwich College Seoul earlier this year was nothing short of thrilling. Nearly 150 delegates attended WISE25, including members of our own
staff, local and international schools and diplomats. There was even a prominent North Korean defector – Ilhwa Choe delivered a keynote speech recounting her harrowing escape from North Korea at the age of 14, moving us all with her call for greater acceptance and inclusivity in South Korea.
It was also stirring for us as co-organizers to witness the standing ovation that Choe received in a venue that was transformed from school auditorium to arena of empowerment.
The beauty of WISE is that it seeks to include women from all backgrounds, recognizing that this approach is essential in order for empowerment to matter. It is a platform upon which we can learn from fellow female educators as well as women who have walked the walk in other industries and learned skills they can share.
Good timing
The timing of the conference was hugely significant for Dulwich College Seoul
because we have an all-female academic leadership team for the first time this year. Still, it was emboldening to receive the support of head of college Alison Derbyshire along with the rest of our college leadership team.
All of us fed off our sense of mission. We work in a sector where leadership roles are male-dominated, and here we were “walking the walk” of women’s empowerment. The honour that comes with celebrating our outlier status was also accompanied by great responsibility. We pooled all our available efforts and resources to set about hosting a successful WISE25 conference. Thankfully, these were not insignifant given the willing participation of school staff, who formed a 31-strong volunteer group.
Building on the legacy of last year
We knew that WISE25 could only be successful if it built on the diversity that was presented at last year’s conference. So, we worked to ensure that we brought together women of different ages, races, and socio-economic backgrounds. There were
powerful keynotes delivered by speakers from around the world, as well as a wide range of subjects covered by our 38 workshop leaders.
One workshop that stands out in particular was based on our realization that women were less likely to feel empowered or succeed in pursuing leadership roles if they do not feel confident in financial management. We asked Paola Morris, director of business at Dulwich College (Singapore), to lead a workshop based on her experience at an organization made up of 4,000 people. Both sessions were packed and it was clear from the responses of those in attendance that the workshop filled a deep need –even among existing leaders.
A growing network of empowered women
“All of us fed off our sense of mission.”
We could mention many other outcomes, from building negotiation skills to learning how to foster inclusive workplaces, but for now let us add that one of the key messages from the weekend was reframing networking. This struck such a chord because women often view networking as not only being a self-serving activity but also one that is led by men in predominantly male environments. The conference taught us to view networking as a positive that can be mutually beneficial.
“We have an all-female academic leadership team for the first time this year.”
This then fed into the corridors and wellbeing sessions, which included everything from scentmaking to cooking kimchi pancakes. At every opportunity, there was a palpable sense of openness among the delegates to connect, learn, share, and support. It was enormously gratifying to see women forming connections
that we knew could be fruitful going forward.
The feedback from the conference has been so contagiously positive that many of us are already planning our trips to Jakarta for WISE26. As much as anything else, that is a testament to the impact of the first two WISE conferences and we are honored to be part of it. ◆
Suzanne Pugh is head of senior school and Jane Smith is head of primary school at Dulwich College Seoul.
The leadership diversity challenge
Research shows that white men still dominate in international school leadership, writes Dr Tristan Bunnell.
Afew years ago, James Hatch argued in this magazine that there was an “elephant in the room” with regard to hiring practices in international schools.
Hatch’s view struck a well-rehearsed discord. Over the past two decades we have heard reports of fundamental changes to the field of private K-12 international schooling, especially with regards to ethos, values, geography, demography, ownership, and governance.
However, one aspect of activity remains surprisingly and stubbornly constant, and a Western-white-male hegemony seemingly
prevails despite growth and developments in the field. This creates an arguably embedded “leadership nobility”.
Reports on the diversity of senior leaders (traditionally titled “directors”) of international schools has always revealed a bias towards hiring Anglo-Western educators, largely from Britain and North America.
At the same time, evidence, arguably quite limited in size, going back to the 1990s has always tended to show that most are men. This enduring, seemingly structural, condition has always seemed
contradictory given the fact that most schools claim to promote, respect, and celebrate “diversity”. In other words, diversity does matter and needs discussing. It is a core value of most international schools.
However, to compound the longestablished and relatively under-discussed “diversity of leadership paradox” issue, little is known about the race (colour) or social-economic (class) background of the leaders, although it is assumed they are “birds of a feather”, hailing from a white, middle-class background. Studies have
consistently shown that 80-90 per cent are white adding weight to Slough-Kuss’ assertion that “the profile is somewhat male and Western”.
A 2021 study uncovered the dominance of “white men”. The survey Determining the Diversity Baseline in International Schools by the Council of International Schools, International Schools Services, and George Mason University reported on 175 senior leaders and showed that 75 per cent are men, and 84 per cent are white. Put simply, the senior leader is 5.3 times more likely to be white than any other race.
Building on that report, attention was recently focused on the over-looked and fast-growing “non-traditional” body, catering largely for local parents within a branded, corporate, and profit-driven paradigm of activity. At the centre of this activity is the Dubai-based GEMS Education, and London-based Nord Anglia, and the smaller groupings of quasireplicated British private schools overseas pioneered in the 1990s in Thailand by Dulwich College, and Harrow. Market intelligence from ISC Research in 2022 reported that over one third (38 per cent) of all schools belong to branded groupings.
“This enduring, seemingly structural, condition has always seemed contradictory.”
With a colleague, I conducted a 2024 survey of the websites of 247 schools belonging to ten major groupings. It revealed from photographic evidence, that 88 per cent of senior leaders are white, and 64 per cent are “white men”.
Incidentally, there was not a single Black senior leader. Therefore, put together with the earlier study into the traditional types, we now have strong evidence from 422 well-established and well-regarded international schools regarding the diversity of senior leader in terms of race and sex. Together, the combined total of senior leaders who are men equates to 68.5 per cent (seemingly unchanged since the 1990s), whilst the white proportion is 83 per cent.
This constant, non-budging “elephant in the room” regarding diversity of senior leaders has much further scope for critical inquiry. Recent reports shed light on the
“race” (White) and “sex” (men) of the leaders.
However, we still know very little about other identifiers such as “ethnicity”, “gender”, “social class”, and “accent”. I actively encourage further research here, but I have a worrying feeling that future inquiry into this will not bring positive news. ◆
Dr Tristan Bunnell is a lecturer in international education at the University of Bath.
In Depth: Maths teaching reimagined
Whitney Edmondson took a radical new approach to maths teaching to reduce student anxiety and increase engagement at an Abu Dhabi international school.
When I first began my journey in education, I didn’t fully grasp the beauty of mathematics. I, like many students, was trained to memorise formulas, prepare for exams, and simply “pass the test”.
Mathematics was something I did to achieve good grades, not something I connected with on a deeper level. However, when I pursued my degree in mathematics, I realised that much of the education system had trained me to focus on the what and
the how of maths, but not the why. I had spent years learning how to solve problems in abstract ways without ever fully understanding how these concepts applied to the world around me.
This shift in perspective – becoming fascinated by the “why” of mathematics – changed the course of my life. I started to see maths not just as a series of isolated topics but as a powerful tool that could explain patterns in nature, economics, architecture, and so much more.
It was then that I recognised the importance of making maths relevant to students’ lives, helping them to see how it connects to their personal world and interests. My approach to teaching evolved from a purely results-driven model to one that encourages curiosity, real-world application, and a growth mindset. F
The journey of opening a new school
When I became the founding maths teacher at a new school in Abu Dhabi, I was presented with a unique opportunity: to shape the culture of maths education from the ground up. The school opened after the chaos of Covid-19, with a cohort of 150 secondary students who had come from a variety of educational backgrounds. Many of these students had spent the previous two years learning online, and some had fallen behind in their understanding of core mathematical concepts.
As you can imagine, this made for a challenging yet exciting situation. We had students with different curriculums, different levels of readiness, and a heightened sense of maths anxiety. For many, maths had become a subject to dread, and I knew I needed to find a way to turn that around.
Rebuilding the love for maths
The first step I took in my journey of rebuilding the love for maths was to focus on one thing: fun. I completely restructured the first two weeks of lessons, putting aside the curriculum and focusing on activities that would make students feel comfortable and excited about maths. Whether it was treasure hunts, bingo games, or creative problem-solving tasks, my goal was to ensure that the students went home talking positively about maths. I wanted them to share with their parents how much they loved going to class.
working with the parents. Many parents, especially those who hadn’t had strong positive experiences with maths themselves, were anxious about their children’s progress and success in the subject. They feared the gaps in learning caused by online education, and this fear often translated into added pressure on their children.
To help alleviate this, I started sending positive emails to parents about their children’s achievements. Whether it was a small success, an improvement in attitude, or a particularly creative solution to a problem, I made sure parents knew that their child was doing well.
This kind of proactive communication helped foster trust and created a partnership between the school and the families. By focusing on positive communication first, I was able to build a sense of security with the parents, helping them understand that I was not just there to email home when something went wrong, but to support and celebrate their growth and development.
Adapting the curriculum to suit my students
We spent time exploring number facts that related to their personal lives how many pets, how many siblings, what were their favourite sports or hobbies?
The beauty of number is that it can be explored at various levels of complexity, so even simple discussions about numbers could challenge students in different ways. It was essential for me to create an environment where maths didn’t feel like a daunting subject, but rather something that could be fun, engaging, and connected to the world around them.
However, it wasn’t just about the activities. It was also about my attitude towards mistakes. I made it clear from day one that mistakes were not only allowed – they were encouraged. Mistakes were seen as an essential part of the learning process, and we celebrated the process of learning from them. I knew that many of my students were dealing with a significant amount of maths anxiety, often exacerbated by parents who also felt disconnected from the subject.
Engaging parents and building trust
I quickly realised that addressing maths anxiety wasn’t just about focusing on the students – it was also about
Once the culture of positivity and trust was in place, it was time to get down to business: the curriculum. However, I quickly realised that the framework I had inherited from the sister school wasn’t going to work for the students I had in front of me. These students didn’t have long-term IB experience, nor did they all sharethe same foundational knowledge. Some came from very different educational systems, while others had gaps in learning due to online education.
I approached my leadership team and explained the challenge I was facing. I shared how the existing curriculum was creating unnecessary stress for both the students and myself. I needed the freedom to adapt and modify the content to meet the needs of my students, and thankfully, I was given the green light to do so.
The leadership team’s trust in me was invaluable. In a new school, particularly after such a challenging period, it was crucial to have a team that allowed for flexibility and creative thinking. This empowered me to design lessons that were more in tune with the needs of my students.
Connecting the learning to the real world
As I began to adapt the curriculum, I knew that the key to success was making the learning relevant to the students’ lives. I started designing lessons that linked the concepts of maths with real-world scenarios.
“I started to see maths not just as a series of isolated topics but as a powerful tool.”
One lesson that stands out involved the concept of linear graphs and cost calculations. Initially, I used the example of taxi fares, but soon realised that many of my students didn’t have the experience with taxis that I had assumed. In fact, many had never ridden in a taxi at all, given that most of them had private drivers or used family cars.
To make the lesson more relatable, I modified the content and shifted the focus to something the students could connect with: business and entrepreneurship. The students were fascinated by the idea of starting their own businesses and managing costs and profits. This allowed me to incorporate mathematical concepts like profit margins, costs, and financial forecasting in a context that was both practical and engaging for them.
By finding real-life connections, I was able to transform what could have been a dry, theoretical unit into an engaging, hands-on learning experience.
Authentic assessment: connecting learning to real life
The beauty of authentic assessment lies in its ability to make learning meaningful and relevant. Instead of traditional exams or generic worksheets, authentic assessments allow students to engage with content in ways that are personally meaningful to them.
For example, in one of my favourite projects, my grade 9 students were tasked with designing a zip line as a tourist attraction in the UAE. This project wasn’t just about applying trigonometry to calculate the angles and dimensions of the zip line. It was an opportunity for students to pitch their idea to a hypothetical tourism board, choose an Emirate, and assess how the zip line might impact the local economy and community.
Not only did they apply mathematical concepts such as geometry and trigonometry, but they also explored the cost of materials, safety regulations, and geographical factors, such as using Google Maps to identify ideal locations for the zip line. This project allowed students to connect maths with real-world business and planning challenges, making their learning far more engaging and relevant.
Similarly, another authentic assessment I designed was for my grade 10 students, where they explored
their future financial stability through a retirement planning project. In this project, students used geometric and arithmetic sequences, compound interest, and mortgages to build a personal financial plan.
They looked at how their future salaries might change, what the cost of living would be, and how they could manage expenses for things like university, housing, and even family life. Students were encouraged to think about their future careers, what financial decisions they might need to make, and how they could use mathematics to plan for their retirement.
One student even devised a plan to purchase property outside of Paris, rent it out, and use the income to support her own living expenses in the city. This project allowed students to connect mathematical concepts to their own lives and see how maths plays a key role in long-term planning.
These kinds of projects allow students to apply their mathematical knowledge to real-world scenarios. What I love about authentic assessments is that they allow students to demonstrate their learning in a way that is both flexible and creative. Some students thrived in the financial calculations of the retirement plan, while others enjoyed the logistical and economic aspects of the zip line project. This flexibility and variety ensured that each student can showcase their strengths, while also pushing them to develop new mathematical skills in the process.
This is where I believe the IB curriculum truly shines. The flexibility and scope it offers teachers are invaluable when it comes to designing authentic assessments. I can tailor projects to fit the specific needs of my students while still ensuring that they meet the essential mathematical objectives. Moreover, it encourages students to investigate patterns, communicate their understanding, and connect maths to real-world problems in meaningful ways.
Conclusion
Creating a positive culture around maths doesn’t happen overnight – it requires time, trust, and a commitment to making learning relevant. By focusing on fun, positivity, and real-world connections, I was able to help my students overcome their maths anxiety and rediscover the beauty of the subject. Authentic assessment, with its emphasis on real-world application and creative problem-solving, further reinforced this approach. ◆
Whitney Edmondson started her career teaching maths in UK state schools and is now learning and teaching lead for maths, individuals and societies at Raha International School, Khalifa City Campus, Abu Dhabi, UAE.
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