ARCHIVE
You’re viewing the archive for:
ARCHIVE LISTING
What happens when students are trained not to give advice, but to coach? At British School Muscat, Sixth Formers are learning professional coaching skills to support their peers, transforming pastoral care into a student-led model that builds confidence, inclusion, and emotional intelligence across the whole school.
Teachers make hundreds of instructional decisions each day, often with limited time and incomplete information. How can international schools identify learning gaps early, personalise support at scale, and turn classroom data into meaningful action?
As international schools rethink how learning prepares students for an uncertain world, the Global Impact Diploma offers a bold alternative: a co-designed, competency-based program that puts agency, well-being, and real-world impact at the heart of secondary education.
Artificial intelligence is already transforming teaching, learning and leadership but most schools lack a clear, strategic framework for safe adoption. The AI Safety Capsule offers international school leaders a practical model for governance, capability-building and risk management in an AI-driven world.
This quarter’s ISL Magazine theme explores a question every school, regardless of context or curriculum, must eventually face: how can support for staff, students, and communities be sustained over time? Three contributors – Matthew Savage from The Mona Lisa Effect, Steven W. Edwards from Vega Schools, and Olivia Bugden from Hochalpines Institut Ftan (HIF) – approach this question from different angles, yet their insights reveal a shared imperative. For schools to truly flourish, they must treat wellbeing, values, and culture not as parallel initiatives but as interconnected forces shaping international education.
At Hochalpines Institut Ftan, wellbeing isn’t just a lesson, it’s a way of helping students face challenges head-on. From classroom setbacks to rock climbing on the mountainside, students learn to recognise discomfort, manage their responses, and grow from hard experiences, discovering that resilience and self-awareness are skills that extend far beyond school.
Today’s international classrooms need assessment that truly sees every learner. Designed with teachers and multilingual students in mind, Hachette Learning’s Advancing Primary assessments offer fair, curriculum-aligned tools that surface real understanding, guide responsive teaching and help every child move forward with confidence.
At Vega Schools in India, staff wellbeing starts with recruitment. By hiring and developing educators who align with core values of empathy, innovation, excellence, collaboration, and integrity, the school fosters a culture where teachers and students alike can thrive.
In this article, Matthew Savage challenges us, as school leaders, to apply to both our decisions and choices a simple litmus test. What might be the impact on the wellbeing of members of the school community, and how might we offset that?
At UNIS Hanoi, the Elementary Leadership Team leads with purpose, fostering belonging, trust, and inclusive decision-making across the school. By valuing diverse perspectives and the transformative power of joy and play, they aim to cultivate a thriving, collaborative learning environment for both students and educators.