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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.
Nicolas Forde highlights the Critical Incident Office as a key element of effective risk management, enabling experiential learning programmes to operate with confidence through clear protocols, collaborative decision-making, and a culture of transparency.
Vivek Mukherjee shares how Pathways School Noida’s collaboration with Sai Bal Sansar blends service and learning through a sustained Creativity, Activity, Service initiative. By teaching and engaging with children from underprivileged backgrounds, students not only address educational disparities but also develop empathy, leadership, and academic skills through community-focused learning.
Laura Spargo explores practical strategies for supporting multilingual learners in international schools. She highlights inclusive, whole-school approaches – such as translanguaging, visual aids, and pre-teaching vocabulary – that help integrate language development into everyday learning.
Matt Magowan highlights the role of Physical Education in fostering social and emotional learning, aligning with the OECD Future of Education 2030 report’s call for holistic education. He describes how perseverance strategies are developed through activities like skateboarding and reinforced through cross-curricular approaches that integrate storytelling, collaboration, and transferable skills.
Theodore J. Coburn argues that education must undergo a structural transformation to meet the demands of a rapidly changing world. Moving beyond traditional models, he advocates for flexible, student-centred learning environments grounded in design principles such as competency-based progression, personalised instruction, and project-based inquiry.
Ildar Iliazov shares how Light International School Mombasa reimagined its leadership structure to empower educators beyond the senior team. Confronting the limitations of traditional, top-down leadership models, the school introduced a committee-based system that gives middle leaders meaningful roles in driving school improvement.
Recruiting international teachers can be complex and time-consuming, but Generations International School in Macau found success using Teacher Horizons’ Explorer tool. In just 14 days, they hired two aligned, qualified educators, showing how the right platform can streamline recruitment and build stronger school communities.
Wolfgang Soeldner explores how international schools can adopt remote-based technology leadership to balance innovation with financial sustainability. In a sector where resources are often stretched, models like “Tech Director as a Service” offer flexible, cost-effective solutions to support strategic planning, staff development, and integrated digital learning.
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