Children & Young Adults

Over time I have come to realize how important it is that the environment and 'culture' of an international school is fully understood by management, staff and parents. The many inherent issues of the nature of an international school are likely to play a significant impact upon the way the students learn and develop.

The international school is an entirely different world from schools that are set up in individual 'home' countries for a relatively stable population.

- Just about everything in an international school is transitional!

- Students come and go on a regular basis, which changes both peer groups, social 'cliques' and classes.

- Teachers change on a frequent basis which impacts upon strengths and weaknesses of a school staff, affects the stability of the staff group and possibly even attitudes and belief systems.

- Whilst a system may be in place, changes in management alter understanding and interpretation of rules and regulations and pockets of politics also change.

- Curriculum and priorities are also likely to change again according to the prevalent view and strengths of school staff.

- The parents are likely to change as a result of the many transitions and this will in turn likely have an impact upon how the organisation functions.

- The culture and country where the school is placed is likely to have an impact upon the organisation and developments within the school.

- The host culture and the intake population will also play a significant role in the make up of the school. For example, if the school is set up as an Australian school and yet takes a large number of British students.

- Attitudes to learning 'differences' and social and emotional difficulties vary tremendously throughout international schools and parents are vulnerable to being told that the school is unable to cope with their child. There are no laws to protect children in international schools - it is often a business that needs to ensure a certain financial intake on a monthly basis.

- Schools vary in their awareness of the impact of the transitional nature of the international school and how this may affect their student population.

- Schools vary in terms of the importance that they give to the need to set up systems and supports to assist students and their families when they arrive and when they leave the school and country.

- Schools vary considerably in terms of how they set up and value extra curricula activities and social and emotional support groups. Many do not see the need and simply state that the child will learn to survive over time.

- The schools are undoubtedly filled with third culture kids (TCKs) and until this day there continues to be an apparent total lack of awareness of this particular profile that has been developed over the past 40 years.

- The student population come from a majority of families who are leading a 'privileged lifestyle'.

Definitions of a 'TCK'

"Children who accompany their parents into another culture."

"A Third Culture Kid (TCK) is a person who has spent a significant part of his or her developmental years outside the parents' culture. The TCK builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the TCK's life experience, the sense of belonging is in relationship to others of similar background."

TCK's are no more 'disturbed' than any other person, infact they have a great deal to offer the people of today - they are the future United Nations. However it is essential that both teachers and parents become aware of their particular profile, which might in turn have an impact upon their ability to cope at school or with life generally especially when they are adolescents. Student and staff mobility is a defining characteristic of most international schools. It's not uncommon for 30% ++ of any given student population to turn over every year. While faculty and staff mobility may be less extensive, regular turn-over there too is common. It is important for both staff, families and the students themselves to understand the process of transitions and the common characteristics of being a TCK!

Consider the impact on a learning environment when on average one third of the population (or more) is in the midst of pre-departure anxiety, another third wound-up in post-arrival uncertainty, and the final third busy trying to keep it all sorted out. This includes staff, students and families. It quickly becomes clear that addressing transitions as a process and part of the whole school system is an international school imperative! I like what Barbara Schaetti says in her paper about transitions:

"Once someone in transition understands that the experience of transition is indeed a process, a process that can not only be described but also facilitated, the emotional challenges of a transition are greatly eased. It can also be useful to realize that a transition is a transition whether it be geographical, relational, or professional. The psycho-social process one goes through when moving from one country to another is similar to that one goes through when changing jobs, losing a loved-one, learning a new sport, developing a spiritual practice." 'Transition Programming in International Schools: An Emergent Mandate' by Barbara F. Schaetti.

Important points

1. Many TCK adolescents are referred to 'counsellors / therapists' as adolescence is a time for socialisation and identity. 'Cliques' are formed and bullying takes place as the vulnerable feel more vulnerable. Schools and parents need to develop further understanding of the pertinent issues and counselors need training in TCK issues.
2. Assessment by teachers, parents and professionals need to consider a range of factors when carrying out an assessment with a child in the international school context. It will be important to review all the experiences that the child has been through in order to fully understand his or her profile.
3. The particular need for a focus upon social networks and the development of social skill supports within and outside of an international school needs to be highlighted.
4. The need for schools to take on board the issues of being an international school; that is the fact that there is a transitional culture in place and that this needs special accommodations. Schools need to carefully consider entry and exit procedures for both staff and students. They also need to plan carefully for the impact of the expatriate lifestyle, the globalised lifestyle combined together in the context of the local culture.
5. The 'plight' of the student with special educational needs - lack of laws and policy to protect and support. The family is also affected significantly by this - where families experience significant distress trying to find specialised and appropriate support for their children. International schools ought to work together to develop support policies to assist families who have children with a variety of special educational needs. Many of these students benefit from remaining in a mainstream school as long as they are provided with understanding and possible accommodations that are appropriate.