What does success look like at the end of high school? I have taught literally hundreds of students across many schools and curriculums. Ask them what success is and it seems to be seen as the same things. Many of them are now at top universities, high-flying careers or taking on ambitious projects. Successful, right? But no matter what they are doing now when they reach out to me, or reflect on their school years a common theme emerges: They don’t talk about what they learned. They talk about how hard they had to perform. At one graduation ceremony I recently attended the valedictorian's speech consisted of her complaining about wading through assignments and deadlines. The struggle is central; striving to standout: to outscore peers, to pad university applications with awards, internships, extracurriculars, and top grades seems to have replaced the joy of learning. I know its not all doom and gloom, but for many the school environment they often describe is tinged with rivalry, where the fear of falling behind overshadows curiosity. Seemingly the race never ends; it just shifts from school corridors, to lecture rooms, to global job markets. Very few mention the pleasure of discovery, the joy of a challenge, or the excitement found in intellectual discussion. In most traditional academic setups, learning has become transactional: you complete the task, you get the grade, you move on. But what gets lost is far more vital: meaning, connection, joy. This pressure-cooker model often produces students who appear steady on the outside - confident, articulate, seemingly invincible. Yet, they are usually walking a tightrope, with arms full of obligations, and a smile fixed for peers, teachers and parents. What the audience doesn't see is the fear of slipping, the strain behind the performance. The strain that can lead to silent depression. The Silent Success Evidently a lot of students in top schools often appear to be excelling with top marks, teeming with extracurricular awards, and poised for interviews. But when you speak to them honestly, in boarding houses, during break times, you begin to realise what's often unspoken: they're functioning, but not feeling. They describe moving from task to task - assignment, activities, exams - with little emotional returns. Even when they succeed, the feeling is rarely joy - its relief or nothing at all. You have seen this before. You ask yourself - why aren't they happy? The emotional flatness has a name: anhedonia - a key feature of high-functioning depression (HfD). Renowned psychiatrist, Dr. Judith, Joseph , explains that this exhaustion is common in high-functioning students, especially those who internalise pressure while appearing composed. Many are carrying more than school stress. They are balancing: Family expectations rooted in financial, cultural, or migratory sacrifice Social dislocation, often thousands of miles from extended support networks Language and identity pressures, which make it harder to feel seen or safe Relentless assessment cycles, where success is measured in deadlines, not growth Research from the University of Cambridge Faculty of Education (2023) found that students in academically-selective schools showed disproportionately high rates of perfectionism, self-criticism and symptoms consistent to dysthymia and anhedonia. Crucially these students often internalised distress, marking it as a by-product of success. It seems students are not asking for less ambition. They’re asking for room to breathe and maybe, to feel something again. How did we get to this point? Has it always been this way? How are schools unintentionally encouraging this culture? Many of our educational systems often reward the appearance of excellence. However, cultivating kind of this culture can produce negative impacts including: Valuing grades over growth: Merit is equated with output, not resilience or creativity Staff burnout: Teachers working through exhaustion may model silence and over-functioning Timetabling overload: Students juggle extended essays, internal assessments, CAS, exams, and university prep with little space for restoration or meaning-making This isn't about blame, its about capacity. Even the best educators, and counsellors are too often working under time-constraints and institutional pressures that prevent deeper support. Seeking Solutions Beyond School In recent years, most students, and parents are seeking support outside of school – but not for enrichment, or exploration. Instead, they are outsourcing what used to be typical provisions of a school: academic guidance, university preparation and emotional navigation. At Verdant and with from conversations with similar partners, we’ve noticed that young people are turning to private tutors, coaches, consultants, and mentors at an increasing rate not because they want to go further, but because they fear falling behind. Students are not trying to thrive. They’re trying to survive... Its no longer about enrichment. Its about triage. With overstretched guidance counsellors juggling hundreds of students and classroom teachers burdened by mounting administrative loads, and large classes, students are left to fill the gaps themselves. Those gaps include: In 2023 ISC Research found that over 58% of international school students used some form of external academic coaching or consultancy in their final two years of school. Of those, 72% reported doing so because they “didn’t feel sufficiently guided” by their school support systems. Students should not have to earn support. They should receive it as a basic part of their education. The Great Disconnect This month marked IB Results Day, with A-Level Results Day fast approaching. I remember receiving my results. We were all packed into the school hallway, receiving our transcripts; brimming with excitement and connection with each other. Once a communal rite of passage filled with shared tears of celebration or consolation, results day has become a lonely click on a computer screen. Students are now expected to experience life-changing news alone, refreshing a results portal on their phone before breakfast. This sterile experience mirrors anhedonia - the inability to feel joy from normally pleasurable activities. And it's spreading among students and teachers alike. High-functioning depression allows anhedonia to become the norm: attend class, takes notes, achieve results, without feeling nor meaning. Education is meant to inspire, not just instruct. But increasingly students and teachers report feeling disconnected from the purpose of what they do. At prestigious schools where rigour and reputation often take centre stage learning can become transactional. Grades are posted on promotional posts, but there's nothing about how the students or teachers felt. Curiosity is replaced with compliance. “Will this be on the test?” becomes the defining question. Some teachers, too, are struggling. Under pressure to meet targets, process grades/reports, and keep up with policy shifts. Many no longer have the space or energy to foster deep connections. Passion becomes protocol. Lessons are taught. Deadlines are met. But the spark what drew so many educators to the profession is dimmed. This disconnection from joy is not incidental. It is symptomatic of an overly quantified, outcome-driven system that rarely stops to ask what students (or teachers) feel during the learning process. In a recent survey conducted by the International Schools Network (2024), 74% of teachers said they felt “emotionally depleted” by the end of term. Among students aged 16–18, over 60% reported feeling that their learning was “not meaningful,” and nearly half struggled to identify a recent moment of joy or inspiration in their school life. Helping Students Flourish, Together At Verdant, we understand that academic success and emotional well-being are interconnected. We often work with students who are doing everything right on paper, but quietly struggling behind the scenes. Support should not be reactive or reserved for crisis points. So we consciously weave it into the learning journey encouraging not just achievement but resilience, confidence, and joy. We will continue to work in partnership with families, students and schools to gently reintroduce balance: Mentor Matching – Pairing students with trusted guides who combine subject expertise with emotional insight - people who listen as much as they teach Partner Support – Offering tools that may help educators spot early signs of HfD (as other mental health concerns) and respond with care, not pressure. Parent Collaboration – Supporting families as they navigate expectations, communication, and the emotional realities of modern educational systems. Services like ours don't want to replace any school or a school’s mission - we want to help enhance and expand it. By working together, we can ensure that students not only succeed, but feel seen, supported, and whole. A Call for Balance The presence of high-functioning depression in schools must no longer be the hidden cost of excellence. It is time to ask not just how well are our students performing? but also how well are they living? Academic References Cambridge University Faculty of Education (2023). High-Achieving Students and Mental Health in International Contexts Joseph, J. (2022). “The Silent Struggle: High-Functioning Depression in Teens.” Panel at the American Academy of Child & Adolescent Psychiatry Brown University School of Public Health (2022). Adolescents with Masked Depression in Academic Settings: A Longitudinal Study Harvard Graduate School of Education (2021). The Cost of Perfectionism in High-Performing Schools World Health Organization (2021). Adolescent Mental Health: Key Facts Are You Experiencing High-Functioning Depression? Take this confidential screening tool from Mental Health America to reflect on your experience: https://screening.mhanational.org/screening-tools/depression Helplines for Students and Teachers United Kingdom Samaritans (24/7): 116 123 | www.samaritans.org YoungMinds Textline: Text YM to 85258 Teachers’ Support Line (Education Support): 08000 562 561 | www.educationsupport.org.uk International Befrienders Worldwide (international helpline database): www.befrienders.org International School Counselors Association (ISCA): www.iscainfo.org UNICEF U-Report Mental Health Resources: ureport.in

"It is easier to build strong children than to repair broken men" - Frederick Douglass Reflecting on how schools, society, and digital spaces can nurture healthier men through community, communication and compassion. How can a boy speak up about how he feels, if he has never been taught how? We are raising boys in the world that tells them to be tough but not tender, to speak loudly but never about their feelings. Across generations and geographies, the mental health of boys and men has often been overlooked, dismissed, or wrapped in silence. Working with young men in classrooms, especially in international ones, it seems they have to deal with navigating their multiple identities: linguistic, cultural, academic, and emotional. Yet emotional expression remains the least legitimised of those identities. Recent studies reveal a stark reality: while women are more likely to be diagnosed with anxiety or depression, men are less likely to seek help and more likely to die by suicide, or commit violence. Why? Could it be, in part, because seeking help is often framed as a weakness, and emotional vulnerability is viewed as a failure? What if we redefine what strength is? Time and space for reflection, particularly with older boys seems few and far between in schools. Indeed, there is time for reflection regarding work and assessments, but we need to incorporate more time for independent reflection during tutor times, or through peer mentorship. Imagine weekly reflection sessions-a time carved out for discussing failure, successes, identity and struggles with transition? In a boarding school context maybe there is more time. A student once said "I've never seen my father cry, but I think I needed to". That sentence resonated - emotional permission often starts with modelling. As educators we hold more of that modelling power than we realise. And do we communicate to young men that they are allowed to express the full spectrum of emotions in an educational space? If a boy is angry, how does he typically react, and how do we typically respond? Why is there so much competition? While the controllers of academic settings often thrive on benchmarks and targets, collaboration fosters mental flexibility and resilience. In group projects, debating, such as MUN and creative writing workshops boys grow more confident not just in ideas but in expression. They learn that they do not have to dominate. Schools seem obsessed lately with grades and of use them as marketing tools, but parents would rather see a happy child at home who got a "6" than a miserable one with a "7". When we place value in collaboration, on "we" over "me" we create educational cultures where empathy is not an add-on, but the foundation. How can we stay clear of the single story? In early 2025, Netflix released Adolescence - a hard-hitting drama that exposed the psychological and physically damaging effects of young men disappearing, alone into online extremism. The intention was clear: inform, provoke, protect. But the reaction? Panic. Educators rushed to integrate it into classrooms. Parents circulated articles. Headlines warned of a generation of radicalised and violent "lost" boys. But what happens when a miniseries that is meant to illuminate becomes a filter through which all boys are viewed? Shows like adolescence can serve as a valuable discussion tool on online radicalisation, but they also risk flattening a diverse and complex generation of boys into a single, fearful narrative. Boys are not all future threats. Most of them are future helpers: thoughtful, uncertain, young men who need more conversations, not more control. We must distinguish between early intervention and moral panic. Are boys "lost" or are they "forgotten"? In the UK, white working-class boys have some of the lowest literacy rates in the country, falling behind nearly every other demographic group by the end of secondary school (DfE, 2023). Globally, under-performance and isolation among this group correlates to growing vulnerability to online radicalisation and the allure of "lone wolf" ideologies. Like everyone these boys don't need generalisations towards them. They need stories. Language. Literacy. Safe spaces to speak. And if you can't find a safe space in school you seemingly can find it online - Gamers on Twitch, Podcasters on Spotify, Influencers on Tiktok. This is the case is across all "boy-group" demographics - the internet is king. While the Internet can offer valuable resources, it also exposes young men to harmful content and influences. Educators, peers and parents must proactively engage with students about digital health, teaching them to critically evaluate online content and encourage open discussions about the media they consume. Incorporating digital literacy into the curriculum empowers boys to make informed choices and seek out constructive communities making silence no longer an option, both digitally and emotionally. Yes, they may be drawn towards harmful influences like the Tate brothers, but they are clearly searching, reaching for something. And we as educators can guide the search towards positive role models, people like Marcus Rashford, people like Lewis Hamilton and his mission 44, Ali Abdaal, Beau Miles or the Hardest Geezer. These guys are all searchable, famous, positive and not corny. Staying in your room, gaming with people across the world, or sitting on your phone do not always have to be looked at with perspective that something nefarious is happening. The solution isn't more blame. It's about listening and sharing. What about the community? Community isn't just a noun, it's an action. It is built in corridors, in assemblies, in post detention chats. Often it seems boys don't see themselves as part of emotional communities. Mentoring schemes in schools can change this. Schools can pair upper school students with lower years for peer lead well-being programmes. This has happened before and the results are surprising. Sometimes the mentor learns more about themselves by verbalising coping strategies. Such reflections point to an unmet need: for boys and young men to not only receive support but to give it, and in doing so develop their own emotional literacy. Mental health challenges are not uniform. Boys from minoritized races, or non-heteronormative backgrounds often face compounded discrimination and stress. A survey from the Trevor project revealed that 45% of LGBTQ+ youth seriously considered suicide in the past year, with even higher rates among trans and non-binary youth. Nonwhite LGBTQ+ youth in particular experience disproportionately higher rates of depression due to intersecting racism and homophobia. Evidently students don't need a one size fits all well-being support. They need identity, affirming and culturally competent support. We must stop designing policies for "boys" as a monolith and start designing support systems for boys as they actually are - diverse, complex, sensitive and in need of connection, just like everyone else. Where are are all the men in schools? The gender disparity in teaching staff is well documented. In the UK only about 40% of nursery and primary teachers are male, with nearly a quarter of primary schools in England having no male teacher on staff. Similarly in the USA 89% of elementary school teachers are women, and in Australia only 17.6% of primary school teachers are male. You can see this trend as you visit international schools around the world too. Across cultures and borders it still seems patriarchal societies do not see men as necessary at the start of a child's life. Stay-at-home dads are both smiled and smirked at in equal measure, as are male primary staff. They are a marvel, not the norm. But the imbalance doesn't stop there. It it echoed in school counselling where support is needed most. In Sweden only 8.2% of school counsellors are men. In the US about 26% are male. This matters, especially if we want boys to share their feelings. Boys and men need mentors. Seemingly there is an alarming dearth of opportunities for real-time, face-to-face mentorship to occur in traditional educational contexts, including boarding school; where the perception might be that there is more time considering "in loco parentis". "In Loco Parentis" fails without truly knowing students' intercultural and societal contexts. Without knowing a child, we cannot guide a child. It matters because when emotional support is only ever modelled by women boys absorb the message, however unintentionally, that care is feminine. Some boys I taught felt like going to the counsellor was like talking to their mum - for a teenager this is usually not a good thing. Therefore boys navigating grief identity trauma or silence may feel disconnected not just from their feelings but from those assigned to help them. Male representation in these fields cannot be a luxury. It is a lifeline. How do male teachers feel? Male teachers in international schools often face silent pressures: be stoic, be self-reliant, and most importantly, be emotionally contained. These expectations, combined with high workloads and in some cases ignoring support, contribute to stress, burnout and isolation - yet the psyches of different genders are rarely acknowledged in staff wellbeing policies. For male teachers of colour the challenges are compounded by underrepresentation and bias. Often one of few, their presence can be tokenised and their emotional needs overlooked. Queer male teachers may face marginalisation also having to navigate the outer cultures expectations, often shielded by a school's international "values". Supporting the mental health of men in schools, particularly those at intersections requires more than surface-level inclusion. We must create cultures that value openness and not shy away from anti-bias training and EDI strategies. When we support the mental health of our staff with the same energy we give our students, we build stronger, safer and more human school communities. Are men always in the right places? The leadership gap in international schools reflects the tension more broadly. While women make up approximately 61% of teaching staff globally they count for only 25% of head of school positions. This disparity sends powerful hidden messages about authority, capability, and gender. Another concern is that men are sometimes elevated into leadership roles based on gendered expectations than genuine aptitude, often at the expense of better suited candidates. For boys and for girls the implications are subtle but significant. When leadership is mostly male, it reinforces a narrow model of success for men: command, visibility, dominance. Boys who don't identify with those traits can feel excluded or inadequate, contributing to anxiety identity confusion or imposter syndrome. Equally, girls may not see themselves in these roles either, and ones that do aspire to these positions can face several challenges and resentment from their male peers. The issue is that when we see the same type of people in the same type of positions it has outward ripples. Those boys who do not aspire to lead may feel pressured to adhere to a rigid form of masculinity: one that prizes control over collaboration and hubris over humility. Unconsciously or consciously femaleness is still associated with support and wellbeing, and leadership is connected to maleness. Studies show that students perceive men as stricter leading to greater compliance. Female teachers, especially younger ones, or those of colour are under-supported by male bosses. Female teachers are increasingly patronised, threatened and in some cases attacked by the young men they are supposed to be teaching. We don't need the stereotypical male to burst in barking the boys back into order. We need better men. By diversifying leadership across gender, background and style, schools can provide young men with a richer spectrum of role models. If we want boys to lead differently they need to see leadership done in different ways. How can we find answers beyond school? Having worked within the framework of MHPSS (Mental Health and Psychosocial Support) as outlined by the World Health Organisation I have come to understand how vital, layered trauma-sensitive approaches are in educational spaces. Whether supporting students navigating transitions, grief, identity or simply the pressure to "perform" this lens can help how we can listen, plan and teach. It's not about becoming a counsellor in the classroom (with multi-hattedness being a common stressor for educators already) - its about knowing how to create, safety, routine and agency through pedagogy. This approach can ensure emotional wellbeing is embedded into the learning and teaching experience, not tacked onto it - These principles can guide how we run tutor times, respond to safeguarding disclosures and even how we structure group work. When we integrate MHPSS thinking into school culture, we equip young people to manage life with resilience, not silence. What does every boy deserve? When I was taught the musical staff in school it went "Every Good Boy Does Fine" or "Every Good Boy Deserves Food" (EGBDF). What about the complicated ones? The not so good ones? The "cheeky" and "challenging" ones. This isn't about what boys lack or deserve, its about what they need. Every child, regardless of gender, should grow up with access to emotional language, positive role models, and safe spaces to express who they are. Having worked in both boarding and international schools I have seen first-hand how many teenage boys are not looking for discipline, they're looking for someone who listens. Someone who is a mentor, more than a lecturer. When that connection isn't offered intentionally and with care, too many boys turn to online echo chambers, or other negative avenues for identity and belonging. Through mentoring and wellbeing support, which Verdant offers, we can work to provide a healthier alternative, grounded in trust, reflection and real connection. If we want to raise men who are emotionally resilient, empathetic, loving and collaborative, we need to design our classrooms, our communities, and our conversations with that goal in mind. Let's stop expecting boys to be bold, alone. Let's be brave and support them, out loud, together. June is Men's Mental Health Awareness Month. References Academy of International School Heads (2023) Women in international school leadership: Moving the needle. Leading Your International School. Available at: https://news.leadingyourinternationalschool.com/culture/women-in-international-school-leadership (Accessed: 19 May 2025). American Psychological Association (2020) Health disparities in racial/ethnic and sexual minority boys and men. Available at: https://www.apa.org/pi/health-equity/resources/race-sexuality-men (Accessed: 28 April 2025). Council of International Schools, Diversity Collaborative, International School Services and George Mason University (2021) What the data tells us about diversity in international school teaching staff and leadership. CIS Perspectives Blog. Available at: https://www.cois.org/about-cis/perspectives-blog/blog-post/~board/perspectives-blog/post/what-the-data-tells-us-about-diversity-in-international-school-teaching-staff-and-leadership (Accessed: 20 May 2025). Department for Education (2023) GCSE and equivalent results in England 2023. GOV.UK. Available at: https://www.gov.uk/government/statistics/gcse-and-equivalent-results-in-england-2023 (Accessed: 20 May 2025). International Schools Journal (2019) ‘Female teachers and leadership support in discipline enforcement’, International Schools Journal, 39(1), pp. 32–38. Netflix (2025) Adolescence. Directed by Nadine Salim. [Netflix Original Documentary]. Pew Research Center (2024) Key facts about public school teachers in the U.S. Available at: https://www.pewresearch.org/short-reads/2024/09/24/key-facts-about-public-school-teachers-in-the-u-s (Accessed: 10 May 2025). Rice, S.M., Kealy, D., Oliffe, J.L. and Ogrodniczuk, J.S. (2018) ‘Male depression subtypes and suicide risk: A latent class analysis with replication’, JAMA Psychiatry, 75(1), pp. 36–44. https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2671418 (Accessed: 20 May 2025). Seidler, Z.E., Dawes, A.J., Rice, S.M., Oliffe, J.L. and Dhillon, H.M. (2016) ‘The role of masculinity in men’s help-seeking for depression: A systematic review’, The Lancet Psychiatry, 3(6), pp. 409–419. https://www.thelancet.com/journals/lanpsy/article/PIIS2215-0366(16)30002-0/fulltext (Accessed: May 20 2025). Swedish School Counsellor Association (2023) Gender demographics in school support staff. SSCO Report. The Trevor Project (2024) 2024 National Survey on LGBTQ Youth Mental Health. Available at: https://www.thetrevorproject.org/survey-2024 (Accessed: 20 May 2025). World Health Organization (2021) Mental health and psychosocial support in emergency settings: IASC guidelines. Geneva: WHO. Available at: https://interagencystandingcommittee.org/iasc-reference-group-mental-health-and-psychosocial-support-emergency-settings (Accessed: 22 May 2025). Zippia (2024) School counselor demographics and statistics in the US. Available at: https://www.zippia.com/school-counselor-jobs/demographics (Accessed: 20 May 2025).

To the class of 2025 – from Geneva to the world – congratulations. Over the years, and past few weeks, I have had the honour of watching students from across Geneva mark their transitions in sunlit courtyards and auditorium halls, tossing their mortarboards high into the alpine air. Whether finishing their IB Diploma, Swiss maturité or A-Levels, these ceremonies serve as a powerful reminder, that something profound is happening: not just an ending, but the beginning of becoming. But once the applause quietens, and the sun sets on the summer trip, what happens next? The leap from school to university, employment, apprenticeship, or adult life in general is more than just logistical. The leap is an emotional, intellectual, and deeply philosophical shift. Suddenly, you are asked to steer your own ship. The scaffolding of school life (timetables, teachers, perhaps even tannoys) falls away. And with that freedom comes disorientation. This sense of dizziness is not imagined. It is a widely-felt experience and an increasingly documented phenomenon. Over half of students age 15 to 19 felt unsure about the next steps after leaving school, with many reporting a lack of guidance around pathways beyond university. The OECD warns of the "decision overload" among school leavers, who now face, a complex maze of academic, vocational, and personal options, often without the structured support they have grown used to. Notwithstanding parental pressure and subtle pushes from schools into "copy-paste" careers. And as routines dissolve, the question becomes not only "what should I do?", but "who am I becoming without the safety net of school?" For many, graduation isn't just a finish line. It's a psychological pivot point, requiring deeper well-being support to coincide with academic planning. Beyond the Ceremony Across the UK, UCAS reports that nearly 300,000 students were accepted in 2024 a 2.9% increase, reflecting, not just ambition, but inclusivity: students from disadvantaged backgrounds were at historic highs. Yet, at the same time international entrants dipped, and the with current political situation this may only get worse. Statistics on applications volume don't really capture the increasing pressures beneath. Mental health remains a major pressure point. Nearly 37% of UK, undergraduates report, anxiety or depression, and rates of diagnose mental health conditions have increased sixfold since 2010. Career pathways are evolving, but challenges persist. While most school leavers, now achieve a Level Three Qualification, it seems success is still unevenly distributed. Students who come from families with "professional backgrounds" are 30% more likely to complete university degrees than their peers from "working-class" families. Therefore academic readiness alone doesn't ensure equal outcomes. And from a Swiss international school context - where privilege and opportunity is assumed - pressures quietly unfold for students. Despite apparent financial security and access to elite institutions, many students face intense pressure to succeed, often tied to family expectation, social competitiveness and school marketing. This performance-driven mindset contributes to heightened, anxiety, imposter syndrome, and often a reluctance to seek help. Wealthy students are statistically less likely to access mental health services due to stigma all the belief that it isn't meant for them. Loneliness and cultural dislocation are also common with over 60% of high income, Expat students reporting feelings of isolation during crises. Career uncertainty, especially around visas, global mobility and unfamiliar job market adds another layer of stress, making the risk of disengagement or dropout, surprisingly high, even among the most privileged. It's time we retire, the stereotype of the poor little rich kid, punching up, to punch down. Wealth doesn't shield, young people from pressure, isolation and neglect. Despite the threats to wellbeing as aforementioned, the outlook isn't bleak – it's dynamic and bright. Universities and employers are evolving, embedding, well-being, frameworks, coaching, and alternative routes, which acknowledge the whole student. The space between school and the independence is an empty it's Verdant, alive with potential. The transition from post-16 life marks more than a new chapter its an invitation into a world that values, agility, empathy and passion. With the right support, this transition becomes a launchpad rather than a cliff edge. By embracing life competencies like critical thinking, adaptability, self-awareness and collaboration, we (schools, families, mentors) help students turn uncertainty into opportunity - cultivating resilience, curiosity and a sense of purpose. And yet, despite these challenges, this is the moment that serves as an invitation. An invitation to step into uncertainty with intention and purpose, to navigate the space between what was and what comes next. An Invitation... Embrace the Unknown - an invitation to students If this change feels overwhelming, remember: you are not alone. There's thousands of people going through the same transition, but in their own unique way. The change should feel monumental, because it is and your feelings understandable, as most people have gone through this path. You're now floating between contexts - no more teachers steering your day, or predictable corridors. But the space is fertile. So test assumptions, challenge yourself, make mistakes, be flawed and reflect. Success isn't only measured in grades, but also in growing resilience and developing your capacity to adapt and thrive in flux. Let them become – an invitation to parents I know this stage can feel like a loss. I can only imagine the feeling after guiding your child for years, and now they are making choices beyond your reach and out of your touch. Take heart. Research shows that your close, open dialogue and steady encouragement protect against anxiety more than polished applications ever could. You are the emotional rock, but you also need to state your hopes and fears. Be true to yourself and use the structures to support you, so you can support your children Nurture beyond the grade – an invitation to educators In the final weeks of school, it's tempting to focus on results and crash course revision. But long after grades go to the bottom of CVs and memories, a students self-belief and wellbeing endure. Success doesn't come from pushing harder, it comes from being well. Look after yourselves and your students. Health is not a bonus point, its the core. Let's tend to that growth - "nurturing minds, growing futures". www.verdantconsultancy.com www.verdantconsultancy.com References UCAS (2024). End of Cycle Data Resources 2024 – Summary Statistics. https://www.ucas.com Office for Students (2023). Access and Participation Data Dashboard. https://www.officeforstudents.org.uk Universities UK (2023). Student Minds & Cost of Living Pressures Report. https://www.universitiesuk.ac.uk TASO & King’s College London (2023). Student Mental Health in UK Higher Education: Research Overview. https://taso.org.uk International Journal of Intercultural Relations (2021). “Social Isolation Among International Students.” Elsevier Publishing. Luthar, S. S. (2013). “The Culture of Affluence: Psychological Costs of Material Wealth.” Teachers College, Columbia University. Stanford Graduate School of Education (2023). “Imposter Syndrome in High-Achieving Youth.” https://ed.stanford.edu OECD Education Working Papers (2023). “Supporting International Students’ Transitions into Work.” https://www.oecd.org World Health Organization (2022). Adolescent Mental Health Fact Sheet. https://www.who.int

Guidance, Growth, and Global Opportunity Whether your 14, 24 or 44 having someone guide you in the right direction is a necessity. Mentors are people who not only teach, but listen. They model correct behaviors and pose right questions. In the pursuit of academic success, many students find themselves navigating a complex landscape. In today’s competitive and high-pressure educational landscape, students are expected to excel across academics, leadership, extracurriculars, and emotional resilience, all while navigating transitions between systems, countries, and identities. For many, this journey can feel isolating or overwhelming. But evidence shows that one factor consistently improves outcomes: mentorship . Rethinking Academic Success Academic success is not solely about grades. According to the OECD (2023), success must be reframed to include “critical thinking, self-awareness, adaptability, and intercultural competence.” Similarly, the International Baccalaureate (IB) defines education as the cultivation of principled, reflective learners capable of contributing to a global society. We should also add that those seeking success need to be of sound body and mind. A stressed student is not a happy learner. Research from the National Center for Education Statistics (NCES) confirms that students with mentors report higher levels of motivation, attendance, and academic performance. They’re also 55% more likely to enroll in university-level programs. Students are serenely working hard in a library How Mentors Make a Difference Mentorship is multidimensional. From academic coaching to emotional encouragement, mentors shape student outcomes in powerful ways: Academic Strategy & Goal-Setting Mentors help learners establish realistic goals, refine revision techniques, and prioritize tasks. This is especially important for students moving between curricula such as A-Levels, IGCSEs, and the IB Diploma. Emotional Support & Resilience Transitioning schools, countries, or systems is often emotionally taxing. A Gallup study (2022) showed that students who feel “emotionally supported” by mentors are 75% more likely to report well-being and motivation in school. Global Networking & Future Pathways A strong mentor connects students with opportunities beyond the classroom—whether that’s internships, university contacts, or specialist summer schools. In international contexts, mentors help navigate cultural gaps, ensuring students thrive wherever they go. Each interaction with a mentor can be a stepping stone towards overcoming academic challenges and pursuing higher aspirations. A mentor guiding a student Finding the Right Mentor Not all mentors have the same impact. Finding the right mentor is crucial to a student's success. Here are some tips to help navigate this vital decision: Identify Interests : Students should reflect on their academic interests and goals. A mentor knowledgeable in a related field is likely to provide better guidance. Seek Out Potential Mentors : Look for mentors in various places, such as school, local community organizations, or online platforms. Reach out to teachers, professors, or professionals with similar interests. Establish Connection : Building rapport is essential. Students should communicate openly and express their goals and aspirations. Mutual respect and shared values can strengthen this relationship. Evaluate the Relationship : Assessing the effectiveness of the mentoring relationship is important. Students should feel a sense of growth and motivation after interactions. If not, it may be worth finding another mentor. Mentoring relationships should be reciprocal; both parties gain valuable insights and experiences. The Impact of Mentorship Programs Mentorship programs provide structured environments where students can receive guidance. Many schools and universities have initiated such programs, pairing students with mentors who can help them navigate academic and personal challenges. Structured mentorship is more effective than informal support. According to a study by the College Mentoring Project , mentored students have a 20% higher graduation rate , particularly among international and underrepresented learners. These programs offer continuity, safeguarding, and measurable goals—key ingredients in academic and personal development. Research indicates that students who participate in structured mentorship encounters have a higher rate of graduation. For instance, a study from the College Mentoring Project found that mentored students had a 20% higher graduation rate compared to those without mentors. For those seeking personalised support in their academic journey, hiring an educational consultant can be a significant step. They can offer tailored mentorship, helping students unlock their full potential and succeed in their academic pursuits. A group of students and mentors engaged in a focused discussion around a table. Best Practices for Successful Mentoring To maximize the benefits of a mentoring relationship, both mentors and mentees should adhere to best practices: Set Clear Goals : Establish measurable objectives for the mentoring relationship. Having a roadmap can keep discussions focused and productive. Maintain Open Communication : Regular check-ins should be scheduled. This ensures that mentees feel supported and allows for feedback. Be Respectful of Time : Both mentors and mentees should value each other's time. Punctuality and planned meetings can lead to more fruitful sessions. Encourage Independence : While support is essential, mentors should ultimately encourage mentees to think critically and make their own decisions. This autonomy fosters confidence and self-reliance. By following these practices, both parties can fulfill their roles effectively, creating an enriching environment that fosters academic success. Moving Forward with Mentorship Mentoring is a powerful tool that can significantly impact a student's academic journey. It provides direction, encouragement, and insight that can lead to lasting success. By acknowledging the role of mentors, students can actively seek out and cultivate these relationships to enhance their educational experience. Mentors are vital in shaping academic success, providing both guidance and emotional support. By actively participating in mentorship opportunities, students can unlock their potential and pave the way for a fruitful future. Exploring options like hiring an educational consultant can also provide tailored support for their unique needs. At Verdant , we believe every learner deserves guidance rooted in empathy , expertise, and purpose . The journey towards academic success is multifaceted, but with the right mentors by their side, students can navigate challenges and achieve their goals. Building these relationships is not just beneficial; it is essential for cultivating the leaders of tomorrow. Bibliography & Sources Gallup (2022). Mentoring and Student Success Survey Report . OECD (2023). Education at a Glance 2023 . National Center for Education Statistics (2022). Mentorship and Engagement Study . UNESCO GEM Report (2022). Reimagining Our Futures Together: A New Social Contract for Education . College Mentoring Project (2021). Impact of Structured Mentoring on Graduation Rates . IBO.org (2024). IB Learner Profile and Global Competencies .

Please find below an article by Julián Ginzo , Member of the Board at UN Today , in conversation with Verdant Consultancy co-founder Christopher Clyde Green. Meet Christopher Clyde Green Christopher Clyde Green Educator, Author, Trustee, and Accreditor Christopher Clyde Green's journey in education is remarkable. With over 16 years of experience, he has greatly impacted students from diverse backgrounds. His roles in international schools speak to his dedication to fostering an inclusive environment where every student can thrive. Impressive Academic Background Christopher's educational journey includes prestigious institutions like Cambridge University and Harvard Business School. These experiences have provided him with valuable insights that shape his teaching philosophy. He has worn many hats: as a published author, public speaker, and advocate for diversity and inclusion. His commitment to education goes beyond the classroom; he champions holistic and transformative learning experiences. Early Life and Influences Christopher reflects on his upbringing in London, where he was surrounded by the arts. His childhood was filled with cultural diversity, enriching experiences, and invaluable lessons from his parents and educators. Family and Early Influences Growing up among strong family dynamics shaped Christopher’s values. Music was integral to his family life, fostering creativity and expression from a young age. Christopher acknowledges several key figures in his life that inspired his passion for education. Key Mentors His English teacher, Mr. Hoby, utilized unconventional teaching methods that resonated deeply with him. Similarly, mentors like Lauren Roper-Rice and Gbolahan Obisesan instilled in him the importance of artistic integrity and creativity. The Shift to Education Initially, Christopher pursued acting but later realized that education was where he found the most fulfillment. This transition marked the beginning of his impactful career in education. A Commitment to Holistic Education Christopher believes in the importance of mental and emotional well-being as components of a well-rounded education. His work in various prestigious institutions, including those that follow the International Baccalaureate (IB) curriculum, showcases his adaptability and forward-thinking approach. He integrates technology and innovative methods to enhance learning experiences and foster student engagement. Addressing Challenges in Education Currently, the education sector faces numerous challenges. Technology is evolving rapidly, and educators must adapt. Understanding student needs while navigating societal expectations can be daunting. However, Christopher sees opportunities in these challenges. His emphasis on empathy and resilience in teaching encourages students to become global citizens. Promoting social-emotional learning is essential in cultivating well-rounded individuals prepared to face an unpredictable future. Balancing Multiple Roles As a multifaceted educator, Christopher successfully balances his teaching duties with writing and public speaking engagements. This dynamic interplay allows him to remain engaged with fresh ideas and innovative methods. Bridging Theory and Practice He believes in merging theoretical knowledge with experiential learning. This approach prepares students to connect concepts to real-world situations. Christopher's writing expands on his teaching methods. His discussions on education highlight the need for diverse perspectives and innovative strategies. This cross-pollination of ideas enhances overall educational practices. Advocating for Change In this evolving landscape, advocating for systemic change is crucial. Christopher encourages aspiring educators to embrace global perspectives and work toward inclusivity. Lessons for Aspiring Educators He believes aspiring educators should not shy away from failures, as they often present opportunities for learning and growth. Staying true to one's vision is essential for creating meaningful change. By cultivating strong partnerships and engaging in continuous learning, educators can enhance their impact. By empowering students and fostering inclusive environments, they can effectively champion diversity. Conclusion Christopher Clyde Green’s journey exemplifies the vital role educators play in shaping individuals and communities. His unique blend of creativity, dedication to learning, and cultural awareness makes him an inspiring figure in education. The future of education relies on innovative thinkers like Christopher who champion diversity and advocate for meaningful change. Sharing Insights With ongoing discussions like these, we can ignite the passion in the next generation of educators to embrace their roles as changemakers. It's not just about imparting knowledge; it's about shaping citizens equipped to navigate and transform the world. Click here for more insights from Christopher Clyde Green . --- Tags: Education Share this article: Facebook X LinkedIn WhatsApp Telegram Footer: Powered by DbyZ © 2025 THEY SAID SO. All rights reserved.

Image inspired by Banksy In a media industry saturated with satire can the genre still be a true catalyst for social change. Satire From the Latin, "medley," "mishmash," or "a dish filled with mixed fruits" (offered to the gods - who don’t know what they are eating has been laced with laxatives) Broadly speaking, as most internet blogs do, satire is the often-contemptuous ridicule of the powerful and any follies, vice, abuses or evil that they cause. Satire wishes to hold a mirror to society and make it address its flaws. This mirror comes without the Instagram/photoshop filters, it’s more like the type of mirror Oliver Cromwell would have bought ("warts and all"). Call satire a more palatable way of complaining, or a funnier way of addressing issues brought on by politicians etc... rather than smashing windows and looting television sets. It is obvious that in this short time I will not be able to give enough of a treatment to all cultural connections to satire and, with being a literature graduate I will not have the linguistic capacity to subdue my utterances and phatic expressions, ergo I will go off on tangents and most certainly run out of time. There are many parts to it, but it can be read by appreciating the art of the satire - how it is told or emphasising with the reason for it . One of the core reasons for satire is to challenge the political status quo . For the avid satirist politics is the area that leaves their satirical tongues salivating (which I will discuss later). The word satire doesn't really define a certain category of literature, but it is a smorgasbord of literary works that have strong characteristics in common: irony, allusion, parody, understatement and contradictions all layered with a sprinkle or dollop of wit. What kind of people are satirists? We all are. We have all been annoyed with hierarchies, injustices and catastrophes that could have been avoided but true satirists are the people who produce art from their righteous anger. Whilst most people sitting there sulking like a five year-old when things don't go their way satirists use animalistic "threat displays" and beat their metaphorical gorilla chests on the page; producing aesthetically pleasing anger. Does that sound like dignified bullying? For me, no. Satire is, as Will Self paraphrased from Finley Peter Dunne, to "comfort the afflicted and afflict the comfortable". From a UK/US satirical perspective this works very well, but in some other nations never saying what you actually mean doesn't always hit the sweet versions of satire. Who invented it? No one. All cultures like to deride those who have done wrong but according to Matthew Hodgart its beginnings stem from primitive ritual and shamanistic craft. Ancient Inuit communities created derisory songs to punish criminals (which was fully-effective, 30% of the time, apparently) and the Ba-Ronga of SE Africa made love curses featuring mumbles and stingers such as: "Refuse me as much as you wish, my dear/the corn you eat at home, it is made of human eyes!" Who would have thought savages would have such guile? Caveman-"Yo-Mamma" jokes aside, it is clear that the power of the word can be mightier than the club. The word was thought to be magical, ephermal yet ever-lasting into death. Before battle ancient Arabic tribes would send a satirist in front of the enemy dishing out his best lampooning, which if done well, could raise morale and even have battles called off. Satirical texts over time One thing is for sure: we all love tricksters… people who break taboos and as long as it stays in literature, the powers that be usually fail to realise the revolution under their noses and when they do, they try to control it through festivals ironically celebrating the possible cause of their future downfall(s). From Aristophanes to Anansi we have celebrated subversive characters as they help us deal with the nonsense in our real lives. In Aristophanes' Frogs, we find a dopey, cowardly god of wine called Dionysus and far more intelligent slave, Xanthias venture to see Hades to resurrect one of the three kings of tragedy Euripides (because Aristophanes believed all his contemporaries produced terrible tragedies). Bear in mind that this was performed during the festival of Dionysus: audacious satire in full effect. The sneak diss that the slave was better than a god was a way of Aristophanes protesting for those who had been enslaved for participating in the Oligarchic revolution: former citizens, now slaves. Remarkably, Frogs received first place at the festival too - ka-Ching. Xanthias - probably telling a god to shut up Every culture has fables and myths. When I was at school I read Animal Farm , Orwell's beast fable where the animals revolt against the humans only to be confronted by their own divisions; "All animals are equal but some are more equal than others" – a satirical sucker punch. In the same vein my parents had the stories of Anansi from the Akan-Ghanian/ Caribbean heritage: a spider that outwits lions. John T. Gilmore argues that many Anansi stories became the folklore of the oppressed with a subtle wink at their own "low" position and their stranger-than-fiction moments to scrape for survival. Anansi and Br'er Rabbit stories served as catharsis - satirical stories that escaped the hell of enslavement and gently kindled change. In 1995, a video Christmas card showing Jesus beating the living daylights out of Santa Claus went viral. Yes, 1995, before 'going viral on the Internet' became 'a thing'. – South Park was born. For the oldies out there – it is kind of a chilli sauce version of The Simpsons for the young ones out there – it is kind of a less dumb Family Guy . Little did I know I was watching some of the greatest satire that my generation has produced, which isn’t saying much. The show is terribly animated taking only 6 days to make. This worked in its favour as its satire was always relevant. One of my favourite episode was when Michael Jackson moved into the town to escape the furore over his child-molestation allegations and general oddness. Though it was easy to poke fun at the late, great pop singer the program flips it completely on its head and instead zooms in on the racial prejudices of the police who are unhappy about a 'black' man moving into South Park. I moved on from South Park and then consumed with greedy eyes and ears The Daily Show with John Stewart, who in turn spawned Colbert, John Oliver and the other political comedy commentators. Some Millennials like myself rely on television satirists, not just for a source of amusement, but indeed as source of news and information. Banksy became an early-twenties idol for me and his book Wall and Piece was full of ironic and sarcastic graffiti art. It was cool. His complaints were typical, yet originally delivered and impossible to ignore. As his star grew brighter, so did his audacity - some examples were when literally brought a live elephant into the room and painted in in Louis Vuitton's infamous branding or when he went to Israel and built a hotel named the Walled-Off hotel . Banksy's graffiti - the modern satirist -now ironically displayed in a gallery The Internet has perhaps amplified satirical voices that publishers, teachers and our influencers either did not know about or silenced. It has also allowed us more opportunities to hear voices that do not reflect our own, but share our emotions. Does certain satire have a sell by date? Can satire go too far? My friends at university then introduced me to the works of Chris Morris . He made a show called Brass Eye that mocked the BBC News. "Paedogeddon" was the final and perhaps most controversial episode, which The Atlantic's David Sims believes still has "terrifying relevancy" in an age of scaremongering propagandists. When I was younger there was a Paedophile hunt encouraged by a UK national newspaper, which culminated in a group of people ransacking the home of an ex-convict. Somehow with such a heavy subject you still laugh, because you the absurdity in the way the UK government and national newspapers handled the issue of Paedophilia. Chris Morris even managed to get celebrities to unwittingly say soundbites to the camera about how a paedophiles have “more genes in common with crabs” than other humans or how they disguise themselves as schools to lure children into a trap. Twisted and bizarre, it was definitely a piece for its time and cultural context as was his film Four Lions which focused on clumsy UK-Jihadists (one is called Barry and they have a plan to attach a bomb to a crow). The last satirical book I read was The Sellout by Paul Beatty . It's prologue begins as so: "This may be hard to believe, coming from a black man but I've never stolen anything." (Prologue) I laughed out loud at almost every page. I could relate to it. The prejudice and misgivings that some people, myself included have to endure just because of your skin pigmentation... The false-concept of Race is satirical gold here. Is there a problem with modern satire? I think satirists are brave: they speak the truth, boldly and brightly, but it seems that there are is so much factory-produced satire that it has almost lost its touch. We have become saturated, especially on scripted late night shows. Does anything actually change or do they just get better ratings? Moreover it seems that multicultural miscommunications have resulted in violence and hatred "on both sides" to unfortunately quote Donald Trump, a horrific case we could look at would be the Charlie Hebdo shooting in 2015 but that needs a much longer discussion. We live in a far more multi-voiced world than our predecessors thanks to the internet, which, democratically is a brilliant thing. But it has diluted the power of satire in a way the could not have be foreseen. Everyone has their own ethical codes and their versions of the truth and they have the means to now air their views: no matter how polemic or hateful. It seems now to be heard as a satirist on TV nor the internet you have to be louder and more extreme than the other. I would like to fight for satire. True it can be a dangerous weapon, but if aimed right it can hit the true target, always: those that abuse power. It doesn't have to be a bullet, a metaphorical slap will help. The catch-22/paradox is that those who are not part of the hegemony (those in power) must accept inequality for any change to take place and keep reading and writing it! Orwell's animals may have been right, which is why I still rely on literature as my guide. Satire doesn't rely on one culture, club or people it relies on strength, wit and luck! How to satirise 1) Read other people's satire 2)Find a cause worthy to you - what in the news or in your world seems unfair, nonsensical and unjust (e.g. school hierarchy, parental hypocrisy, the war on "terrorism")? 3) Use abstraction - magic realism people! Make it bizarre; remove it partly from reality but leave some of the mess. 4) Timing is important – It is said that satire is tragedy plus time. Don’t start mocking someone at their funeral. 5) Be prepared to face backlash Be careful Jonathan Swift says "Satire is a sort of glass, wherein beholders do generally discover everybody's face but their own". Do not be afraid. You cannot please everyone! #satire

by Christopher Clyde Green Image inspired by The Arrival by Shaun Tan The environments that teachers and learners encounter are becoming increasingly multi-faceted, multi-cultural, and multi-layered. Technological advancements have brought about a rapid increase in economic globalization and the consumption of cultures that may not reflect our own. The benefits of the Internet and technological advancements in the 21st century have been huge, and students can gain massively from the using the Internet as a tool for learning. Arguably, it has also changed how we read the world around us and we have become savvier when reading images but has our reading also become more superficial? Often we find ourselves on the same websites with the same news and the same images. Even if we try to escape the cultural blinkers imposed upon us, online algorithms will subtly take us back to them. This leads us to the question: has technological advancement limited our appreciation of the written word and can it threaten our originality and thus our creativity ? If we follow this line of argument it seems that traditional print literature can sometimes help increase our cultural awareness more than the sprawling world-wide-web. Sometimes the acute is better than the obtuse. It seems we have forgotten that we can bring the world to our classroom through literature and literature alone. How do we, as teachers and learners, turn all of the data at our fingertips into purposeful knowledge to promote internationalism and mindfulness? Teaching Literature for Lifelong, 21st Century Skills CULTURE AND GRAPHIC NOVELS There are many definitions of what culture means. It can be viewed as a collective’s customs, philosophies, and artistic expressions. How well do we know the cultures that our students interact with at home and beyond? Cultural differences have the potential to enhance and bring more creative learning options to the classroom. One text type that can reveal how the mélange of cultures can be beneficial to our teaching is the graphic novel. Graphic novels can allow us to read at our own pace and enjoyment , which helps create stories that are truly digested and appreciated. The dual-storytelling through the words and images helps students to read again. Arrival by Shaun Tan is a graphic novel that reveals an appreciation of multiculturalism via stunning illustration and storytelling without words that can transport learners to other worlds and democratize the classroom. EMPATHY, MINDFULNESS, AND LITERATURE Mindfulness ensures that we have awareness of who we are and calmness in response to the environments we encounter. A core element to mindfulness is acceptance, acceptance of difference from every intersectional perspective that our culture(s) try to place us in. Reading literature beyond us, culturally and politically. sparks debate in class and beyond. It hones critical thinking, heightens our social skills, and encourages empathy. Research shows that reading literature, which features multicultural groups is a powerful strategy to reduce stigmatization and “out-group, in-group” mentalities. For instance, the graphic novel “Persepolis” can help students identify with people who might seem very different from them. Essentially students can learn the skill of empathy by reading via traditional literature greater than through digital means. In a world that is becoming increasingly digitized, increasingly calculated and efficient empathy is something future generations might be in desperate need of. CREATIVITY AND STORYTELLING Creativity should be at the centre of all that we do inside and outside of the classroom. The Internet and more-traditional forms of literature are only truly effective if they are used as tools to enhance creativity. We need to train our students to be storytellers and not merely consumers. Therefore, once we spark interest of our learners, as educators we need to put that new knowledge into practice. We need to get our students creating, through modelling creative writing or creating a collaborative project. It is argued that there are only 11 story structures in the world, so why do we keep reading? Clearly it is about how and why a story is written or told and not what is being told. This powerful skill of storytelling is not just applicable for campfires or high-school classrooms but for the world of business too. As Dr David Acker stated, even though people may not be interested in your brand they will be interested in your stories. Stories are “more impactful than facts. They get attention. They get remembered. They change perceptions.” Bringing the world to your classroom by teaching literature can place your students in an enviable position for whatever lies ahead in their lives.

The concept of diversity is being discussed in boardrooms and realised, to an extent, throughout offices worldwide. Inclusion and diversity roles are becoming more frequent and in-demand. Whether this is happening after carefully engineered appointments or genuine efforts to support hybridity[1], some notable companies[2] are realising that “diversity can drive innovation”[3], which can promote economic success and healthier work environments. Detractors may be fatigued with the term “diversity”, as it connotes ideas of political correctness. In turn those who are marginalised and endorsed by "diversity campaigns" can often feel singled-out and coerced into being the face of diversity in their workplaces: on show but silenced. Nevertheless, there is a surplus of evidence that supports diversity, particularly in areas where it is needed the most, such as in education. It is no illusion that diversity is important from a young age. Educational institutions need to set an example, so that young people can feel empowered and embrace the values of tolerance. Yet, it seems the international education sector has a lot of catching up to do. Apparently, some parts the business world have discovered that inherent and acquired diversity[4] in leadership can promote positive gains. It has been revealed that companies in the top quartile for gender diversity were 15 percent more likely to have financial returns and those in the top quartile for racial/ethnic diversity were 30 percent more likely to have financial success[5]. Although success in education is not measured via financial indicators this research can help us understand how motivation, respect, assessment targets and teamwork can be developed via championing diversity. These are all aspects that any organisation desires and as the world adapts to change, a school as its microcosm, should follow suit. Leadership positions seem to be static within the international education sector with barely any recognition for diversity. Competency is obviously important in educational leadership and making hires due to diversity quotas or otherwise is a naïve step, but it is also misguided to assume there are not different kinds of people to fill these kinds of positions. Besides, nurturing an array of talent should always override any assumptions made on any new hire's token or assumed "diverseness". Additionally, stagnation in educational leadership is alarming because in spite of the multicultural and multilingual aspects of students and staff that compose these environments, the same faces and cultures are at the helm. You only have to look at the promotional materials of the top international schools to realise the inertia: plenty of difference in the student body, plenty homogeneity on the organogram, on the photos and in the biographies. There are hardly any leaders from multiple ethnicities, ages, genders or religions. Furthermore, representation of differently-abled people or those in the LGBTQ+ community in educational leadership is near non-existent. People from all walks of life are present in all work environments including international schools. Where is their representation in educational leadership? Slowly, other sectors of society and business are seeming to recognise that “diversity is an essential component of team composition”[6], but all too often final decisions seem to fall into the same hands. There are many factors that could hinder diverse leadership appointments in international schools, such as pressure from stakeholders, tradition and unconscious or conscious bias[7]. The top international schools throughout the world follow virtually identical ethea and the leaders are predominantly cis-male, able-bodied, middle-aged and of European descent. It is hard to find an exception, yet research proves that equality and “equity amongst leadership of an educational organisation…is vital”[8] due to their propensity to display equality for learners and staff members. There needs to be more variance to encourage positive conflict, which can promote authentic sharing and a feeling of security amongst all members of the school community. Arguably, some international schools have echoes of imperialism rattling throughout their corridors; doubling down on Western ideologies. To some extent this can be understood, sure the labour market that their students will face is still predominately “Western” but it does not mean they have to ignore their own cultures. The pedagogy, customs, language policies, gender-bias and dress codes of some schools can inhibit and deny the very people they are meant to serve. Moreover, private-international schools often exist within a bubble meaning they are not influenced by government policies, such as the “London Challenge”[9]that could help school improvement. Ironically, some rely on monochromatic, tried and tested ideas, which contradicts the ever-changing international school environment. These factors can lower esteem in staff and students who do not ascribe to a particular mould, making them possibly feel that they cannot be influential nor progressive. It might even encourage certain members of the school community to reject educational systems, which could be the reason that there is a lack of specific demographic groups[10][11] that are seeking to work within the educational sector. Invisible glass ceilings can make these groups can feel muted, resulting in the same voices enforcing the same policies. Embracing diversity in leadership can be highly beneficial to an international school environment for multiple reasons but one that is paramount is recognition. There are plenty of schools that are moving forward with inclusive student admissions policies, but this needs to be reflected in their personnel recruitment processes - less writing; more action. We have all seen the "we are an equal opportunities employer" spiel tagged onto the end of job applications, but it is often not the reality and some schools still demand résumés with photos. If parents, pupils and other stakeholders see people in leadership positions who have inherent or acquired diversity they may also see themselves. Diversity is not symbolic, it is empowering and liberating. It is a proven method for enhancement and productivity at schools and elsewhere. International schools ideally need to represent the world in their leadership not just in their student population. Educational leaders make decisions that go beyond the confines of a classroom and the decisions they make inform future leaders upon their moral, socio-ideological standpoints. It is about time we practice what we teach. [1] In Theory Bakhtin: Dialogism, Polyphony and Heteroglossia Andrew Robinson (July 2011) [2] Google Diversity Annual Report Melonie Parker (2019) [3] How Diversity Can Drive Innovation by Sylvia Ann Hewlett, Melinda Marshall, and Laura Sherbin (December 2013) [4] Diversity and Leadership in a Changing World, Eagly and Chin (April 2010) [5] Diversity Matters , Vivian Hunt Dennis Layton Sara Prince (November 2014) [6] Leadership Principles – Harvard Business School, Margolis and Mayo (2019) [7] Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination Marianne Bertrand and Sendhil Mullainathan (September 2004) [8] Leadership and Diversity: Challenging Theory and Practice in Education Jacky Lumby, Marianne Coleman (2007) [9] Understanding the success of London’s schools, Simon Burgess (2014) [10] Discrimination in the Teacher Labor Market, DIANA D’AMICO (2017) [11] Visible Minorities, Invisible Teachers – The Runnymede Trust, Dr Zubaida Haque (2016)

What constitutes an international school and how did they come into existence? Apparently, the concept of an international school is nothing new. In 1855 the Exposition Universelle in Paris took place. Many ideas were discussed including “the advantages of educating together children of different nationalities”[1]. If we look back even further it was speculated that Prince Henry, the Portuguese explorer, set up a cartographer school featuring students from around the world[2]. It has been debated that the “first” schools with a hint of internationalism were found in either London, with the help of the author, Charles Dickens and another school in Lesotho, founded by British missionaries[3]. Yet, the school that seems to have the best claim to be the first, modern version of an international school is The International School of Geneva. It was founded in 1924 as a multilingual institute for diplomats and other fellow expatriates, post-World War I. Nevertheless, even their claim as being the “first” is contested by a school in Yokohama. An increase in diplomatic relations, multi-national corporations, military movements and globalisation in general has seen a rapid rise in the amount of international schools around the world. Now, there are reportedly 8000 international schools[4] globally. But what does “international” actually mean? From a historical perspective it seems an “international education” meant promoting ideas coming from predominantly Western educators that expressed their ideologies about the world. The methods seemed be either to have a bi-lingual initiative or a programme that focused on occidental cultures, so that the students were prepared for the international (read: Western) world they would face afterwards. Often the teachers in these schools helped “home” students learn the cultural and canonical traditions of Europe. Even now, in schools that have large, ethnically diverse student bodies we find that there is a craving for teachers from English-speaking nations and for those who have been “Westernised”. Some schools even ask for photos on Curriculum Vitaes. Speaking English is still deemed to be desirable for parents, students and educators alike. Of course, there are many dialects found within the English language. Gogate’s Globish was an attempt to simplify the English language for the masses, however, in the eyes of the ruling classes nothing quite beats “The Queen’s English”. It is no surprise that nations with burgeoning economies such as the UAE and China have had the biggest rise in international schools. However, does promoting the aforementioned methods truly support an international education? Whether done inadvertently or not, some international schools have become systems for supporting certain cultures and leaving others behind. Authentic international educators want to “help to create a better and more peaceful world through their intercultural understanding and respect.”[5] But, how do we enable this to happen in the context of a school where most stakeholders have taken the risk of being part of an international community, in an increasingly nationalistic and hostile environment? Furthermore, it seems throughout the modern manifestation of an international school there is a tension between promoting internationalism and endorsing the product that some of the stakeholders want, that is: to sell monoculture. Additionally, international schools are typically fee-paying and for certain socio-economic classes, which can alienate them from the local community; creating a sense of “otherness[6]”. This feeling of otherness can affect the identity of some students who feel they are citizens of the world, but can be viewed unhelpfully as “citizens of nowhere”[7] from those that might feel threatened by their multiculturalism. Therefore, international schools can serve as safe-havens but can also unconsciously promote their own world-systems and polities, which can alienate “third-culture” people from their first, or even second cultures. We have all seen schools entitled “British, Canadian, Swiss and American international schools”, which feature students with mid-Atlantic accents or who seem to be platonic, Anglophone conceptions of themselves[8] or at least versions of characters on Netflix. So, what is really going on? Why are nationalities being tagged onto school names and does this need to stop? We need to ensure that students, teachers and parents have well-developed intercultural competencies instilled in their day-to-day experiences with each other for real international relations to occur. If these competencies are not endorsed, the exclusivity and difference that is often seen and glorified in international education will counterintuitively be the very threat to the “international experience” that is being sought. Encouraging intercultural awareness can prove to be a challenge in a school which has perhaps had students coming from one culture, or one that employs staff for the purpose of spreading “Britishness” for instance, but it isn’t impossible. To be sure that we are comfortable enough to create apposite versions of international schools we need to be sure of who we are first. Cosmopolitan people can go through numerous physical and mental transitions, which can leave them feeling vulnerable, so they either become deniers of change (the American teacher working in France for 25 years, who still sounds like he’s from New York), or complete chameleons (the Australian teacher who has been abroad for a month who now wears a kimono regularly and hosts his own tea ceremonies). These are true examples. What they display is that we need to meet in the middle and have the metacognition that we intersect with cultures every day, as soon as we leave the house. We cannot become caricatures of our own or another. Once we are aware of who we are culturally we can flex and adapt to a variety of cultures. This practice will avoid unwanted situations. I observed a class discussion once about the “burkini” between an American and a Saudi student. It nearly turned into a fistfight. I might add that none of the students were born in America nor Saudi Arabia, but it doesn’t matter they were fighting for their monocultures unaware that there were multiple cultures within their nationalities in the first place. Sure, differences are fine, but if you are unprepared to have intellectual debates with those who oppose your views how on earth are you going to develop yourself as a person? Fortunately, the students settled and ended up respecting their differences through discussion and reflection. If only politicians and adults could learn to be as malleable as some international students, we may not be facing the surge of harmful nationalism we face today. Being loyal to your country is very different to being jingoistic. What does it take to be truly inter-culturally competent? According to Ann Straub[9] it takes knowledge, skills and attitudes that are conducive to internationalism. The knowledge of your own cultural identity, knowing what to do when cultures meet and how to react. Furthermore, the realisation that borders are arbitrary, and temporal will definitely help. Directors can make rational and diverse hires in their staff, to represent the world as much as they can. Pastoral leaders can incorporate citizenship into their curricula or create assemblies and celebrations that embrace multiple cultures. I created a Performing Arts exchange with a school in Colombia at the International school of Geneva. The Colombians also stayed with host families from our school. Additionally, programmes such as the Model United Nations, which I organise at Institute Le Rosey, allows students to debate on behalf of cultures and nations that may not reflect their own through research, which encourages empathy. Educators can learn intercultural competencies through professional development such as language courses or teacher exchanges. From my experience I went to IC Beirut for two weeks, teaching and living with my Lebanese counterparts and learning French in Switzerland has enriched my professional and local interactions. Students can learn through literature, for example through empathetic writing in relation to a text from a cultural that is not their own or through the incorporation of epistemology and critical thinking within their classes. Parents can have cultural exchanges. The International School of Geneva, for example hosts a “Kermesse” with traditional international food stands and entertainment made by the school community. Institute Le Rosey’s highly customised home language programme ensures that every student learns their home language from home language teachers. This unique experience helps the students stay in touch with their home culture despite being, in some cases, thousands of miles from home. International schools that create opportunities for the development of inherently diverse networks through acknowledgment and respect of multiculturalism are schools that will enrich wellbeing[10]. They are schools that have more potential to be sustainable in a globalised world. If we, as educators, parents and administrators model genuine and positive intercultural competencies for our students and children we will show them and the world that an international school isn’t a fixed notion to be sold or promote further inequity. Instead our open, flexible and adaptable attitudes we will engender curiosity, acceptance and most importantly respect for all cultures within the communities we serve and beyond them. [1] Hayden, Mary. Introduction to International Education: International Schools and Their Communities . Sage Publ., 2007. [2] Prestage, Edgar. "Prince Henry the Navigator." The Catholic Encyclopedia Vol 7. New York Robert Appleton, 1910 [3] Sylvester, Robert. The “first” international school. International Education in Practice. 3-17, 2002 [4] Wechsler, Alan. “How Demand for a 'Western' Education Reshaped International Schools.” The Atlantic , Atlantic Media Company, 16 June 2017, www.theatlantic.com/education/archive/2017/06/the-international-school-surge/528792/. [5] Nicholls, John “International-mindedness in a one-nationality majority school” IB Conference ,October 25 2018, , ADNEC [6] Said, Edward W. Orientalism . Vintage Books, 1979. [7] Davis, Jonathan. “Theresa May's Brexit Speech Had Shades of Hitler | Letters.” The Guardian , Guardian News and Media, 12 Oct. 2018, www.theguardian.com/politics/2018/oct/12/theresa-mays-brexit-speech-had-shades-of-hitler. [8] Fitzgerald, F. Scott. “The Great Gatsby”. Penguin Books, 2019. [9] Straub, Ann CIS Well-being conference, November 19 2018, ADNEC [10] Nastasi, Bonnie K., and Amanda P. Borja. International Handbook of Psychological Well-Being in Children and Adolescents: Bridging the Gaps between Theory, Research, and Practice . Springer, 2016.

As educators we want to encourage all stakeholders in an international school to develop intercultural understanding and respect. How do we enable this to happen in the context of an international community that faces an increasingly nationalistic and hostile environment? The pandemic has helped refocus humanity to care about what is important: empathy, respect and self-awareness. Students, teachers and parents need to have well-developed intercultural competencies instilled in their day-to-day experiences with each other for real international relations to occur. With theory of knowledge (TOK) at the core of the IB Diploma Programme, we can use it as a springboard to develop intercultural competencies within our school communities. This interactive talk explores strategies as to how positive, intercultural experiences can be engendered through TOK, and will inquire into the purpose of developing genuine intercultural engagement. This talk was recorded on Thursday 10th December 2020.

by Chris Clyde Green This year’s annual International Baccalaureate Conferences took place in the Emirate of Abu Dhabi. It was a grand event featuring an array of practitioners, participants and marketers from across the educational spectrum. The ideas of "agency" and "choice" featured heavily throughout most of the talks. The Keynote speaker was Sir Clive Woodward, English rugby’s World-cup winning coach. He is now the director of sport at Apex2100 an international Ski Academy in Tignes. His talk focused peak performance, for learners and athletes Sir Clive highlighted how young people face numerous challenges or “inputs” in their daily lives (parental expectation; digital information etc…). He argued that students of the IB can be like competitive sports athletes and condition their body and mind’s for peak performance, using the mantra “Discover, Distil and Do”. Sir Woodward also advertised an application that could help students, parents and teachers to use data to help students acquire peak performance levels. In theory, this application seemed like a good idea, but in practice it could have some more and ethical implications on young learners. Anniek Adriaens, a teacher from the International School of Eindhoven explored the idea of utilising digital technology not only as a leaning tool but as a something that can transform the learning experience. In the educational current educational climate, which seems preoccupied with the next big thing in Edtech, this talk was a refreshing look at how to use the Edtech you have (e.g. Kahoot or Microsoft Office) and develop an technology framework that ensures teaching and learning occurs through storytelling and not merely gamification. Using the concept of learning stories as a pedagogical tool, infused with a design thinking approach to reflection in action, she displayed how she took the time to: zoom in, slow down and enhance collaboration so that we, as teachers and students can enable meaningful engagement with technology. It was an insightful talk that looked at how we should maintain simplicity when it comes to teaching and storytelling. Technology has the ability to help us promote agency through synthesising information and designing ideas from it. Moreover, Adriaens lecture pushed for the idea that there should be a protocol on how a teacher uses technology in their subject. With the emergent curriculum we need to think about: · How does digital technology shape the personalities of teachers and learners? · How can digital technology create possibilities and how can it hinder? · How might digital technology cause shifts in our subjects/disciplines? “Decoding Theory of Knowledge 2020” was a talk delivered by programme coordinator and Oxford University Press writer Kosta Lekanides. There were many positive takeaways from this talk and it was great to see that the new TOK curriculum will invite learners and teachers into an exploration of knowledge as practice, that being: how we can apply it to cultural understandings of truth and discussing how communities share, produce, control, use and justify different forms of knowledge. The exhibition element of the assessment is an excellent idea, as it offers the opportunity for students to display their work and share what Theory of Knowledge is to the wider school community. The talk on “Innovative Learning through co-construction” featured pedagogical approaches that can be used in the classroom to foster innovation and promote experiential learning. The conference had a mission to promote agency. The idea of co-construction as a means to produce high-quality learning was effective as it showed that emotional intelligence can also be nurtured. Both this talk and “Classroom without borders” from Oasis International School seemed to borrow from Rosan Bosch as they emphasised that the learning space is the third teacher. The argument being that if students have element of choice in their learning spaces it will encourage creative, high-order thinking. Fluidity is the key here and it might be a good idea for schools that are developing new learning spaces to think about the relationship between the classroom, the hallway and beyond. Are they separate entities? If so, what happens in a particular one of these areas and why? The environment of a learning space is very important, as is the actual natural environment, so I was surprised to see so many of Bosch’s designs made from artificial materials like plastic, rather than wood, for instance. The major conclusion is that acoustics are everything. The Ancient Greeks built amphitheaters. Maybe we should look back into the designs of buildings from ancient civilisations to explore how the physical environment can manipulate sound? Jan Dijkstra’s call to action for sustainability to be at the heart of learning really carried the zeitgeist of today’s political agenda. How do we deal with issues such as the climate crisis, micro plastics in our bodies and the loss of biodiversity? How do we explain these ideas to young people and how can we encourage them to take meaningful action. I found that comprehensive approach for schools was necessary but overwhelmingly complex. His work at Ecolint has been remarkable yet straight-forward in this area: inviting speakers, creating an Eco Society, farming crops at school etc... Simple ideas like http://www.plasticfreecampus.org/ would ensure schools are doing their part in sustainability. His notions echoed Sir Ken Robinson’s ideas that we should not be teaching for “compliance, conformity and competition”, particularly in this area. One thing that is constantly being wasted is food in schools and this could massively be reduced by sharing and giving. Eleni Vardaki ( https://elenivardaki.com/ ) is a History teacher and personal youth mentor working with student to manage school-related stress. We went to university together, coincidentally. Her talk posed the question: How can we, as IB teachers, expect students to embody the learner profile if we don't strive to embody it ourselves? To attempt to answer this question she presented to us how she sought feedback from her students and colleagues on the extent to which she embodied the IB learner profile in her lessons and beyond. One aspect that this unique approach to the “appraisal process” did was that it helped to illuminate “blind spots” and reduce bias. It also highlighted the need for more “teacher voice” in school, which should be in the classroom and not just concerning administrative matters. Research has found that over-valuing “student voice” at the expense of “teacher voice” can cause many issues. He argued that this “learner profile” appraisal would help challenge assumptions of the ‘lazy teacher’ bias, which seems to lead people to adopt a dismissive attitude towards teachers who are asking for more planning and preparation time. It could also be used as an appraisal framework for coaching that schools and many corporations are implementing instead of the trite, mandatory appraisals of yesteryear. Inspiring, informative and very IB!

We met up with the Equal Group on their podcast. We discussed how representation matters in an educational context. We also discussed how encouraging the appreciation and awareness of diversity in schools can ensure educational success and wellbeing. Please find attached the podcast below. https://open.spotify.com/episode/04a8Zeb7tyZTA57xL7ONi2?si=KfCJWyWETdm8zhR2QY4f-w