The Importance of Wellbeing in International Schools

Institutional systematic approachesto encouraging student well-being should be implemented in international schools, but they can often be limited by unfamiliar cultural norms. This means teachers can overlook, underestimate or even neglect the factors that contribute to student wellbeing, placing international students at risk of developing mental health problems. Faced with increased challenges, we believe that teachers need to commit more time and effort to encouraging student well-being, and our recent research identifies ways that can be done. Our internationally-focused teachers in Dubai can only offer students the best educational experience, if they themselves feel at home in the city and have the chance to make friends with other people from different countries.

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The importance of well-being in international schools

I have just returned from an overseas school where there is a focus on academic achievement, but there was also an emphasis on psychological wellbeing. There, students work together to manage their well-being in a communal space to gain a greater awareness and understanding of their feelings using tools like movement and relationship playand an emotion wheel to develop communal well-being approaches and complete understandingof their emotional wellbeing. The aim is to develop a culture of wellbeing that creates a more active role fo r students in addressing their emotional health in the classroom. The support we offer, including professional development, is intended to equip teachers with tools to support and enable students to develop critical thinkingand make healthy choices, enabling them to cope with social challenges and stay engaged and develop intrinsic motivation. The pressure to excel in our current climate is understandable, but this might be causing many students to feel isolated and to prioritise academic attainment over their own health.

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What does wellbeing mean?

In the international context, the main aim of our work is to provide a better understanding of how physical and mental wellbeing can be achieved and impacts on educational outcomes, teaching and learning.

At Structural Learning, we use a broader definition of wellbeing. For us, wellbeing is encompassing, interdependent and deeply contextualised, and includes social, emotional and physical components. At Structural Learning we understand wellbeing to mean th at a child or young person has the capacity to cope with the overwhelming and varied pressures of life, and is able to achieve a greater range of learning outcomes, take up challenges and gain the confidence to overcome obstacles. The lens through which we see wellbeing is not simply what we want it to be, but what we need it to be, and for us, that requires a complete approach to child development.

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What should be considered when supporting students?

Responsibility for ensuring the emotional and mental health of students should lie firmly with schools. While not every student needs professional support, all students should have the opportunity to reach their full potential and be treated with respect and dignity. Most teachers will agree that supporting students to develop the skills needed to cope with the mental pressures of a modern and fast-changing society can have a positive impact on their academic achievements and well-being. This includes understanding special educational needs and implementing trauma informed practices.

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Cultural background significantly influences how students express distress and seek help. Research by Hofstede demonstrates that individualistic versus collectivistic cultural orientations affect whether students will openly discuss personal challenges or prefer family-mediated support. International schools must train staff to recognise these cultural variations in help-seeking behaviour.

Developmental considerations are equally crucial. Laurence Steinberg's research on adolescent brain development shows that teenagers have heightened sensitivity to social rejection and peer influence, making peer support programmes particularly effective. Additionally, students' language proficiency levels may impact their ability to articulate emotional needs, requiring multilingual support resources and non-verbal assessment tools.

Transition periods warrant special attention. Students entering or leaving the school community, those adjusting to new cultural environments, or facing family relocations require targeted support strategies that acknowledge the compound stress of academic and cultural adaptation.

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What measures can be taken to support senior leaders?

The ISC are currently investigating the emotional wellbeing of directors and senior leaders within senior leadership teams within various International Schools. They are also developing an online programme that will support students and staff at all levels and provide resources for senior leaders, including professional developmentand resources on managing team challenges and wellbeing in an increasingly competitive global environment.

They have launched a Mindfulness Teacher Training Programme to train school leaders on mindfulness, meditation and breathing techniques that can be used in classrooms. The course includes material to help you develop your own understanding and support for teaching children and staff in mindfulness.

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Research-backed interventions show particular effectiveness in international school contexts. Structured peer mentoring programmes, where experienced leaders support newcomers, reduce isolation whilst building cultural competency. Evidence from the Council of International Schools demonstrates that schools implementing regular leadership coaching see improved retention rates and decision-making quality. Professional development focused on cross-cultural communication and conflict resolution proves essential, as leaders must navigate diverse parent expectations and staff backgrounds daily.

Practical organisational support measures include establishing clear succession planning and distributed leadership models. Creating deputy roles with genuine authority allows senior leaders to delegate effectively and take necessary breaks. Schools should implement regular wellbeing check-ins and provide access to counselling services that understand expatriate challenges. Flexible working arrangements, including periodic home leave and sabbatical opportunities, help prevent burnout whilst maintaining family connections.

Technology-enabled support networks have become increasingly valuable. Virtual leadership forums and online mentoring platforms connect international school leaders globally, enabling real-time consultation on complex issues. These digital communities provide 24-hour access to peer support across time zones, addressing the isolation that often accompanies international school leadership positions.

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What measures can be taken to support student wellbeing?

For the purpose of these key questions, we have defined the essential measures of student wellbeing as follows:

Managing stress

Providing opportunities for students to work productively in challenging situations

Understanding and developing the capacity for students to think and to act for themselves, with help and support when needed

Sustaining and maintaining well-being in students

Engaging in activities that enable students to think for themselves

Building mental resilience

Providing students with a sense of belonging

Help students to deal with and cope with difficult or stressful situations

Enabling students to communicate effectively

We need to talk about student wellbeing and define what it means. It is an incredibly complex issue and can encompass far more than most of us are aware of. Some schools are exploring effective approaches like Forest Schools and outdoor learning to support complete development.

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Peer support programmes have shown particular effectiveness in international schools. Research by Kathryn Wentzel demonstrates that peer relationships significantly impact academic motivation and emotional adjustment. Buddy systems pairing new students with established community members help ease cultural transitions while building cross-cultural understanding throughout the student body.

Curricular integration of wellbeing education proves more sustainable than standalone programmes. Social and emotional learning can be embedded within existing subjects, with literature classes exploring emotional themes, science lessons examining stress physiology, and humanities courses addressing cultural identity and belonging. This approach normalises wellbeing discussions and ensures consistent messaging across the educational experience.

Multilingual counselling services are essential, as students may struggle to express complex emotions in their second or third language. Training counsellors in cultural competency and maintaining resources in multiple languages ensures that all students can access appropriate support regardless of their linguistic background.

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Supporting Teacher and Staff Wellbeing

Research consistently demonstrates that teacher wellbeing is a critical predictor of student academic and emotional outcomes, making staff support essential in international school contexts. Burnout rates among educators working abroad can reach 40% higher than domestic counterparts, largely due to cultural adjustment challenges, professional isolation, and the additional emotional labour required when supporting culturally diverse student populations. Maslach and Leiter's extensive research on educator burnout reveals that teachers experiencing high stress levels show decreased empathy, reduced instructional quality, and impaired decision-making capacity.

International schools must therefore implement comprehensive wellbeing frameworks that address both universal teacher needs and context-specific challenges. Evidence-based interventions include structured peer mentoring programmes, regular cultural competency training, and access to multilingual counselling services. Schools reporting the highest staff retention rates typically offer flexible professional development opportunities, clear pathways for career progression, and robust support networks that help educators navigate cross-cultural classroom dynamics while maintaining their own cultural identity and professional confidence.

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Engaging Parents and Families in Wellbeing Initiatives

International school families navigate a complex web of transitions that can significantly impact student wellbeing, making proactive family engagement essential for comprehensive support systems. Research by Pollock and Van Reken on Third Culture Kids demonstrates that children who maintain strong family connections while adapting to new cultures show greater resilience and academic success. International schools must therefore create structured opportunities for parents to actively participate in wellbeing initiatives, recognising that family stress directly correlates with student emotional adjustment.

Effective parent engagement strategies should address the unique challenges faced by internationally mobile families, including cultural adaptation anxiety, temporary residence mindsets, and isolation from extended support networks. Schools can implement culturally responsive family workshops that teach parents to recognise signs of transition stress whilst celebrating diverse coping mechanisms from various cultural backgrounds. Additionally, establishing peer support networks amongst parents facilitates organic community building and reduces the isolation commonly experienced by expatriate families.

Practical implementation begins with regular parent education sessions focusing on developmental appropriateness of transition responses and evidence-based home support strategies. Schools should provide multilingual resources addressing common concerns such as identity formation, academic pressure, and friendship challenges specific to international contexts. Creating structured volunteer opportunities within wellbeing programmes enables parents to contribute meaningfully while building their own community connections, ultimately strengthening the entire school's support environment.

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Cultural Considerations in Wellbeing Support

International schools serve students from diverse cultural backgrounds, each bringing unique perspectives on mental health, emotional expression, and help-seeking behaviours. Research shows that cultural beliefs significantly influence how individuals conceptualise wellbeing, with some cultures emphasising collective harmony over individual emotional expression, whilst others prioritise personal agency and self-advocacy. Sue and Sue's multicultural counselling framework demonstrates that effective wellbeing support must acknowledge these cultural variations rather than applying universal Western therapeutic models across all student populations.

Educational contexts require culturally responsive approaches that recognise varying comfort levels with discussing personal challenges. For instance, students from cultures that value family privacy may hesitate to engage with traditional counselling services, whilst others may prefer group-based interventions that align with collectivist values. Triandis's research on individualism versus collectivism highlights how cultural orientation affects students' willingness to seek support and their preferred methods of receiving assistance.

Practically, international schools should develop multiple pathways for wellbeing support that accommodate diverse cultural preferences. This includes training staff to recognise cultural differences in distress expression, partnering with community cultural leaders, and offering both individual and group-based interventions. Additionally, incorporating culturally relevant coping strategies, such as mindfulness practices from various traditions or narrative approaches that honour different storytelling customs, can enhance student engagement and therapeutic outcomes.

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Assessing the Impact of Wellbeing Initiatives

Effective measurement of wellbeing programmes requires a multi-faceted approach that captures both quantitative metrics and qualitative insights. Research by Corey Keyes on the dual-continuum model demonstrates that wellbeing encompasses not merely the absence of mental health problems, but the presence of positive psychological functioning. International schools should therefore implement assessment tools that measure both protective factors and areas of concern, using standardised instruments alongside culturally responsive measures that account for their diverse student populations.

Practical evaluation strategies include pre- and post-intervention surveys, focus groups with students from different cultural backgrounds, and systematic observation of behavioural changes in classroom settings. Baseline data collection proves essential, as Martin Seligman's work on positive psychology emphasises the importance of tracking progress over time rather than relying on single-point assessments. Schools should also consider proxy indicators such as attendance rates, disciplinary referrals, and academic engagement levels, which often reflect underlying wellbeing trends.

To ensure programme sustainability, administrators must translate evaluation findings into practical findings for stakeholders. Regular reporting cycles that highlight both successes and areas for improvement demonstrate accountability whilst building support for continued investment in wellbeing initiatives. This evidence-based approach enables international schools to refine their programmes continuously, ensuring they meet the evolving needs of their culturally diverse learning communities.

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Crisis Response and Emergency Mental Health Protocols

International schools face unique challenges when responding to mental health emergencies, as students may be geographically separated from familiar healthcare systems and family support networks. Research by Kessler et al. Demonstrates that early intervention during crisis situations significantly improves long-term outcomes, making robust emergency protocols essential in international educational contexts. Schools must establish clear procedures that account for cultural considerations, language barriers, and varying levels of local mental health service availability.

Effective crisis response protocols should include immediate assessment procedures, clear communication pathways to local emergency services, and established relationships with culturally competent mental health professionals. Evidence shows that staff training in crisis recognition and de-escalation techniques reduces response times and improves student outcomes. International schools must also maintain updated contact information for students' home country support systems and understand legal requirements across different jurisdictions.

Practical implementation requires designated crisis response teams with clearly defined roles, regular training updates, and culturally sensitive intervention strategies. Schools should establish multilingual crisis resources and maintain partnerships with local healthcare providers who understand the international school community. Post-crisis follow-up protocols must address both immediate safety concerns and longer-term wellbeing support, ensuring continuity of care regardless of cultural background or geographical distance from home support systems.

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Conclusion

Why does all this matter? Well, we're not the first generation of educators to think that the path to human development can be changed by small positive changes in children's lives. There are many examples of schools and universities implementing a range of policies and strategies that support this goal, and now it seems that we have taken it to another level, embarking on a journey that could transform the way we all live, work and learn.

We have argued that this is not a topic just for specialists, but one that will require everyone to care about the wellbeing of young people. The majority of teachers now see themselves asteachers now see themselves as coaches, mentors, counsellors and advisors.

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Practical implementation strategies should begin with establishing clear wellbeing protocols that are culturally responsive and linguistically accessible. International schools can develop multilingual resources, train staff in cross-cultural communication, and create peer support networks that celebrate diverse backgrounds whilst addressing common challenges. Research shows that schools implementing structured transition programmes for new arrivals see significantly reduced adjustment difficulties and improved academic outcomes within the first term.

The long-term benefits extend far beyond immediate student support. Educational contexts that prioritise wellbeing create resilient learning communities where cultural diversity becomes a strength rather than a challenge. These environments creates global competencies essential for 21st-century success, including empathy, adaptability, and intercultural understanding. Furthermore, comprehensive wellbeing frameworks attract high-quality staff and families, enhancing the school's reputation and sustainability in competitive international markets.

Going forward, international schools must view wellbeing support as integral to their educational mission rather than supplementary programming. This fundamental change requires ongoing professional development, community engagement, and continuous refinement of support systems to meet evolving student needs in an increasingly connected yet complex global landscape.

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Further Reading

Student wellbeing research

Mental health in schools

Positive education

For those wanting to examine deeper into the subject of wellbeing in international schools, the following resources provide valuable insights:

1. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. *Contemporary Educational Psychology, 25*(1), 54-67. This paper provides a foundational understanding of motivation, essential for developing student engagement and wellbeing.
2. Seligman, M. E. P. (2011). *Flourish: A visionary new understanding of happiness and well-being*. Simon and Schuster. Seligman's work offers a comprehensive framework for understanding and promoting psychological wellbeing, applicable to the international school context.
3. Dweck, C. S. (2006). *Mindset: The new psychology of success*. Random House. Dweck's research on mindset highlights the importance of cultivating a growth mindset in students to build resilience and cope with challenges.
4. കേന്ദ്രസർക്കാർ, & नेशनल फोकस ग्रुप. (2006). *National Focus Group on Education for Peace*. National Council of Educational Research and Training. This report underscores the significance of creating peaceful and inclusive learning environments that support the wellbeing of all students.
5. компенсація, соціальна, & адаптація. (2017). Особливості соціальної адаптації студентів-першокурсників до умов навчання у вищому навчальному закладі. *Вісник Луганського національного університету імені Тараса Шевченка. Педагогічні науки, 4*(311), 161-167. (Features of social adaptation of first-year students to the conditions of study in higher education). This article sheds light on the adaptation challenges faced by students transitioning to new educational environments, relevant to understanding the experiences of international school students.