International School Parent Magazine - Autumn 2022

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Nendaz:<br />

Winter in the<br />

4 Vallées<br />

Is my Child<br />

Gifted? ​<br />

Supporting<br />

LGBTIQ+<br />


Nendaz, in the heart<br />

of the largest ski area<br />

in Switzerland<br />

And you, what are you doing this winter?<br />

Yverdon<br />

Besançon (F)<br />

Fribourg<br />

Berne<br />

Zurich<br />

A12<br />

France<br />

Vaud<br />

Morges<br />

A1<br />

A1<br />


Fribourg<br />

Berne<br />

Nyon<br />


VEVEY<br />


Villeneuve<br />

Tunnel du<br />

Lötschberg<br />

BRIG<br />

A9<br />

A9<br />

SION<br />

SIERRE<br />

Gampel<br />

VISP<br />

GENEVA<br />

France<br />



Riddes<br />

La Tzoumaz<br />

Verbier<br />

Veysonnaz<br />

Nendaz<br />

Valais<br />

Zermatt<br />

Saas-Fee<br />

Si<br />

Chamonix<br />

Annecy<br />

Col, Hospice et tunnel<br />

du Grand St-Bernard<br />

Italy<br />

www.nendaz.ch<br />

Grenoble<br />

Italy<br />

Aosta<br />

Torino<br />




TO SKI<br />



Welcome to the <strong>Autumn</strong><br />

Edition of <strong>International</strong> <strong>School</strong><br />

<strong>Parent</strong> <strong>Magazine</strong><br />

Contents<br />

07 Universities Across The World: How To Choose The<br />

Right Experience For You<br />

09 Meet The Head – Interview With Dr Hugh Mccormick,<br />

Copperfield <strong>International</strong> <strong>School</strong> – Verbier<br />

14 Risk Prevention For Globally Mobile Children<br />

16 Meet The Head – Interview With Inter-Community<br />

<strong>School</strong> Zurich, Head Of <strong>School</strong> – Lucy Gowdie<br />

20 Enjoy Being A Trailing Spouse<br />

22 How to Choose the Best <strong>School</strong> for your Child<br />

24 Is My Child Gifted?<br />

26 Feels Good! A Checklist To Support Young People’s<br />

Mental Health<br />

28 5 Reasons To Choose Swiss Education Group<br />

30 Iberia. A New Top Destination For Boarding Students<br />

Worldwide<br />

32 Touring The Canton Of Vaud On Two Wheels<br />

34 An Unforgettable Stay At The Art Deco Hotel Montana<br />

36 <strong>Autumn</strong> In Switzerland<br />

38 Your Winter In The Heart Of The 4 Vallées<br />

40 London. The Best City In The World To Be A Student?<br />

42 Why Zurich Is A Great Place To Live, Work And<br />

Educate Your Children<br />

46 Careers Of The Future: Which Bachelor’s Degree<br />

Should You Study?<br />

48 5 Hospitality Business Management Graduate<br />

Characteristics You Might Not Be Aware Of<br />

52 The Mirror Lies<br />

56 My Child Has Just Told Me That They’re Trans.<br />

Now What?<br />

60 Supporting LGBTIQ+ Children<br />

60 How To Win An Argument<br />

65 How To Support Your Child’s Language Learning<br />

COVER PHOTOGRAPH: ©Etienne Bornet<br />

The first leaves have fallen, and the days are getting shorter – time<br />

really does zip by. After a long, hot summer the cooler temperatures are<br />

certainly welcome as we settle into the new school year.<br />

This academic year is set to be a great one, with lots of exciting<br />

developments in the international school sector and beyond. The<br />

autumn edition of <strong>International</strong> <strong>School</strong> <strong>Parent</strong> <strong>Magazine</strong> <strong>2022</strong> looks at<br />

the latest happenings, and at important socio-cultural issues and how<br />

parents, teachers and other caregivers can support young people.<br />

We are pleased to continue our ‘Meet the Headteacher’ interviews. In this<br />

edition we spoke to Dr Hugh McCormick from Copperfield <strong>International</strong><br />

<strong>School</strong> and Lucy Gowdie from Inter-Community <strong>School</strong> Zurich. These<br />

interviews provide insightful behind-the-scenes commentary on what<br />

can be expected from an education at these fantastic schools.<br />

Many families will be settling back into their school routines after the<br />

break. This may mean new teachers, subjects or even a new school for<br />

some students. In this edition we explore how to support our children’s<br />

mental health, take a look at eating disorders, how to support LGBTIQ+<br />

and trans children, and offer a range of articles spanning the trailing<br />

spouse experience, working out if your child is gifted and many more!<br />

We also look at Zurich and why it is a great place to live. We<br />

spotlight Zurich schools and profile each of these amazing<br />

educational institutions. Make sure you visit our school guide (www.<br />

internationalschoolparent.com) for further information on these, and<br />

other schools around the world.<br />

The autumn/winter season provides wonderful opportunities to enjoy<br />

the great outdoors, albeit wrapped up warmly! Check out autumn<br />

cycling in Vaud and skiing in Nendaz. Articles on both of these amazing<br />

locations, as well as Switzerland as an autumn destination can be found<br />

in this edition.<br />

We remain committed to helping parents and children make the most of<br />

the opportunities that international schools provide. Have a wonderful<br />

autumn/winter and we look forward to the spring edition in early 2023.<br />

Work hard and be the best!<br />

Nick<br />

Nick Gilbert<br />

Editor & Publishing Director<br />

<strong>International</strong> <strong>School</strong> <strong>Parent</strong> <strong>Magazine</strong><br />

Mobile + 41 787 10 80 91<br />

Email nick@internationalschoolparent.com<br />

Website www.internationalschoolparent.com<br />

@isparentmag<br />


Contributors<br />

Peter Kakucska<br />

Peter Kakucska is a former United Nations diplomat<br />

who has developed global ethical and sustainable<br />

standards. Peter has coordinated ethical policy and strategic<br />

LGBTIQ+ partnership engagement with national education<br />

ministries, academic associations, learning institutions and<br />

research think-tanks. He is a well-established D&I expert, speaker,<br />

consultant, mentor, author and certified trainer.<br />

Cath Brew<br />

Cath is an artist, podcaster, and LGBTQ+ consultant<br />

who illustrates and educates about marginalised<br />

experiences for positive change. She works with international<br />

schools on whole-school LGBTQ+ inclusion, together with<br />

empowering LGBTQ+ students to be proud. Her podcast ‘Drawn<br />

to a Deeper Story’, explores the ‘lives that challenge us and the<br />

difficult conversations around them’.<br />

Dr. Laurence van Hanswijck de Jonge<br />

Dr. Laurence van Hanswijck de Jonge, Msc, PhD,<br />

is a Developmental Psychologist with a background<br />

in Biopsychology and Neuropsychology. She provides therapy<br />

and psychological assessments for children and adolescents<br />

at KidsAbility in the Cayman Islands. Her practice is rooted<br />

in Positive Psychology, and she is certified in Neurolinguistic<br />

Programming (NLP) and Cognitive Behaviour Therapy (CBT)<br />

amongst others.<br />

Lauren Wells<br />

Lauren Wells is Founder and CEO of TCK Training<br />

and author of three books on preventive TCK care,<br />

a methodology she spearheaded and on which TCK Training is<br />

founded. She spent her teenage years living in Tanzania, and her<br />

education is in Child Development. She has worked with over<br />

1,000 parents and caregivers and has trained staff from over 80<br />

organisations.<br />

Tanya Crossman<br />

Tanya Crossman is Director of Research and<br />

Education services at TCK Training. She has lived in<br />

four countries on three continents, first as a child and then as an<br />

adult. Tanya has 17 years’ experience working with TCKs, their<br />

families, and other cross-cultured populations. She is the author of<br />

Misunderstood: The Impact of Growing Up Overseas in the 21st<br />

Century.<br />

Korinne Algie<br />

Korinne Algie is the founder KAIE Marketing, an<br />

international education marketing consultancy and<br />

Co-founder of the Education Marketing Collective, a membership<br />

platform providing digital skills training and support to education<br />

professionals.<br />

Sandra Passalacqua<br />

Sandra Passalacqua is an ACC - ICF certified Cross-<br />

Cultural and Personal Development Coach. She<br />

has lived in Zurich since 2017 and is a trilingual world citizen -<br />

speaking English, French and Spanish.<br />

Joyce Aernouts, TEFL<br />

Joyce Aernouts is a blogger from Belgium.<br />

Her love of writing started with books. The art of<br />

storytelling intrigued her, and in 2017 she picked up her pen<br />

(keyboard) to try it for herself. Thanks to her travels, Joyce now<br />

has a broad range of topics she can write about from personal<br />

experience.<br />

Fiona McKenzie<br />

Fiona McKenzie is Head of Education at Carfax<br />

Education, leading a team of consultants who expertly<br />

navigate the education landscape, guiding families through the<br />

complexities and demystifying the process to help every child to<br />

achieve their ambitions. With over 30 years’ experience, Fiona has<br />

helped hundreds of families access the very best education for their<br />

children.<br />

Moon Huang<br />

Moon is a graduate of Elite Journey - a Chinese-UK<br />

joint venture helping young people become role models.<br />

Moon strives to help younger students understand and enjoy the<br />

benefits of debate. This autumn Moon will join University College<br />

London, where she will continue her competitive debate career.<br />

Dr Michelle Wright<br />

Dr Michelle Wright is a British-qualified General<br />

Practitioner. Before moving to Switzerland in 2004,<br />

she saw patients with physical and psychological problems and<br />

worked in community psychiatry. She continues to practice at the<br />

<strong>International</strong> Labour Organisation, Geneva.<br />

Michelle helped bring the ensa Mental Health First Aid training<br />

in English to Switzerland, delivered by HealthFirst to companies,<br />

schools, and organisations.She broadcasts a weekly show, Health<br />

Matters, for World Radio Switzerland.<br />

Dr Mecky McNeil<br />

Dr Mecky McNeil is a British-qualified General<br />

Practitioner, experienced in looking after people with<br />

psychiatric illnesses, including anxiety, depression, eating disorders<br />

and schizophrenia, and caring for suicidal and acutely psychotic<br />

patients.<br />

She is a qualified health coach and helped to develop the ensa<br />

Mental Health First Aid English courses in Switzerland. Mecky<br />

currently collaborates with UNICEF and Z Zurich Foundation on<br />

a global project to support young people’s mental health.<br />



THE WORLD:<br />

How to choose the right experience for you<br />


University opens up numerous<br />

opportunities for students, but<br />

there are lots of things to consider<br />

when it comes to choosing the right path.<br />

Not only the course and the institution but<br />

the type of university experience you want,<br />

which will have a unique impact on the<br />

direction in which life takes you.<br />

For international students, being more<br />

open to exploring a different path can throw<br />

even more options into the mix.<br />

Historically, UK universities were top<br />

choice for students across the world, but<br />

school leavers are now exploring options<br />

further afield, across the rest of Europe and<br />

the US.<br />

UK<br />

Despite becoming increasingly competitive,<br />

UK universities remain a popular choice.<br />

Home to the world’s top institutions, the<br />

UK represents a more traditional route,<br />

offering a high-quality undergraduate<br />

experience.<br />

For students who have studied a UK<br />

curriculum, this option offers a familiar<br />

path yet also has a long history of<br />

welcoming international students. Each<br />

university offers great support systems for<br />

welfare and practical support for students<br />

from abroad.<br />

One of the benefits of UK study is the<br />

variety of subjects on offer. Students can<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 7<br />

specialise from an early stage or combine<br />

subjects to form a joint degree. With a<br />

strong teaching history in traditional<br />

subjects, the UK also offers globally<br />

recognised courses for vocational subjects<br />

like medicine, veterinary science and<br />

engineering, as well as more niche courses<br />

such as Entrepreneurship and Innovation,<br />

Festival Event Management or even<br />

Contemporary Circus!<br />

Most degrees in England and Wales<br />

are three years and four in Scotland. It<br />

is worth considering a study abroad or a<br />

work placement as the opportunity to gain<br />

relevant professional qualifications can fast<br />

track a career post-graduation.

“It is worth considering a study abroad or a<br />

work placement as the opportunity to gain<br />

relevant professional qualifications can fast<br />

track a career post-graduation.”<br />

The alternative route is ‘early action’<br />

applications, submitted any time between<br />

November and January, depending on the<br />

college. Offers are made in March or April,<br />

however these are not binding. In addition<br />

there are rolling admissions, where schools<br />

evaluate applications as and when they<br />

receive them with no hard deadline.<br />

It is worth noting that exact deadlines will<br />

vary from college to college.<br />

‘Best fit’ goes beyond academics as<br />

the environment will have a significant<br />

impact on your overall experience. For<br />

some students a campus university, where<br />

everything is located on one site, provides a<br />

fully immersive experience. Others will fare<br />

better where the university is part of a town<br />

so the accommodation, teaching blocks and<br />

university facilities mingle with normal life.<br />

Accommodation choices are also an<br />

important factor, whether living on campus<br />

in halls or renting accommodation in the<br />

city. You also need to weigh up the pros and<br />

cons of being in catered or self-catered halls<br />

in the UK and decide which will work best<br />

for you.<br />

Applications to all UK universities are<br />

managed through the University Central<br />

Admissions System, known as UCAS. You<br />

can apply to five universities and will pick a<br />

first and second choice based on your offers<br />

and predicted grades. Every application<br />

requires you to submit a personal statement,<br />

highlighting why you want to study this<br />

subject, what you have done to demonstrate<br />

your interest and other qualities you will<br />

bring to the university. Some courses<br />

and universities may also require you to<br />

take some additional tests and attend an<br />

interview.<br />

Key application deadlines for 2023:<br />

• 15th October <strong>2022</strong> for Oxford University<br />

and Cambridge University<br />

• 15th October <strong>2022</strong> for Medicine,<br />

Dentistry and Veterinary courses<br />

• 26th January 2023 for all other subjects<br />

US<br />

The US is also home to some of the<br />

world’s most respected academic<br />

institutions. As well as better-known Ivy<br />

League universities, there are several top<br />

ranked colleges for specialist subjects<br />

offering world-class facilities and research<br />

institutions.<br />

One of the appeals of US study is<br />

the breadth of choice and flexibility of<br />

programmes. Most degrees last four years<br />

and some even extend to six. In your<br />

Freshman (first) year, you study a range<br />

of subjects set out as ‘core curriculum’, to<br />

help you make an informed decision on<br />

your choice of Major in your Sophomore<br />

(second) year. In Junior (third) and Senior<br />

(fourth) years, you still have the option<br />

combine subjects of interest and take<br />

modules in other subjects outside of your<br />

Major.<br />

For students with big sporting ambitions,<br />

US universities offer top coaching and<br />

career opportunities, not to mention<br />

scholarships. The sporting culture is unique<br />

to American universities and encourages all<br />

students to get involved as supporters, which<br />

contributes to a sense of campus culture.<br />

With US applications, there are several<br />

different timelines to consider. ‘Early<br />

decision’ (ED) applications are due in<br />

November with decisions announced in<br />

December. ED II applications are due in<br />

January and a decision needs to be made by<br />

February. ED and ED II are both binding,<br />

meaning students must enrol if offered a<br />

place.<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 8<br />

Key application deadlines for 2023:<br />

• November <strong>2022</strong> – ED application<br />

deadlines<br />

• January 2023 – ED II application<br />

deadlines and Early Application deadlines<br />

Europe<br />

European universities are home to some<br />

of the world’s leading research institutes<br />

and with many internationally ranked<br />

universities offering degrees taught<br />

in English, students are increasingly<br />

considering Europe as a higher education<br />

destination. The comparatively lower fees<br />

and the opportunity to experience a new<br />

culture are strong pulls.<br />

It is important to do your research and<br />

consider the pros and cons of studying in<br />

an environment where the cultures and<br />

language could be quite different. You need<br />

to consider the different structures of the<br />

courses, the facilities available and as with<br />

the UK and US, think about which city and<br />

lifestyle appeals to you.<br />

Most European countries do not offer a<br />

centralised application system, so you need<br />

to do your due diligence to find out how<br />

to apply in particular countries. Some just<br />

require predicted grades, but others request<br />

a personal statement or entrance exam.<br />

Deadlines vary significantly depending on<br />

the course and university, so it is important<br />

to research carefully.<br />

There is no right or wrong choice when<br />

it comes to choosing a university. It all<br />

depends on your subject interests, career<br />

aspirations and the experience you are<br />

looking for. University is a formative time<br />

for many students, so it is important to<br />

explore your options, with a focus on the<br />

learning experience and the social life that<br />

appeals to you.


Interview with Dr Hugh McCormick,<br />

Copperfield <strong>International</strong> <strong>School</strong> – Verbier<br />

Described as the ‘world’s only skion,<br />

ski-out international school’,<br />

the Copperfield campus is situated<br />

at the foot of the mountain slopes in<br />

Verbier and offers a global gold-standard in<br />

curricula. With staff having graduated from<br />

and taught at the world’s best universities<br />

and music schools, and a co-curricular<br />

program that nurtures creative passions and<br />

sporting talents, Copperfield is dedicated<br />

to providing an education that opens<br />

opportunities to a wider world, a broader<br />

mind, and a happier life.<br />

We sat down with Founder and Head<br />

Teacher, Dr Hugh McCormick, to talk<br />

about the school, his approach to education,<br />

and where Copperfield <strong>International</strong> will be<br />

taking its students in the future.<br />

Let’s start with a little bit about you –<br />

what’s your background and what made<br />

you choose education as a career?<br />

I love explaining things – my dad was<br />

an academic (a Professor of Economics),<br />

and my mum helped people as a Child<br />

Psychologist, so our family culture was<br />

about helping people and explaining things,<br />

and these two paths just merged for me into<br />

teaching.<br />

I’ve loved teaching since I was young,<br />

even as early as secondary school; and when<br />

I went on to Oxford University for my<br />

master’s and PhD, I taught undergraduates<br />

and sixth formers – and really loved it.<br />

I spent four years away from teaching as<br />

an Investment Banker, then came back to<br />

teaching – it’s what I really want to do, and<br />

I feel that it’s more than a career. Great<br />

teachers live education, it comes out of<br />

their pores – and you can tell that being<br />

an educator is more than a career, it’s a<br />

mission.<br />

How do your experiences and<br />

philosophies inform your approach as<br />

Founder and Head Teacher at Copperfield<br />

in Verbier?<br />

Experiences and philosophies are at the<br />

core of our mission – which is small group<br />

learning (we have a maximum class size<br />

of 10 young people), in an incredibly safe<br />

environment, with international pluralism.<br />

The reason I chose to pursue this as the<br />

Founder, is because I’m more than the<br />

Head of <strong>School</strong>; and it’s more of a startup<br />

/ founder type model. I experienced<br />

for myself what Sevenoaks, Winchester,<br />

Harrow and Oxford were like – they’re<br />

really big schools that are world class at<br />

being big schools; but in any big school,<br />

apart from the median student, everyone<br />

else isn’t adequately addressed – they’re not<br />

focused on.<br />

What have you learnt from your time as<br />

the Head of an international school?<br />

<strong>International</strong> families really want to to know<br />

that they’ve made a good choice for their<br />

children’s education: that their children are<br />

happy at school, getting great lessons in the<br />

classroom, and rich and varied experiences<br />

outside the classroom. Often these families<br />


have relocated for non-educational reasons,<br />

so they want to be sure that their children’s<br />

education is not compromised. Each<br />

family is different, but they are united by<br />

this common passion: having the courage<br />

to move around the world to new places,<br />

and wanting their children to grow wiser<br />

from this international movement, without<br />

sacrificing other dimensions of their<br />

educational journey.<br />

As a newly opened school, can you tell us<br />

a bit about the programs and the type of<br />

students you are hoping to attract?<br />

We launched in January 2021, and we have<br />

students coming in from all over the world –<br />

we even had three students who just walked<br />

in one day with their parents (they were<br />

here on a ski holiday), and two days later<br />

they’d paid the deposit and will be joining<br />

us in August 2024. We offer Cambridge<br />

iGCSE, A-level, and are at verification visit<br />

stage with the IB for both Diploma and<br />

Primary Years Programmes.<br />

How do you encourage a love of<br />

learning?<br />

You’ve got to have high-grade teachers. If a<br />

teacher is burned out, or doesn’t have that<br />

joy of interacting with a student, then it’s<br />

not going to work.<br />

We hire people who love their subject,<br />

and attract teachers that love learning<br />

moments, and spotting learning moments:<br />

this is the name we give to those interactions<br />

where the teacher passes to the student a joy<br />

for learning. Most people can recall those<br />

moments in their own education decades<br />

later.<br />

What is your favourite thing about<br />

the learning environment that makes<br />

Copperfield stand out?<br />

I’ve made a few strategic decisions that<br />

emphasise the need for students, parents<br />

and teachers to collaborate – and this is the<br />

essence of my educational philosophy; you<br />

can’t do it without the parent.<br />

I think a lot of schools don’t take this<br />

route because it’s seriously hard work, and<br />

can be stressful, and you’re going to be<br />

inserting yourself into many families – and<br />

every family has their own quirks. You’ve<br />

got to be brave and courageous to take<br />

the risk because it can backfire – but that<br />

is where the work is. You won’t find me<br />

inaccessible behind a full schedule – parents<br />

know they can walk right into my office,<br />

and I like it that way. It’s a way to show how<br />

different we are, how much more open and<br />

democratic.<br />

What do parents of Copperfield students<br />

value about the school?<br />

We’re really well supported, and well<br />

financed with strong, stable shareholders.<br />

We’re transparent about who’s helping<br />

us, and we make sure the parents know<br />

who is involved, and the reputations of<br />

those people, so we can build trust and<br />

confidence.<br />

The number one thing that stands out for<br />

parents in regard to the schooling, is that<br />

when they read the reports we write, it’s<br />

clear that we know their children incredibly<br />

well.<br />

We also encourage going back to the<br />

start. In our school, the families have been<br />

doing parenting seminars, they know each<br />

other’s families really well – and as a result,<br />

there’s a huge camaraderie amongst them,<br />

they can talk openly about the tools they’ve<br />

learned in the classes. There is trust among<br />

the school and the families.<br />

Instead of having only classrooms around<br />

our beautiful courtyard, we chose to use<br />

one of the spaces as a café – and the café<br />

is there for the whole community. So every<br />

day you will find parents mixing with each<br />

other at drop-off and pick-up, and even<br />

throughout the day. It’s more like a quasisocial<br />

club that happens at school – without<br />

the traffic jam of cars at the front gate.<br />

What are the main principles and<br />

philosophies you promote at the school?<br />

Our motto is, ‘Have the courage to be<br />

imperfect’. So our main aim is to encourage<br />

everyone in our community to understand<br />

that mistakes are inevitable and even<br />

desirable. This will encourage them to be<br />

honest about their mistakes, and from that<br />

improvements will naturally flow.<br />

I would say one of the other elements<br />

that drives us is – if you want to have a<br />

great international school, then you’ve<br />

got to have a great international faculty. It<br />

needs to be immersive, it’s not enough for<br />

a teacher to just have one or two years of<br />

teaching, but for students to be exposed to<br />

people who have spent significant parts of<br />

their lives in various cultures. We can teach<br />

something like 14 different languages with<br />

native speaking, fully trained teachers in<br />


our team. For the students, it’s natural to<br />

have their teachers talking about examples<br />

from all over the world in a spontaneous<br />

manner – it allows a depth that you just<br />

can’t simulate.<br />

We also ensure that no one gets left out.<br />

Because of our small class sizes, it’s not<br />

possible – and if anyone were to behave in a<br />

way that excludes other students, we would<br />

find out about it that minute – not a month<br />

later, when that student had been miserable<br />

for a month, we would find out about it<br />

straight away.<br />

Are there any areas that you want to<br />

develop or that you are developing in<br />

the school?<br />

We’re spending a lot on our classroom<br />

spaces, we’ve got writeable walls, flat panel<br />

TVs, awesome furniture that the students<br />

love to sit on – and we’ve really invested in<br />

the space, we even have boot heaters for<br />

every child (we ski five times a week). When<br />

a child joins, we write their name on a<br />

magnet and put it next to the heater.<br />

We provide them with high-quality Swiss<br />

made accessories – such as a water bottle<br />

with their name on it, a pencil case with<br />

their name and the school logo, a beanie,<br />

the uniform, and a tote bag full – in some<br />

ways, it’s more like the student has attended<br />

a fashion launch event or a birthday party<br />

instead of the first day at school. And for<br />

the first week of the school year, we do an<br />

activity week of team building. That way,<br />

before a new student gets into a lesson, they<br />

already feel at home and know everyone<br />

else’s name.<br />

Which areas of education and<br />

extracurricular activities do the students<br />

and young people experience during<br />

their time with you?<br />

We do everything you would expect<br />

from the world’s best ski resort that also<br />

has a full summer programme: skiing,<br />

swimming, tennis, golf, mountain biking,<br />

horse riding, basketball… We use top<br />

quality internationally recognised academic<br />

programmes, and we are also doing some<br />

things that are really quite innovative: we’ve<br />

hired a former Olympic skier to run our<br />

athletic programme; we’re going to teach<br />

languages through music, and we’ll be using<br />

the café as a science lab in order to teach<br />

science through cooking – and in order to<br />

do this, we don’t need to create a science<br />

lab, but to offer something you might see<br />

if you were training chefs – a cooking<br />

school. So for our science curriculum, we’re<br />

collaborating with a Michelin starred chef.<br />

The students are going to love doing their<br />

science homework at home in the kitchen!<br />

Has the COVID-19 pandemic had much of<br />

an impact on your admissions?<br />

We only missed a few days of school due to<br />

COVID because we’re already in a bubble<br />

here, and everyone was very sensible. But<br />

during the COVID period we went from<br />

0 – 26, to 44, and now nearly 100 students<br />

registered! It’s been incredibly hard work,<br />

but when I wander around the school, and<br />

see what we’ve achieved, it makes all the<br />

difference.<br />

What do you think will be the major<br />

challenges facing students and education<br />

in the future?<br />

I think the challenge facing students will be<br />

in gaining transferable skills and a mindset<br />

of continuous learning – because the pace<br />

of technology isn’t going to slow down, it<br />

will just continue to accelerate – and the<br />

mindset required is going to be different.<br />

I think computers and robots are going<br />

to be doing most of the work in 50-years,<br />

and we’ll be wearing devices and implants<br />

– and we need to make sure our students<br />

can adapt, and use the skills they’ve<br />

learned here, to thrive in an ever-changing<br />

environment. They’re going to need to be<br />

comfortable with continuous, accelerating<br />

change. An international school<br />

environment is a great place to learn that.<br />

What is your vision or ambition for<br />

Copperfield graduates?<br />

You start in the family unit; your parents<br />

have to guide you all the way to being a<br />

democratic citizen. The young person gets<br />

out of the family unit and goes to school<br />


– where it’s the school’s job, the teacher’s<br />

job, the educator’s job to partner with the<br />

parents to guide the child from student to<br />

democratic citizen – and to achieve that,<br />

the school has to collaborate well with the<br />

student and the parent.<br />

This is the essence of my educational<br />

philosophy – you can’t do it without<br />

the parent, and you build a welcoming<br />

community atmosphere, that works with<br />

our holistic approach, and sees the student<br />

become a well-rounded international<br />

citizen.<br />

How do you equip students for success?<br />

We provide them with long-range skills for<br />

the future, and we do so by bringing experts<br />

into the children’s lives at relevant points in<br />

a sustained way.<br />

So for example, we get external people<br />

who specialise in professional outdoor<br />

team building training for corporations to<br />

do our first four days of school – and the<br />

students learn outdoor survival skills for a<br />

week. And as another example, our Head<br />

of HR teaches some of the Economics and<br />

Business course: they learn directly from a<br />

very experienced practising professional.<br />

And we hired a personal trainer with a<br />

Master’s in Big Data to teach PE and<br />

Statistics. Most exciting of all, we have a<br />

full-time school psychologist joining us in<br />

August who will both teach Psychology<br />

and be there for 1:1 sessions with every<br />

student.<br />

Over the course of their time with us, we<br />

decide on the curriculum in partnership<br />

with the parents, and take a very long-range<br />

view of skills, transferable ones in particular.<br />

We aim to be very modern in our approach.<br />

How do you make the best Switzerland<br />

and everything it has to offer? Do you<br />

have any hobbies?<br />

I skied six times this year … there are a<br />

hundred days of calendar skiing, and yeah,<br />

I skied for six of them… but I do love<br />

walking at night. When you walk into the<br />

mountain at night, at altitude and when<br />

there’s no clouds, you can really, really see<br />

the stars – it’s stunning.<br />

Switzerland is staggeringly clean, safe,<br />

organised, logical, pragmatic, consensual,<br />

diplomatic, respectful, and beautiful. The<br />

cities are clean, and safe, and gorgeous –<br />

and the little villages around the lakes are<br />

just beautiful – there’s a lot of incredible<br />

scenery, that’s why 1.2 million people visit<br />

Verbier every year, because it’s absolutely<br />

cracking!<br />

So, this summer, I’m looking forward<br />

to more walking, some running in the<br />

mountains, biking, swimming … there’s<br />

some amazing lakes in the mountains,<br />

they’re very, very cold, but you can swim in<br />

them.<br />

I’d say I’m less interested in the cities,<br />

and luxury stuff – most of the people who<br />

come here aren’t really interested in that.<br />

This is something that makes Verbier quite<br />

different from the other top mountain<br />

resorts. You can really feel the local<br />

community’s presence.<br />


Expanding minds and horizons, with up-close and personal interaction, kindness, and<br />

compassion, the Copperfield Verbier may have only recently gotten started, but the<br />

powerful drive for betterment, understanding, and developing the citizens of the future is<br />

already well established.<br />

With chances for students to learn musical instruments and perform in regular concerts<br />

in their 250-seat auditorium, or to take part in sports, sciences, there’s plenty for young<br />

minds to engage with.<br />

The school offers iGCSEs, A-Levels, the IB Diploma Programme and is currently applying<br />

for authorisation for the <strong>International</strong> Baccalaureate’s Primary Years Programme.<br />

With holistic education, Copperfield begins with academic rigour, and instils a relentless<br />

love for learning and life.<br />


A personal education<br />

in London’s heart<br />

■ 11 acres of private grounds, minutes from central<br />

London<br />

■ An intimate, nurturing and tight-knit learning community<br />

– small classes and a strong support network<br />

■ Gated access and a 24/7 security presence<br />

■ Personal support to identify the skills your child needs<br />

■ A global network of industry experts and masterclasses<br />

■ No deadlines to meet – with year-round applications<br />

we’re ready when you are<br />

Claim your free<br />

guide to studying in<br />

the UK, designed for<br />

parents & guardians<br />


Risk Prevention for<br />

Globally Mobile Children<br />

As the children around us grow into adults, we see some<br />

who thrive and some who seem to struggle intensely. In<br />

our globally mobile community the contrast is often stark,<br />

and it causes us to wonder: how do some children seem to be more<br />

resilient than others despite experiencing similar hardships?<br />

At TCK Training, we began looking at what the field of<br />

prevention science deems as helpful childhood experiences versus<br />

those that can be harmful to children and began comparing them<br />

with the lives of Third Culture Kids (TCKs) we worked with.<br />

Third Culture Kids are children who live outside of their parent’s<br />

passport culture during their developmental years (such as military<br />

kids, global business kids, missionary kids, foreign service kids, and<br />

others). Our focus as a company became preventive care for TCKs.<br />

Preventive care does not mean taking away the challenges that<br />

often accompany the TCK life but instead, coming alongside those<br />

challenges with intentional care. What we’ve found is that it isn’t<br />

the challenges themselves that are the problem, it is the way they<br />

are walked through that determine whether they become resiliencebuilding<br />

experiences or result in accumulating fragility.<br />

So how do you as a parent learn how to walk your children<br />

through the globally mobile life well?<br />

It can be particularly difficult for globally mobile families to find<br />

accurate research to lean on when looking for effective parenting<br />

techniques, as most research is based in geographically stable<br />

communities. This is slowly changing, however, with an increase in<br />

research on Third Culture Kids and expat communities.<br />

In 2021, TCK Training undertook a survey of adult Third<br />

Culture Kids that looked at experiences of developmental trauma<br />

and the prevalence of Adverse Childhood Experiences. The data<br />

was used to calculate ACE scores for each respondent, which was<br />

published in a white paper in June <strong>2022</strong>. This research points the<br />

way toward effective preventive care strategies for globally mobile<br />


INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 14<br />

Third Culture Kids and looks at the role their parents, schools,<br />

and communities each have to play in that care. Our goal is to see<br />

TCKs thrive in childhood and adulthood and this research offers<br />

tangible structures that we can use to guide how we support TCKs<br />

effectively.<br />

ACE scores and global mobility<br />

An ACE score is a number between 0-10, indicating the number<br />

of types of trauma an individual was exposed to before age 18.<br />

An ACE score of 4+ has been connected, through hundreds of<br />

studies over decades of research, to a higher risk of various types of<br />

negative behavioral, psychological, and physical health outcomes<br />

- including risk of cancer, autoimmune conditions, addiction, and<br />

depression.<br />

Previous studies have shown a rate of 4+ ACEs of 12.5% in the<br />

US, and 9% in the UK and the Philippines. In the TCK Training<br />

survey, 21% of globally mobile TCKs had 4+ ACEs. The survey<br />

also showed that TCKs who experienced high mobility were<br />

significantly more likely to have a 4+ ACE score.<br />

“Nearly a third of TCKs in our sample who moved more than 10 times during<br />

childhood had a high-risk ACE score of 4 or more, compared to less than a fifth<br />

of those who moved less frequently… One third of [those who lived in more<br />

than 15 houses during childhood] had an ACE score of 4 or higher… High<br />

mobility is very clearly correlated with higher ACE scores among TCKs in this<br />

sample.”<br />

Caution and Hope: The Prevalence of Adverse Childhood<br />

Experiences in Globally Mobile Third Culture Kids<br />

Because high mobility is a common experience for TCKs it’s<br />

important that we pay attention to the fact that high mobility<br />

does put TCKs at higher risk for long term challenges. Deliberate

implementation of researched protective and preventive<br />

strategies can buffer them from those risks. Much can be<br />

done to equip parents and extended family members as<br />

well as to educate community leaders in how to provide<br />

effective preventive care for TCKs.<br />

Positive Childhood Experiences (PCEs)<br />

The hope-filled framework of Positive Childhood<br />

Experiences gives several factors that children need to<br />

buffer them from challenges. When PCEs are maintained,<br />

their resilience increases as they go through hardship. One<br />

of the most incredible findings in PCEs research is how they<br />

counteract ACEs.<br />

“[PCEs] act as protective factors and explain how someone with a high ACE<br />

score can still thrive in adulthood. Bethell and her coworkers found that having<br />

higher counts of PCEs was associated with 72% lower odds of having<br />

depression or poor mental health overall as an adult; that those with higher levels<br />

of positive experiences were over 3.5 times more likely to have healthy social<br />

and emotional support as an adult; and that accumulation of PCEs shifted the<br />

outcome positively in adulthood.”<br />

Caution and Hope: The Prevalence of Adverse Childhood<br />

Experiences in Globally Mobile Third Culture Kids<br />

The PCEs are:<br />

• Feeling that when they express difficult emotions, they are heard<br />

and validated by their parents<br />

• Feeling physically safe in the home<br />

• Feeling their parents stand by them during difficult times and that<br />

they are a priority<br />

• Feeling supported by a peer group<br />

• Feeling a sense of belonging within a larger, multigenerational<br />

group<br />

• Having routines and traditions to look forward to<br />

• Feeling a sense of belonging in high school/secondary school<br />

• Having two non-parent adult relationships who take a genuine<br />

interest in them<br />

It can be easy to let some of these PCEs be deprioritized in the<br />

wake of the globally mobile life but knowing that these are the<br />

protective factors that combat the hardships children experience<br />

means that they need to be intentionally implemented.<br />

One way to begin implementing PCEs is to ask each of your<br />

children if and how they feel they have each of the PCEs. We<br />

recommend sitting down and asking each child privately, so they<br />

feel free to share and aren’t reiterating a sibling’s answer. If there<br />

are any they express they don’t feel they have, ask more questions<br />

and brainstorm together how you might meet that PCE. Take<br />

care to not be defensive or downplay their response, but instead be<br />

curious and consider how you can increase the number of PCEs<br />

that they have.<br />

While we cannot prevent TCKs from experiencing all ACEs<br />

and childhood traumas, we can offer the protective buffer that<br />

PCEs provide. If you need external support as you process through<br />

these as a family, please reach out to us at info@tcktraining.com to<br />

schedule a parent consultation.<br />

Learn more about the cited research and preventive care at TCK<br />

Training<br />


Bethell, Christina et al<br />

(2019). “Positive Childhood<br />

Experiences and Adult<br />

Mental and Relational<br />

Health in a Statewide<br />

Sample: Associations<br />

Across Adverse Childhood<br />

Experiences Levels.” The<br />

Journal of the American<br />

Medical Association Pediatrics.<br />

Crossman, Tanya & Wells, Lauren<br />

(<strong>2022</strong>). “Caution and Hope: The Prevalence of<br />

Adverse Childhood Experiences in Globally Mobile Third Culture<br />

Kids.” TCK Training. Accessed at https://www.tcktraining.com<br />

Crossman, Tanya (2016). Misunderstood: The Impact of Growing<br />

Up Overseas in the 21st Century (Summertime Publishing).<br />

Sege, Robert et al (2017). “Balancing adverse childhood<br />

experiences with HOPE: New insights into the role of positive<br />

experience on child and family development.” Boston: The<br />

Medical Foundation. Accessed at www.cssp.org<br />

Smith, Elizabeth Vahey (<strong>2022</strong>). The Practice of Processing:<br />

Exploring our Emotions to Chart an Intentional Course<br />

(independently published).<br />

Felitti, Vincent J. et al (1998). “Relationship of Childhood Abuse<br />

and Household Dysfunction to Many of the Leading Causes<br />

of Death in Adults: The Adverse Childhood Experiences (ACE)<br />

Study.” American Journal of Preventive Medicine.<br />

Wells, Lauren (2020). Raising Up a Generation of Healthy<br />

Third Culture Kids: A Practical Guide to Preventive Care<br />

(independently published).<br />

Wells, Lauren (2021). The Grief Tower: A Practical Guide to<br />

Processing Grief with Third Culture Kids (independently<br />

published).<br />


Centers for Disease Control and Prevention (2016). “About<br />

Adverse Childhood Experiences.” Atlanta, Ga.: CDC.<br />

Chapman, D.P. et al (2004). “Adverse childhood experiences<br />

and the risk of depressive disorders in adulthood.” Journal of<br />

Affective Disorders.<br />

Dube, S.R. et al. (2001). “Childhood abuse, household<br />

dysfunction, and the risk of attempted suicide throughout the<br />

life span: Findings from the Adverse Childhood Experiences<br />

Study.” The Journal of the American Medical Association.<br />

Felitti, V. J. (2009). “Adverse Childhood Experiences and Adult<br />

Health.” Academic Pediatrics.<br />

Ramiro, L. S. et al. (2010). “Adverse childhood experiences (ACE)<br />

and health-risk behaviors among adults in a developing country<br />

setting.” Child Abuse & Neglect.<br />



Interview with Inter-Community <strong>School</strong> Zurich,<br />

Head of <strong>School</strong> - Lucy Gowdie<br />

Established in 1960, Inter-<br />

Community <strong>School</strong> (ICS) is the<br />

only school in Zurich offering<br />

the <strong>International</strong> Baccalaureate (IB)<br />

Programme for Primary Years, Middle<br />

Years, and Diploma Studies.<br />

Affording personalised education for<br />

students aged 18 months to 18 years,<br />

ICS prepares young people to thrive in<br />

today’s changing world, with a supportive<br />

community and rigorous curriculum.<br />

We spoke with Head of <strong>School</strong>, Lucy<br />

Gowdie, about her approach to education,<br />

the trends we’re seeing, and the exciting<br />

prospects ahead for ICS.<br />

What initially inspired you to pursue a<br />

career in education and how did that<br />

journey bring you to Switzerland?<br />

When I was younger, I struggled to love<br />

learning – never believing I was capable.<br />

I was a very sporty student, I loved sport<br />

– and actually went to a school for sport.<br />

I wasn’t really very academic, and my<br />

parents were not university graduates, so I<br />

didn’t have the inspiration to understand<br />

what academia was - until I entered Year<br />

9 Literature, where a teacher opened up<br />

avenues of insight into the world, from<br />

Whitman, to Keats, to Dickinson – my<br />

whole world changed.<br />

I decided I wanted to do for others, what<br />

that teacher had unknowingly done for me.<br />

When I finished school, I had a choice<br />

– go into the workforce and do sports<br />

administration or choose university. I chose<br />

the latter, and was awarded a Bachelor<br />

of Education and a Bachelor of Arts and<br />

graduated in 2001. I ended up moving to<br />

Japan for a gap year, where I taught. I went<br />

back to Australia at the tender age of 21<br />

and spent seven years at an all-girls Catholic<br />

school – during that time I bought a house,<br />

had two children, moved to the Peninsula<br />

and spent 10 years teaching at a boarding<br />

school.<br />

I became fascinated upon my return<br />

from Japan by multi-culturalism and<br />

inter-cultural learning and wanted to<br />

build these connections in the school I<br />

was at. I used to wonder, particularly<br />

for our Boarders, why immersion was<br />

so challenging, and what we were doing<br />

wrong in our attempt to create an authentic<br />

learning experience in a truly representative<br />

and inclusive way.<br />

2012 was a turning point for me when a<br />

colleague my age passed away. I remember<br />

committing to myself then that I needed<br />

to live an extraordinary life, and to commit<br />


to myself that when my own time came, I<br />

could at least say I followed my dreams.<br />

I applied for a job in Hong Kong, and<br />

in 2013 I was appointed Head of EAL at<br />

the Australian <strong>School</strong> in Hong Kong. My<br />

family and I moved over and spent two of<br />

the greatest years of my life doing what<br />

I loved doing – I was teaching, I could<br />

travel, but more than anything, I finally<br />

found the diversity I was looking for – a<br />

natural, authentic, multicultural society,<br />

where everyone was equal, where you didn’t<br />

look at the colour of someone’s skin, you<br />

just looked at and attempted to enhance<br />

through your teaching, their character.<br />

After two years, I realised I had been out<br />

of university for 14 years, and I wanted to<br />

upskill my qualifications – at this point I was<br />

really just a classroom teacher with some<br />

leadership experience, and I knew (as does<br />

every ambitious teacher), that I needed a<br />

Masters and more experience in different<br />

environments.<br />

I studied <strong>International</strong> Education and<br />

Policy at the University of Sydney, and<br />

in 2018. I wrote my thesis on the rise of<br />

charter schools in America, and the danger<br />

of corporatisation and commodification of<br />

education in China.<br />

During the COVID pandemic, I knew I<br />

needed change, I had thoroughly relished<br />

studying and wanted to apply this newfound<br />

knowledge. I knew that the school I was at,<br />

and the mentor who had guided me, had<br />

taken me to a place where I could stand and<br />

lead on my own. And so it was that I found<br />

my way to ICS in Zurich.<br />

What have you learnt from your time<br />

in day, boarding, and international<br />

education?<br />

I have learnt that no two days are ever the<br />

same; and while I manage what comes<br />

my way, I understand and embrace the<br />

uniqueness of the school eco-systems. It’s<br />

what makes schools such an enjoyable<br />

place to work in – I have learnt that when<br />

you place students at the centre of all you<br />

do, you will always be walking in the right<br />

direction.<br />

In the space of acceptance, and the<br />

space of understanding, and tolerance –<br />

ICS is a very strong school, one that really<br />

understands the word ‘community’ and<br />

intercultural identity. There has been a lot<br />

of work done in the place of acceptance for<br />

individual learning, and so everyone can<br />

reach their potential.<br />

How would you characterise students<br />

graduating from ICS?<br />

Without a doubt, they are globally minded,<br />

humble, and determined young people.<br />

They understand the strength they possess<br />

from the education they have experienced,<br />

and they drive with a quiet confidence<br />

towards creating change.<br />

The school is in a wonderful position to<br />

really celebrate and propel exactly what<br />

society should replicate around notions of<br />

inclusivity and diversity, around tolerance<br />

and acceptance, and getting that right for<br />

young people from a very early age.<br />

What would you say makes the learning<br />

environment of ICS extra special?<br />

The notion of community, without a doubt,<br />

makes our school unique – and the learning<br />

environment safe and profound. It is not a<br />

token, or a motto – it is deeply engrained in<br />

our history.<br />

ICS was built by families from all over<br />

the world, who wanted an English-speaking<br />

school for their children, as the world<br />

opened up in the 1960’s and 70’s. This<br />

foundation has placed us in good stead for<br />

the present as we continue to unite as a<br />

community centred on the uniqueness of<br />

every individual.<br />

Which features of the school do parents<br />

value the most?<br />

<strong>Parent</strong>s value the togetherness and sense<br />

of belonging, and the authenticity of our<br />

teachers. They understand that quality<br />

teaching is the key to success for our<br />

students, and they value the ethos of the<br />

school – that we pursue our passion, reach<br />

our potential, and live responsibly. This is a<br />

fundamental quality that is lived out every<br />

single day.<br />

The parents understand that they are<br />

united with the commonality in learning,<br />

and having a common understanding. They<br />

accept the way we do things, because they<br />

understand the diversity of the group is<br />

based on the circumstances which brought<br />

them here.<br />

When I have spoken with parents, even<br />

from the kindergarten years, they really<br />

understand and appreciate the richness<br />

of our curriculum, and the quality of the<br />

teachers we have.<br />

Which other areas of education and<br />

extra-curricular activities would you like<br />

to develop?<br />

We continue to refine our programmes,<br />

so that students can have as many<br />

opportunities as possible. We want to<br />


continue to develop our Athletics and<br />

Performance Arts programmes.<br />

Our Campus Hub is a new multi-milliondollar<br />

facility, which will accommodate both<br />

– and it’s an exciting development in the<br />

life of the school. It’s ultimately a building<br />

designed to enable freedom of movement,<br />

in an environment for teachers and<br />

students, it will become a cultural heartland<br />

– a centre for the whole school to be able to<br />

evolve, together.<br />

The IB curriculum and including the<br />

student voice lends itself perfectly to<br />

building on the profile of understanding<br />

young people today. I think we have to<br />

be brave in education – step into the<br />

conversation around ‘woke’ and ‘cancel’<br />

culture – these are the things young people<br />

are talking about, being able to have these<br />

conversations should be an expectation the<br />

students have of their educators.<br />

What we do, what we think, what we<br />

challenge – can only be done from a place<br />

of understanding, and of knowledge; we<br />

owe this to our children, to provide for them<br />

the facts, and the support to understand<br />

those facts, free from judgement.<br />

What excites you about the prospect<br />

of leading an international school in<br />

Switzerland?<br />

I am excited by the uniqueness of the<br />

school, and the strength of the student<br />

body.<br />

Leading a school whose foundation is<br />

steeped in learning and centred on the<br />

student, is an absolute privilege. I have said<br />

many times, the fact that our school is in<br />

Switzerland is a bonus – if you were to put<br />

this school in any country, you would know<br />

how unique and wonderful it is to work<br />

here, and I would feel just the same.<br />

What are the main trends in education<br />

that you’re seeing now?<br />

I come from the most locked down<br />

place on earth, so I have a deep sense<br />

of understanding of the trauma that<br />

many children have endured during the<br />

pandemic. I wish I could say that we were<br />

in a post-COVID context, but we are not<br />

– we can’t live as freely as we did prior to<br />

COVID, but hopefully by the end of this<br />

year, we’ll have some sense of normality.<br />

I think trends in education today are<br />

predominately dictated by what COVID<br />

has actually taught us, what really matters<br />

in education and that’s the human<br />

connection and using technology to support<br />

that connection; be it our wellbeing,<br />


our understanding of others and our<br />

acceptance of the unknown.<br />

I see a divergence – away from<br />

technology as teacher, to technology as a<br />

purposeful tool – and I am enthused by<br />

the way our teachers are understanding<br />

that the most powerful tool in the<br />

technological sphere is thought - teaching<br />

students to think is one, if not the, most<br />

important elements in education today.<br />

Applying this thinking in different contexts<br />

is the hallmark of ICS, from our local<br />

forest, to the glaciers around us, to the<br />

Research Garden on campus, how we think<br />

about our world, matters more now than it<br />

ever has before.<br />

I think the other space worthy of<br />

attention, and of critical importance to<br />

schools today, is policy.<br />

I see the necessity of policy in<br />

education, beginning to better define the<br />

responsibilities of schools to protect their<br />

communities, this is something COVID has<br />

taught us.<br />

How do you make the most of<br />

Switzerland, and what are your hobbies?<br />

I’ve only lived here a short time, so I’ve not<br />

done too much – but I’m an avid paddle<br />

and snow boarder, and I know I’ve landed<br />

in the right country! There are times when<br />

the landscape truly takes your breath away,<br />

and I’m privileged to be here.<br />

I make the most of my weekends by<br />

travelling out to the mountains – to breathe<br />

in the air and find space. Fresh air, and time<br />

are two of the most important components<br />

in order to lead well.<br />

I love being with my family, we have<br />

always travelled and gone to different<br />

places, and we love spending time together.<br />

I don’t really talk about work at home,<br />

which is actually quite hard to do – because<br />

they all talk about what they’re doing, and<br />

I get to listen. They’re looking forward to<br />

seeing snow for the first time this year!<br />


ICS is committed to ‘whole child’ development, and provides a culture of learning, high<br />

expectations, and care. Their hard-earned reputation for outstanding teaching, pedagogical<br />

leadership, and student achievement is a testament to how the school is providing a<br />

nurturing environment, and a ticket to thrive.<br />


Enjoy Being A Trailing Spouse<br />


The Cambridge dictionary defines a<br />

Trailing Spouse as: “the partner of<br />

an employee who is sent to work<br />

in another country”. Being a trailing spouse<br />

can be an extraordinary experience. While<br />

some challenges might arise and the process<br />

will have its ups and downs, with the right<br />

mentality the experience can be gratifying<br />

and enrich your life and that of those<br />

around you.<br />

When a family decides to accept a new<br />

opportunity to move abroad, the experience<br />

is magnificent, and the whole family is<br />

often thrilled. Relocating to a new country<br />

is compelling. The working partner will<br />

have a considerable career opportunity,<br />

including a nice financial benefit. The<br />

kids will attend a new school and find new<br />

international friends. Everyone will discover<br />

something new, including the trailing spouse<br />

who might decide to stay home, to ensure<br />

everyone’s needs are fulfilled.<br />

For you, the trailing spouse, it<br />

isn’t uncommon for the initial<br />

excitement to wear off once<br />

the busyness of relocating and<br />

adjusting is finished. After settling<br />

down in the new home, finding<br />

suitable activities for the kids,<br />

and having some free time, the<br />

trailing spouse can find that free<br />

time does not always translate<br />

into “happy time.”<br />

From my experience, I was<br />

once a new trailing spouse<br />

just like you. I understand<br />

the mixed messages sent by<br />

family and friends who are<br />

happy for you, but at the<br />

same time might be envious of your great<br />

new adventure. If they only knew how<br />

challenging it can be to be a trailing spouse.<br />

Your partner is consumed with their new<br />

work, and you wonder: what’s in for me?<br />

Occasionally your needs are not met by<br />

your partner or your kids, and even your<br />

self-care can suffer. It is difficult to put the<br />

feeling of loneliness into words.<br />

If this describes your experience,<br />

know that this is completely normal,<br />

and growth awaits! If you find yourself<br />

feeling unfulfilled instead of excited, you<br />

can overcome this feeling by intentionally<br />

finding new activities and new friends.<br />

Finding the right friends — the ones who<br />

will cherish your friendship for the long run<br />

— is critical. After all, you are the rock of<br />

the family, and you need a solid foundation<br />

to build on.<br />

There is no manual on how to deal with<br />

the ups and downs. But I can confidently<br />

say that the answer lies within you. When<br />

you accept that life isn’t perfect, but you<br />

are doing your best, you are on the road to<br />

success.<br />

You have to search for YOUR sense<br />

of belonging, find your positive mindset,<br />


discover new activities and routines, and<br />

locate the right people to be part of your<br />

inner circle. As noted above, new activities<br />

and new friends will be your anchors as you<br />

adapt and transition to your new reality. Be<br />

patient. You don’t know how or when these<br />

changes will happen, but they will happen,<br />

and you’ll slowly become aware of them.<br />

It’s a process, and it may include heartfelt<br />

conversations with your new friends,<br />

shedding tears, and accepting the difference<br />

between where you came from and where<br />

you want to be.<br />

You are the one holding the key to your<br />

success, the feeling of belonging to the<br />

new city you now call home. From time to<br />

time, it’s ok to go down memory lane, but<br />

recognize that it’s important to live in the<br />

here and now.<br />

Living in the present helps you unfold<br />

your happiness, remain positive and live a<br />

fulfilled life. Trust me - you will succeed!<br />

Of course, you’ll reminisce about the<br />

family and friends you left behind, but that<br />

too is part of the journey. It’s living in the<br />

moment that will make you a happy trailing<br />

spouse.<br />

Partnering with a Cross-Cultural Coach<br />

will help and reassure you along your<br />

journey. This Cross-Cultural Coach will<br />

listen nonjudgmentally, hold a safe space for<br />

you, offer an emotional connection, and talk<br />

openly about your challenges to unleash the<br />

extraordinary life you are meant to live.<br />





How to Choose the<br />

Best <strong>School</strong> for your Child<br />


As a parent of three school-age<br />

children and as someone who<br />

has spent the past twenty years<br />

working in international secondary schools<br />

and researching education, friends are<br />

occasionally foolish enough to ask for<br />

advice on how to choose ‘the best’ school<br />

for their children.<br />

Increasingly, parents are able to work<br />

remotely, and I am struck by the number<br />

of times parents have told me over the past<br />

two years that they moved countries, not for<br />

work, but in order to find a better school<br />

for their children. Having just made a move<br />

myself, from the <strong>International</strong> <strong>School</strong> of<br />

Geneva to H-FARM <strong>International</strong> <strong>School</strong><br />

near Venice, I wanted to share some<br />

reflections on how we choose schools for<br />

our children.<br />

The Beauty of the Campus<br />

My first observation is that, when parents<br />

talk about what kind of education they<br />

want for their children, they rarely mention<br />

the facilities, but once parents follow a<br />

school admissions tour, this becomes<br />

the single most important factor in their<br />

decision making.<br />

Beauty is important and there is<br />

compelling research in education on the<br />

importance of the environment as a “third<br />

teacher.” For many parents, investment<br />

in infrastructure is taken to be a proxy for<br />

the school’s commitment to their children.<br />

This makes some sense. It is easy for a<br />

headmaster to make all sorts of promises<br />

on an admissions tour; it is harder for them<br />

to build quality science labs, arts, and sports<br />

facilities, and maintain the grounds. We all<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 22<br />

know that judging a school by the quality<br />

of its facilities is superficial, but which<br />

questions should we be asking to know if a<br />

school is the right fit for your family?<br />

How good is the school at delivering the<br />

basics?<br />

As a parent, I would like to know if the<br />

school has a system so that every student is<br />

known well by at least one teacher. Students<br />

are happier and learn better when there are<br />

systems in place to allow teachers to build<br />

strong relationships with students.<br />

What is the school’s position on<br />

assessment? Students need regular, highquality<br />

feedback to learn. What is the<br />

school’s approach to monitoring this?<br />

Many private schools try to teach<br />

effective collaboration, mindfulness,


creativity, and a whole host of competences<br />

which we know can support human<br />

flourishing. They will advertise these in<br />

admissions visits as unique selling points,<br />

but I would want to be sure that the<br />

school has an even better developed plan<br />

when it comes to literacy and numeracy.<br />

“What is your plan to improve literacy<br />

and numeracy?” might be another good<br />

question to ask.<br />

If a school can’t walk without tripping,<br />

they probably shouldn’t be talking about<br />

how fast they can run.<br />

What exactly does this school stand for?<br />

Most <strong>International</strong> <strong>School</strong> mission<br />

statements sound eerily similar. They<br />

claim to educate students to be ‘global<br />

citizens’ and good people, they promise<br />

excellence and inclusion and diversity<br />

and a long litany of other unassailable<br />

virtues. There is nothing you can disagree<br />

with in most mission statements. Don’t<br />

we all want our children to be ‘creative’<br />

and ‘compassionate’ and ‘knowledgeable’,<br />

“Challenge admissions and the head of school to give<br />

examples of how they live their mission statements.”<br />

imbued with the kind of passion and<br />

entrepreneurial flair that will allow them to<br />

do good while doing well and being happy?<br />

If a mission statement sounds utopian, it<br />

probably is.<br />

Challenge admissions and the head of<br />

school to give examples of how they live<br />

their mission statements. How do they<br />

support ‘creative learning’ or ‘academic<br />

excellence’ if that is what they promise?<br />

Ask: When and where, exactly, is my child<br />

going to experience this commitment?<br />

When visiting my and my children’s new<br />

school I already knew about H-FARM’s<br />

ambitious commitment to educational<br />

innovation and creativity. H-FARM<br />

education is a family of three international<br />

schools. It is also a boarding school. Its<br />

college provides bachelors and masters<br />

level courses, and its coding and animation<br />

professional schools offer their students the<br />

chance to create movies with the likes of<br />

Pixar and DreamWorks or work on cutting<br />

edge AI or virtual and augmented reality<br />

projects. It is home to successful business<br />

incubators. This allows the school to build<br />

bridges between learners and thriving<br />

businesses in a range of sectors. It is really<br />

exciting for experienced international<br />

educators to be teaching alongside<br />

colleagues who can also bring a wealth of<br />

expertise from industry. My question was:<br />

how exactly do you do this here? How,<br />

concretely, are the students and teachers<br />

benefiting from all of these links? The<br />

answers were compelling enough to trigger<br />

an international move.<br />

I think it’s a pretty good sign when, as a<br />

parent, the responses to all these questions<br />

get you so excited about the school that<br />

you start thinking “I wouldn’t mind going<br />

back to school here.” Unfortunately for<br />

my children, as I start this school year at<br />

H-FARM, that’s exactly what’s happening!<br />


Is my Child Gifted?<br />


This is a question many parents ask<br />

themselves at one point or another.<br />

For my husband and I, it was the<br />

day our daughter – just turned five - used<br />

the word “gregarious” in perfect context.<br />

We were stunned. After shooting some<br />

looks back and forth, I asked her if she<br />

knew what she had said. Again, she<br />

repeated “gregarious”.<br />

More stunned looks.<br />

I asked her if she knew what it meant.<br />

She nodded and responded that it was<br />

someone who likes talking to and playing<br />

with lots of friends. Which is basically the<br />

dictionary definition translated to five-yearold<br />

speak.<br />

Were we raising a genius?<br />

It wasn’t the sort of word my husband<br />

and I bandy around. We both have great<br />

vocabularies, but neither of us could<br />

remember using gregarious ever, let alone in<br />

earshot of our child.<br />

Our daughter goes to a German speaking<br />

kindergarten, so it wasn’t picked up there.<br />

There was only one explanation for it: Our<br />

little princess was some kind of literary<br />

prodigy.<br />

The flood gates opened as we asked<br />

ourselves if we were supporting her superior<br />

intellect? Was she being challenged enough<br />

at kindergarten? Was it just words, or was<br />

she an all-round phenomenon? So many<br />

questions and so much responsibility.<br />

But then, what if it was a fluke? What if<br />

she just has a great memory? How would<br />

we know?<br />

Turns out there are a large number<br />

of checklists and tests that you can give<br />

your child to establish if they are gifted.<br />

Reviewing resources on the internet my<br />

husband and I found them to be broadsweeping<br />

and potentially applicable to<br />

all children: “An insatiable curiosity, as<br />

demonstrated by endless questions and<br />

inquiries”. I shudder as I remember<br />

surviving through months of the “why”<br />

phase. Admittedly, most checklists do have<br />

more specific and ‘advanced’ criteria but by<br />

and large, they did not bring us any closer<br />

to knowing.<br />

Children are all different. So are gifted<br />

children. It is almost impossible to apply the<br />

same set of markers to all of them, talented<br />

or otherwise. However, if you really need<br />

to know, testing may provide some answers<br />

for you.<br />

Depending on where you live, gifted<br />

education - a broad group of special<br />

practices, procedures, and theories used<br />

in the education of gifted and/or talented<br />

children - can be very different; from official<br />

programmes to special classes, to very little<br />

differentiation from other students. What<br />

are your expectations for gifted education?<br />

Do they line up with your school district or<br />

state?<br />

Before we take a deeper dive into the<br />

various tests available, let’s establish that<br />

they (ironically) are not foolproof. There<br />

is an episode of The Simpsons where<br />

students at Springfield Elementary are<br />

tested. Lisa – the brains of the family, tests<br />

as advanced but not exceptional. Bart<br />

on the other hand - who fudged his way<br />

through the multiple choice test - returns a<br />

score tantamount to genius. Although this<br />

example is overly simplified and pokes fun<br />

at gifted testing, it is a good reminder that<br />

no one test can be considered definitive. For<br />

this reason, a professional assessment may<br />

be more useful in judging whether your<br />

child is gifted.<br />

Gifted Testing and Assessment<br />

Gifted testing (or assessment) is often<br />

conducted – and considered most accurate<br />

– between the ages of six and nine. There<br />

are tests for children as young as two,<br />

however these are not regarded to be<br />

particularly reliable or even necessary.<br />


Gifted Tests<br />

Gifted tests can largely be separated into<br />

two categories: Achievement tests and<br />

Abilities tests. Achievement tests look<br />

for a child’s knowledge in a subject area.<br />

Examples of an Achievement based test<br />

might be an SAT or ACT test. They are<br />

often standardised, and the results are given<br />

as a numerical score. Achievement tests can<br />

also be administered individually and are in<br />

most cases part of a larger assessment, used<br />

to screen students for particular areas of<br />

academic strength.<br />

The second category, Abilities tests,<br />

evaluate a child’s cognitive ability or<br />

intelligence quotient (IQ). The results take<br />

a more rounded view of the child and in<br />

addition to a numerical score, also provide<br />

recommendations. Common Abilities tests<br />

include:<br />

• Comprehensive Test of Nonverbal<br />

Intelligence (CTONI-2)<br />

• Universal Nonverbal Intelligence Scale<br />

(UNIT-2)<br />

• Woodcock-Johnson Tests of Cognitive<br />

Abilities (WJ-IV Cog)<br />

• Otis-Lennon <strong>School</strong> Ability Test (OLSAT 8)<br />

• Cognitive Abilities Test (CogAT)<br />

• Differential Ability Scales (DAS-2)<br />

What is a Gifted Assessment?<br />

Often the terms ‘gifted test’ and ‘gifted<br />

assessment’ are used interchangeably.<br />

The reality is that they are quite different<br />

with an assessment providing a much<br />

broader and deeper picture of your child’s<br />

giftedness. Because of its greater scope, it is<br />

usually the more costly option to take.<br />

In an assessment, a trained professional<br />

uses their expertise and experience to work<br />

out the best test for your child. The results<br />

of this test, combined with a classroom<br />

observation and interview, provide the basis<br />

for your child’s educational profile.<br />

This profile includes detailed information<br />

on the child’s strengths, challenges, learning<br />

style, needs, and individual characteristics,<br />

as well as making recommendations for<br />

your child’s learning.<br />

How to get your child tested<br />

Getting a test might sound straightforward<br />

but unless they are offered by your child’s<br />

school or kindergarten, they can be difficult<br />

to arrange. Even then, getting the right kind<br />

of gifted evaluation can be quite tricky. If<br />

your school’s gifted policy isn’t available on<br />

their website, make enquiries. It could be<br />

that your school doesn’t offer much in the<br />

way of such testing. In this case, reaching<br />

out to your local education board, teachers<br />

association or similar should point you in<br />

the right direction.<br />

Alternatively, you can look for a person<br />

qualified to administer the test/assessment<br />

nearby. Psychologists are sometimes trained<br />

to do these tests.<br />

Since the pandemic many online tests<br />

have appeared. If you were to select online<br />

testing for your child, make sure you check<br />

the validity of the results (eg. Will they<br />

be accepted at your target school) before<br />

starting.<br />

What to do if your child IS gifted?<br />

So, your child has completed the test and<br />

the results are in. They are, in fact, gifted.<br />

What now?<br />

You have a number of options with the<br />

three most common being:<br />

1Do nothing. Keep an eye on your<br />

child’s progress, grades, and general<br />

happiness. If these things are tracking<br />

well, it is completely fine to maintain the<br />

status quo. Just do so in the knowledge that<br />


Davidson Institute. Gifted Testing and Assessment www.davidsongifted.org<br />

Davidson Institute. How to get your child tested for giftedness.<br />

www.davidsongifted.org<br />

Davidson Institute. Is my child gifted? www.davidsongifted.org<br />

Kumar, M., (2021, June 22). Is your kid gifted? CNBC, www.cnbc.com<br />

at some point your child might need an<br />

extension – whether this takes the form of<br />

a challenging hobby, academically rigorous<br />

extra-curricular activities like debating or<br />

chess, etc or a new class or school, is entirely<br />

up to you and your child.<br />

2Talk to the teacher and/school and let<br />

them know. Ask them to push your child<br />

whenever they can. You may even ask for<br />

your child to be skipped a year. Monitor the<br />

situation to make sure your child remains<br />

happy and motivated.<br />

3Move your child to a gifted programme<br />

where they will be challenged, stretched,<br />

and developed.<br />

What did we do with our little genius?<br />

Nothing. At five our daughter is far too<br />

young for us to read too much into this. We<br />

want her to play and learn about the world<br />

around her. We are happy that she has an<br />

inquisitive mind and an interest in words.<br />

Whether or not her moment of prodigal<br />

glory was a fluke remains to be seen. For<br />

the meantime, we are happy to let our little<br />

person be.<br />

Bainbridge, C., (2020, July 15). How <strong>Parent</strong>s Can Know If Their Child Is Gifted. Very Well<br />

Family, www.verywellfamily.com<br />



A checklist to support young<br />

people’s mental health<br />


When someone says physical<br />

health, we tend to think of all<br />

things healthy. However, when<br />

someone says mental health, we often think<br />

about illness and distress. At HealthFirst, we<br />

like to view mental health positively because<br />

the fact is that we all have it, just as we all<br />

have physical health as well.<br />

Mental health is so much more than just<br />

the absence of mental illness. If we look<br />

at a definition of from the World Health<br />

Organisation, they define mental health as:<br />

“... A state of well-being, in which a person realises<br />

their own potential, can cope with the normal<br />

stresses of life, can work productively and fruitfully<br />

and is able to make a contribution to their society”. 1<br />

In the same way that we can take steps<br />

to look after our physical health, there are<br />

things that we can do to strengthen our<br />

mental health and reduce the chance of<br />

becoming unwell.<br />

That goes for our young people too.<br />

Having good mental health helps children<br />

and adolescents develop resilience and<br />

grow into well-rounded, healthy adults.<br />

So, with this academic year in full swing,<br />

perhaps it’s a good opportunity to reflect on<br />

what we can do to strengthen our mental<br />

wellbeing, including that of our young<br />

people. Remembering that, as adults, we are<br />

important role models and need to ‘walk<br />

the well-being talk’ ourselves.<br />

Obviously, there are lots of things that<br />

can help safeguard a young person’s wellbeing:<br />

being part of a family that gets<br />

on well, going to a school that supports<br />

the well-being of its pupils, being in<br />

good physical health and feeling safe<br />

and understood, to name but a few. But<br />

attending to self-care is also important. To<br />

help get this message across, we have put<br />

together our ‘FEELS GOOD! Strategy’ - a<br />

checklist of 10 important well-being wins<br />

to support young minds. Help the young<br />

people in your lives support their well-being<br />

by sharing these with them.<br />

1Friends matter - Connect with others<br />

Connecting with other people can lift<br />

your spirits. You feel more accepted, you<br />

can share your experiences together, and<br />

you can offer each other support. Take<br />

advantage of this by organising a nice<br />

activity with your friends or family, catching<br />

up with a friend you’ve not seen in a while,<br />

or even meeting new people by joining a<br />

club or group.<br />

2Exercise - Let’s get active<br />

Regular exercise can boost your mood<br />

and self-confidence. It increases your<br />

energy levels and helps you sleep better. It’s<br />

important to try to move more often. Every<br />

little bit counts - from going for a short<br />

walk, taking the stairs instead of the lift,<br />

having a kick around with friends, or going<br />

for a bike ride, run or swim. Or how about<br />

a team sport like netball or football? There<br />

are plenty options for you to get your body<br />

moving, whatever your ability.<br />

3Eat well<br />

Healthy eating and drinking is also<br />

good for your mind. It gives you more<br />

energy and helps you sleep better. It’s<br />

really important to eat a balanced diet to<br />


“Regular exercise can boost your mood and self-confidence. It increases<br />

your energy levels and helps you sleep better.”<br />

ensure your body is getting the energy and<br />

nutrients it needs, particularly if you’re<br />

vegetarian or vegan. And don’t forget<br />

those fluids: drink plenty of water to keep<br />

hydrated. But do try to keep down the<br />

amount of sugar and caffeine in your food<br />

and drink. If you have any worries about<br />

food, it’s a good idea to talk to a trusted<br />

adult before changing your diet.<br />

4Learn new things<br />

Learning new things can be a great<br />

way of improving your confidence and<br />

giving you a sense of achievement. It<br />

could be anything from learning a new<br />

instrument, sport or language, trying out<br />

new recipes, or starting your own DIY<br />

project. Maybe visiting a local library,<br />

museum or gallery could give you some<br />

inspiration.<br />

5Sleep well<br />

Getting good sleep can help you have<br />

more energy, feel more positive, and feel less<br />

stressed. But sometimes it can be difficult<br />

to get to sleep as a teenager. If you are<br />

struggling, here are a few tips that can help:<br />

• Set yourself a good bedtime routine that<br />

you stick to most nights of the week. Going<br />

to bed at the same time helps to reset your<br />

day and night body clock.<br />

• Cut down on screen time before bed. The<br />

blue light on screens blocks an important<br />

sleep hormone called melatonin and can<br />

put back the onset of sleep by a couple<br />

of hours. Using a blue light filter or night<br />

mode on your screen in the evening can<br />

help with this. Or better still, take a break<br />

from your screens altogether. Try reading a<br />

book or listening to relaxing music instead.<br />

• Take a warm, relaxing bath as part of<br />

your bedtime routine.<br />

• Make sure you don’t eat your dinner or<br />

drink sugary drinks too late.<br />

• Avoid strenuous exercise in the evening.<br />

Anything that puts up your heart rate, puts<br />

back your sleep.<br />

6Get creative<br />

Doing something creative can help<br />

boost self-esteem and relationships. It can<br />

also help you feel less stressed and be a<br />

way to express yourself. There are so many<br />

things that you could try: drawing, painting,<br />

photography, creative writing, singing,<br />

playing an instrument, dancing or drama.<br />

Let those creative juices flow!<br />

7Open your mind - Do things to help<br />

you relax<br />

Relaxing gives you time out - a chance<br />

to feel less stressed, to feel peaceful and<br />

calm, and to clear your mind. How about<br />

spending time in nature, or with friends,<br />

reading, listening to music, or watching<br />

a film? Some people find that relaxation<br />

exercises, meditation, or religious prayer<br />

helps them too.<br />

8Offer help to others<br />

Helping others can make you feel<br />

happier, give you a sense of achievement,<br />

increase your self-worth and boost your<br />

relationships. Perhaps you could offer<br />

help to a neighbour or family member or<br />

volunteer your time and skills to a local<br />

cause that matters to you. Or you could<br />

simply ask a friend how they are, and truly<br />

listen to them.<br />

9Do things you enjoy<br />

Time spent doing something you<br />

enjoy can make you feel happier and more<br />

relaxed. It can also be fun, can boost your<br />

relationships with others, or help you<br />

develop new skills. What things do you love<br />

doing: a hobby, playing sport, watching<br />

films, or even gaming? Invest in your<br />

favorite pastimes.<br />

!t’s OK to not be OK<br />

10 It can be normal as a young person<br />

to want to deal with things on your own.<br />

But if you can open up to friends, family<br />

or someone else you trust about things that<br />

are troubling you, this can help you feel<br />

supported.<br />


1. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-ourresponse<br />



5<br />

reasons to choose<br />

SWISS<br />


GROUP<br />

Switzerland is<br />

renowned for<br />

being home<br />

to the world’s best<br />

hospitality schools.<br />

Swiss Education<br />

Group (SEG), with its<br />

three hospitality schools<br />

– Swiss Hotel Management <strong>School</strong> (SHMS),<br />

Hotel Institute Montreux (HIM), and César<br />

Ritz Colleges Switzerland (CRCS) – is one<br />

of Switzerland’s largest private educators.<br />

Firmly rooted in the great tradition of Swiss<br />

hospitality, SEG pushes the boundaries<br />

of future innovation. Today’s hospitality<br />

education is not just about hotels; it is a<br />

people-oriented luxury industry.<br />

Students develop maturity and<br />

professionalism as they progress through our<br />

challenging programs. One graduate’s father<br />

said that “with each internship [my son] did,<br />

you could see how he was growing. I like the<br />

program’s pragmatism, how students get so<br />



much experience while they are in school.”<br />

We asked students why they chose SEG<br />

and here are the top 5 responses:<br />

1Career opportunities<br />

Our students know how to create an<br />

unforgettable experience in which people<br />

feel valued, welcomed, and cared for. This<br />

valuable skill set opens up a variety of career<br />

pathways within and beyond the hospitality<br />

industry. Students learn practical business<br />

and management skills that enable them<br />

to succeed in businesses not traditionally<br />

associated with a hospitality education,<br />

including luxury brands, finance, and multinational<br />

corporations.<br />

Alexander, a new graduate, said that ‘the<br />

best thing I learned is how to think outside<br />

of the box. At SHMS, they teach you how<br />

to find the best possible solution to problems,<br />

even if it’s not the most typical solution.”<br />

Students benefit from guest lectures from<br />

leaders across various industries – including<br />

Visit us on an Open Day,<br />

during which you are welcome to visit<br />

multiple schools across Swiss Education Group.<br />

Our Open Days cover Swiss Hotel Management<br />

<strong>School</strong> and Hotel Institute Montreux on<br />

Monday, and César Ritz Colleges Switzerland on<br />

Tuesday. Upcoming dates: October 17–18 and<br />

November 21–22.<br />

Nestlé, Edmond de<br />

Rothschild, and UBS<br />

– and participate<br />

in site visits to<br />

gain insights<br />

into multiple<br />

career paths<br />

as they plot<br />

their future<br />

careers.<br />

2A<br />

global<br />

professional<br />

network<br />

Ekaterina, a CRCS<br />

graduate, said that “getting<br />

a bachelor’s degree here was the best<br />

investment my family has made so far…<br />

Meeting guest lecturers provided us with a<br />

strong network of professionals before even<br />

graduating. The knowledge and experience<br />

received have helped me to be more<br />

confident, focused, and motivated.”<br />

Our students appreciate the exclusive<br />

opportunity to attend the biannual<br />

<strong>International</strong> Recruitment Forum, where<br />

they meet with recruiters from over 100<br />

companies and network with global alumni.<br />

And with 32 chapters and over 24,000<br />

members, SEG’s alumni network is one of<br />

the largest hospitality networks in the world.<br />

Recent graduate Irina said that “the<br />

friends I made at SHMS have now become<br />

my professional connections all over the<br />

world, an incredible asset in today’s world.”<br />

3Soft skills you can’t learn<br />

anywhere else<br />

SEG students have an edge, given the<br />

soft skills they learn with us. Employers<br />

today seek employees who communicate<br />

and manage conflict well – thanks to<br />

highly developed emotional<br />

intelligence. It’s no surprise then<br />

that employers value the skills that<br />

our hospitality graduates bring,<br />

and which give them a competitive<br />

edge over their business school<br />

counterparts.<br />

4Personal an<br />

professional growth<br />

Students appreciate that when<br />

they graduate, they are prepared to<br />

succeed. They not only graduate with<br />

a bachelor’s or master’s degree, but they<br />

leave with valuable work experience<br />

– giving them a distinct advantage over<br />

graduates of other universities. Graduates<br />

have what they need to find the perfect<br />

career fit: confidence-building work<br />

experience, thanks to our robust internship<br />

placement program; and a five-year<br />

career plan, developed with their career<br />

coach, that defines their desired career<br />

and identifies companies that match those<br />

aspirations. They understand a contract,<br />

and can read a job description and gauge<br />

whether a role is right for them. They are<br />

prepared for success.<br />

HIM graduate Onur shared about his<br />

internship coach: “[She] guided me to<br />

opportunities where I would be a great fit<br />

and went above and beyond, even coming<br />

personally to Geneva to see how I was<br />

progressing and to meet everybody in the<br />

company.”<br />

5Academic excellence<br />

Students cite our world-class rankings<br />

as an important reason for choosing a SEG<br />

school. SEG has been educating world<br />

leaders in the hospitality and business<br />

worlds for more than four decades and<br />

our expertise and experience has merited<br />

us top academic rankings: Swiss Hotel<br />

Management <strong>School</strong> ranks third-best in<br />

the world; César Ritz Colleges Switzerland<br />

stands at number six globally, and the Hotel<br />

Institute Montreux ranks seventh in the<br />

world.<br />

We offer world-class education to<br />

more than 6,000 students from over 110<br />

countries. Our bachelor’s and master’s<br />

degrees, along with a range of short<br />

courses, allow students to choose a program<br />

that suits their needs and interests – from<br />

hotel management and design to culinary<br />

arts and entrepreneurship.<br />



IBERIA<br />

A new top destination for<br />

boarding students worldwide<br />

In recent years Spain and Portugal have experienced growth in the boarding school sector. This has been<br />

driven in part by increased domestic enrolments. However, as we emerge from the Covid-19 pandemic,<br />

we can expect to see greater numbers of international students and their families looking to the Iberian<br />

Peninsula for quality education and world-class boarding opportunities.<br />

Year on year the popularity of<br />

Spain and Portugal as educational<br />

destinations increases, particularly<br />

in the boarding school sector. Applications<br />

and enrolments are on the rise across<br />

boarding schools in the region. Even<br />

before the pandemic, Brexit had resulted<br />

in a steady stream of enquires from both<br />

domestic and international markets.<br />

Post Brexit accessing Britain has become<br />

more difficult and expensive for European<br />

citizens. As a result, parents and caregivers<br />

are looking for high quality alternatives.<br />

Spain and Portugal have emerged as<br />

safe, modern, affordable, and world-class<br />

European education destinations.<br />

This evidenced by the rapid growth in<br />

enrolments in Spanish schools. Since 2020,<br />

Sotogrande <strong>International</strong> <strong>School</strong> (Cádiz),<br />

King’s College (Madrid), and <strong>International</strong><br />

<strong>School</strong> San Patricio Toledo have seen a<br />

45% increase in boarders.<br />

Portugal, like Spain, has also experienced<br />

growing demand for boarding school<br />

education. In just one year, enrolments grew<br />

by 39%. This has also seen, schools such as<br />

St. Peter’s <strong>International</strong> <strong>School</strong> expand to<br />

include greater residential facilities, as well<br />

as entirely new schools developed to serve<br />

this increasingly popular corner of Europe.<br />

One such boarding school is Kings<br />

College <strong>School</strong> Cascais, set to open in<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 30<br />

September 2023. King’s College was<br />

founded in 1969 and now boasts schools<br />

in a number of international destinations.<br />

The school in Cascais which opened this<br />

September, will also offer 50 places for<br />

borders in their impressive residence.<br />

Boarding schools are an attractive option<br />

for local and expatriate families alike.<br />

The quality of education offered, sports<br />

facilities, social and cultural activities, and<br />

international outlook, ensure the very best<br />

educational experience.<br />

Within this, week boarding has also<br />

become very popular, as it allows students<br />

to access to top tuition whilst maintaining<br />

family time in weekends and holidays.


Foreign students enrolled in Iberian<br />

boarding schools cover a diverse and<br />

interesting cross-section of countries and<br />

cultures. These include China, Russia,<br />

Bulgaria, and Germany.<br />

Leading the way is Inspired Education<br />

Group. Inspired is dedicated to maintaining<br />

the highest standards of education and<br />

student care their 70 schools located across<br />

five continents. Their boarding schools in<br />

Spain and Portugal are setting the standard<br />

for boarding in the region. Each of the<br />

Inspired boarding schools has their own<br />

unique character and approach:<br />

Sotogrande <strong>International</strong> <strong>School</strong><br />

(Cádiz, Spain)<br />

Sotogrande is known for their elite sports<br />

programme. In this programme student<br />

athletes benefit from tailormade education<br />

designed to fit in with and support their<br />

sporting development.<br />

Charles Debenham, Head of Boarding,<br />

and a teacher in the IB programme<br />

said: “Keeping students enthused with<br />

phenomenal activities decreases screen<br />

time and develops important interpersonal<br />

skills which takes them from the ‘me’ to the<br />

‘we’. This leads to motivated, empathetic,<br />

and academic students who develop<br />

international friendships and connections<br />

for life”.<br />

Kings College (Madrid, Spain)<br />

Academically rigorous, Kings College<br />

offers both the <strong>International</strong> Baccalaureate<br />

Diploma and A-Level courses. Students<br />

and their families work with the school to<br />

choose the most appropriate educational<br />

track for their goals. When asked about<br />

their boarding programme, Hanan<br />

Nazha, Director of Boarding said: “Our<br />

school is considered to be one of the best<br />

boarding schools in Europe. We have been<br />

designated ‘outstanding’ in all fields in<br />

the last 5 consecutive ISI inspections. We<br />

provide a second home for our boarders<br />

who represent 21 different nationalities.<br />

Our dedicated staff work tirelessly to<br />

provide wrap-around care for our boarders,<br />

ensuring that they thrive academically and<br />

develop into confident, organised, and funloving<br />

people”.<br />

San Patricio Toledo (Spain)<br />

San Patricio is situated in a very unique<br />

location. Toledo provides a relaxed,<br />

secure environment a short distance from<br />

“Spain and Portugal have emerged as safe, modern, affordable,<br />

and world-class European education destinations.”<br />

the bustle of Madrid. The school offers<br />

<strong>International</strong> Baccalaureate programmes<br />

and is an ideal location for week boarders<br />

with family in Madrid.<br />

“Our international and domestic<br />

boarders enjoy our world-class residential<br />

facilities, in one of the safest areas in Spain<br />

which is why we are seeing huge growth<br />

in numbers. As well as an outstanding<br />

opportunity to live among students of other<br />

nationalities, our boarding students develop<br />

strong communication and social skills<br />

as well as a premium bilingual education<br />

(Spanish & English). Our IB world school<br />

is founded on generations of excellence<br />

combined with a progressive educational<br />

model that provides an excellent pathway<br />

to university and life beyond be it Spain or<br />

globally.” said Declan Ennis, Director of<br />

<strong>International</strong>isation.<br />

St Peters <strong>International</strong> <strong>School</strong><br />

(Lisbon, Portugal)<br />

St Peters is an iconic institution in the<br />

Portuguese educational landscape.<br />

Boasting brand new, state of the art<br />

boarding facilities, St Peters is an incredible<br />

destination for domestic and international<br />

students. Alex Callow, Headteacher of<br />

St Peter’s said: “Boarding at St. Peter’s<br />

provides a home-away-from-home<br />

environment for our growing cohort of<br />

Portuguese and international students.<br />

Experienced international teaching staff<br />

ensure a rigorous programme of pastoral<br />

care and extra-curricular activities to<br />

make sure that every aspect of their health<br />

and wellbeing is considered. Boarders are<br />

involved in community outreach, sports<br />

activities, cultural excursions, and a whole<br />

range of in-house and external initiatives<br />

(including shopping trips, karaoke, and<br />

even pizza and movie nights) on a weekly<br />

basis.”<br />

Kings College <strong>School</strong> Cascais (Portugal)<br />

Anyone familiar with Portugal knows what<br />

a special place Cascais is - nestled along the<br />

coast and surrounded by beautiful nature.<br />

King’s College <strong>School</strong> Cascais will offer<br />

students state of the art facilities, as well<br />

as long-proven educational excellence to<br />

both day and boarding students. Nadim M<br />

Nsouli, Founder and CEO of Inspired, said:<br />

“We are delighted to bring the first King’s<br />

College <strong>School</strong> to Portugal. King’s College<br />

<strong>School</strong>s are renowned for their academic<br />

excellence and their ability to immerse<br />

students in environments where they can<br />

develop global competencies. Our aim is to<br />

encourage innovation, build confidence and<br />

help young minds learn and grow, so they<br />

can thrive in the world today and in the<br />

future.”<br />

The increasing popularity of Iberian<br />

boarding schools’ rests very firmly on<br />

the provision of world class education<br />

and extracurricular activities. Inspired<br />

Education Group ensures that this demand<br />

for quality is not only met but exceeded.<br />

If you have not considered educational<br />

opportunities in Spain and Portugal before,<br />

now is definitely the time to do so.<br />




With its varied landscape, the<br />

region offers many possibilities<br />

for visitors from the most<br />

hardcore cyclists to those who enjoy a more<br />

leisurely ride.<br />

There’s nothing like a good bike ride for<br />

getting a different perspective. Supported<br />

by an electric battery or powered by leg<br />

muscles alone, the bicycle has pride of place<br />

on the roads and trails of the region. Thrill<br />

seekers love the steeper slopes of the Alps,<br />

while the Jura, with its gentler undulations,<br />

is ideal for families and those looking for a<br />

less strenuous tour. It is not surprising that<br />

the canton is home to the World Cycling<br />

Centre in Aigle at the foot of the Alps.<br />

The <strong>International</strong> Cycling Union (UCI)<br />

provides facilities for training young talent<br />

from all over the world. Open to the public,<br />

it also offers introductory sessions run by<br />

professionals by reservation.<br />

On the Alps side, in addition to the Gran<br />

Fondo route in Villars, daring cyclists can<br />

attempt the 4-day Tour des Alpes Vaudoises.<br />

The truly fearless are welcome to take on the<br />

descent at the Downhill Bike Park in Leysin.<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 32<br />

The Jura can be explored in three days<br />

by e-bike following the Bike Tour Parc Jura<br />

Vaudois schedule. For a spectacular view of<br />

Lake Geneva, the Route du Rhône between<br />

Montreus and Morges is ideal.<br />

From April onwards, a package including<br />

e-bike, camping with necessary equipment,<br />

breakfast at the farm, a mapped route,<br />

and a guided tour of the town at the end,<br />

will enable guests to discover the Moudon<br />

region.The package can be reserved at the<br />

Moudon tourist office. Visit site below for<br />

details of all routes. myvaud.ch/bike


Cycling Experiences in Vaud:<br />

• Road cycling<br />

Vaud is a wonderful area for cycling with interesting passes like Le Pillon, La Croix and<br />

more!<br />

• Initiation into BMX<br />

Be initiated into BMX riding at the World Cycling Centre in Aigle<br />

• E-Bike around the Lac de Joux<br />

Enjoy the Jura valleys and to discover the region from a different angle<br />

• Bike tour Jura Vaudois nature park<br />

Take a 2 - 3 day bike tour in the heart of the Jura Vaudois nature park.<br />

• 34 itineraries with different categories, difficulty and distance.<br />

In <strong>2022</strong>, the canton of Vaud will<br />

be present at a dozen events<br />

including the arrival of the Tour de<br />

France in Lausanne, the men’s and<br />

women’s Tour de Romandie, the 20th<br />

anniversary of the World Cycling<br />

Center in Aigle, the start of a stage of<br />

the Tour de France in Aigle, and much<br />

more!<br />

7th to 9th October <strong>2022</strong>:<br />

1st edition of the Tour de Romandie<br />

for women. The peloton will be made<br />

up of the 15 WorldTour teams and<br />

around 120 athletes, making it a<br />

worldclass event.<br />

31st December <strong>2022</strong>:<br />

20th anniversary of the World Cycling<br />

Center<br />

Discover the agenda: myvaud.ch/bike<br />



An unforgettable stay at the<br />



Get the most out of your time in Lucerne with a stay at<br />

the wonderful Art Deco Hotel Montana. From its hilltop<br />

location, this 4-star city hotel offers stunning views of<br />

Lake Lucerne, the old town and mountains in central Switzerland.<br />

Enjoy the view of the city of lights with a ride on the hotel’s own<br />

funicular, which runs from the shores of lake Lucerne.<br />

Rooms & Suites<br />

Each of the hotel’s 62 Art Deco rooms and suites are totally unique,<br />

offering a special experience and a range of amenities for guests.<br />

For the most exclusive stay, the two penthouse floors provide fivestar<br />

service, a private terrace and the luxurious option of your own<br />

outdoor hot tub.<br />

Gastronomy<br />

The Montana was awarded 15 points by Gault & Millau; this<br />

excellent gourmet cuisine captivates guests, enhanced with the<br />

charm of outstanding hospitality and beautiful views from the<br />

hotel.<br />

Relax in style at the Hemingway Rum Lounge, where you can<br />

enjoy one of the 60 different kinds of Rum and immerse in the<br />

Cuban experience. Perhaps you prefer Whisky? The Louis Bar<br />

holds one of the most extensive choices in Switzerland, with 130<br />

whiskeys and live music to enjoy. Don’t miss the old-time jazz<br />

session every Thursday night, as well as concerts of city-loved<br />

musicians.<br />

Events & special locations<br />

The numerous events held have already become legendary in<br />

their own right; from jazz concerts in the Louis Bar to cookery<br />

classes with the head Chef in the Kitchen Club – the only place in<br />

Switzerland where you can find show cuisine.<br />

Discover Lucerne<br />

The Montana is the perfect hub to start your discovery tour<br />

through Lucerne. The old town is conveniently just a 5-10 minute<br />

walk away, where you can visit the world-famous Chapel Bridge or<br />

the Lions Monument.<br />

Experience a memorable yacht cruise on Lake Lucerne, and<br />

don’t forget that the Montana team is always there to help you plan<br />

your sightseeing tour.<br />




<strong>Autumn</strong> in<br />

Switzerland<br />

This summer has been glorious for<br />

many of us across Europe, but<br />

as the scorching heat eases, it’s<br />

time to build the excitement for autumn.<br />

Undoubtedly the most beautiful season<br />

in Switzerland, autumn greets us with<br />

cooler days, golden sunshine and the most<br />

colourful landscapes for all to enjoy.<br />

Whether taking a stroll through the<br />

picturesque forests, exploring vineyards<br />

or journeying on some of Europe’s most<br />

famous train routes, autumn in Switzerland<br />

has something special for everyone.<br />

Indian Summer – a unique time, as short<br />

as it is beautiful.<br />

For keen hikers, Switzerland offers<br />

numerous trails that will take you through a<br />

rainbow of autumn foliage displays. Hiking<br />

trails include:<br />

Golden larches in Engadin<br />

Walk along Via Engiadina to experience all<br />

of the striking contrasts of the sunny valley<br />

between Maloja and Samedan. The larches<br />

provide a lovely gold canopy to accompany<br />

you along this unforgettable route.<br />

Multi-coloured foliage in Bern<br />

Starting at Restaurant Sternen, near<br />

Bütschel/Gschneit, you’ll first walk down<br />

the side street to the Tavel memorial.<br />

Then, you can sit and enjoy the view of<br />

Lake Thun, Niesen and Stockhorn before<br />

you hike up to the top of Bütschelegg, the<br />

best spot to soak up the incredible autumn<br />

landscape from the scenic overlook.<br />

All aboard: Kick back and relax –<br />

on the train.<br />

Switzerland has some of the most<br />

impressive train routes, which are a<br />

delightful way to enjoy the country’s<br />

autumnal scenery.<br />

Popular panoramic routes include The<br />

Glacier Express, the slowest express train in<br />

the world, and the journey from Zermatt<br />

train station directly to the summit of<br />

Gornergrat, Europe’s highest open-air cog<br />

railway.<br />

Why do leaves change colours –<br />

learn more about nature.<br />

There’s something magical about those first<br />

autumn jumps into piles of crispy leaves or<br />

enjoying the tranquil noise of nature in the<br />

vibrant forests. No other time of year in<br />

Switzerland is so colourful, but why do the<br />

trees show off their best side one last time<br />

before they hibernate for winter?<br />

In autumn, the temperatures drop, and<br />

the days grow shorter, signalling trees to<br />

cut back on photosynthesis – a process that<br />

converts sunlight, carbon dioxide and water<br />

into glucose and oxygen.<br />

For photosynthesis, trees need the green<br />

leaf pigment chlorophyll. So, ahead of the<br />

frosty winter, trees reduce the chlorophyll in<br />

their leaves to safeguard all their valuable<br />

resources. This process is why the leaves’<br />



yellow, orange and red pigments are<br />

revealed, and you get to experience the<br />

incredible autumn magic year after year.<br />

Explore the Foliage Map<br />

The colourful forests and vineyards are<br />

what make autumn in Switzerland so<br />

special! To help you plan your trip and<br />

enjoy the forests at their most spectacular<br />

times, you can take advantage of<br />

Switzerland’s Foliage Map.<br />

The interactive map is free to use,<br />

updated twice weekly from early September,<br />

and provides insightful tips to help plan<br />

your excursions.<br />

There’s also a chance to play fun games<br />

and win prizes, something children will love!<br />

More Info: myswitzerland.com/autumn<br />



Your winter in the<br />

heart of the 4 Vallées<br />

A holiday destination<br />

In the heart of the 4 Vallées, Nendaz,<br />

one of the largest ski domains<br />

in Europe, is the perfect holiday<br />

destination for all winter sports<br />

enthusiasts. Nature lovers can enjoy<br />

the numerous hiking itineraries both<br />

on foot and on snowshoes through<br />

snow-covered landscapes and<br />

stunning panoramic views. The<br />

word holiday also means relaxation:<br />

sunbathing on a mountain terrace<br />

or soaking in hot water at the Spa<br />

des Bisses, it’s up to you! Those<br />

in search of delicious food can<br />

rest assured that the fifty or so<br />

restaurants and bars will satisfy<br />

their taste buds. Families always<br />

feel at home here: everything is planned<br />

to meet the needs of parents and children,<br />

from the snow gardens to the day care<br />

centre, as well as attractive prices passes and<br />

a variety of activities. Nendaz has managed<br />

to maintain a human scale and a warm<br />

atmosphere, with a rich local community<br />

life and preserved authenticity. Between<br />

tasting local products and discovering the<br />

Alphorn, guests are invited to immerse<br />

themselves in local traditions. In addition,<br />

they can enjoy a quality infrastructure with<br />

shops, pharmacies and a medical centre<br />

open throughout the year. The icing on the<br />

cake: Nendaz enjoys an average of 300 days<br />

of sunshine out of 365, while guaranteeing<br />

good snow conditions on its slopes from<br />

December through to April!<br />



The legendary Mont Fort<br />

Mont Fort, with its 3330 metres above sea<br />

level, represents the highest point of the ski<br />

domain. Accessible via the ski lifts, it offers<br />

one of the most spectacular panoramic<br />

views in the Alps, with breathtaking views<br />

over famous mountains such as Mont Blanc<br />

and the Matterhorn. In winter and summer<br />

alike, it is a popular excursion destination.<br />

Experienced skiers can experience a run<br />

down its impressive black slope. Others,<br />

after having taken in the stunning view<br />

can enjoy the ride back down in the cable<br />

car. Last but not least, adventurous guests<br />

can get a thrill from the highest zip line in<br />

Europe, which sets off from Mont Fort and<br />

ends at the Col des Gentianes.<br />

The ski domain<br />

Nendaz is located in the heart of one of<br />

the largest ski domains in Europe, the 4<br />

Vallées. Over 400 kilometres of slopes await<br />

ski enthusiasts! From the beginner to the<br />

most experienced skier, everyone will find a<br />

slope to suit their taste and level. Good snow<br />

conditions are guaranteed from December<br />

to April. For absolute beginners, three<br />

snow gardens, six ski schools<br />

and numerous blue runs are<br />

available.<br />

Dare to ski!<br />

If you would like to take up<br />

skiing or get back on the<br />

slopes after a long pause,<br />

then our “Dare to ski” offer<br />

is for you: an all-inclusive<br />

offer, including lessons,<br />

lift pass and equipment<br />

(skis, boots and helmet).<br />

This package is specially designed<br />

for all adults who wish to take up skiing<br />

(again). With this offer, you also benefit from<br />

discounts with some of our partners. If you<br />

wish, after your lesson, you can also enjoy<br />

a moment of relaxation at the Spa in the<br />

Hotel Nendaz 4 Vallées at a reduced price.<br />

Lunch on the slopes at a special price can<br />

also be combined within this package.<br />

The “Dare to ski” package is available on<br />

the following dates:<br />

• 7th and 8th of January 2023<br />

• 14th and 15th of January 2023<br />

• 21st and 22nd of January 2023<br />

• 28th and 29th of January 2023<br />

• 4th and 5th of March 2023<br />

• 11th and 12th of March 2023<br />

• 18th and 19th of March 2023<br />

• 25th and 26th of March 2023<br />

If you choose the option excluding lunch,<br />

the price of this special package is CHF<br />

122.-. If you wish to include lunch, the price<br />

is CHF 142.-<br />

Hesitate no longer and come and enjoy<br />

the slopes in Nendaz in the heart of the 4<br />

Vallées !<br />



London<br />

The best city in<br />

the world to be a<br />

university student?<br />

Regent’s University London thinks so!<br />

Choosing a university can be a<br />

daunting time for young people<br />

and parents alike. It marks a<br />

child’s first step into adulthood – with all<br />

the excitement and challenges that come<br />

with it.<br />

For a city on such a small island, London<br />

punches well above its weight for university<br />

students – with the chance to gain valuable<br />

work experiences, build a network of<br />

contacts, make friends from all over the<br />

world and enjoy a thriving social life. No<br />

wonder it’s been named as the best city in<br />

the world to be a university student [QS<br />

Best Student Cities 2023].<br />

London: the city for students<br />

With such a strong reputation and influence<br />

worldwide, London will be sure to get your<br />

child noticed – and, at Regent’s University<br />

London, we make sure our students can<br />

take advantage of all our city has to offer.<br />

Our campus is located in the heart of<br />

the city, just minutes from London’s main<br />

attractions, business and financial districts<br />

and creative hubs. With a variety of<br />

placements, internship opportunities, events<br />

and workshops on our doorstep, London<br />

is the place to be to see your child’s career<br />

soar – setting them apart from others when<br />

it’s time to apply for jobs.<br />

(And, unlike at any other urban<br />

university, we’re set in 11 acres of private<br />

land, with a 24/7 security presence in place<br />

– leaving your child safe and secure.)<br />

On campus: deep skills and connections<br />

At Regent’s, students build their skills and<br />

future in a way that suits them, developing<br />

deep skills in their core discipline and<br />

adding value to their CVs by studying<br />

cross-disciplinary fields as varied as<br />

financial innovation, AI, professional<br />

project management and global conflict.<br />

Industry and entrepreneurship skills are<br />

taught to all undergraduate students from<br />

day one: giving students the chance to test<br />

their ideas, gain close industry connections<br />

and take on real-world work projects that<br />

relate directly to their discipline.<br />

We’re proud to be connected to some<br />

of the city’s most influential leaders,<br />

including CEOs and MDs of luxury brands<br />

(including Harrods, McLaren Automotive<br />

and dunhill) – offering opportunities for<br />

students to gain practical experiences,<br />

join exclusive internships and build their<br />

network of industry contacts.<br />

Particularly entrepreneurial minds<br />

can even apply for entry to the Founders<br />

Programme: a tailored collection of<br />

modules, taken alongside their degree, that<br />

provide guidance, mentorship, coaching<br />



and bootcamps to students interested in<br />

starting their own business.<br />

<strong>International</strong> student networks<br />

London is one of the most diverse cities<br />

in the world – bringing together students<br />

from all over the globe. Studying here<br />

not only offers the chance to meet people<br />

from different backgrounds, but also gain<br />

valuable insights into their cultures and<br />

experience new music, food and art.<br />

With over 140 different nationalities on<br />

campus at Regent’s, our students find it<br />

easy to build an international network of<br />

friends they can tap into throughout their<br />

whole career. They can also choose to study<br />

abroad in one of 60 partner universities<br />

around the world, or study from nine<br />

different languages.<br />

Our students develop such deep<br />

connections they often join forces with each<br />

other – finding their future co-founders on<br />

campus and launching brands and business<br />

ventures together, in London and around<br />

the world. So much so, we were crowned<br />

the UK university with the highest number<br />

of founders, with over 12% of graduates<br />

launching their own businesses after<br />

graduating [resume.io].<br />

Iconic landmarks – on your doorstep<br />

Studying in London means students are<br />

surrounded by world-famous sights every<br />

single day – from iconic landmarks like<br />

Big Ben, Buckingham Palace and London<br />

Bridge to unique architecture, sleepy<br />

parks, bustling shopping streets, theatres,<br />

museums, galleries and more.<br />

When they aren’t studying, students can<br />

eat in celebrated restaurants, explore<br />

hidden food and flower markets, shop<br />

in independent retailers, and unwind in<br />

some of the UK’s most beautiful parks<br />

and gardens – some overlooking London’s<br />

incredible skyline.<br />

Easy access to the rest of the UK<br />

and Europe<br />

Living in one of the best-connected cities<br />

worldwide also means it’s easy to travel<br />

further afield – exploring the UK’s vibrant<br />

cities and stunning landscapes (from the<br />

Scottish Highlands to the Cornish coast)<br />

or jumping on a short flight from one of<br />

London’s six main airports (or train from St<br />

Pancras <strong>International</strong>) to Europe for<br />

a relaxing city break. The options are<br />

endless!<br />

London is a city that keeps on giving and<br />

no matter how long you spend here, you’ll<br />

never get tired of the experiences it offers.<br />

Discover more at www.regents.ac.uk.<br />


Why Zurich is a great<br />

place to live, work and<br />

educate your children<br />


There is much to love about<br />

Switzerland’s largest city.<br />

Regardless of whether you have<br />

been sent to Zurich by your employer or are<br />

simply considering the move, the city offers<br />

an unparalleled quality of life loved by<br />

locals and expats alike.<br />

Zurich regularly places first in the qualityof-life<br />

charts for Europe and beyond. The<br />

city offers high salaries, quality healthcare,<br />

low crime rates, and easy access to a wealth<br />

of health and leisure activities. On the<br />

other hand, Zurich has also been known to<br />

top the ‘most expensive’ rankings as well.<br />

However, ask a local and they will likely<br />

tell you that the cost of living is more than<br />

justified!<br />

Zurich is one of the most environmentally<br />

conscious cities in Europe. It scored 78.6%<br />

in the Global Destination Sustainability<br />

Index in 2021 putting it in 8th place. The<br />

approach to environmental sustainability is<br />

a holistic one, with strategies and initiatives<br />

across all facets of Zurich life. Two obvious<br />

examples can be found in the cleanliness<br />

and sanitation of the city and in the public<br />

transport system.<br />

Clean City Zurich<br />

One of the first things people notice when<br />

they arrive in Zurich is how clean the city is.<br />

When you compare Zurich to other cities,<br />

you would be hard-pressed to find its equal.<br />

On the whole, Switzerland is a country<br />

known for being pristine. This is largely due<br />

to investment in world class sanitation.<br />


In 2018, it was reported that Zurich’s<br />

Civil Engineering and Disposal Department<br />

collected around 30,000 rubbish bags every<br />

day. Sanitation staff work tirelessly to keep<br />

the city’s roads, footpaths, and all public<br />

transportation stops clean and litter free.<br />

The cost – or should we say investment - to<br />

the city is estimated to exceed CHF200<br />

million annually. By and large, local<br />

residents also proud of the city’s clean<br />

reputation and therefore do their part to<br />

recycle, dispose of litter responsibly and be<br />

generally tidy.<br />

Green public transport<br />

Zurich provides ample public transportation<br />

options. Not only are the routes and<br />

schedules well thought out, but they are also<br />

safe, eco-friendly, and extremely efficient.<br />

You would be challenged to find city centre<br />

parking in Zurich. Instead, most people<br />

opt to use the electrically powered light<br />

rail, trams, and buses. In fact, private cars<br />

only account for approximately 28% of all<br />

inbound city traffic.<br />

Outdoor lifestyle<br />

The city is located at the northern tip of<br />

Lake Zurich where it meets the Limmat<br />

River. In the summer the lake is a hive of<br />

water sports and water-side activities. The<br />

long days make it a popular place for locals<br />

and tourists.<br />

Although it would only take a few hours<br />

to reach Switzerland’s most well-known<br />

mountains, there are an abundance of<br />

beautiful alpine areas within as little as<br />

30mins from the city. Popular viewpoints<br />

just outside of Zurich – Üetliberg and<br />

Felsenegg - provide breath-taking views of<br />

the city, the lake and beyond. If you wish<br />

to travel a little further, you can journey<br />

around 50km to Rigi – known as the<br />

‘Queen of the Mountains’ – for stunning<br />

views of central Switzerland and lakes<br />

Lucerne, Zug, and Lauerz. The mountains<br />

can of course be enjoyed all year round.<br />

Whether they be lush and green or covered<br />

in white snow they are an important part of<br />

everyone’s life. Zurich offers a year-round<br />

outdoor lifestyle that is as good for the<br />

body as it is for the soul, making it a very<br />

attractive place to live.<br />

Education in Zurich<br />

The education system in the Kanton of<br />

Zurich (and in Switzerland in general) has<br />

a very strong reputation. There are of<br />

course a large number of public schools in<br />

the area, usually taught in Swiss German.<br />

However, for English language or bilingual<br />

education, there a number of wonderful<br />

options for families to choose from:<br />

Zurich <strong>International</strong> <strong>School</strong><br />

For children aged 3 – 18 | 1250 total students |<br />

students from 55+ countries<br />

Zurich <strong>International</strong> <strong>School</strong> operates on the<br />

belief that education is about finding the<br />


ight balance. Their goal is to ensure that<br />

every child develops a love of learning - a<br />

habit that will stay with them for life. Their<br />

curriculum challenges students to explore<br />

and engage with subjects, and the school<br />

offers both the <strong>International</strong> Baccalaureate<br />

Diploma Programme and Advanced<br />

Placement courses as well as tailor-made<br />

classes. ZIS has invested in building topclass<br />

facilities, and in nurturing a diverse<br />

community where students feel they belong.<br />

Additionally, ZIS offers a bilingual pathway<br />

for children aged three to eight, which will<br />

be expanding to include students aged 11.<br />

Tandem <strong>International</strong> Multilingual<br />

<strong>School</strong><br />

For children aged 0 – 12 | 280 total students |<br />

students from 30 countries<br />

Tandem IMS is an international day<br />

school offering Early Years, Pre-<strong>School</strong>,<br />

Kindergarten and Primary programmes.<br />

They specialise in providing high quality<br />

multilingual education (German, English<br />

and French) in a warm and child-friendly<br />

environment. Tandem IMS firmly believes<br />

that education is not only about academic<br />

results, it is also about helping children<br />

develop skills, independence and a love for<br />

learning in a global environment. They<br />

aim to support every child in reaching their<br />

highest potential and developing learning<br />

strategies for further education.<br />

Inter-Community <strong>School</strong> Zurich<br />

For children aged 18 months – 18 years | 800+<br />

total students | Students from 55+ countries<br />

The Inter-Community <strong>School</strong> Zurich (ICS)<br />

is a fully accredited international day school<br />

offering the <strong>International</strong> Baccalaureate<br />

(IB) Programme for Primary Years, Middle<br />

Years, and Diploma Studies. ICS is driven<br />

by a culture of a shared understanding of<br />

the right of every child to learn, to achieve<br />

their potential, pursue their passion and<br />

fulfil their responsibility. Their community<br />

is united in ensuring all students thrive, all<br />

staff members excel, and all families share<br />

in the uniqueness of an ICS education.<br />

Hull’s <strong>School</strong> Zurich<br />

For children aged 14 – 20 | 380 total students |<br />

Students from 22 countries<br />

Hull’s <strong>School</strong> is the first English college<br />

in Zurich for teenagers. The four-year<br />

college programme is taught in English<br />

and covers the UK Fifth and Sixth Forms<br />

(Years 10 to 13). During their time at<br />

Hull’s <strong>School</strong>, students are prepared<br />

for IGCSE and A-level examinations.<br />

Promoting a climate of respect and cultural<br />

understanding is extremely important to<br />

the school and students are encouraged to<br />

develop curiosity, self-confidence, positive<br />

relationships, and a passionate approach<br />

to learning. Hull’s <strong>School</strong> is committed to<br />

excellence in education through a balanced<br />

academic programme with significant extracurricular<br />

opportunities.<br />

Academia <strong>International</strong> <strong>School</strong> Zurich<br />

For children aged 13 - 20 | 70 total students +<br />

200 at Academia Matura | Students from<br />

10+ countries<br />

Academia <strong>International</strong> <strong>School</strong> is a<br />

multi-cultural, state-of-the-art education<br />

centre in the heart of Zurich-Oerlikon:<br />

Extending over five floors it offers space<br />

for young adults to develop, be creative<br />

and inspired. The school prepares students<br />

for international university entrance<br />

qualifications including IGCSEs and A<br />

Levels. Academia <strong>International</strong> <strong>School</strong><br />

offers an inclusive community where<br />

students and staff, regardless of background<br />

or nationality, feel accepted and can develop<br />

to their full potential.<br />

Obersee Bilingual <strong>School</strong><br />

For children aged from 6 months | 478 total<br />

students | Students from 41 countries<br />

Obersee Bilingual <strong>School</strong> (OBS) is a private<br />

school founded in 2003 offering a futureoriented<br />

approach to education guided by<br />

scientific findings and recommendations.<br />

OBS uses digital technology to tailor<br />

individualised learning for students – each<br />

issued with an iPad to aid their educational<br />

journey. OBS aims for students to become<br />

global citizens, critical thinkers, and lifelong<br />

learners.<br />

SIS Swiss <strong>International</strong> <strong>School</strong><br />

Zürich-Wollishofen<br />

For children aged 4 - 11 | 220 total students |<br />

Students from 20+ countries<br />

SIS Zürich-Wollishofen offers a unique<br />

learning experience for students via<br />

their bilingual kindergarten and primary<br />

school. Well situated in the city centre,<br />

and a short distance from the lake, the<br />

school provides students with a stimulating<br />

learning environment that is characterised<br />

by cooperativeness and kindness, ensuring<br />

that they develop into motivated and<br />

socially competent individuals. Learning<br />

at SIS Zürich -Wollishofen reaches beyond<br />

regular classroom hours via before and<br />

after school care, holiday programmes and<br />

extracurricular courses.<br />


<strong>International</strong> <strong>School</strong> Zurich North<br />

For children aged 13 - 18 | 235 total students |<br />

Students from 33 countries<br />

<strong>International</strong> <strong>School</strong> Zurich North (ISZN)<br />

is an exceptional international school in the<br />

heart of canton Zurich. ISZN promotes<br />

a culture of lifelong learning, curiosity,<br />

and passion for discovery. Students are<br />

empowered to be champions of change<br />

and become globally minded individuals.<br />

The school strives to develop rich learning<br />

environments that equip young people with<br />

the self-belief and international perspective<br />

they need to thrive in today’s world.<br />

Swiss <strong>International</strong> <strong>School</strong><br />

Männedorf-Zürich<br />

For children aged 4 - 11 | 120 total students |<br />

Students from 20+ countries<br />

SIS Männedorf- Zürich was opened in<br />

2009 and since this time has offered<br />

immersive, bilingual day education from<br />

kindergarten to primary school level at<br />

their beautiful campus beside Lake Zürich.<br />

Also offering before and after school care,<br />

holiday programmes, and extracurricular<br />

courses, the school ensures that children<br />

are given a wide range of educational<br />

opportunities. SIS Männedorf- Zürich<br />

aims to create a strong sense of community<br />

“The city offers high salaries, quality healthcare, low crime rates,<br />

and easy access to a wealth of health and leisure activities.”<br />

among parents, staff, teachers, and students.<br />

Lessons are goal-oriented and teach<br />

children to develop a healthy competitive<br />

spirit.<br />

Terra Nova Bilingual <strong>School</strong><br />

For children aged 3 - 14 | 140 total students |<br />

Students from 10+ countries<br />

A Swiss accredited school, Terra<br />

Nova Bilingual <strong>School</strong> is close-knit yet<br />

cosmopolitan, private school that provides<br />

excellent instruction to children aged from<br />

Pre-Kindergarten to the end of Secondary<br />

<strong>School</strong>. Instruction is bilingual, taught<br />

by mother-tongue English or German<br />

qualified teachers. Terra Nova Bilingual<br />

<strong>School</strong> focuses on expanding students’<br />

horizons and helping them to develop new<br />

perspectives. The school is a modern place<br />

of educational and cultural encounters.<br />

SIS Swiss <strong>International</strong> <strong>School</strong> Zürich<br />

For children aged 4 - 18 | 320 total students |<br />

Students from 20+ countries<br />

Opened in 2005, SIS Zürich moved to<br />

its current campus in 2012. The school<br />

maintains exceptional infrastructure for all<br />

education levels. The campus offers over<br />

twenty classrooms, a variety of special<br />

subject rooms for arts, music, crafts and<br />

woodwork, a science lab, indoor sports hall,<br />

and a library. In addition to being a fully<br />

bilingual day school, students may graduate<br />

with both the Swiss Matura and IB<br />

diploma. SIS Zürich provides personalised,<br />

high-quality before and after school care<br />

where children, adolescents and young<br />

adults learn important skills to help them<br />

find their way in a globalised world.<br />

Zurich provides professionals and families<br />

alike with wonderful lifestyle, career, and<br />

educational opportunities. In terms of<br />

schooling there are a number of exceptional<br />

international and/or bilingual schools, each<br />

with their own character and strengths.<br />

Regardless of which school you select for<br />

your child, they have all worked hard to<br />

build a strong international community that<br />

supports new students and their families in<br />

their transition to life in Zurich. For more<br />

information on these schools please refer<br />

to the <strong>International</strong> <strong>School</strong> <strong>Parent</strong> <strong>School</strong><br />

Guide or visit their websites directly.<br />





which bachelor’s<br />

degree should<br />

you study?<br />



If you’re currently deciding what to<br />

study for your bachelor’s degree, there’s<br />

a lot to consider. And, given that the<br />

World Economic Forum estimates that<br />

65% of primary school children today will<br />

work in jobs that don’t yet even exist, one<br />

question outweighs all others: what are<br />

the careers of the future and how do you<br />

prepare for them today?<br />

The advance of new technologies has<br />

fuelled the rapid transformation of the<br />

workplace and the pace of change is only<br />

increasing. A decade ago, comparatively<br />

few workers had even heard of cloud<br />

computing or blockchain, for example, but<br />

now skills in these areas are highly sought<br />

after across many industries. The careers of<br />

the future may not yet exist – but students<br />

should be well prepared to grasp the new<br />

opportunities that emerge.<br />

Given this rapidly evolving employment<br />

landscape, students today must acquire<br />

essential soft skills such as agile thinking and<br />

an ability to respond quickly to changing<br />

circumstances. They require a multicultural<br />

and open mindset, that will allow them<br />

to connect with colleagues, suppliers and<br />

partners who may be located anywhere in<br />

the world.<br />

You will gain these skills and more at<br />

EU Business <strong>School</strong> (EU), a high-ranking<br />

international business school with campuses<br />

in Geneva, Munich and Barcelona as<br />

well as the Digital Campus. We foster<br />

entrepreneurial thinking and creative<br />

problem-solving, crucial aptitudes to<br />

succeed in a world in constant flux. You<br />

will become part of a vibrant and diverse<br />

community of more than 100 nationalities,<br />

which will give you the opportunity to<br />

expand your global perspective. Our<br />

experiential approach to learning gives<br />

our students the real-world business skills<br />

to excel and our innovative programs have<br />

been specifically designed to respond to the<br />

latest demands of industry.<br />

Read on more to discover our programs<br />

and why they will prepare you for success in<br />

the workplace of the future.<br />

Bachelor’s of Business Administration<br />

Budding entrepreneurs and anyone<br />

who wants to work for a company or<br />

organization of any size, anywhere in the<br />

world, will get a great foundation in the<br />

main principles, theories and practice of<br />

business and management with this degree.<br />

Bachelor of Arts in Communication &<br />

Public Relations<br />

As our world becomes increasingly<br />

connected, effective communication and<br />

carefully crafted messaging is ever more<br />

crucial for companies or organizations<br />

that want to stand out amid all the noise.<br />

This degree is ideally suited for anyone<br />

who wants to work in this broad and everexpanding<br />

field.<br />

Bachelor of Arts in Leisure &<br />

Tourism Management<br />

Tourism was one of the world’s fastestgrowing<br />

industries before the global health<br />

crisis and has been one of the first sectors<br />

to rebound. It’s also a very exciting industry,<br />

which has adapted rapidly to the impact of<br />

digitalization and the increasing importance<br />

of sustainability to customers, among other<br />

factors.<br />

Bachelor of Arts in <strong>International</strong><br />

Relations<br />

In today’s uncertain world, knowledge of<br />

international relations is especially relevant<br />

and this degree can lead to careers in<br />

politics, intelligence, security and a host<br />

of other growing fields. The skills you will<br />

learn, such as inter-cultural approaches,<br />

“Students today require a multicultural and open mindset,<br />

that will allow them to connect with colleagues, suppliers and<br />

partners who may be located anywhere in the world.”<br />

are also highly transferable. Geneva is the<br />

ideal location to study this subject, given<br />

that the city is one of the biggest global<br />

hubs for international organizations such<br />

as the United Nations and the World Trade<br />

Organization.<br />

Bachelor of Arts in Sports Management<br />

Whether you are a sports fanatic or not,<br />

the world of sports – particularly sport<br />

as entertainment – is booming. This<br />

degree will open up doors in lucrative<br />

and expanding fields such as sponsorship<br />

and e-sports, as well as the classic sports<br />

management opportunities.<br />

Bachelor of Arts in Digital Business,<br />

Design & Innovation<br />

This degree prepares you for a leading<br />

role in the digital transformation that<br />

is revolutionizing the business world, as<br />

companies and organizations adapt to<br />

modern technologies. It provides students<br />

with the entrepreneurial and innovative<br />

mindset they need to think ahead and drive<br />

change.<br />

Bachelor of Science in Business Finance<br />

Finance is a broad field that offers a wealth<br />

of lucrative careers across all sectors.<br />

This program provides students with a<br />

thorough grounding in all key subjects<br />

related to the field, including blockchain<br />

and cryptocurrencies, that will play an everlarger<br />

role in the companies of the future,<br />

particularly as Web 3.0 develops further.<br />

Find out more at euruni.edu<br />



5 Hospitality Business<br />

Management Graduate Characteristics<br />

you might not be aware of<br />

A hospitality business management degree does not only impart future managers, leaders<br />

and entrepreneurs with a multifaceted set of hard and soft skills, but also advances highly<br />

valuable business capabilities.<br />


The hospitality industry in one<br />

way or another touches many<br />

other industries and all our lives.<br />

In its essence, hospitality is driven by a<br />

mindset of people first thinking, delivering<br />

service excellence, creating unforgettable<br />

experiences and moments, managing<br />

relationships and making guests and<br />

customers feel appreciated and special.<br />

The skill set that comes with a hospitality<br />

business degree provides an excellent<br />

theoretical and practical foundation and<br />

highly specialised competencies and<br />

knowledge in various disciplines.<br />

The high demand for hospitality<br />

graduates, not only from the core<br />

hospitality industry, but also from many<br />

other industries, can be explained by their<br />

versatile training in skills of the future<br />

such as emotional intelligence, complex<br />

problem-solving, analytical thinking, as<br />

well as the strong focus on customers,<br />

markets, innovation, service excellence and<br />

communication.<br />

1<br />

Customer centric driven artistes<br />

If one sector is globally recognised as<br />

the leader in customer- or guest-centricity,<br />

then it’s the hospitality industry. This is<br />

certainly one explanation for the high<br />

demand for hospitality graduates from<br />

other service industries, as well as the<br />

increased employer understanding of the<br />

value of the skillset held by hospitality<br />

management graduates.<br />

From the first day of school until<br />

graduation, hospitality management<br />

students learn to understand and to<br />

successfully manage all stages and aspects<br />

of a specific customer journey. Customercentricity<br />

is a mindset, driven by the idea<br />

that customer expectations, needs and<br />

relationships should be the number one<br />

priority for everything an organisation does.<br />

Hospitality correspondingly teaches<br />

young leaders that customer-centricity<br />

must be embedded in the company<br />

culture and at all levels and functions<br />



in an organisation. The increased<br />

expectations for excellent customer service<br />

and -orientation is another reason why<br />

a growing number of industries seek to<br />

recruit hospitality graduates for different<br />

positions and functions on various<br />

organisational levels.<br />

2<br />

Individual service and<br />

experience cracks<br />

What differentiates personalised services<br />

and experiences from generic customer<br />

experiences? When do personalised services<br />

create value for customers?<br />

We can ask ourselves who will be<br />

delivering hospitality services in the<br />

future. Some believe it will be delivered by<br />

ServiceRobots, others are of the opinion<br />

that this is something that can still only be<br />

done by human beings. Which technology<br />

will be a game changer in the future?<br />

Personalisation goes far beyond merely<br />

the service discipline. It’s the process of<br />

tailoring products, services, touchpoints,<br />

communications and much more to a<br />

specific customer’s needs and behaviours.<br />

Inspiring individuals are the key to<br />

create personalised services and impactful<br />

moments. Throughout their studies,<br />

hospitality students are challenged to<br />

develop a deep understanding of customer<br />

and guest individuality. Students learn<br />

how to create strategies and concepts<br />

with tangible and intangible elements,<br />

and to lead service organisations and<br />

teams with a strong focus on personalised<br />

services. Additionally, hospitality graduates<br />

have developed an understanding for<br />

individuality as a winning concept in a<br />

hypercompetitive world.<br />

3<br />

Communication maestros<br />

Strong and professional<br />

communication skills are highly valued<br />

in business, not to mention all other<br />

aspects of personal and professional life.<br />

Communication is multifaceted, not only<br />

vocal communication. Various forms of<br />

written or visual expressions to non-verbal<br />

statements such as body language, gestures,<br />

pitch of voice together make up how and<br />

what we communicate.<br />

With today’s multitude of<br />

communication channels and platforms,<br />

in addition to the importance of culture<br />

awareness, communication has become the<br />

ultimate success factor in business.<br />

Hospitality students are trained in<br />

SHL Schweizerische Hotelfachschule Luzern is one of the two original Hotel<br />

Management <strong>School</strong>s in Switzerland and offers one of the only two Bachelor of Science<br />

in Hospitality Management degrees in Switzerland accredited by the Swiss federal<br />

government and in compliance with the Bologna Declaration, as well as the regarded<br />

Swiss Diploma Dipl. Hoteliere-Gastronomin / Hotelier-Gastronom HF.<br />

Owned by the Hotel Gastro Union, SHL has been paving the way for the renowned<br />

Swiss dual education system, teaching first-class practical and academic hospitality<br />

management skills since 1909. SHL prepares young talents for becoming inspiring<br />

leaders on the global stage.<br />



all aspects of communication daily<br />

to develop their ability to use it as an<br />

effective leadership tool and, equally<br />

important, to communicate successfully<br />

and professionally with customers in any<br />

situation.<br />

4<br />

Small data management experts<br />

Big data seems to have become<br />

the new currency in business. Spending<br />

so much time searching for significant<br />

data and insights, often leads to the most<br />

valuable data being forgotten - the data<br />

from various small data resources delivers<br />

actionable insights that come with various<br />

types of customer behaviour, expectations<br />

and interactions.<br />

In many cases, small data drives<br />

innovation and creativity by seemingly<br />

observing customer behaviour and paying<br />

attention to details in daily business.<br />

As we’ve learned, hospitality is all<br />

about the people first way of thinking.<br />

Understanding and explaining emotions<br />

by using big data is a mission impossible.<br />

Emotions drive customers’ decisions, and<br />

when a company aims to connect with<br />

customers’ emotions, the payoffs can be<br />

vast. Hospitality teaches students to value<br />

all types of data and information, to pay<br />

attention to details and touchpoints in<br />

the customer journey, to gather valuable<br />

insights from every single direct and<br />

indirect interaction with customers and<br />

develops them to<br />

become small data<br />

management experts.<br />

5 Chief<br />

Go-getters<br />

Customers and guests have<br />

high and constantly changing<br />

preferences and expectations. With<br />

service at its core, a hospitality mindset<br />

is driven by the aspiration to deliver<br />

excellent service, unforgettable experiences<br />

and professionalism with every customer<br />

interaction in order to exceed customers’<br />

expectations. Hospitality graduates are<br />

equipped with a strong doer mentality with<br />

an objective and a result driven mindset<br />

and fully capable to achieve this goal. They<br />

create their own motivation, and they pay<br />

attention to details, both in terms of their<br />

customers, but also their surroundings.<br />

Hospitality students also have a mentality<br />

of being spontaneous volunteers and great<br />

team players. They convince through<br />

action, always in search of continuous<br />

improvement.<br />

Learn more about SHL<br />

and the Bachelor of Science<br />

in Hospitality Management<br />

info.shl.ch/hospitality_bachelor/<br />

Although<br />

it’s a common<br />

misunderstanding that<br />

studying a hospitality<br />

management degree will<br />

only lead students to a<br />

hospitality career, the degree<br />

prepares students for almost<br />

any business environments and is a<br />

perfect stepping stone into any industry.<br />

Hospitality remains one of the most<br />

resilient, adaptable and dynamic industries<br />

on the planet and is a constantly changing<br />

industry, where technology and innovation<br />

are being integrated to improve the guest<br />

experience. New concepts are constantly<br />

being invented to meet the ever-changing<br />

demands of consumers. The more the<br />

world changes, the more opportunities arise<br />

for new hospitality jobs and businesses. For<br />

graduates looking for other opportunities,<br />

from luxury marketing to real estate, sports<br />

to finance, a degree in hospitality business<br />

management in such a diverse, global<br />

industry, can expect a wide variety of<br />

successful career paths.<br />

Maria Ramstad Kristiansen is Head of Marketing & Student Recruitment<br />

at SHL Schweizerische Hotelfachschule Luzern. She has a MSc in Business<br />

Administration, major Tourism and a BBA in Hospitality and Tourism from the<br />

University of Applied Sciences Graubünden, as well as a Swiss degree in Hospitality<br />

Management from EHL Swiss <strong>School</strong> of Tourism and Hospitality. Maria has 25 years of<br />

management experience from the Hospitality Industry in Norway, UK and Switzerland.<br />


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The Mirror Lies<br />

Eating Disorders and the distinction from Body Dsymorphia<br />


It would be rare to find someone in<br />

this day and age who has not come<br />

across the terms eating disorders and<br />

body dsymorphia. The tabloids and online<br />

sites are rife with these terms and images<br />

of emaciated girls and boys. Through<br />

the ages, this has stayed constant. These<br />

two terms are often used out of context<br />

and erroneously. These two terms, eating<br />

disorders and body dsymorphia are in fact<br />

2 distinct disorders, however, one can exist<br />

with or without the other. This article will<br />

explore the two differences and then delve<br />

into eating disorders, what it looks like, what<br />

to look out for and how to help loved ones.<br />

Body Dysmorphic Disorder<br />

People who have body dysmorphic disorder<br />

are preoccupied or obsessed with one or<br />

more perceived flaws in their appearance.<br />

This preoccupation or obsession typically<br />

focuses on one or more body areas or<br />

features, such as their skin, hair, or nose.<br />

However, any body area or part can be the<br />

subject of concern.<br />

In order to diagnose as clinicians, we use<br />

the Diagnostic & Statistical Manual of Mental<br />

Disorders, currently in its Fifth Edition (DSM-<br />

5). This manual outlines the criteria for<br />

a diagnosis of body dysmorphic disorder<br />

(BDD). BDD is not classified as an eating<br />

disorder, it is listed under the category<br />

of “Obsessive-Compulsive and Related<br />

Disorders.” The DSM-5 lists the following<br />

diagnostic criteria:<br />

• Preoccupation with one or more<br />

perceived defects in appearance that are<br />

not noticeable to others and are not truly<br />

disfigured.<br />


• At some point, the person suffering has<br />

performed repetitive actions or thoughts<br />

in response to the concerns. This may be<br />

something like continuously comparing<br />

their appearance to that of others, mirror<br />

checking, or skin picking.<br />

• This obsession causes distress and<br />

problems in a person’s social, work, or other<br />

areas of life.<br />

• This obsession isn’t better explained as a<br />

symptom of an eating disorder (although<br />

some people may be diagnosed with both).<br />

While many people hold some insecurity<br />

related to parts of their body, not all<br />

meet the criteria for a BDD diagnosis.<br />

These symptoms need to be deemed<br />

“Clinically significant”. Clinical significance<br />

is determined by symptoms that cause<br />

substantial distress or impairment in social,<br />

occupational, or other important areas of<br />

functioning. These impacts are so significant<br />

that research shows approximately 80% of<br />

individuals with BDD report that they have<br />

experienced suicidal thoughts, which is 10<br />

to 25 times higher than that of the general<br />

population. One in four individuals suffers<br />

from attempted suicide.<br />

What does an Eating Disorder look like?<br />

Eating disorders (ED) can become lifethreatening<br />

illnesses in which people<br />

experience severe disturbances in their<br />

eating behaviors and related thoughts and<br />

emotions. People with EDs typically become<br />

preoccupied with food and their body size<br />

and shape. The DSM-5 describes several<br />

types of eating disorders:<br />

• Anorexia Nervosa (AN) -restrictive<br />

subtype/binge eating-purging subtype<br />

• Bulimia Nervosa (BN)<br />

• Binge Eating Disorder (BED)<br />

• Other Specified Feeding and Eating<br />

Disorder (OSFED)<br />

• Pica<br />

• Rumination Disorder<br />

• Avoidant/Restrictive Food Intake<br />

Disorder (ARFID)<br />

• Unspecified Feeding or Eating Disorder<br />

(UFED)<br />

• Other:<br />

Muscle Dsymorphia<br />

Orthorexia Nervosa (ON) proposed criteria<br />

The main eating disorders that are most<br />

common and most described are the first<br />

three and are characterized as follows.<br />

• Anorexia Nervosa is characterized<br />

by severe food restriction leading to<br />

significantly low body weight and intense<br />

fear of weight gain or of becoming fat, or<br />

behavior that interferes with weight gain<br />

(despite very low weight). There is also a<br />

disturbance in the way in which one’s body<br />

weight or shape is experienced, undue<br />

influence of body weight or shape on<br />

one’s self-evaluation, or persistent lack of<br />

recognition of the seriousness of one’s low<br />

body weight.<br />

• Binge Eating Disorder is characterized<br />

by eating abnormally large quantities of<br />

food in a short period of time. Binge eating<br />

feels out of control and causes marked<br />

distress.<br />

• Bulimia Nervosa is characterized<br />

by eating abnormally large quantities of<br />

food in a short period of time, followed by<br />

compensatory behavior (e.g., self-induced<br />

vomiting, excessive exercise, fasting)<br />

intended to neutralize the impact of binge<br />

eating on shape and weight. In addition,<br />

self-evaluation is unduly influenced by body<br />

shape and weight.<br />

Overlap<br />

As you can see BDD shares some common<br />

features with eating disorders, such as<br />

people with eating disorders and those<br />

with body dysmorphic disorder may both<br />

be overly concerned with their size, shape,<br />

weight, or outward appearance. Those with<br />

body dysmorphic disorder may even fixate<br />

on areas of their bodies that are similar<br />

to fixations seen in anorexia nervosa or<br />

bulimia nervosa, such as the waist, hips,<br />

and/or thighs. Those with BDD may also<br />

experience similar symptoms such as body<br />

checking (like frequent weighing or mirror<br />

“checks”) and excessive exercise.<br />

However, it is important to note that not<br />

everyone with body dysmorphic disorder<br />

has an eating disorder. There are people<br />

with body dysmorphic disorder who focus<br />

solely on specific body parts (like the shape<br />

of their nose).<br />

It’s important to know the signs and<br />

symptoms of both BDD and eating<br />

disorders. These illnesses are complicated,<br />

terrifying, and real. And these illnesses<br />

cause millions of people to lead lives filled<br />

with a great deal of pain and suffering.<br />

The statistics on Eating Disorders<br />

The statistics are staggering and depending<br />

on where you look they will differ. It is<br />

“I stared in the mirror and obsessed about whether or not a<br />

space existed between my thighs. Commonly referred to as<br />

‘thigh gap’, I did my best to stand at specific angles that might<br />

create such a space. When I couldn’t achieve this so-called ideal<br />

after a considerable amount of effort, I wore baggy clothes to<br />

hide the perceived flaw. Instead of hanging out with friends, I<br />

stayed in — again. I didn’t eat that night.”– J.S.<br />


with anorexia nervosa (N=177), bulimia<br />

nervosa (N=906), or eating disorders not<br />

otherwise specified (N=802) over 8 to 25<br />

years. The investigators used computerized<br />

record linkage to the National Death Index,<br />

which provides vital status information for<br />

the entire United States, including the cause<br />

of death extracted from death certificates.<br />

Crow and colleagues found that crude<br />

mortality rates were 4.0% for anorexia<br />

nervosa, 3.9% for bulimia nervosa, and<br />

5.2% for eating disorders not otherwise<br />

specified. They also found a high suicide<br />

rate in bulimia nervosa. The elevated<br />

mortality risks for bulimia nervosa, and<br />

eating disorder not otherwise specified were<br />

similar to those for anorexia nervosa.<br />

predicted, according to Beat UK (UK’s<br />

Eating Disorder charity), that currently over<br />

1.25 million people (Gov UK, 2018), both<br />

male and female, have an eating disorder<br />

in the UK and 30 million in the USA, with<br />

numbers continuing to grow, especially<br />

in Japan, China, and Europe. Over the<br />

pandemic, National Health Services (NHS)<br />

eating disorder clinic services (NHS, <strong>2022</strong>)<br />

saw an almost doubling of cases (Solmi et<br />

al., 2021). Note that these statistics are only<br />

based on those who have a diagnosis, many<br />

do not as they aren’t seen to “meet the<br />

criteria”, and others suffer in silence.<br />

Stigma and Misunderstanding<br />

Eating disorders are highly stigmatized<br />

illnesses. They are often seen as a lifestyle<br />

choice, a phase, or something that a person<br />

will grow out of, rather than an insidious<br />

and dangerous mental illness that has<br />

complex roots and manifestations. There<br />

is still an assumption that they only affect<br />

white teenage girls – however current stats<br />

show that Japan has the highest rate of<br />

eating disorders currently, this highlights<br />

how invisible eating disorders are in these<br />

communities until they become lifethreatening.<br />

Stigma increases the shame<br />

that many people feel, but also stops many<br />

from reaching out for support, and reaching<br />

out is a massively difficult thing to do when<br />

your mental illness is telling you not to –<br />

which of course then contributes to high<br />

mortality rates.<br />

So many people go to their General<br />

Practitioner (GP) or end up in hospital<br />

Accident & Emergency departments only<br />

to be told, “You aren’t thin enough to have<br />

an eating disorder” or, “You don’t look<br />

like you have an eating disorder.” So many<br />

have heard from their GP that they can’t<br />

have an eating disorder because of their<br />

weight, age, ethnicity or gender. Which then<br />

propels them to get even thinner to prove<br />

they have an issue. ED diagnosis should not<br />

be based on body mass index (BMI), but on<br />

symptoms that are clinically significant and<br />

impairing everyday life.<br />

Consequences<br />

Eating disorders are serious, potentially lifethreatening<br />

conditions that affect a person’s<br />

emotional and physical health. They are<br />

not just a “fad” or a “phase.” People do<br />

not just “catch” an eating disorder for<br />

a period of time. Eating disorders can<br />

affect every organ system in the body, the<br />

endocrinological system, cardiovascular,<br />

gastrointestinal, neurological, skin, hair,<br />

kidneys, anemia, and the list goes on. Crow<br />

and colleagues studied 1,885 individuals<br />

How to spot the signs<br />

If an individual’s conversations appear to<br />

be hyper-fixated on losing weight, altering<br />

themselves, thinness, food, nutritional<br />

content, exercise regimens and other<br />

aspects of food and body, it is important to<br />

notice this, ask more questions, and gently<br />

challenge any dangerous beliefs. Note that<br />

even changes in diet such as going vegan<br />

can be an indicator. There is also such a<br />

thing as Orthorexia.<br />

Note that one of the earliest signs<br />

of an eating disorder is a change in a<br />

person’s eating habits. They become more<br />

regimented, start moving food around<br />

a plate, start chopping it in tiny pieces,<br />

using a lot of condiments, fidgety at<br />

mealtimes, eating the same food over and<br />

over, suddenly embarking on a new diet.<br />

Other early sings are suddenly becoming<br />

very interested in food, getting an in-depth<br />

knowledge of nutrition and calorie content,<br />

starting to download and read recipes<br />

and cooking a lot for others. Other early<br />

signs are social withdrawal, changing their<br />

social habits. They can experience changes<br />

in mood during the day, more so than<br />

usual. This can happen especially around<br />

mealtimes.<br />

As well as the early signs of eating<br />

disorders outlined above, these conditions<br />

also have a number of more general<br />

symptoms that can happen at any point<br />

in the illness. These can be different for<br />

everyone and can vary depending on the<br />

type of eating disorder that a person is<br />

struggling with. However, the most common<br />

signs and symptoms to look out for include,<br />

losing a lot of weight, very low body fat,<br />

wearing baggy clothes, controlling and<br />


limiting food, excessive exercise, believing<br />

they are fat, obsessing over their and<br />

others looks, frequently weighing, making<br />

themselves sick, using laxatives, spending<br />

a lot of time in the bathroom after meals,<br />

anxiety, self-harm, exhaustion, binging food<br />

in secret, obsession over calories, chaotic<br />

eating habits and anxiety and depression.<br />

The list above is generalized to anorexia,<br />

bulimia and binge eating. However, these<br />

are some of the most common indicators to<br />

look out for.<br />

Recovery<br />

Recovery from an eating disorder is<br />

incredibly hard, with an average of six to<br />

ten years until full recovery according to<br />

UK charity Beat (Beat, <strong>2022</strong>) and more<br />

than half of sufferers never fully recover.<br />

Recovery is defined as eating at regular<br />

intervals, guided by physical rather than<br />

emotional hunger. It is a life free from<br />

dietary restriction, bingeing, or purging and<br />

weight maintained at a healthy level. It is<br />

the ability to eat spontaneously, especially<br />

out in public, a balanced diet with every<br />

food group, and the ability to tolerate<br />

natural shifts in weight due to illness, times<br />

of the year, or bloating. It is possible for<br />

every eating disorder sufferer to recover,<br />

with the right support and treatment.<br />

Help<br />

Help is out there!<br />

If a friend or relative has an eating disorder<br />

or you suspect they do, you probably want<br />

to do everything you can to help them<br />

recover. Getting professional help from<br />

a doctor, practice nurse, or a school or<br />

college nurse will give your friend or relative<br />

the best chance of getting better. But this<br />

can be one of the most difficult steps for<br />

someone living with an eating disorder, so<br />

try to encourage them to seek help or offer<br />

to go along with them.<br />

You can support them in other ways, too:<br />

• Keep trying to include them – they<br />

may not want to go out or join in with<br />

activities, but keep trying to talk to them<br />

and ask them along.<br />

• Try to build up their self-esteem –<br />

perhaps by telling them what a great person<br />

they are and how much you appreciate<br />

having them in your life. Do not comment<br />

on looks.<br />

• Give your time, listen to them and<br />

try not to give advice or criticize –<br />

“I am angry that I starved my brain and that I sat shivering in my<br />

bed at night instead of dancing or reading poetry or eating ice<br />

cream or kissing a boy.” ― Laurie Halse Anderson<br />

Remember, you do not have to know all the<br />

answers, just making sure they know you’re<br />

there for them is what’s important. When<br />

they seem to reject you make sure you keep<br />

reaching out, this is their ED talking and<br />

not them.<br />

The most difficult step for them is to<br />

accept help as their ED voice is so strong<br />

and will keep telling them not to do it.<br />

However, getting professional help is what<br />

they most need. You can gently suggest<br />

different support groups and therapists.<br />

Usually, the starting point would be<br />

their GP but they can also book in with<br />

a Psychologist. Talk therapy is usually<br />

frontline to help with ED. Most people<br />

with ED will not have to stay in a hospital,<br />

they are seen as outpatients, however,<br />

some with more advanced ED will need to<br />

stay in a specialized clinic or hospital for<br />

more intensive treatment. Some people<br />

with ED might need a team when they<br />

are outpatient, such as a nutritionist,<br />

Psychologist and Psychiatrist whilst others<br />

won’t. It all varies depending on severity.<br />

When they come out of an inpatient unit<br />

or outpatient care, your friend or relative<br />

will still need your support. Most people<br />

with an eating disorder do recover and<br />

learn to use more positive ways of coping.<br />

But recovery from an eating disorder can<br />

be very difficult and take a long time. Your<br />

friend or relative may even relapse into old<br />

behaviors or have periods of living with<br />

their illness again during their recovery.<br />

It’s a bumpy road. Sadly, some eating<br />

disorders do not go into remission, and you<br />

do not recover. This means that they are<br />

often somewhere there, hiding in a distant<br />

corridor of your mind, and can resurface in<br />

times of stress or with certain cues.<br />

Things to be aware of<br />

Know that there are many websites<br />

and online platforms out there that are<br />

considered “pro Ana” or “pro Mia”. These<br />

proana sites are created to help those with<br />

eating disorders stay on the course of their<br />

eating disorders as well as posting proud<br />

images of continuing emaciating bodies. As<br />

an example, https://starvingpassion.weebly.<br />

com/proana-tips.html, lists 58 tips on how<br />

to keep an eating disorder alive, as well as<br />

“Restaurant Rules” and “Fasting Tips”.<br />

A wall of “Inspiration” is slathered with<br />

painstakingly bony bodies and shocking<br />

inspirational quotes “keep going you<br />

can get to this size” and “keep calm stop<br />

eating”. There are also “pro Mia” sites,<br />

promoting Bulimia. Equally, there are pro<br />

Mia and Ana sites such as “Mianaplace.<br />

com”. These websites can be hard to find<br />

and when some get taken down others<br />

pop up. https://proanagoddess.wordpress.<br />

com; https://www.tumblr.com/tagged/<br />

pro%40na?sort=top<br />

Terminologies used in these communities<br />

are such as “thinspo”, “bonespo” and<br />

“deathspo”, these are inspirations that are<br />

searched after.<br />

Be aware of these sites, they will not<br />

cause an eating disorder, but they can spark<br />

continuation for those who are already ill.<br />

The more that we have our eyes open as<br />

to what is out there and what can propel<br />

eating disorders, the more we understand<br />

the signs and drivers, and the better armed<br />

we are to support our loved ones who are<br />

suffering.<br />


If you or a loved one is suffering from<br />

an eating disorder, here are some good<br />

resources to get informed:<br />

Beat Eating Disorders - UK<br />

https://www.beateatingdisorders.org.<br />

uk/<br />

National Association of Anorexia<br />

Nervosa and Associated Disorders<br />

(ANAD)<br />

http://www.anad.org/ANAD<br />

The Body Positive<br />

http://www.thebodypositive.org<br />

Eating Disorders Anonymous<br />

http://www.eatingdisordersanonymous.<br />

org<br />

Eating Disorder Hope<br />

http://www.eatingdisorderhope.com/<br />

Eating Disorders Information Network<br />

http://www.edin-ga.org<br />

Eating Disorder Referral (EDReferral)<br />

http://www.edreferral.com<br />

The National Eating Disorders<br />

Screening Program<br />

http://www.mentalhealthscreening.org<br />


My child has just told<br />

me that they’re trans.<br />

Now What?<br />



When your child comes out as transgender it’s common<br />

to experience a wide range of thoughts and emotions.<br />

There’s a lot to process and from the parents’ point of<br />

view, parenting suddenly feels like it’s changed. So, what happens<br />

next? How do you start to process and navigate what this really<br />

means?<br />

Your Immediate Processing<br />

Most parents will experience a myriad of questions flooding in as<br />

they try to understand. Is my child really sure? How do they know?<br />

Is this just the identity exploration and struggles of puberty? Does<br />

this relate to something I’ve done? What does this mean? For them?<br />

For our family? What’s going to happen at school? Do they want to<br />

transition? I’m not sure what to do. Where can I get help?<br />

Understandably, many parents are also scared of doing the<br />

wrong thing. Globally, trans people are marginalised, vulnerable<br />

and often unprotected by law. <strong>International</strong> research shows that<br />

transgender adolescents are more likely to commit suicide that<br />

their CIS-gender peers and in the USA 50% more likely. 1 However,<br />

the ways in which trans people are treated by their families and<br />

broader society plays a significant role in their overall wellbeing.<br />

With the right support, understanding and communication at home<br />

and at school, parents can raise happy healthy trans children who<br />

grow up to flourish in adulthood.<br />

The First Conversations<br />

When your child first tells you that they are trans, it is important<br />

for them to feel seen and heard by you. It’s likely they’ve been<br />

anxious about telling you and will be seeking love and validation.<br />

An affirming and positive response is a great way to start the<br />

conversation.<br />

The best responses include 3 parts:<br />

1. Respond positively<br />

2. Celebrate<br />

3. Affirm that this will not negatively impact your relationship with<br />

them<br />

A suitable response could be, I feel honoured that you’ve told me. Thank<br />

you. I’ll always love you. What do you need from me? or I’m really proud of<br />

you. Congratulations. It’s wonderful to know yourself so well. I’ll support you<br />

100%. How can I/we help?<br />

• “I’ll support you whether you’re a boy, girl, alien, a horse<br />

or purple”<br />

A reply like this isolates a person. By likening their identity to<br />

objects and animals indicates that you view them as ‘other’ or even<br />

abnormal. For your child, it shows them that you have not truly<br />

heard or seen them in what they’ve just said.<br />

• “Really? Are you sure?”<br />

Yes, they are. In the same way that you know your gender, they too<br />

know theirs.<br />

Be aware that before someone announces that they are<br />

transgender, they may come out as gay or lesbian first. This is not<br />

necessarily because they think they are gay or lesbian, but rather<br />

that socially, being gay is safer emotionally. The child/young<br />

adult may know very well that they are trans but coming out as<br />

gay first allows them to test how you respond. Further, how you<br />

respond, will influence whether you’re deemed to be safe and given<br />

addition information about being trans, or whether they remain<br />

private. Like with CIS-gender people, there is no ‘one size fits all’.<br />

It’s a personal journey and everyone needs the space to express<br />

themselves as and when they feel comfortable.<br />

What does parental support look like?<br />

You want to support your child but don’t know where to start? To<br />

clarify your next steps, you may wish to seek professional support<br />

from a psychologist specialising in gender-expansive families.<br />

Whilst the specifics of help and support will vary for each family,<br />

common aspects can include:<br />

1. A new name<br />

Some transgender people want to change their name to match<br />

their inner identity. Choosing a new name is an important step to<br />

living more in alignment with who they are. Some parents may find<br />

a new name difficult to process, especially if the name they chose<br />

for their child at birth had personal and/or family significances.<br />

Creating a safe space for open conversations can help both the<br />

parents and children express a level of autonomy over the decision.<br />

2. Pronouns<br />

Ask your child what pronouns they’d like to use. They may want<br />

to start using they/them, they/he, they/her, xe/xem, or ze/zim.<br />

Some CIS-gender people resist using ‘they/them’ because it’s most<br />

Some phrases may feel supportive to you, but in reality, isolate<br />

your child. For example, replies like these are not advisable:<br />

• “It doesn’t matter to me what your lifestyle choice is”<br />

Being trans is not a lifestyle choice or any other choice. It’s a<br />

personal inner identity that is felt deeply and matters very much to<br />

the person. Many people take years to be brave enough to verbalise<br />

it having known from a very early age.<br />

• “I love you whomever you are”<br />

Being trans is an important part of a person’s identity and goes to<br />

the core of who they are. By saying whomever you are, minimises and<br />

negates the specific identity that they have just shared with you and<br />

can make them feel unseen.<br />


known as a plural. However, the Oxford English Dictionary can<br />

trace its use in the singular back to 1375 2 and today we actually use<br />

‘they/them’ as a singular all the time. For example, Can I please order<br />

what they had? How tall are they? That person over there, can we invite them<br />

to our table? If you still feel resistance, imagine someone calling you<br />

the wrong pronoun every day. It’s uncomfortable, isn’t it? Besides,<br />

it is polite, compassionate, and respectful to address a person how<br />

they ask to be addressed. It really should be no different than using<br />

a person’s name.<br />

3. Do they want a different haircut?<br />

A new haircut is a really simple way for a trans child to start to feel<br />

more aligned with who they are. It brings a new vibe and energy<br />

and helps them to express themselves more easily.<br />

4. Clothes shopping<br />

To date, it is likely that you’ve bought them clothes for the gender<br />

they were assigned at birth. Why not suggest to your child that<br />

you go shopping together to buy new clothes for [insert their new<br />

name]? Like a haircut, clothes can have a huge positive impact on<br />

a child’s sense of self, increase confidence and help affirm their<br />

identity.<br />

5. Photos around the house<br />

Depending on your child’s body dysmorphia and levels of distress,<br />

it might be appropriate to remove family photos displayed around<br />

the home. Ask your child how they feel about it.<br />

6. Telling your other children and extended family<br />

Only you truly know your family and the best way to tell your other<br />

children. However, good things to remember are:<br />

For younger children keep it simple. Don’t overload them with<br />

too much information. Keep a calm normal voice and don’t<br />

project. For example: Your brother Johannes has always known in his<br />

heart that he’s a girl. From now on Johannes would like to be known as Jo<br />

and called a she. Be prepared to answer their questions honestly and<br />

let them know that they can also continue to ask. Reading books<br />

together can also help, such as: ‘Introducing Teddy’ (Jessica Walton<br />

and Dougal MacPherson), ‘I am Jazz’ (Jessica Herthel), and ‘My<br />

Shadow is pink’ (Scott Stuart).<br />

When you tell extended family, face-to-face is best. This means<br />

that if a conversation develops, you can control the dialogue<br />

better and ensure that the information they have is correct from<br />

the beginning. If you are worried about how your family may<br />

react, write a letter instead. This helps you to plan and clearly<br />

express what you want to say without any anxieties impacting the<br />

conversation. It also allows your family emotional space to process<br />

the information without needing to give an immediate response.<br />

Like with children, be clear, factual, don’t project and most<br />

importantly, express your support for your trans child. It’s also good<br />

to state what your child’s new pronouns and/or name are and ask<br />

family members to use them.<br />

7. Help telling their friends<br />

Ask your child if they would like help with telling their friends.<br />

Wanting to protect them from any negative comments or bullying<br />

is completely normal, but it may be something they’re happy to do<br />

alone. Telling friends also gives them support if they get bullied.<br />

8. Informing the <strong>School</strong><br />

Informing the school is important for your child’s wellbeing. Ask<br />

your child how they wish to tell the school. They may like to<br />

do it themselves or prefer a family appointment with the school<br />

counsellor or Head to discuss. From the school’s perspective, even if<br />

your child is not ready to change their name, pronouns or outward<br />

appearance, knowing what they’re navigating enables the school to<br />

support them as necessary during the day.<br />

Beyond the Family: Integrating changes at school<br />

Some schools will be better at proactive inclusion for transgender<br />

students than others. As such it is good to be prepared when you<br />

talk with the school. Have in your own mind the ways in which you<br />

would like them to oversee the changes.<br />


What does my child need from me?<br />

• Love, support, validation<br />

• Being a voice for their needs<br />

• Willing to manage any issues that arise at school<br />

• <strong>Parent</strong>al consent to change name and pronouns at school for<br />

under 16 years<br />

• Knowing that we have safe, open and honest communication<br />

What do I need from my child?<br />

• How do they want to inform the school?<br />

• Who do they want me to tell or not tell?<br />

• Understand what they now expect from their schooling<br />

What does my child need from the school?<br />

• A bathroom/changing room of their choice<br />

• An assigned support teacher<br />

• Relevant teachers/admin staff to be informed - as per child’s<br />

wishes<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> 2021 | 58

• Access to a gender and sexuality club (also known as the Gay<br />

Straight Alliance)<br />

• If they’re a trans boy and are menstruating, access to emergency<br />

sanitary products<br />

• Activities in the classroom/sports field are not divided into<br />

genders<br />

• Able to play the sport that they want to according to their gender<br />

• Inclusive books in the library<br />

What does the school need to know?<br />

• Is your child changing their name and/or pronouns?<br />

• What administrative records need to change?<br />

• What do you as parents, expect from the school?<br />

• They may need at least one gender-neutral bathroom<br />

• How to access support services<br />

child’s new name/pronouns (in accordance with child’s wishes)<br />

• Do I need to buy a different school uniform?<br />

• Understanding the school’s policies about residential trips and<br />

trips abroad.<br />

In the first months after your child comes out, it is common for<br />

parents to feel grief, loss and emotional pain as their child embraces<br />

matching their external life to their internal identity.<br />

Where there are two parents, each will process it in their own<br />

way and potentially at a different pace. It is important to keep<br />

talking and supporting each other and if needed, seek assistance<br />

from a therapist.<br />

All said and done, trans kids are like other kids. They need<br />

love, support and awareness of their personal needs to help them<br />

flourish into happy independent adults.<br />

As a parent, what do I need from the school?<br />

• Confidence that my child will be cared for in an inclusive school<br />

environment<br />

• How will the school manage my child’s changes?<br />

• To know that transphobia (students and teachers) is not tolerated<br />

• For all relevant teachers/nursing staff to be informed of my<br />


CIS Gender - A person who lives the gender with which they were<br />

assigned at birth.<br />

Transgender - Someone whose gender does not match their<br />

gender assigned at birth.<br />

1 Ennis, D. 2020, ‘Largest Survey Of Transgender And Nonbinary Youth Says More Than Half Seriously Considered Suicide’ in Forbes. https://www.forbes.com/<br />

sites/dawnstaceyennis/2020/07/15/largest-survey-of-transgender-and-nonbinary-youth-says-more-than-half-seriously-considered-suicide/?sh=646613923404<br />

2 https://public.oed.com/blog/a-brief-history-of-singular-they/<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> 2021 | 59

Supporting<br />

LGBTIQ+ Children<br />



Each year in June, many cities<br />

celebrate their diverse communities<br />

and show their “Pride” in<br />

championing social inclusivity. For that<br />

month, conversations go beyond promoting<br />

a diverse and inclusive society to telling our<br />

LGBTIQ+ communities that its ok to be<br />

proud – in fact we expect it.<br />

For LGBTIQ+ students and their<br />

parents, pride is so much more than a<br />

designated month of celebrations. For<br />

many, pride is a daily reminder, a life-long<br />

companion, and is something that is so<br />

often misunderstood. It can be hard to be<br />

“proud”.<br />

<strong>Parent</strong>s of LGBTIQ+ identifying<br />

children have a demanding and rewarding<br />

job, that often provides more questions than<br />

answers. Questions on how to best support<br />

their LGBTIQ+ children in their learning<br />

and school years.<br />

Will my LGBTIQ+ child get into<br />

university?<br />

“There are many things that go through<br />

a parent’s head when raising a gay child”,<br />

says Julie an Australian hairdresser whose<br />

17-year-old son came out gay. “One<br />

of my biggest concerns was his school<br />

environment. Will he be supported? Will<br />

he be safe? Will he make friends? Will he<br />

perform well enough to get into university?<br />

Basically, will he have the same chances in<br />

life?”.<br />

Julie is not alone in her concerns, many<br />

of which are compounded with recent<br />

developments in some countries around<br />

the legality of LGBTIQ+ awareness in<br />

classrooms.<br />

Rainbow discrimination<br />

Discrimination against LGBTIQ+<br />

people is commonplace. Gay, lesbian, or<br />

bisexual people are 10 times more likely to<br />

experience discrimination than heterosexual<br />

peers. Mistreatment comes in many forms,<br />

from seemingly benign jokes to verbal<br />

insults, unequal treatment, and in the most<br />

extreme cases, physical violence.<br />

Bullying of LGBTIQ+ children is<br />

common. Around 85% are verbally bullied<br />

during an academic year. This harassment<br />

frequently turns violent - 40% report<br />

physical bullying and of this, 19% report<br />

being physically assaulted at school because<br />

of their sexual orientation. A further 28%<br />

stated they were bullied electronically. This<br />

bullying can be so violent that 30% of<br />

LGBTIQ+ children miss school because<br />

of it.<br />

Rejection frequently starts at home<br />

Recent surveys by the Human Rights<br />

Campaign show that 78% of LGBTIQ+<br />

youth who aren’t ‘out’ at home, hear their<br />

families make negative comments about<br />

LGBTIQ+ people. As many as 50%<br />

of LGBTIQ+ teens witness a negative<br />

response from their parents when they<br />

come out; 30% experience physical abuse,<br />

and 26% are kicked out. In fact, LGBTIQ+<br />

children comprise 40% of all homeless<br />

youth, with family rejection as the primary<br />

cause.<br />

Youth suicide<br />

Heartbreakingly, there are countless<br />

government statistics showing that<br />

LGBTIQ+ youth are at a higher danger<br />

of mental health issues. A recent survey<br />

in Switzerland found that LGBTIQ+<br />

adolescents of both genders showed<br />

significantly advanced probabilities of<br />

suicidality, suicidal ideation, and selfharming<br />

behaviour between the ages of 17<br />

and 20 years. A similar US study found that<br />

nearly one quarter (24%) of 12- to 14- year-<br />



https://www.facebook.com/groups/<br />

support4teenlgbtparents/, Facebook<br />

support group for parents of LGBTQ*<br />

Teens, Children, and Adults.<br />

www.pflag.org PFLAG: Uniting parents,<br />

families, and allies with people who are<br />

LGBTIQ+<br />

www.genderspectrum.org Gender<br />

Spectrum: Offers groups, training, and<br />

resources promoting gender sensitivity<br />

and inclusion for all youth<br />

www.glbtnationalhelpcenter.org GLBT<br />

National Resource Database<br />

www.glsen.org GLSEN: Gay, Lesbian and<br />

Straight Education Network<br />

applicable language. There’s an array of<br />

vocabulary relevant to the community that<br />

you might not know.<br />

olds who died by suicide were LGBTIQ+<br />

identifying. This must change.<br />

Education and mental health<br />

Exposure to abuse can have negative<br />

effects on the education and health of any<br />

adolescent person. According to a 2015<br />

Youth Risk Behaviour Survey, LGBTIQ+<br />

students were 140 times (12% v. 5%) more<br />

likely to be absent from school due to safety<br />

concerns. While not a direct measure of<br />

school performance, absenteeism has been<br />

linked to low graduation rates, which can<br />

have lifelong consequences.<br />

Proud parents<br />

Most LGBTIQ+ youth are apprehensive<br />

of their sexual orientation/gender identity<br />

by the start of adolescence. But still, the<br />

real and perceived fear of rejection deters<br />

numerous children from coming out. So,<br />

what can parents do to best provide for<br />

their LGBTIQ+ child?<br />

• Create a safe space at home<br />

<strong>Parent</strong>s can help their children manage<br />

challenges by creating a safe space at home.<br />

It’s pivotal that your child feels that your<br />

home and ultimately you, are a safe space.<br />

You mustn’t allow hateful speech, whether<br />

subtle or overt, of any kind to be permitted.<br />

For instance, if someone uses the word ‘gay’<br />

in place of ‘stupid’, remind them that the<br />

two aren’t interchangeable, and suggest they<br />

should say what they mean instead.<br />

• Show your support<br />

You can do this through simple actions<br />

such as responding positively to LGBTIQ+<br />

characters/people in the media. With<br />

LGBTIQ+ visibility continuing to rise,<br />

there are plenty of opportunities for you to<br />

show your support, thus affirming to your<br />

child that you’re accepting and supportive<br />

of LGBTIQ+ people.<br />

• Educate yourself<br />

You do not have to wait for the big ‘coming<br />

out’ moment to start educating yourself<br />

about the LGBTIQ+ community. Start<br />

small – you could consider brushing up on<br />

• Seek your own support network<br />

You are also part of your child’s LGBTIQ+<br />

experience, so make sure you take care of<br />

yourself in the process. Self- care is pivotal,<br />

which means that as you’re learning how<br />

best to support your child, you must also<br />

find support for you. There are many<br />

resource groups that you can consider<br />

contacting. See below for a listing.<br />

• Wait until they are ready<br />

Let your child take the lead. It may feel<br />

counter-intuitive but the best thing to<br />

do is to wait for your child to open up to<br />

you. Your child might shell up if asked<br />

about their sexual orientation or gender<br />

identity before they’re ready. The best thing<br />

you can do is to create a warm and safe<br />

environment where open communication<br />

is the norm. And when they eventually are<br />

ready to talk, really listen.<br />


American Psychological Association (APA) fact sheets, best practices, and other resources<br />

for supporting LGBTIQ+ youth.<br />

www.apa.org/pi/lgbt/programs/safe-supportive/lgbt/<br />

What’s Unique About LGBTIQ+ Youth and Young Adult Suicides? Findings From the National<br />

Violent Death Reporting System<br />

https://pubmed.ncbi.nlm.nih.gov/30711364/<br />

Suicidal ideation and self-injury in LGB youth: a longitudinal study from urban Switzerland<br />

https://pubmed.ncbi.nlm.nih.gov/35287691/<br />

The Psychological Impact of LGBT Discrimination<br />

https://www.psychologytoday.com/us/blog/brick-brick/201402/the-psychological-impactlgbt-discrimination<br />


How to Win an Argument<br />


When was the last time you had<br />

an argument with someone?<br />

Perhaps you and your sibling<br />

couldn’t decide where to take your mum for<br />

her birthday, maybe your partner forgot to<br />

feed the cat for the 10th time, or you had a<br />

‘formal discussion’ with your boss about a<br />

pay rise.<br />

Whatever the reason, people tend to<br />

shy away from confrontation. But the<br />

truth is that if you have the skills to argue<br />

with others, such as being confident in<br />

articulating your ideas, you can make<br />

arguments work for you. As an experienced,<br />

international debater with 5 years<br />

competition experience, here are<br />

my three top tips to help you win<br />

arguments in your daily life.<br />

1Prepare a Strong Case<br />

In debate, strong<br />

points and a clear, logical<br />

structure are essential. Debaters<br />

usually express their points using PEE<br />

structures. PEE tells us what to include<br />

when presenting a case: Point of View,<br />

Example, and Explanation.<br />

We first share our Point of View to<br />

introduce the overall key argument in<br />

an easily digestible way. In the words of<br />

Bernadine Healy, the first woman director<br />

National Institute of Health: “Strong verbs,<br />

short sentences”. Being concise yet clear<br />

is the best way to have an impact on the<br />

opponent, and to make them feel that you<br />

are committed to your position. Next, we<br />

provide Evidence to support our point of<br />

view. To support their arguments, debaters<br />

need to find a lot of examples from books,<br />

scientific articles and news reports that<br />

further prove that their arguments are<br />

factual and valid. Finally, we must Explain<br />

and extend our point. Leaning on research,<br />

debaters draw higher level conclusions,<br />

which can sublimate ideas and at the same<br />

time firmly back-up the overall argument.<br />

In daily disputes, there is no all-powerful<br />

judge to declare a winner of the argument,<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 63<br />

however, there are still lessons to be learnt.<br />

My top tip for preparing a strong case<br />

(outside of debating) is to remember to<br />

make your Point of View strong and short<br />

and to explain your reasoning where<br />

appropriate.<br />

For example, once I had an argument<br />

with my friend because she wanted to play<br />

outdoors whereas, I wanted to stay at<br />

home. I succinctly stated my Point<br />

“I do not want to go outside.”<br />

Then I showed Evidence: “The<br />

weather forecast said that today’s<br />

temperature is about 37C!”<br />

After that I Explained “It<br />

will be too hot. Staying at<br />

home is more comfortable<br />

than getting sweaty under<br />

the hot sun.” Regardless of<br />

my friend’s reaction, I had<br />

shared my opinion and<br />

my justifications<br />

clearly. Being

misunderstood can lead to unnecessary<br />

friction in an argument. Using PEE can<br />

prevent that.<br />

2Listen Carefully<br />

Listening to what the opponent says is<br />

another vital part of good debating. It goes<br />

further than registering their words but also<br />

thinking deeply about their logic and the<br />

necessities of their points. While others are<br />

explaining their points of view, you may<br />

find holes in their logic. Then when it is<br />

your time to speak, you can first point out<br />

the shortcomings of their thinking and then<br />

push your own ideas and alternatives.<br />

The listening-thinking process is vital in<br />

everyday arguments, sometimes you may<br />

even learn that you are wrong! Often, a<br />

problem can be solved through compromise<br />

by combining both sides’ ideas. In Stranger<br />

Things, Hopper describes a compromise<br />

as a ‘halfway happy’, but by listening and<br />

thinking it is possible to commonalities and<br />

find a true win-win solution.<br />

Returning to my every-day argument<br />

with my friend, she did not give up her fight<br />

to go outside. She responded that the sunny<br />

weather should be enjoyed and not wasted.<br />

I listened and considered her idea. I had<br />

to agree that it was worth going outside,<br />

after all, I did want to spend time with her.<br />

However, I did not completely backdown.<br />

I asked to wait until later in<br />

the afternoon when it<br />

would be so hot.<br />

Finally, we<br />

agreed.<br />

3Come from a Place of Respect<br />

Debaters are randomly assigned a<br />

side, so debates have less potential to get as<br />

heated as personal disputes. In the interest<br />

of sportsmanship, it is important to have<br />

good manners and respect for others.<br />

There is a lot we can learn from the unique<br />

objectiveness of debating.<br />

Although a position<br />

differs from an<br />

opponent,<br />

everyone’s<br />

intelligence needs to be respected. At the<br />

same time, one can appreciate the novelty<br />

of an opponent’s ideas when they present a<br />

point of view that we cannot refute, rather<br />

than getting annoyed or defensive.<br />

Almost every argument, debate or<br />

otherwise, revolves around a problem that<br />

all sides want to solve or improve. The<br />

issue can be resolved more effectively when<br />

arguments are conducted in an amicable<br />

and respectful manner. The first to get<br />

angry is often the easiest to defeat, so it is<br />

important to create a friendly exchange by<br />

behaving in a calm and polite manner in<br />

response to questions and rebuttals.<br />

All in all, if you want to win an<br />

argument in your daily life, why<br />

not practise some debating skills?<br />

Building a strong case, listening<br />

carefully, and respecting all<br />

sides can help to diffuse any<br />

situation and find a solution<br />

that works for you. Give it a<br />

try!<br />

“The listeningthinking<br />

process<br />

is vital in everyday<br />

arguments,<br />

sometimes you may<br />

even learn that you<br />

are wrong!”<br />


How to support your<br />

child’s language learning<br />


Language is important - so<br />

important, in fact, that it is<br />

considered a vital part of what<br />

makes us humans.<br />

Language is how people communicate,<br />

ask questions, share ideas and feelings, and<br />

build relationships.<br />

That doesn’t mean language learning<br />

comes easy. It’s a complex process that<br />

requires lots of practicing. Luckily, there are<br />

several ways to help your child’s language<br />

learning journey.<br />

Talk<br />

This one seems obvious, but it’s so<br />

important that it’s worth mentioning<br />

specifically.<br />

Children learn language by listening to<br />

the people around them and mimicking the<br />

sounds they hear. The more you talk, the<br />

more your child hears and learns. Talking<br />

can be just as easy as narrating your day.<br />

Talk about what you see on your daily walk,<br />

describe what you’re making for dinner, or<br />

explain everyday tasks like getting dressed<br />

for the day. For example, “first we will put<br />

on our underwear. Next are socks. You<br />

have two socks, one for the left foot and<br />

another for the right foot. Do you want the<br />

yellow shirt or the green one? Okay, and<br />

now we put on pants. Put your leg in this<br />

hole. Good. Now put your other leg in this<br />

hole.”<br />

If you’re running out of inspiration, or<br />

you’re just sick of talking to yourself with<br />

no answer, you can also turn to the words<br />

of other people: books. Reading books<br />

together is a great way of entertaining your<br />

child while also improving their language<br />

skills. Bedtime stories are perfect for this.<br />

Repeat<br />

Language learning takes time. Whether<br />

your child is learning to speak for the<br />

first time or learning a second language,<br />

repetition is a big part of learning. You can<br />

help them by saying the same thing over<br />

and over again until they start to repeat the<br />

sentence themselves. Children need to hear<br />

words many times before they can mimic<br />

INTERNATIONAL SCHOOL PARENT AUTUMN <strong>2022</strong> | 65<br />

and understand the meaning of the word.<br />

You’ll probably feel a bit silly repeating the<br />

same thing over and over again without<br />

getting a response, but just remember this is<br />

a crucial part of language learning.<br />

Follow their lead<br />

Does your child show interest in boats or<br />

a bunny? Build on that. Take them to the<br />

dock to watch boats. When they point and<br />

say “boat”, repeat back to them “Yes, big<br />

boat.” or “Yes, yellow boat.”<br />

Or why not try a visit to the petting zoo<br />

to see the bunnies? Take the opportunity to<br />

talk about the other animals in the petting<br />

zoo. Repeat their name over and over<br />

again as your child interacts with them.<br />

This allows your child to make a visual<br />

connection to what they are hearing.<br />

Don’t criticize<br />

Learning a language is hard and your child<br />

will make mistakes. Don’t point out the<br />

mistakes and correct them. This can lead to<br />

anxiety and fear of error. Instead, show

them that you understand what they’re<br />

trying to say and repeat it in the correct<br />

way. For example, when your child says,<br />

“I am huggy,” repeat back to them “Yes,<br />

you are hungry.” Give your child praise for<br />

when they get it right.<br />

Keep your eyes open for learning<br />

differences<br />

As a parent, you’re probably watching<br />

them like a hawk to see if everything goes<br />

“according to schedule”. However, every<br />

child has a different development journey<br />

in their early years. Some learn new things<br />

quickly; others need a bit more time. Don’t<br />

stress over it too much if your child needs<br />

a bit more time, but it is a good idea to<br />

keep an eye out for any possible learning<br />

differences.<br />

The easiest way to spot learning<br />

differences is by comparison with older<br />

siblings or family. Playdates with friends<br />

of the same age can also provide useful<br />

information. If you suspect your child<br />

might have some trouble with learning,<br />

don’t batter them with questions and<br />

self-assessments. Ask regular things<br />

like how their school day was, if they<br />

had fun with their friends and learned<br />

something new that day. You never know if<br />

something comes up in those lighthearted<br />

conversations. If you continue to have<br />

suspicions, it might be time to involve a<br />

teacher to get to the bottom of it.<br />

“ Whether your child is learning to speak for the first time or<br />

learning a second language, repetition is a big part of learning.”<br />

Go abroad<br />

Want to take it to the next level and raise<br />

your child bilingual? Children soak up<br />

language like a sponge and it is much easier<br />

for them to learn a second language than<br />

for adults. Moving abroad, whether for love,<br />

work, or something else, can help your child<br />

become multilingual. Erin McGann did just<br />

that. When she moved to Germany with<br />

her husband and son, none of them spoke<br />

German. She enrolled her son in a bilingual<br />

school, and it has been a great success. You<br />

can find an article written by Erin about her<br />

family’s experience on the ISP website.<br />

What about you? What will you do with<br />

your new life abroad? One of the easiest<br />

and rewarding ways to use your time is by<br />

becoming an English teacher. Teaching<br />

English as a foreign language, also known<br />

as TELF, gives you the opportunity to teach<br />

English anywhere in the world. All you need<br />

is a TEFL-certification. For example, what<br />

about teaching English in France? Here are<br />

some best Teach English in France guides<br />

and what your life could look like.<br />

Language learning is always tricky,<br />

whether your child is just trying out their<br />

first words or tackling a second language.<br />

That said, there are several things you can<br />

do as a parent to help your child along,<br />

though.<br />

First and foremost is talking. Describe<br />

everything you do and see around you<br />

and let your child mimic you. With talking<br />

comes repeating. Children need to hear<br />

words and sentences many times before<br />

they start to use them themselves. Include<br />

talk and conversation in all aspects of your<br />

life and keep your child enthusiastic by<br />

including their favorite activities.<br />

Also keep in mind to never criticize your<br />

child’s mistakes but teach them by saying<br />

the correct words.<br />

Finally, are you ready to take it to the next<br />

level? Living abroad is a great way to learn<br />

a new language.<br />

SOURCES:<br />

https://www.bbc.co.uk/programmes/b04ykk50<br />

https://www.internationalschoolparent.com/articles/%e2%80%8b%e2%80%8b5-tipsfor-raising-a-bilingual-child-in-germany/<br />

https://www.internationalschoolparent.com/articles/supporting-a-child-with-learningdifferences-in-the-primary-years-one-parents-experience-part-1/<br />


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