International School Parent Magazine - Spring 2023

Teen 

mental health 

Spring time: 

Family friendly 

activities 

Navigating 

university 

applications

We need summer, 

sun and views. 

Pilatus, Lucerne-Lake Lucerne Region, © Michael Sidofsky 

I need 

Switzerland. 

Discover Switzerland now: MySwitzerland.com/expats 

Tell us about your favourite experiences using #IneedSwitzerland

START YOUR 

INTERNATIONAL CAREER 

Double degree with University of Plymouth (UK) 

BACHELOR AND MASTER PROGRAMS IN: 

• International Management 

• International Relations and Diplomacy 

• Digital Media 

• Business Analytics 

• Computer Science 

IIG.CH

Naturally bilingual – 

from Pre-Kindergarten to International A Levels 

Academia Schools supports people from Pre-Kindergarten through to the end 

of Secondary School and beyond. We assist children, young people and adults 

with their individual learning processes and do all we can to help them achieve 

their goals – in Basel and in Zurich. 

Find out more at www.academia-schools.ch

Contents 

07 Meet The Head – Interview With James Stenning, International 

School Zurich North 

10 Finding The Right School For Your Child In Switzerland 

14 5 Questions To Ask Yourself When Choosing An International 

School For Your Child 

16 The Global Direction Of Travel Of Education 

20 Trust The Experts – How To Navigate University Application 

Processes As An International Parent 

22 Why Study Business In London? 

24 More Than Just A Boarding School, A Family Heritage 

Dedicated To Student Development 

26 5 Reasons To Send Your Child To The Montana Summer 

Sessions 

28 The International Institute In Geneva (Iig) Offers Double 

Degrees With UK And US Universities 

30 Classrooms Without Walls, Outdoor Education: Changing The 

Landscape Of Education 

33 Red Zone/Green Zone: Understanding School Transition Stress 

36 Students At SIS Swiss International School Develop 

Sustainability Initiatives 

38 Moving Schools – When’s The Right Time? The Five Principles 

That Will Help Make Your Decision 

42 Moving Internationally With A Non-Binary Child 

45 The Curse And Blessing Of The Electronic Era: How To 

Safeguard Our Children And Set Healthy Boundaries 

50 Do You Want A Future-Proofed, High-Paying Career? 

52 Share The Dream With The Olympic Museum 

54 Family Friendly Activities To Do In Switzerland This Spring 

56 Visit Mendrisiotto And Basso Ceresio And Discover A 

Destination Packed With Personality 

58 The Moral Purpose, Not The Material Product – Focusing On 

The Values, Not The Value 

60 Time - Will You Dispel My Dreams? 

62 How Can I Tell If My Teen Is Struggling With Their Mental 

Health? 

65 How To Ensure Your Child’s Success In The Classroom: 

Understanding Rosenshine’s Principles Of Instruction 

COVER PHOTOGRAPH: ©Marc-André Verpaelst for Ecolint, www.ecolint.ch 

Welcome to the Spring 

Edition of International 

School Parent Magazine 

Spring is such a reinvigorating time. The crisp, sunny days 

provide a wonderful reprieve from the long winter nights. 

We are thrilled to present to you a magazine bursting 

with interesting and informative articles and practical tips 

for parents. 

The spring edition of International School Parent Magazine 

2023 explores some of the amazing initiatives led by schools 

in our community both in Switzerland, wider Europe and for 

the first time, in Singapore. 

We recently interviewed James Stenning from International 

School Zurich North as part of our ‘Meet the Headteacher’ 

series. In this piece, James shares his passion for education 

and provides an insightful behind-the-scenes glimpse of 

life at ISZN. 

This spring we continue our discussion of children’s mental 

health, delve into the impacts of the digital era, consider what 

moving abroad means for a non-binary child and their family, 

and present many more interesting themes. 

Spring is a great time to spend time outdoors. Check out the 

article about family friendly spring activities in Switzerland 

and read up on the Olympic Museum in Lausanne. If you are 

not familiar with Mendrisiotto and Basso Ceresio, this article 

will see you planning a trip to this spectacular region! 

As always, we remain committed to helping parents and 

children make the most of their international school 

experience. Have a wonderful spring and we look forward to 

the sustainability-themed summer edition in June. 

Nick 

Nick Gilbert 

Editor & Publishing Director 

International School Parent Magazine 

Mobile + 41 787 10 80 91 

Email nick@internationalschoolparent.com 

Website www.internationalschoolparent.com 

@isparentmag 

INTERNATIONAL SCHOOL PARENT SPRING 2023 | 5

Contributors 

Cath Brew 

Cath is an LGBTQ+ inclusion consultant, mentor 

and artist who supports LGBTQ+ allies to step into 

confident active allyship. She works with international schools on 

whole-school LGBTQ+ inclusion and helps global companies to 

navigate sexual and gender inclusion cross culturally. 

Dr. Laurence van Hanswijck de Jonge 

Dr. Laurence van Hanswijck de Jonge, Msc, PhD, 

is a Developmental Psychologist with a background 

in Biopsychology and Neuropsychology. She provides therapy 

and psychological assessments for children and adolescents 

at KidsAbility in the Cayman Islands. Her practice is rooted 

in Positive Psychology, and she is certified in Neurolinguistic 

Programming (NLP) and Cognitive Behaviour Therapy (CBT) 

amongst others. 

Lauren Wells 

Lauren Wells is the founder and CEO of TCK 

Training and author of Raising Up a Generation of 

Healthy Third Culture Kids, The Grief Tower, and Unstacking 

Your Grief Tower. She is an Adult TCK/MK who spent her 

teenage years in Tanzania. She sits on the board of the TCK Care 

Accreditation as Vice Chair and is part of the TCK Training 

Research Team focusing on preventive care research in the TCK 

population. She lives in Georgia, USA with her husband and two 

daughters. 

Sandra Passalacqua 

Sandra Passalacqua is an ICF trilingual certified 

Cross-Cultural and Personal Development Coach. Her 

experience of having lived in 5 different countries for a long time 

has given her a deep understanding of cultures. She is passionate 

about helping people adapt to a new country or society and to feel 

at home wherever they are. Sandra lives by the motto “Be your 

best, anytime anywhere! 

Fiona McKenzie 

Fiona McKenzie is Head of Education at Carfax 

Education, leading a team of consultants who expertly 

navigate the education landscape, guiding families through the 

complexities and demystifying the process to help every child to 

achieve their ambitions. With over 30 years’ experience, Fiona has 

helped hundreds of families access the very best education for their 

children. 

Dr Michelle Wright 

Dr Michelle Wright is a British-qualified General 

Practitioner. Before moving to Switzerland in 2004, 

she saw patients with physical and psychological problems and 

spent time in community psychiatry. She continues her patient 

contact and clinical practice work in the International Labour 

Organization, Geneva. 

Michelle helped bring the validated ensa Mental Health First 

Aid training in English to Switzerland which HealthFirst delivers to 

companies, schools, and organisations. 

She broadcasts a weekly show, Health Matters, for World Radio 

Switzerland. 

Dr Mecky McNeil 

Dr Mecky McNeil is a British-qualified General 

Practitioner, experienced in looking after adults and 

children with psychiatric illnesses, including anxiety, depression, 

eating disorders and schizophrenia, and caring for suicidal and 

acutely psychotic patients. 

She is a qualified health coach and helped to develop the ensa 

Mental Health First Aid English courses in Switzerland. 

Mecky currently collaborates with UNICEF and Z Zurich 

Foundation on a global project aimed at supporting young people’s 

mental health. 

Dr Conrad Hughes 

Dr Conrad Hughes is currently Campus and 

Secondary Principal at Ecolint’s La Grande Boissière 

campus, and will take up his duties as Director General in July 

2023. He has previously held positions as Director of Education, 

IB Diploma Programme Coordinator, and interim Principal for 

Primary and Middle School. 

Conrad is a senior fellow of UNESCO’s International Bureau of 

Education, a research assistant with the University of Geneva, and 

a board member for the University of the People. 

Chris Seal 

Chris graduated from Loughborough University 

with Joint Honours in English, Physical Education 

and Sports Science. He then went on to complete a PGCE in 

Physical Education and History. Chris began his career at Dartford 

Grammar School. He then taught at Woodbridge School in Suffolk 

and at Trent College in Nottingham. Chris joined the senior 

management team at the Licensed Victuallers’ School in Ascot in 

2008, where he was Director of Boarding and later Deputy Head 

(Pastoral). He joined Millfield School in Somerset in 2011 and 

led the pastoral care there for six years before being appointed 

as Principal of Shrewsbury International School in Bangkok, 

Thailand. Chris is now Head of the Senior School at Tanglin Trust 

School in Singapore. 

Matthew Williams 

Matthew is currently headteacher of the Geneva 

English School, an age 3 to 18 international school 

based on two sites in the Canton of Geneva, Switzerland. Before 

taking up the position of Headteacher of GES, Matthew was the 

Principal of Chelsea Academy, an Ofsted outstanding academy just 

off the King’s Road in London. Matthew is committed to ‘excellent 

with a heart’ - ensuring that every child achieves their academic 

potential whilst attending a caring and child focussed school. 


MEET THE HEAD 

Interview with James Stenning, 

International School Zurich North 

International 

School Zurich 

North (ISZN), 

currently the 

only International 

School in Zurich 

which combines the best 

of the International Baccalaureate and 

British National curriculum, is headed by 

James Stenning, a man with a long and 

comprehensive career in teaching in schools 

in the UK before coming to Switzerland as 

the Head of ISZN. 

We sat down with James to find out more 

about who he is, what he plans for the 

school, and how he sees the future of ISZN 

as they continue to grow and develop the 

adults of tomorrow. 

What initially inspired you to pursue a 

career in education? Tell us a bit about 

your personal history. 

When I was at school, it was never cool to 

say you wanted to become a teacher, but it 

was something I’d always been interested in, 

even when I was at school. 

Someone who was quite inspirational to 

me was my old History teacher – he was not 

only a great historian, but really bought the 

subject to life and inspired a love of history 

in me. 

He was the person that really got me 

thinking about, and becoming interested 

in, education beyond the classroom. He 

also led kayaking trips and walking trips, 

and all that stuff – I think it’s because of 

him that the co-curricular life of the school 

has always been something that’s been 

important to me in the schools that I’ve led. 

I started my academic career in a 

grammar school in Kent, I worked there 

for four years teaching economics to some 

really bright children, who were going off 

to top universities. It kept me on my toes 

in terms of subject knowledge, and I got 

very involved in programs like the Duke 

of Edinburgh award and World Challenge 

Expeditions. 

INTERNATIONAL SCHOOL PARENT SPRING 2023 | 7 

Then I moved to an independent school 

and went as Head of the Department, 

and for seven years I led the economics 

department, and was also the Director of 

Co-Curricular Activities, I even led a great 

expedition to Uganda, where the children 

worked on a joint project with a school out 

there. 

From there, I moved on to a brand-new 

school as the Deputy Head; it was a smaller 

school and I got stuck into all sorts of 

projects. After three years I became Head 

of a Prep School and had a slight change in 

direction with the ages of the children I was 

working with – teaching ages 7 to 13, and 

the children were just so full of energy and 

enthusiasm, and it was fantastic. 

After four years with them, I was offered 

the job at ISZN, and here I am now. 

What have you learnt from your time in 

education, and how are you bringing that 

to ISZN? 

I’ve always felt that if children can

find a passion in something outside the 

classroom, they develop really important 

skills – confidence, communication, teamworking 

– which leads to better academic 

performance, because they’re more willing 

to put up a hand and answer questions. 

It’s important to involve all stakeholders 

in the school in any decisions and changes 

that you’re going to bring in. I’m keen 

to involve the parents and staff, and the 

children, in working on the direction that 

we want the school to go in in terms of 

revisiting our vision, mission, and values. 

I think it’s very important that you take 

everyone who’s a part of our community on 

the journey with you. 

How would you characterise the students 

graduating from ISZN? 

Often schools measure their success by the 

university destinations of their students, and 

whilst I think this is a good measure, many 

children these days don’t make it through 

university. So, I think some schools are good 

at getting children to university but aren’t 

great at preparing them to survive through 

their time there. 

Our students are very internationally 

minded, and we want to equip them with 

the skills to thrive in university and beyond. 

What would you say makes the learning 

environment at ISZN extra special? 

We are a relatively small school at the 

moment, with around 250 children, and 

one of the real benefits of that is small 

classes. I think what makes us unique is 

that pretty much every teacher knows every 

child really well – even if they don’t teach 

them, because you might come across 

them in the library, or the dining hall, or 

somewhere else. 

ISZN has a very welcoming, warm 

environment, that is a real strength to the 

school. 

What features of the school do parents 

value the most? 

When new children join the school, we 

often have them joining at non-natural 

entry points throughout the school year, and 

the children here welcome any new child 

with open arms into their classrooms and 

are very keen to know where the child has 

come from, if they can be their buddy, and 

if they can be their best friend. 

I think it’s important to foster a sense of 

community in a school, particularly when 


“I think it’s very important to involve the parents and make them feel that they’re 

part of the community and are involved in their child’s academic journey.” 

there are parents who might be new to the 

area. What I say to parents who join us, is 

it’s not just your children joining our school 

community – you’re joining our school 

community too. 

I want parents to feel part of it, to be 

involved. I find that actually, they’re really 

willing to help out with the clubs as one 

thing, but also in terms of organising class 

parties and wrapping presents, doing gift 

drives, and getting involved – we’re never 

short of volunteers. 

I think it’s very important to involve the 

parents and make them feel that they’re 

part of the community and are involved in 

their child’s academic journey. 

What areas of education and 

extracurricular activities would you like 

to develop? 

English is our language of instruction, but 

everyone here learns German. Most of 

our pupils end up bilingual in English and 

German. We are going to be launching a 

full bilingual program to our primary school 

next year, so we’ll have two pathways that 

our families can choose from – either our 

English language pathway, or our bilingual 

pathway, where the curriculum will be 

delivered 50/50 in each language. 

We are going to be working on a real 

broad co-curricular program for next year; 

we have several key appointments we’re 

going to make in terms of people to lead. 

We’re also looking at developing our 

sports provision, a much wider range of 

after-school clubs and activities to make 

better use of our natural environment, 

ensuring the children have the opportunity 

to explore some of the great areas on our 

doorstep. For example, we’re looking at 

forest school for the younger ones, and 

camp provision. 

I want every child in the school to have 

the opportunity to camp once a year, but for 

the program to get increasingly tougher and 

require more skills as they develop. 

On the academic side, we do get fantastic 

A-Level results as it is, 48% of our A-Levels 

were graded at either A or A* last summer 

so we’re really building on the strength of 

our academic program and ensuring that 

the quality of our teaching is fantastic. 

We have some exciting building 

development projects in the pipeline, which 

will allow us to grow as a school too. 

What excites you most about the 

prospect of leading an international 

school in Switzerland? 

The initial attraction for me was to 

work at an all-through school, a two to 

eighteen school – rather than a primary 

or secondary. The fact that the school 

offers a combination of IB, and the British 

curriculum was also attraction, and the 

fact that this school has so much fantastic 

potential – I look forward to helping 

them grow and becoming one of the top 

destination schools in Zurich. 

What are the main trends in education 

that you see now’? 

I think one of the main trends in 

international education is that there are 

fewer expat families than there once were. 

I think that’s a really interesting trend in 

terms of international education. 

I think from a teaching and learning 

perspective, there’s a bit of a divide perhaps 

in education in terms of progressive 

education, and in terms of teaching 

methods. I think it tends to mirror what is 

happening politically in terms of traditional 

and progressive, but I don’t think it needs to 

be quite like that. I think you can draw on 

some great elements from both those wings 

of education. 

How do you make the most of 

Switzerland, and what hobbies do you 

personally enjoy? 

Switzerland is a place I’ve been to many 

times in the past, I love the mountains – 

walking, hiking – I’m a keen marathon 

runner, and very (very) amateur triathlete. 

So, the attraction of Switzerland is 

having access to incredible scenery and 

environments - I’m in training at the 

moment for the Thun Swiss Ironman. 

ABOUT INTERNATIONAL SCHOOL ZURICH NORTH 

Located in Wallisellen, the International School Zurich North has a dedicated focus on 

asking members of their community to become lifelong learners, acting with open-minds 

and a respect and willingness to change, and achieving creative, intellectual, and physical 

success as they challenge themselves to become the best versions of themselves. 

With learning available from early years though to A-Levels and beyond, the school 

offers support, a healthy learning and life balance, and encourages their students at every 

stage of their journey into adulthood. 


Finding the Right School for 

your Child in Switzerland 

The educational system in 

Switzerland is diverse, offering a 

wide selection of programmes to 

choose from. Families often need help to 

understand these different paths and where 

they lead. 

More than six years ago, Nicole 

Rieffel and Diane Bauer founded 

SCHOOLFINDERS as a neutral point of 

contact to advise local families, as well as 

families coming from abroad, on finding 

the best schools in Switzerland, including 

public, private, and boarding schools 

that follow both Swiss and international 

curricula. 

They believe that identifying the right 

educational path depends on a thorough 

understanding of each child’s abilities and 

potential as well as the family’s situation 

and goals. By working closely with families, 

they help find the best environment for 

the student. We had the pleasure of 

interviewing Nicole and Diane and learning 

more about their approach. 

What are the advantages of a 

Swiss education? 

A Swiss education has a very good 

reputation and is highly recognised around 

the world. The system is also complex, 


offering many paths and diplomas based on 

both Swiss and international curricula. It’s 

worth noting that the structure of the 

Swiss curriculum is different to that of most 

other countries. 

Another strength of a Swiss education 

stems from the country’s four national 

languages. In effect, students are used to 

learning foreign languages from an early 

age. By the end of primary school, they 

know German, French and English. Later, 

they may pick up another language, such as 

Italian or Spanish, as part of their studies 

at a Gymnasium (a more competitive 

secondary school). A clear benefit of the

ADVERTORIAL 

“We have also heard families say that they appreciate how safe 

the country and schools generally are. Children learn how to be 

independent and enjoy their freedom at an earlier age.” 

Gymnasium is that the Matura degree 

automatically qualifies the graduate for 

most Swiss state universities, which are 

highly regarded and significantly lower in 

cost than many comparable options. 

We have also heard families say that they 

appreciate how safe the country and schools 

generally are. Children learn how to be 

independent and enjoy their freedom at 

an earlier age. Having a safe and relatively 

carefree childhood has immense value – 

and the school system is set up to allow 

every student to find an optimal path at his/ 

her own pace. 

Given the number of options, 

SCHOOLFINDERS always takes great 

care to explain the requirements and 

expectations for each grade, step by step, 

and the differences in curriculum compared 

with what the student has known. Even 

more important is understanding the 

decisive transition years: when they will 

come, how to prepare, what to expect, and 

why there are better times than others to 

consider making a change. 

When is boarding school the 

right choice? 

This depends very much on the family’s 

situation and sometimes even the 

nationality. For some families, it is simply 

tradition to have their child go to a good 

boarding school. In other cases, it is the 

child who at some point expresses interest 

in the boarding school experience – 

connecting with students from all over the 

world, making friends for life, and being 

active and supported all day long. 

We have seen that some families look into 

boarding school because they believe the 

change in environment or curriculum would 

be beneficial. Some students do find it 

difficult to manage school, sports, activities, 

homework, tutoring and basically their daily 

schedules. Boarding schools do a fantastic 

job of bringing together all these needs 

and interests under one roof, and helping 

students learn to organise their lives. 

Most of our families decide on boarding 

school for the high school years when 

the child might feel physically and 

mentally ready to go. If this is the case, we 

recommend starting in 9th grade to be fully 

settled in and ready for the Diploma years, 


which are more academically challenging. 

There is also enough time to get used to the 

school and its expectations – and, of course, 

enjoy the full boarding school experience 

and all it has to offer. 

Another advantage is that because the 

teachers and university counsellors have 

more time to get to know the students, 

along with their strengths and interests, 

they can provide better support when 

the students start making choices about 

universities. We can say that the last two 

years tend to be intense, full of studying and 

exams. Students may be very motivated yet 

also feel more pressure, which is normal for 

this time. 

If a student would like to have a ‘sneak 

peek’ of the boarding school experience – 

or is having a hard time choosing between 

boarding schools – we have found that a 

summer camp can be very helpful. We have 

known students who were undecided until 

they spent two to three weeks at a boarding 

school over the holiday. While the summer 

camps may be less rigorous and academic 

than the school year, the student can still 

get a taste of the experience and figure out, 

even on an instinctive level, if boarding 

school is a good match. Given the range of 

camps available, we are always happy to 

offer guidance to interested families.

ADVERTORIAL 

What questions do you ask parents 

when you are starting the search for a 

new school? 

The questions will depend on whether 

the family is moving to Switzerland or 

already here. If the family is coming from 

abroad, it’s important to ask about the 

child’s current school and curriculum, 

which languages have been studied so 

far, and which languages are spoken at 

home. 

It’s also helpful to get a sense of the 

learning approach the child is used to, 

and how that might create advantages or 

challenges. Some students, for example, 

cope better when they are given a certain 

amount of creative space while others 

need clear structure. In the same way, 

some students benefit from diving deep 

into the subject matter and doing projectbased 

work in small groups. Others prefer 

learning material by heart. 

Another area we like to explore is the 

amount of activity the child is used to 

– or ultimately needs – and the kind of 

atmosphere in which the student remains 

most balanced and can develop best. For 

older students, their level of independence 

is key to assess, especially when determining 

how much support might be needed to 

achieve long-term goals. 

On a more practical note, we ask about 

where the parents want or need to be given 

their personal or professional situation. This 

helps us gauge how free the family is to 

consider schools that are further away from 

the new family home. 

As for local families, they are often 

interested in having a ‘Plan B’ if, for 

example, a certain entrance exam does 

not work out. They tend to approach us at 

the end of primary or secondary school. 

Sometimes, they just want to learn about 

the options in Switzerland to see if a 

different educational path might in fact be 

better or more realistic. 

No matter where the family is from, we 

have learned that knowing the student’s 

background and situation is essential. This 

is why we take the time to understand it. 

Asking the right questions at the outset 

helps us find a good match for the student 

and the school. And even after the new 

start, we stay in touch to make sure the 

choice continues to feel right. 

Based on our experience, we are sure 

there are no ‘bad’ or ‘best’ schools – but 

certain schools definitely meet some 

people’s needs better than others. Because 

we visit the schools regularly in person, 

we can get direct feedback on the positive 

aspects as well as the daily concerns of 

both teachers and students – things that are 

usually not found online. 

SCHOOLFINDERS is dedicated to helping students 

develop a lifelong joy of learning. Unlike other agencies, 

SCHOOLFINDERS keeps the focus on Switzerland due to 

their profound knowledge of schools across the country. 

Because they regularly visit the schools in person, they 

are well-placed to offer continuing professional support 

to families committed to an education in Switzerland. 

SCHOOLFINDERS is a fantastic choice because of their 

personal commitment to each of the families they work 

with. They remain in contact with each school and family 

long after the student has begun their classes, ensuring 

valuable, long-lasting relationships are formed. When 

additional help is required, they are happy to help, drawing on their extensive network of 

professional partners. 

SCHOOLFINDERS is proud to be recommended by schools, relocation agencies, 

companies, educational specialists, and families across Switzerland. 

You can find out more about 

SCHOOLFINDERS via their website (www. 

schoolfinders.ch/), by emailing findschool@ 

schoolfinders.ch or by calling their office on 

+41 79 961 16 15 / +41 79 437 61 11. 


ADVERTORIAL 

5 questions to ask yourself 

when choosing an 

international school 

for your child 

You have accepted a new and 

exciting role in a country where 

you may never have lived or 

worked before. Neither you nor your 

children speak the local language (yet), 

and you are looking for a school which will 

support your children’s ongoing education. 

Here are a few important questions to ask 

yourself when selecting such a school. 

How does the school prepare my 

1 child for the next stages of their 

education? 

The first consideration should be the 

expected length of your posting. Consider 

what, and when, the next steps may 

be for your family after this move. An 

international school must ensure that their 

programme prepares students for the next 

year, whether it be at the current school, 

a different school in the same city, a new 

posting in a new city or country or a return 

to your home country. 

Ask the school leaders to articulate how 

this preparation is done. The discussion 

should include how the school will 

develop life skills with and in your child. 

They should be able to demonstrate how 

communication, social and emotional skills, 

personal organisation, and research skills 

are developed in each child. The school 

should be able to demonstrate how learning 


ADVERTORIAL 

can be transferred from one school to the 

next and to the wider world. 

It is wise to seek out schools who offer the 

International Baccalaureate (IB), one of the 

fastest growing educational programmes in 

the world. The common language, themes, 

and curriculum outcomes in IB schools 

make transitions between schools seamless 

for the learner. 

Does the school offer a caring and 

2 supportive learning environment 

for my child? 

Most schools are able to demonstrate 

academic excellence by producing scores 

that measure results. Schools can evaluate 

themselves against standardised norms and 

should be catering to the academic needs 

of individual learners. Whilst this is an 

important part of any school programme, 

even more important is how the school 

caters for the wellbeing of all students. 

This is more difficult to quantify, but great 

schools can clearly articulate how they 

support the wellbeing of every child. 

When selecting a school, ask about the 

school’s counselling and psychological 

support. Find out if the school has a 

clearly developed wellbeing programme 

and how involved students are in the 

daily organisation of the school and their 

own learning. Students who are given 

agency and voice at school are more likely 

to engage with their own learning. For 

those schools that do have an articulated 

wellbeing programme, find out how this 

is embedded and lived in the school, as 

evidenced by interactions. The best way 

of gauging this is to visit the school; walk 

around and observe students and teachers 

and how they interact. There should be an 

observable respect between all members of 

the school community. 

How does the school help my child 

3 learn the local language? 

Find out if the school offers a 

comprehensive language learning 

programme that does the following: i) 

focuses on skill development in the language 

of instruction; ii) provides substantial time 

and resources towards language instruction 

in the local language; and iii) supports 

your child in developing their own home 

language(s) or first language. 

There should be a real commitment to 

language learning and the school should 

offer at least one language lesson a day. 

Bilingual or not bilingual? 

4 

All too often international schools 

claim either to provide instruction in the 

local language or offer bilingual education 

but fail to really deliver either. In many 

cases, adding a new language of learning, 

with equal expectations to the child’s first 

language, initially results in slower or lower 

development in both languages. 

While the ultimate goal of a bilingual 

programme is to enable students to equally 

operate proficiently in both languages, this 

cannot be assumed or forced when children 

first start learning the second language. 

Development of your child’s first language 

skills should continue as they develop and 

grow an understanding of and vocabulary 

in a second language, especially in the 

younger years. 

Select a school that acknowledges the 

importance of skill development in your 

child’s first language, as a first priority, 

and then supplements and connects this 

with developing the second language. Be 

wary of schools promising early and easy 

bilingualism. 

Does the school offer 

5 opportunities for familial 

connections? 

Find out about community groups 

and parent involvement in the school 


Scan to discover 

ISB Dual Language 

Programme 

community. More open schools often offer 

guided tours delivered by students and 

parents who are able to give an honest and 

open account of life at the school. As an 

expat parent, it will be important for you to 

connect to the community. This will allow 

you to better support your child in finding 

their own place in this new community, 

enabling your family to feel at home and 

settle as quickly as possible. 

International School Basel offers 

three International Baccalaureate 

programmes in English for children 

3-19 years old. In addition, our Senior 

School now offers a new Dual Language 

Programme (German and English). Find 

out more at www.isbasel.ch. 

Michelle Phillips is an 

international educator with a 

MEd in School Leadership and 

Management, working as Junior 

School Principal at the International 

School Basel. With a long experience in 

teaching and leadership at all levels of 

education, she now specialises in working 

with teams to develop data-driven 

programs that are student-outcome 

driven.

The Global 

Direction of Travel 

of Education 

In this article, 

Dr Conrad 

Hughes, Director 

General Designate 

of the world’s oldest 

international school, the 

Ecole Internationale de Genève (Ecolint 

for short), sets out his beliefs on the most 

salient trends which will be important for 

education in the years ahead: 

From fragmentation to unity 

About 90 years ago, education was 

essentially a national endeavour. There 

was little international agreement about 

what educational standards or educational 

philosophy should entail. UNESCO’s 

International Bureau of Education and 

Ecolint, both founded in the mid 1920s, 

were two of few organisations that looked 

to inter-state agreement on educational 

priorities. 

With the creation of the League of 

Nations and, later, the United Nations 

came the birth of affiliated educational 

organisations such as UNICEF and 

UNESCO with a global focus on 

education. In the 1960s, the International 

Baccalaureate and the United World 

Colleges movements were formed, 

federating ever more schools around 

common objectives. 

However, the idea that all educational 

systems were working to similar imperatives 

was not yet consolidated: international 

cooperation was something done either 

at the level of a circuit of private schools 

or through nation state agreements that 

were much more focused on understanding 

and accepting each other’s positions than 

agreeing to unite around two or three 

planetary goals. 

With globalisation came the gradual 

understanding that our planet’s resources 

are finite and interdependent, although 

it is broadly accepted that this knowledge 

has not yet translated into the type of 

economic and inter-governmental actions 

that are needed to show that we understand 

the fragility and immediacy of this reality. 

However, the worldwide discussion on 

educational development, brokered 

essentially by UNESCO, has responded to 

these questions forcibly and intentionally, 


most especially in the period of the last 

thirty years. 

Two important white papers that would 

influence a greater harmonisation of 

educational practice across the planet 

were the Delors Report (1996), calling for 

educational practices to focus on four pillars 

(learning to know, learning to do, learning 

to live together, and learning to be) and 

the Incheon Declaration (2015), which 

set out a road map to achieve Sustainable 

Development Goal 4 by 2030: to ensure 

inclusive and equitable quality education 

and promote lifelong learning opportunities 

for all. 

In 2021, a foundational white paper 

was produced by UNESCO: the Futures 

of Education New Social Contract. The 

global themes evoked, as areas of focus 

for educational institutions worldwide, 

were: inclusion and equity, cooperation, 

solidarity, collective responsibility and 

interconnectedness. These themes are 

governed by two foundational principles: 

ensuring the right to quality education 

throughout life and the strengthening of 

education as a public common good.

António Guterres’ presentation at the 

United Nations Headquarters in New York 

in September 2022 underpinned these 

themes in a stirring call to action for all 

educational systems and operators to focus 

on five action tracks that operationalise the 

New Social Contract. These are: 

1: Inclusive, equitable, safe and healthy 

schools 

2: Learning and skills for life work 

3: Teachers, teaching and the teaching 

profession 

4: Digital learning and transformation 

5: Financing of education 

Three core themes emerge from these 

foundational documents that speak to the 

work educators and leaders must focus on as 

we move to the middle of the 21st Century. 

Inclusion 

The need to transform educational systems 

so that students feel that their cultural 

backgrounds, identities and narratives can 

be heard and are reflected in a curriculum 

that is student-friendly and responds to the 

local and global contexts that frame it. 

Inclusion encapsulates several vital 

themes: decolonising the curriculum; 

understanding and teaching for 

neurodivergence; ensuring that school 

and university ecosystems respond to the 

needs of inclusion; child protection; antidiscrimination; 

diverse staffing; knowing 

how to onboard and support individuals 

bringing diversity to the community; 

designing professional development on 

culturally-responsive pedagogies and 

ensuring that educators are equipped to 

respect diversity. 

Another essential dimension of inclusion 

is relevance and student-centred curriculum 

design. Including learners in the journey 

of their own education means designing 

assessments that include a richer palette 

of human flourishing than abstract, 

academic high-stakes assessments alone. 

A truly inclusive school or university will 

give students agency to express their needs, 

dreams and desires through their learning. 

It is in this manner that an education for life 

and professional skills rises to the surface 

of imperatives for transformation: we can 

no longer produce a 19th Century styled 

abstract curriculum as an answer to the 

multitude of questions surrounding a young 

person looking for a school and university 

experience that will equip them to thrive 

in the world professionally and socially. 

Inclusion goes beyond feeling included in 

school, it’s about feeling included in the world 

through the education one has been given. 

Sustainability 

This theme includes environmental 

sustainability, meaning that schools and 

universities should operate as examples of 

carbon-neutral entities but also ensure that 

curriculum enhances an understanding of 

environmental custodianship. 

However, it also speaks to financial 

sustainability. For education to be sustainable, 

“A truly inclusive school or university will give students agency to 

express their needs, dreams and desires through their learning.” 



the teaching profession must be resourced 

and sustained properly. There is little point 

talking about education reform without 

focusing on the people carrying out the 

mission in the classroom. This level of 

sustainability is all the more pressing as 

teacher pipelines are increasingly broken 

and teacher shortages become chronic in 

many parts of the world. 

At the level of access, an essential driver 

of sustainability is technology. Hybrid 

systems include more learners and can 

reduce the cost of education. In times 

of crisis, ensuring that the digital divide 

is not exacerbated when learning has 

to shift online means that educational 

designers must have technology sit sideby-side 

with face-to-face instruction as a 

viable alternative that can be used quickly 

if needed but also allowing blended and 

hybrid solutions to complex learning 

scenarios. 

Peace 

This is the most important theme, which 

is the bedrock for the first two. Sustainable 

“For education to be sustainable, the teaching profession must 

be resourced and sustained properly. There is little point talking 

about education reform without focusing on the people carrying 

out the mission in the classroom.” 

Development Goal 17, partnerships for 

the goals, is in many ways the most salient 

of the SDGs because it evokes the need 

for collaboration and teamwork to achieve 

them. 

Efforts to achieve sustainable 

development have been thwarted by 

ultra liberalism, which encourages each 

individual to view the world as a platform 

for their own advancement; education is 

commodified and understood as a means to 

a material end; the rights to a comfortable 

life stand in the way of the necessary 

collective efforts needed to save our planet, 

which imply personal and collective 

sacrifices. Peace is not just the absence of 

war, it is an agreement to work together on 

the public good of education. 

At another level, the polarising of 

opinions on questions of social justice; 

escalating conflict in the Middle East 

and Eastern Europe, to mention just two 

war-affected regions; and an increase in 

xenophobia across the world, all stand in 

the way of a harmonious, inclusive and 

sustainable future for education. Educating 

for peace is teaching young people the 

importance of remaining open-minded, 

being good listeners, developing the skills 

of diplomacy and negotiation necessary to 

work across frontiers for a better tomorrow. 

None of this should compromise the 

extraordinary depth and quality that 

hundreds of years of education reform 

have brought into being; it’s not about 

dumbing down education or damaging its 

intellectual and cultural backbone, it’s about 

reconceptualising it, renewing it and making 

it stronger for the needs of learners, society 

and the planet. 


TRUST THE EXPERTS 

– how to navigate university 

application processes as an 

international parent 

WRITTEN BY CHRIS SEAL, HEAD OF TANGLIN SENIOR SCHOOL 

Parenting isn’t 

easy, and as time 

passes only seems 

to get harder. Subjects 

we once thought we could 

help support our children with become 

inaccessible to the point where we think 

they are being conducted in a new 

language, and teaching methods seem so 

far removed from our own experience that 

we wonder if we actually went to a decent 

school at all. Then comes the next step, life 

after school. 

For the international parent the choices 

and prospects can be salivating, bewildering, 

troublesome and almost always expensive. 

With two daughters now at university here 

are a few thoughts from that perspective 

and as an educational leader. 

‘Just because you went to university 

doesn’t make you an expert’ isn’t the most 

delicate way of introducing the notion of 

trusting the experts but that is exactly what 

you need to do. The university landscape is 

huge, complex and constantly changing. It 

is common for schools to have four or more 

full time university guidance counsellors 

who spend any time away from the students 

researching the myriad offerings. Courses, 

campuses and admissions require an expert 

eye. Use it and trust it. 

For most parents their university days 

are now well behind them. Parents aged 

40 were at university in the late 1990s 

before the iPhone existed, when IBM 

were still making home computers and the 

Toyota Prius was in the process of being 

launched. Universities have changed, and 

have been part of the social changes that 

have so impacted us all. Facebook wasn’t 

founded until 2004 at Harvard and it and 

many other things have changed the way 

educators and students view the world. As 

a consequence, try to avoid the ‘my day’ 

conversation at all costs. Useful perspective 

it may be, but as advice upon which to build 

applications it is not great. 

Just one example of this is the way 

in which over the last twenty years, 

and especially through COVID, some 

universities have really improved (or not…). 

In the US this is often in reference to the US 

News rankings, and Northeastern University 

enjoyed a rapid rise up the rankings over 


recent years putting it firmly on the map 

for the discerning counsellor. Rankings are 

another article in themselves but they are a 

useful guide as long as reinforced by inside 

knowledge often gained only by visiting the 

institutions. As a Head I have been doing 

this since 2017, and all great counselling 

teams will have a well organised routine 

of visits to keep abreast of the movers and 

shakers. 

Mentions of the US sends many parents 

scurrying for cover as the fees can be 

excruciating, but I would also argue that 

ruling out countries other than your own 

can be a mistake. Counsellors will have 

good knowledge of financial aid and 

scholarship programmes, and my visits have 

reinforced to me that the quality of the 

institutions is broadly remarkable. The UK 

is often a safe destination for many families,

and I can see why, as the application process 

is rather more streamlined and funding 

though not cheap, is at least presently 

common in structure. However, also be 

brave enough to look at the growth of 

international courses in the Netherlands or 

Sweden. Great institutions are broadening 

their appeal. 

There is much more nuance that can be 

brought to all the points above, and put 

simply this will only be gained by building 

a trusting and timely relationship with the 

school counselling team. Your own research 

is helpful too, but perhaps even more helpful 

is to gently guide children to keep as many 

options open as you can along the way. As 

students cross transition moments in all 

schools (to iGCSE, A Level or IBDP in our 

case) there is a great deal of information 

to explore and here it is useful to read the 

small print to ensure that possible pathways 

are not cut off. Schools will guide you at 

this point but maybe don’t have sight of a 

possible specialism that might have been 

a childhood dream and something that 

needs to be taken account of when selecting 

pathways. To be clear both IBDP and A 

Level are excellent pathways for almost all 

countries, but making sure that each child 

is set up for selecting the right subjects is 

important. 

At the ‘keeping options open’ stage, 

parental influence is mightily useful, 

but then once you’ve achieved that, the 

following choices should be the students’. 

By all means guide, gently suggest maybe 

even offer conversations and experiences 

through friends or colleagues but please 

resist mapping out a future that your child 

has no say in. The turmoil this causes is one 

thing, but rather more prosaically, students 

on this path make uniquely disappointing 

interviewees for the top universities as they 

are unable to speak with the passion of a 

genuinely passionate applicant, and the 

effort in forcing a pathway is thus wasted. 

Parenting is hard. Teenagers change 

their mind, can be capricious and deeply 

frustrating. They need you and your 

experience as parents. They need the 

unconditional love that supports them 

through the ordeal and allows last minute 

swerves. They need you to trust the experts 

to support those professionals so that they 

can superbly do for your family what they 

have been doing each day through long and 

distinguished careers. So, your children 

need you, but not in the way you might be 

thinking. 

Good luck. 


ADVERTORIAL 

Why study 

Business ın 

London? 

Get the lowdown from Regent’s University London 

Studying business at university is a 

great way for your child to kick-start 

their career – and, with the chance 

to gain valuable work experiences, develop 

a range of skills in different industries 

and build a powerful network of contacts, 

London offers unrivalled opportunities 

during and after their studies. 

What’s more, they’ll be able to take 

advantage of the government’s Graduate 

Visa – enabling them to stay and work 

in the UK for up to two years after they 

graduate. 

Based in the heart of the city, Regent’s 

University London is a solid choice for 

budding entrepreneurs and future leaders, 

with opportunities for them to engage with 

all aspects of the business arena. 

Experience a wealth of opportunities 

Whether your child sees themselves 

launching a new product, pioneering a 

start-up or leading an international brand, 

London is the place to be to see their 

career soar – with a strong reputation and 

influence around the globe. Studying in 

the heart of the city, Regent’s students take 

advantage of all that London offers – from 

museums and archives to networking events, 

business headquarters and financial hubs. 

While they study, they’ll learn from 

our vast network of experts – academics, 

alumni, leaders and entrepreneurs – and 

discover the importance of building and 

maintaining business relationships, as 

well as developing their academic skills. 

Our ongoing partnership with Walpole 

(the official sector body of UK luxury) gives 

them access to lectures and masterclasses 

with CEOs and senior leaders of global 

businesses like Harrods, McLaren 

Automotive and dunhill – and enables 

them to pitch ideas, work on live industry 

projects and learn to think like a 

leader and changemaker. 

They’ll soon create a business network 

that they can lean on in the future – 

building their own little black book, mapped 

to their career path. 

Study in the world’s largest business hub 

London is home to some of the world’s 

most important economic hubs – from the 

financial district in Canary Wharf and legal 

firms in Holborn, to creative businesses 

in the West End and Parliament in 

Westminster. It’s home to over 250 foreign 

banks, more than any financial district in 

the world, and its investors funnel over 

£200K above the global average into its 

start-ups – so your child will be in a prime 

position for starting their own business, or 

joining one of the world’s most successful. 

The UK’s largest sector, making up 79% 

of our total GDP, is the services industry 

– an entire sector existing exclusively to 


ADVERTORIAL 

support businesses. Although your child 

will be able to work in practically any 

sector after they graduate, the strength 

of London’s services industry means that 

there’s a special need for graduates with 

business and entrepreneurial skills. 

In fact, Regent’s is the university 

that develops the highest percentage of 

business founders in the UK, according 

to Resume.io. The study also found that 

over 12% of our graduates go on to form 

their own companies, proving the odds 

are high for students to leave Regent’s 

with the knowledge, skills and contacts to 

become successful business leaders and 

entrepreneurs. 

Learn English – the language of business 

English is known the ‘lingua franca’ (or 

‘bridge language’) of global business, and 

a good grasp of it is essential if your child 

wants to work overseas. If their native 

“With Regent’s attracting students from over 140 nationalities, 

your child will not only make international friends, but also gain 

valuable business insights into their cultures.” 

tongue isn’t English, we offer a range of 

English language courses that will help to 

improve their vocabulary and boost their 

confidence, including a pre-sessional course 

designed specifically for those about to join 

university. And with the city right on their 

doorstep, they’ll be ordering coffee with 

friends and chatting stocks, growth and 

margins in no time! 

Become a global citizen 

The world of business is an international 

one and it’s important to start connecting 

with people all around the world, as well 

as in the UK. With Regent’s attracting 

students from over 140 nationalities, your 

child will not only make international 

friends, but also gain valuable business 

insights into their cultures, including what 

does and doesn’t work internationally. Plus, 

they’ll have the chance to learn a wide 

variety of languages and, if they choose, 

study abroad in one of our 60+ partner 

universities around the world. 

Our students develop such deep 

connections, they often join forces – 

finding future co-founders on campus and 

launching brands and business ventures 

together, in London and around the world. 

Your child will never get tired of the 

experiences we offer. Discover more 

at www.regents.ac.uk. 


ADVERTORIAL 

Caroline Gademann - 

Academic Director, and 

Alexandre Gademann - 

Managing Director 

More than just a boarding school, 

a family heritage dedicated to 

student development 

WRITTEN BY ALEXANDRE GADEMANN, MANAGING DIRECTOR 

‘In Labore Virtus’: Virtue resides in hard work. 

This has always been Institut 

Monte Rosa’s motto ever since 

my grandfather took ownership 

of the school premises. His vision was for 

a co-educational boarding school based in 

Montreux. 

Choosing the right education programme 

is one of the most important decisions 

parents and children must make. When 

my sister and I took over the management 

of Monte Rosa, we wanted to continue 

building on our father and grandfather’s 

legacy by creating a safe space where 

students can pursue their dreams and 

passions, develop their personal skills, and 

ultimately find their true selves. 

In today’s world, plenty of established 

schools will help children achieve their 

goals. However, with the development 

of educational tools and plethora of 

programmes available to students, it is 

easy to become overwhelmed with the 

number of possibilities offered throughout 

the world. Finding the right education 


ADVERTORIAL 

“Monte Rosa provides a dedicated and individualised academic education, 

adapted for each student both inside and outside of the classroom.” 

programme based on a child’s capabilities 

and their aspirations is a challenge. As 

parents, we want the best for our children 

and therefore it is important to see “the big 

picture”. 

Monte Rosa provides a dedicated and 

individualised academic education, adapted 

for each student both inside and outside 

of the classroom. To us, this is the key to 

success: 

• A well-balanced education programme 

• A solid foundation on which students 

can continue to build throughout their 

academic path 

• A feeling of safety and security 

• An emphasis on social and emotional 

learning. 

Often referred as a ‘boutique’ boarding 

school, keeping a limited number of 

students on campus and being able to offer 

a genuine family-like atmosphere has always 

been a priority at Monte Rosa. Maintaining 

this structure is very important to us as it 

is what makes the school so unique. We 

treat our staff, teachers, and educators as 

artists, and they are a key ingredient in the 

students’ journey 

to success. 

Our family-owned 

boarding school has 

nurtured thousands of 

students over the years 

and today is no exception. 

Whether students join 

our academic year 

programme, follow winter 

and summer camps, 

advance through our 

individualised education 

programme, they will 

always be warmly 

welcomed and will quickly 

feel part of our big family. 

I am personally so 

proud of what we have 

achieved over the years. We are entitled to 

provide exclusive tutoring, with a wide array 

of activities, and have succeeded in creating 

an environment in which our students can 

and do reach their personal goals. Helping 

students to overcome their challenges makes 

us wake up every morning even more 

www.monterosa.ch 

determined to continue to fulfil the vision 

of our forefathers. Receiving a warm thank 

you from parents or alumni at the end of 

the study cycle is the best gift we can hope 

for. It says it all and we know, at this precise 

moment, that we have achieved our mission 

as educators. 


ADVERTORIAL 

5 Reasons to send your child to 

the Montana Summer Sessions 

1A personal and personalised 

experience 

According to our students, at our summer 

sessions (almost) everything is possible for 

anyone! 

What we believe makes Montana 

Summer Sessions special is that we stay 

small (maximum 50 students) so that we get 

to know every participant well, understand 

how to inspire their learning and help each 

one to discover passions and aptitudes they 

might never have imagined. 

From artists to scientists to sports 

champions, during the summer programme 

our students can follow their dreams. They 

learn media techniques from a top US radio 

commentator and can become a radio host, 

guest or a reporter. They work closely with 

a movie director, and script or act in their 

own advertisement or short movie. They 

might build their own rocket models and 

launch them into space or prepare delicious 

ice cream with Liquid Nitrogen in our 

Science classes. 

2A magical location with the 

glories of nature at their doorstep 

It is a special privilege to have such a 

campus location, secluded but also close to 

everything! 

Summer is all about long sunny days, the 

freedom of outside and the space to get 

healthy while loving an active life. Summer 

is even better when it is shared with a great 

group of friends and an energetic team of 

fun-loving people who love to teach and 

inspire their students. 

That is Summer Camp at Institut 

Montana. Our students will be racing 

across meadows, scrambling over rocks, 

and swimming in lakes. There is biking 

and tennis and sports and games your child 

might never have tried. 

The tonic for mental health that 

accompanies all this physical activity is 

extraordinary. That old phrase mens sana 

in corpere sano might be over-used but it 

is true. As the days grow shorter and the 

summer ends, the students will carry the 

glow of bright days and fresh air. 


3Never will they learn so much 

while having so much fun 

Our Summer camp is about learning, but 

this learning is different. It is unlike studying 

to pass exams and earn diplomas. It is 

project-based and collaborative, it inspires 

curiosity and creativity, and it is problemsolving 

and solution-finding in action. Our 

students are guided by enthusiastic mentors 

and special guests such as movie directors, 

radio commentators and TED Speakers 

who work closely with them and inspire 

them to acquire new skills, expand their 

minds and experience the joy there is to be 

found in learning. 

This is a precious opportunity to venture 

into new areas and discover talents they had 

never previously explored. It could be life 

changing and it has been for some of them. 

4The resilience and independence 

they develop 

Students will be away from you only for two 

weeks, which for some can be daunting, but 

it’s a great opportunity to start to develop

ADVERTORIAL 

independence in a friendly environment 

where they can feel secure. What a way to 

test themselves out of their comfort zone 

and grow into the young adult they hope to 

become. Because they are supported and 

cared for around the clock, they will build 

confidence while keeping their warm heart. 

We engage with every child and know 

when they need extra support, a friendly 

guide on the journey to being their best 

selves. We want them to end their stay in 

the best of health – mentally and physically. 

We make sure that they smile and laugh 

every day. Our students develop strength, 

independence, and resilience and find their 

inner smile. 

5The People they will meet and 

the friendships for life 

Our Summer Camp is special also because 

of the people. They are family and friends 

at the same time. It is a shared experience 

that will build connections among fellow 

students and with the staff who are there to 

support them, care for them, and make it all 

happen. They come from all over the world 

and every one of them has their own story 

to tell, including your child. 

Our Summer Camp gives each student 

more than memories; it builds fantastic 

friendships that they will cherish forever. 

“Our Summer Camp gives each student more than memories; 

it builds fantastic friendships that they will cherish forever.” 

Summer Camp at Institut Montana 

The campus of our Day and Boarding 

School is extraordinary. By the time our 

students have ridden the funicular railway 

up to its site overlooking Zug, they are 

in another world. Peace and clean air, 

forests and meadows and an abundance of 

outdoor activities on the doorstep. 

Student numbers are limited so that 

this enriching experience is personalised 

towards each individual. 

Morning language classes in English 

or German are intensive, structured and 

effective. They will target just what our 

students need to know to end up confident 

about communicating in whichever 

language they choose to study. Then the 

afternoon explodes (sometimes literally!) 

into activity, with workshops in Science 

and Technology, Business and Leadership, 

Creativity, and the Arts. Graduates of the 

school often come back to run sessions. 

Awarded film director Fariba Buchheim 

shows students how to make their own 

movies. Celebrated radio host Cary 

Harrison provides a deep dive into the 

fascinating world of radio making. 

We don’t spend all our time on the 

Zugerberg, magnificent though it is. This 

part of Switzerland is rich with exciting 

activities and awe-inspiring scenery. We 

make the most of it. The majestic Mount 

Pilatus towers over the historic city of 

Lucerne, and the ascent by cable-car is 

an adventure in itself. We hike the alpine 

trails and we swing through trees at the 

rope park. Even if the weather is less than 

perfect there are thrills to be had – indoor 

skydiving and mind-bending Escape 

Rooms are just two of the options. And all 

the accompanying safety briefings teach 

everyone those important skills of looking 

after yourself, while, of course, having the 

most amazing fun. 

Then home to the campus with its views 


across the lake of Zug. Each evening, the 

sun sets behind mountains the other side of 

the lake, turning its waters pink and orange. 

Summer Sessions students might be sitting 

around a campfire in a glade as the sky 

glows, with their cosy beds just down the 

hill, very happy that they made the choice 

to come to Summer Camp in Switzerland. 

At Institut Montana on the Zugerberg the 

prospect of Summer Camp 2023 is already 

causing a buzz of excitement. 

Contact us to get more information 

or visit our website: Montana Summer 

Sessions 2023. 

Institut Montana Zugerberg Schoenfels 

56300 Zug , Switzerland 

Tel. +41 (0)41 729 11 77 

summer-sessions@montana-zug.ch

ADVERTORIAL 


ADVERTORIAL 

“The multicultural student 

body, faculty and dynamic 

environment of the Institute 

contribute to the creation 

of a framework in which the 

students acquire a global 

education.” 

The International Institute 

in Geneva (IIG) offers 

double degrees with UK 

and US universities 

The International Institute 

in Geneva (IIG), previously 

International University in 

Geneva, is a Swiss foundation of higher 

education. The institution was founded 

in 1997 to provide bachelor and master 

programs in Business Administration, 

International Relations, Digital Media, 

Computer Science and Business Analytics. 

The International Institute in Geneva 

has both institutional and program 

accreditation. The institute has developed 

a partnership network of over twenty-two 

higher education institutions around the 

world allowing for students exchange and 

double degrees such in the UK and the 

USA among others. 

The multicultural student body, faculty 

and dynamic environment of the Institute 

contribute to the creation of a framework 

in which the students acquire a global 

education. The use of experiential 

learning methods including case analysis 

and business simulations ensure the 

development of analytical skills which are 

critical in today’s competitive and rapidly 

changing world. The programs prepare the 

students to learn and lead in an increasingly 

digital environment. 

Since 2018 the Institute proposes double 

degrees at the bachelor level with University 

of Plymouth (UK) enabling students to 

graduate, after three years in Geneva, with 

two degrees from IIG and the University 

of Plymouth. In 2020 the partnership was 

expanded to the master level with Boston 

University (USA) providing the students an 

opportunity to graduate in 18 months with 

two graduate degrees. 

The Alumni spans over one hundred 

countries thus representing a unique 

opportunity for students to participate 

in a global network. The alumni of the 

International Institute in Geneva are 

working for UN agencies such as World 

Health Organization WHO, United Nations 

Commission on Trade and Development 

(UNCTAD) as well as multinationals such 

as Nestle, Amazon or Roche. Throughout 

the academic year alumni are invited to 

present their organizations and internship 

opportunities to the student body. 

The Student Council proposes various 

activities such as sports, visits to cities in 

Europe. The students participate in the 

Harvard World Model United Nations and 

organizes a Silicon Valley Tour to visit the 

major tech companies. Various student 

services are available such as academic and 

career counselling. The institute provides 

student housing. 

Each year the Institute sponsors a limited 

number of scholarships. The selection 

criteria include academic achievements 

and the financial need of the applicant. 

To maintain academic excellence the 

institution encourages its faculty to carry 

out research, publish and participate 

actively in professional conferences. The 

institute regularly invites distinguished guest 

speakers including H.E. Micheline Calmy- 

Rey former president of Switzerland, Paul 

Polman CEO of Unilever or Dr. Bertrand 

Piccard founder of Solar Impulse. 

For further information about the 

International Institute in Geneva contact us 

at info@iig.ch or visit the website: 

www.iig.ch 


ADVERTORIAL 

CLASSROOMS WITHOUT WALLS, 

OUTDOOR EDUCATION: 

changing the landscape of education 

How a small international school in Switzerland is changing the learning and teaching 

paradigm through education, local sustainability, eco projects, and industry. 

Two years ago John F Kennedy International School, took 

the decision to forge a collaboration with a local initiative 

by Esther Mottier in Château-d’Oex, Switzerland. 

The project aimed to educate children and communities on the 

importance of sustainable living and preserving the environment. 

Since collaborating in 2020, JFK students have adapted their 

education to focus on the impact of biodiversity and sustainable 

living on themselves, their community, and the world. 

In 2015, the United Nations established the Sustainable 

Development Goals (SDGs) to reduce the impact of climate 

change. JFK’s educational leaders recognised that even a small 

school could support this global vision. They believe that it is vital 

for students to understand the impact of their actions on the planet 

and that participating in and experiencing positive change can 

foster resilience and empowerment. Additionally, JFK School’s 

location in a beautiful natural setting prompted them to incorporate 

nature into students’ learning and teach them about climate 

change’s impact and sustainability on the local region. 

JFK has also collaborated with Votre Cercle de Vie to develop 

students’ critical thinking, resilience, and flexibility to better 

prepare them for global challenges such as climate change and AI 

technology. 

Votre Cercle de Vie’s eco-hotel project provides students with 

hands-on learning experiences in sustainable living, including 

economy, construction, design, energy systems, and more. 

“We hope our involvement in such development projects 

inspires other schools to seek real-world learning and 

problem-solving opportunities beyond the traditional 

classroom setting. We believe that even small actions can 

significantly impact, and it is essential to recognise this 

potential.” 

Stephanie Walmsley, Head of Middle School at John F 

Kennedy International School, Switzerland. 


ADVERTORIAL 

What is outdoor education? 

Outdoor Education is a complex concept with multiple approaches, 

and there is little consensus among researchers, teachers, and 

educators. However, examining a few definitions makes the concept 

clearer and more straightforward. 

Donaldson and Donaldson (1958) define Outdoor Education as 

“education in, about, and for the outdoors”, which encompasses 

learning in any outdoor environment, teaching any cultural and 

environmental aspect, and developing knowledge, skills, and 

attitudes about the world. However, Fagerström (2012) argues that 

this definition is limited as outdoor learning also encompasses other 

academic, personal, and social objectives. 

Outdoor education is also defined as an experiential process 

of learning by doing, primarily in outdoor environments (Ford, 

1986) and it differs from summer camp or day camp as they are 

school-directed activities outside of the school building that provide 

educational experiences to the students (Priest, 1986). Outdoor 

education might include all curriculum areas, such as art, language 

arts, maths, physical education, social studies, music, and science 

(Eaton, 1998) in a transdisciplinary way. 

Many educators recognise the benefits of outdoor education, 

as it can provide students with unique opportunities to learn in a 

direct and hands-on way and promote physical activity (Fiskum & 

Jacobsen, 2012). 

Outdoor education constantly evolves, and cultural influences 

shape the concept in different regions. According to his experience, 

Breogán Gómez, the JFK outdoor learning coordinator, have 

noticed that countries like Sweden, Slovenia, Norway, and 

Switzerland have unique approaches to Outdoor Education. For 

example, Switzerland strongly emphasises outdoor learning as a 

part of their culture and is considered a way of life. The country’s 

stunning Alps also provide an ideal location for outdoor learning. 

“JFK aims to create a meaningful outdoor learning 

program that utilises the school’s natural and alpine 

settings. To enhance their curriculum, the program aims 

to connect students to their environment and incorporate 

various learning strategies such as experiential, 

collaborative, inquiry-based and project-based learning.” 

Breogán Gómez, Outdoor Education Coordinator at 

John F Kennedy International School, Switzerland. 


ADVERTORIAL 

Linking Outdoor Education to Sustainable and Biodiversity Projects and Industry 

The Votre Cercle de Vie project was developed over 14 years by 

Esther and Nicolas Mottier and their community. It aimed to create 

a more sustainable world by addressing societal issues and calling 

for change. 

As of today Votre Cercle de Vie encompasses a traditional 

biodynamic family farm, two organic stores, two apartments for 

holiday rental, a naturopathic practice, and a second-hand shop. 

The Votre Cercle de Vie project, planned for 2025, is an ecofarm-hotel 

featuring organic architecture, low-tech energy and 

water management innovations, and an emphasis on the circular 

economy. The hotel generates its own energy, uses biogas from 

the barn for cooking, and treats wastewater for consumption. The 

kitchen uses organic, local, and seasonal products from the farm 

and local suppliers. 

It is a pioneering concept in Switzerland as it is a high-end 

building offering hotel services and interconnects with the 

agriculture, health, and education sectors. The goal is for guests 

to have an enriching experience connecting with nature and 

apply what they learn daily. What sets it apart is the opportunity 

to have unique experiences in an innovative and atypical building 

surrounded by farm animals and outdoor and indoor gardens. 

Votre Cercle de Vie aims already to create a unique, sustainable 

and educational experience for guests through a connection with 

nature and regular workshops and activities. These include monthly 

collaborations with students from JFK International School, held at 

the biodynamic farm and second-hand store. 

Votre Cercle de Vie collaborates with schools and also companies 

that share their values and vision of an ecological transition. 

Connecting people, particularly children and business leaders, 

to nature is crucial for a deeper understanding and emotional 

connection to the earth through activities and projects. 

Votre Cercle de Vie has indeed seen first-hand that being on 

a biodynamic farm provides a unique opportunity for discovery, 

education and overall growth in terms of physical, cognitive and 

emotional well-being. The personal and welcoming atmosphere 

allows guests to participate in meaningful activities and gain 

positive experiences. These experiences 

include milking, caring for animals, and planting and harvesting 

fruits and vegetables. It is an ideal environment for promoting 

interdisciplinary learning and the development of holistic 

perspectives. 

Votre Cercle de Vie has gained recognition and interest after the 

release of the documentary film “Le Pari d’Esther” in 2021 and 

is regularly invited to share the concept at events and conferences. 

Recently, the project received the “Hotel Innovation Award” from 

GastroSuisse and the Swiss Hotel Credit Association . 

JFK International School and Votre Cercle de Vie have joined forces 

to create an educational program that combines sustainability and 

outdoor education for students. To learn more about how JFK has 

integrated this program with Votre Cercle de Vie, please contact 

Mrs Stephanie Walmsley at stephanie@jfk.ch. 


RED ZONE/GREEN ZONE: 

Understanding School Transition Stress 

WRITTEN BY LAUREN WELLS, TCK TRAINING CEO 

We often hear about the 

challenges of transitions – how 

they can bring added stress 

and make life a bit bumpy for a season 

until a more settled state ensues. But what 

is ‘normal’ transition stress for children? 

At what point should adjustments be 

considered because the transition stress has 

gone beyond a healthy limit? 

When my company (TCK Training) talks 

about transition stress for Third Culture 

Kids, we use the concept of Red Zone/ 

Green Zone. When a child is in the ‘Red 

Zone,’ their brain is constantly flooded with 

stress hormones. This isn’t concerning for 

a short period of time, but a developing 

brain should not be exposed to those stress 

hormones too consistently or for too long. 

What is ‘Normal’ Transition Stress? 

This Red Zone/Green Zone concept is 

particularly helpful when we work with 

families regarding a school transition. We 

help families understand what the Red 

Zone looks like and ways to help their 

children move toward the Green Zone. 

Equally important, we help them recognize 

when a child has been in the Red Zone too 

long and help them plan how to move the 

child out of the Red Zone. 

For younger children (up to about 

10 years old), signs of the Red Zone 

include: 

• Uncharacteristic behavior challenges 

• Being overly emotional 

• Being extra ‘clingy’ to a parent 


• Developmental reverting (accidents after 

being potty trained, sleep regressions, using 

baby talk, needing a comfort item they had 

grown out of, etc.) 

• Development of new stress-induced habits 

(hair twisting, biting lips or skin, etc.) 

• Not enjoying activities that used to bring joy 

• Lack of ability to learn new concepts 

(this often shows up as difficulty meeting 

elementary milestones, such as reading, if 

those concepts are introduced while the 

child is in the Red Zone) 

For older children (about 10 years and 

older) signs of the Red Zone include: 

• Self-isolation 

• Lack of desire to do things they previously 

enjoyed

ADVERTORIAL 

“For teenagers, it can be helpful to invite 

them to join you in a Green Zone activity. For 

example, “I’m going to go on a hike. Would 

you like to join me?”

• Long periods of numbing/distracting 

behaviors (e.g. spending hours on an 

electronic device, consistently choosing to 

read for hours instead of spending time 

with family/other children) 

• Development of new stress-induced habits 

(hair twisting, biting lips or skin, etc.) 

• Being overly moody, temperamental, 

or having new/exaggerated behavior 

challenges 

• Lack of ability to learn new concepts (this 

often shows up in poor grades) 

While these behaviors are all normal for 

a transition season and aren’t inherently 

unhealthy, prolonged time spent in the 

Red Zone can be unhealthy, especially for 

developing brains. 

One of the most effective ways to care 

for a child in the Red Zone is to expect 

that these moments will happen during 

transition, notice when a child displays 

signs of the Red Zone, and then proactively 

interject Green Zone moments. 

Green Zone moments can include: 

• Body movement (going for a walk, playing 

a sport, etc.) 

• Anything rhythmic – rhythm regulates the 

brain (music, dancing, coloring, etc.) 

• Talking about why this transition feels 

so hard (allowing them to share and/ 

or giving them language for why they’re 

feeling this way) 

• Laughing 

• Deep breathing 

• Experiencing something that feels 

physically comforting (a favorite food, a 

cozy blanket, a special treat, etc.) 

• Quality time with a parent, sibling, or 

close friend 

Moving Toward the Green Zone 

When a child transitions to a new school, 

it is normal for them to be primarily in 

the Red Zone for the first three months. 

During those three months, it is important 

to implement Green Zone moments for/ 

with them. For teenagers, it can be helpful 

to invite them to join you in a Green Zone 

activity. For example, “I’m going to go on a 

hike. Would you like to join me?” If older 

children are uninterested in joining Green 

Zone moments, it is important to require 

something from the Green Zone list. You 

can explain why Green Zone moments are 

so important for their mental health and ask 

which types of moments they would like to 

“Green Zone moments do not automatically move 

a child from the Red Zone to the Green Zone, 

but it does put their brains into the Green Zone 

momentarily. Imagine this as coming up for air after 

being underwater.” 

schedule for themselves. 

Green Zone moments do not 

automatically move a child from the 

Red Zone to the Green Zone, but it does 

put their brains into the Green Zone 

momentarily. Imagine this as coming up for 

air after being underwater. They may be 

primarily underwater during this season, 

but it is the parent’s job to help them come 

up for air regularly by implementing Green 

Zone moments. 

After three months in a new school, we 

hope to see children having fewer Red 

Zone days, thus trending toward a more 

consistent Green Zone state. When this is 

happening, you will often notice: 

• They talk about friends at school 

• Getting ready for school in the morning 

isn’t as difficult 

• They talk about things they’re looking 

forward to 

• They want to join activities such as sports 

or the school musical 

• They are beginning to understand the 

concepts being taught and thus, grades are 

improving and academic milestones are 

closer to being met 

• They seem to have a more positive outlook 

• They are laughing and smiling more 

• They are doing ‘Green Zone moments’ 

without prompting 

We typically notice that in the second 

half of the school year, transition stress has 

eased and children are in the Green Zone 

more regularly. 

What If it’s Not Getting Better? 

If more than halfway through the school 

year, however, you aren’t seeing any 

advancement toward the Green Zone, it 

is important to take action. We suggest 

looking at this from two angles: in the home 

and in their environment. 

In the Home… 

• Are they receiving regular, positive 

attention from their parents? 

• Do they feel they can talk about their 

emotions without being invalided? 

• Do they feel physically safe? 

• Does the family smile and laugh together 

often? 

In their Environment… 

• Do they have access to preferred activities 

that would give them Green Zone 

moments? 

• Do they have potential friends in their 

class/school? 

• Is their teacher a factor that is putting 

them in the red zone? 

• Are there specific stressors that they or you 

can pinpoint? 

• Are adults other than parents investing in 

them? 

If the answers to these indicate that there 

are factors contributing to the red zone, 

it’s important to make some changes. In 

the home, for example, you might create 

routines to provide more one-on-one time 

between the parents and the child. In the 

environment, you may need to consider 

adding activities they would enjoy outside 

school, changing classrooms/teachers, or 

even a school change. 

Along with these changes, you may 

consider reaching out to a professional 

for support and additional advice. TCK 

Training offers parent consultations for this 

purpose. After understanding the concerns, 

we’ll give recommendations for actions you 

can take yourself and provide referrals to 

mental health professionals if necessary. 

Transition can be bumpy for the whole 

family – and that’s normal! Learning how 

to create Green Zone moments helps us 

all breathe a little easier during these hard 

times. As your time in the new location 

or school environment grows, the Red 

Zone/Green Zone tool helps us distinguish 

between healthy transition bumps and long 

term adjustment issues. This awareness can 

make a big difference for families managing 

global mobility. 

REFERENCES: 

Raising Up A Generation of Healthy 

Third Culture Kids (2020), Lauren Wells 


with a strong sense of their origins. We view 

it as our responsibility to foster change for 

sustainable living and therefore, included 

the topic in the education at all of our 

schools. 

Education for Sustainable Development 

The term “education for sustainable 

development” was introduced at the 

UN environmental conference in Rio 

de Janeiro in 1992 and describes an 

education that empowers people to 

influence the future in a globalised world 

actively and responsibly. Students at SIS 

schools are given opportunities to work 

on strategic and collaborative projects 

focusing on sustainability issues that are 

environmental, economic, social or cultural 

and grounded in the narrative within the 

United Nations Sustainability Development 

Goals. The goal is for students to think 

critically, systematically, sustainably and 

in a future orientated way as well as to 

develop problem solving skills to ensure 

classrooms are places of inclusivity and 

equity. An action-learning approach is used, 

which means students initiate ideas and 

implementation of a project, supported by 

a teacher. 

Students at SIS Swiss 

International School Develop 

Sustainability Initiatives 

The start of the new year saw the continuation of an exciting new project 

across SIS: Education for sustainable development was implemented 

at all SIS schools in Switzerland. In this context, sustainability teams 

made up of SIS students work on collaborative sustainability initiatives 

related to for example energy, biodiversity or waste. These sustainability 

initiatives will be carried out every year and will then be embedded in the 

schools in the years ahead. 

Focus on Sustainability 

Sustainability plays a very important role 

in our lives today. Every day, we are faced 

with questions such as: How can we avoid 

plastic? How much waste do we produce 

and what do we do with it? Where does 

this product come from? What were the 

conditions during the production and 

what impact do our decisions have on the 

environment and the climate? 

SIS Swiss International School is a private, 

bilingual day school company committed to 

consistent and genuine bilingual classroom 

instruction from kindergarten to college 

level. At SIS, around 5.000 students are 

educated from kindergarten to college at 

17 locations in three countries. Students 

attending our day schools in Germany, 

Brazil and Switzerland are empowered to 

become critical thinkers and global citizens 

Seven Student Sustainability Teams – 

One Mission 

The first step for each SIS school in 

Switzerland was to create a sustainability 

team made up of students from varying 

year groups and a designated sustainability 

teacher to guide the process. In order to do 

this, the lead staff members created notice 

boards, ran staff meetings and assemblies 

and went into classes to speak directly to 

the heart and passion of the matter and 

motivate students to make a difference 

either as individuals or as a part of their 

school’s sustainability team. Students within 

these specially created teams range from 

those at the top end of their schools, some 

of whom are part way through their college 

or International Baccalaureate (IB) studies 

to lower primary students, each with a valid 

and respected perspective. 

The first task facing each team was 

to carry out a sustainability audit. The 

sustainability audit looked at different 

themes such as waste, water, energy and 

biodiversity. It also reviewed sustainability 

in social, cultural and economic areas 

as well as in the learning programmes 

implemented and the engagement of the 


ADVERTORIAL 

community. Students investigated visually 

by walking around their schools to identify 

the sustainability practices already in place. 

They had conversations with management, 

teachers, children and families about what is 

working well or needs improving and looked 

at data. In some cases, they delved so deep 

as to look at bills to consider their school’s 

waste, water usage and spending on fuel. 

The results of the audit are the basis for the 

student groups to develop a strategic plan, 

with the support of their teacher, identifying 

which sustainability projects are going to be 

implemented over the next years. 

Sustainability Initiatives by SIS Students 

At each of our schools, we have motivated, 

committed and thoughtful groups or 

“eco-warriors”. They have interrogated 

the information available to them to create 

an action plan and embark on their first 

projects. Each year the student teams will 

be responsible for bringing to fruition 

one sustainability initiative which is then 

embedded in the life of the school on in to 

future years. They can choose to take action 

related to energy, air quality, biodiversity, 

healthy living, waste or another area from 

the plethora of possibilities. 

With each project comes new learning 

and reflection is absolutely crucial to inform 

next steps for the students and their schools. 

With this in mind, an SIS Sustainability 

Summit takes place at the end of the 

school year, to share ideas across our seven 

schools and afford representatives from each 

school’s sustainability team an opportunity 

to present their project progress, to listen 

and support the progress of a sister school 

and to fuel enthusiasm for their own 

subsequent projects. 

CO2 Neutrality by 2028 

On a company level, SIS has furthermore 

set the goal to become climate neutral by 

2028. We collaborate with a Swiss company 

specialised in analysing greenhouse gas 

emissions to calculate these emissions for all 

SIS schools and to evaluate specific areas. 

Emission numbers have been obtained 

from all SIS schools for areas such as 

energy consumption, mobility and waste. 

A comprehensive analysis of the data will 

soon allow us to identify approaches to 

reducing our CO2 emissions as well as 

monitoring it over the upcoming years. 

SIS thereby wishes to make a valuable 

contribution to sustainability. 

“We view it as our responsibility to foster change for sustainable 

living and therefore, included the topic in the education at all of 

our schools.” 

ABOUT SIS SWISS INTERNATIONAL SCHOOL 

SIS Swiss International School operates 17 bilingual, private day schools in 

Switzerland, Germany and Brazil. More than 5.000 students attend our classes 

from kindergarten through to college. They come from local as well as from 

international families and learn in German (or Portuguese) and English. 

www.swissinternationalschool.ch 



MOVING SCHOOLS 

– WHEN’S THE 

RIGHT TIME? 

The five principles that will 

help make your decision 

WRITTEN BY FIONA MCKENZIE 

Whether you are thinking about 

moving your child to a new 

school locally or further afield, 

you often need to start thinking about it 

earlier than you realise. However, for 

international families, the challenge is that 

plans are often confirmed late, leaving 

decisions up in the air until the last minute. 

For any move, the importance of decisions 

surrounding education should be a key 

consideration. 

To avoid disrupting your child’s education 

at critical stages and give them the best 

chances of success without restricting the 

family’s movements, information is critical. 

But what do you need to know? These 

5 key pieces of advice can help families 

to make the right decision about when to 

move schools. 

1International schools are very used to 

transient families arriving at different 

points in the school year and slotting 

into year groups. The communities are 

generally very welcoming as many of them 

will have been through the upheaval of a 

move and children being in an unfamiliar 

environment. Locally based schools 

maybe more restricted in when they can 

accommodate children with more rigid 

deadlines for application and less flexibility 

about start dates. Starting your research 

early can save a lot of heartache and set 

out clear times when it will be good for the 

family to make a move. 

2Moving schools with younger children 

is generally less complicated as there are 

fewer curriculum restrictions to consider. 


“One of the challenges for international families is that in many cases, they are not 

quite sure how long when they may have to move; whilst jobs and economics can 

play a role in this decision, we would argue that education should also be a key 

consideration where possible.” 

Whilst uprooting a primary school child can 

be upsetting for them in terms of leaving 

a familiar environment and friendship 

groups, children of this age tend to be very 

adaptable and settle in quickly. With the 

added bonus of video calls it is now easier 

than ever to stay in touch with their old 

friends. 

3At secondary level there are certain 

transition times which make moving a 

relatively straight forward process across 

different curriculums and schools. Good 

times to move are for the start of Year 7 or 

Year 9 respectively or Year 12. However, 

there are some points that you definitely 

need to try and avoid; moving in Year 11 

or Year 13 in the British system would 

mean moving half way through a 2 year 

exam programme GCSEs or A Levels 

and similarly with the International IB 

programme once you start in Grade 11 you 

are really committed to two years. 

4Be open to new opportunities by 

exploring different curriculums with 

more flexible start points and sometimes it 

can be useful to consider boarding schools 

as an option, in order to provide a child 

with a continuity of education, particularly 

if the family may need to move on every 

few years. 

5Creating an ‘Education Road Map’ can 

be very helpful in setting out the options 

and timelines for when to move and to 

identify any ‘crunch’ points for the different 

children which will make a move more 

challenging. A ‘road map’ will also set out 

the key dates that you will need to be aware 

of in order to apply for and secure a place 

at the chosen schools and to be sure that no 

deadlines are missed. For example, several 

academically selective schools in the UK 

often begin the registration process as early 

as Year 5 with assessments in Year 6 ready 

for a move at Year 9. 


By arming yourself with as much 

information as possible about the potential 

options it means you can be well prepared 

with a clearly set out time line. You’ll have 

a clear understanding of when you need to 

act, how your child needs to prepare, and 

most importantly you’ll have the peace of 

mind that you know what to do and when. 

Interested in sourcing an Education Road 

Map for your family, get in touch with us 

today. 

Carfax Education navigate and guide 

families through every step of the 

education journey. With an unrivalled 

global network of education consultants 

and academic experts, they leverage 

a wealth of knowledge and close 

relationships with the world’s leading 

schools and universities. 

From school placement to support 

university pathways, their guidance is 

tailored to fit every family’s needs.

A personal education 

in London’s heart 

■ 11 acres of private grounds, minutes from central 

London 

■ An intimate, nurturing and tight-knit learning community 

– small classes and a strong support network 

■ Gated access and a 24/7 security presence 

■ Personal support to identify the skills your child needs 

■ A global network of industry experts and masterclasses 

■ No deadlines to meet – with year-round applications 

we’re ready when you are 

Claim your free 

guide to studying in 

the UK, designed for 

parents & guardians 

www.regents.ac.uk

Moving internationally 

with a non-binary child 

WRITTEN BY CATH BREW 

Whether you’re relocating with 

an international company, as 

a diplomat or under your own 

volition, your family needs to make the 

same decisions - select a country, a home, 

schools, flights, visas, and a removalist 

company. 

But what about when your child is nonbinary? 

Travelling and living internationally as a 

non-binary person has specific challenges 

that a cis-gender person won’t experience 

or necessarily even think about. It’s 

important for parents and guardians to be 

aware of these challenges and to consider 

them when preparing the next move. Your 

child’s challenges may vary depending on 

their age, but whether they are a preteen, 

teenager or a young adult who is coming 

home for holidays, they will be negotiating 

emotions and realities different to your 

own. These challenges are not likely to be 

obvious to you if you’ve never had to think 

about them - and that’s okay. Now is the 

time to learn. You’re in the right place. 

Firstly, let’s look at some terminology. 

Gender is a social construct based on what 

a society believes are the behaviours and 

roles of that biological sex. If you’re living 

the gender that was assumed at your birth 

e.g., born female and living as a woman, 

you are cis gender. ‘Non-binary’ is an 

umbrella term that describes a person who 

doesn’t identify with the gender of ‘male’ 

or ‘female’. This includes people who are 

transgender, genderqueer, gender-neutral, 

gender-fluid or agender. Non-binary people 

have always existed, but as their history has 

largely been erased, many societies believe 

that there are only two genders. The reality 

is that all people are born non-binary. We 

learn gender. 

So, what does this mean for a family 

living an international life? 


As you prepare practically and 

emotionally for your move, you might have 

family discussions, but ultimately, it’s a 

parental decision. So how is it different for a 

non-binary child? 

SELECTING YOUR NEW COUNTRY 

Every country treats gender differently 

according to its history and social values. As 

you weigh up your country choices, try to 

understand how gender is expressed in each 

country’s laws and what that means for your 

family. 

Laws 

Most countries only recognise ‘male’ and 

‘female’ on legal ID documents such as 

passports, birth certificates and driver’s 

licences. As of December 2022, fifteen 

countries recognise non-binary or third 

gender identities (Argentina, Colombia, 

Canada, Chile, Uruguay, Iceland, Scotland,

The Netherlands, Malta, South Africa, 

India, Bangladesh, Pakistan, Australia, 

and New Zealand). In the USA, whilst not 

accepted nationally, twenty-seven States 

recognise non-binary genders, six in Brazil 

and one State in Mexico. 

Why does this matter? 

In countries that do not recognise nonbinary 

genders, your child may be forced 

to tick ‘male’ or ‘female’ on official forms. 

This has implications for how your child is 

addressed, what they have access to, and 

whether they feel safe. Being misgendered 

repeatedly impacts mental health negatively 

and can make gender dysphoria more 

acute. If during your stay your child has 

the possibility of gaining a driver’s licence 

or passport, will male and female be their 

only options? When your main form of 

identification is at odds with your identity, 

the constant emotional negotiation around 

that is exhausting. 

Further, some adult non-binary children 

who would normally visit during holidays, 

may be less inclined to if they feel unsafe 

or must hide who they are when visiting. 

Imagine entering a country knowing that 

you are not ‘not-valid’ and wondering why 

your parents chose to live in a country that 

does not recognise who you are. 

Questions for you to consider 

• Does the country legally recognise nonbinary 

genders? 

• If the country doesn’t recognise nonbinary 

genders: 

• Will my child feel comfortable accessing 

medical care and official services? 

• Will they be protected should they face 

discrimination? 

• What genders does my child’s passport 

country recognise? If we have problems, 

will the embassy really be a safety net for 

the family? 

• What message will it send my non-binary 

child if we choose to live in a country that 

does not recognise their gender? 

Culture 

Some countries only recognise male 

and female gender in law, but culturally 

acknowledge other genders. There can 

be an unspoken rule, where non-binary 

people are ‘tolerated’. They live openly but 

should the Government/State decide their 

behaviour is contrary to accepted culture, 

that person is not legally protected. In 

“Older children who wear binding to flatten their 

chest or who ‘pack’ (an object placed to replicate male 

genitalia) may be deemed to be hiding an object through 

security and attract further scrutiny.” 

other countries like England, non-binary 

genders are not recognised legally, but 

discrimination laws offer other levels of 

protection. 

Why does this matter? 

Being culturally tolerated rather than 

overtly illegal can be a harder life to live, 

because it is subject to the individual 

biases of others. This means that nonbinary 

people live with the imminent 

threat that someone may take against 

them; this could be as simple as not wearing 

the ‘right’ clothing for their perceived 

gender. If they are reported to authorities 

for any reason, the non-binary person has 

no legal rights pertaining to their gender. 

Whilst this may not be a problem for a 

younger child, by living in that country 

you may be asking your older non-binary 

children to live with constant fear and 

uncertainty. 

Questions for you to consider 

• In this country: 

• Are there safe spaces for non-binary 

people to meet? 

• Is there a cultural expectation of 

gendered clothing and behaviour? 

• What are the cultural expectations of 

gender? 

• Will my child be safe on the streets if 

they’re out with friends? 

• If the country only recognises ‘male’ 

and ‘female’, is it reasonable to ask my 

child to not express their gender? 

• If non-binary genders are illegal, do 

other laws protect my child from gender 

discrimination? 

TRAVELLING TO THE NEW COUNTRY 

Travelling through airports can be a 

confronting and anxious time for nonbinary 

people, especially for those who’ve 

gone through puberty. 

Passports And Visas 

The 10-year lifespan of a passport allows 

for a person’s aging, but not different 

genders without a formal change in 

identification. How your child looks today 

may not match their passport photo and 

may result in delays at the passport desk or 

even refusal of entry. Whether they have 

their own passport or are still on yours, 

be sure their passport matches them and 

can be used without problems. If they’re 

old enough, it may be easier to apply for 

a gender-neutral passport should their 

nationality allow it. 


Body Scanners 

Body scanners can be an extremely 

uncomfortable experience for non-binary 

people. Staff are notoriously untrained 

outside of ‘male’ and ‘female’, which leads 

to awkward pat-downs and body checks. 

Furthermore, a body scanner makes our 

private bodies, relatively public. This alone 

can be highly stressful for non-binary 

people with gender dysmorphia. Likewise, 

older children who wear binding to flatten 

their chest or who ‘pack’ (an object placed 

to replicate male genitalia) may be deemed 

to be hiding an object through security and 

attract further scrutiny. Whilst a binder 

helps staff affirm your child’s correct gender, 

binders can be uncomfortable to wear on 

a plane for long hours. A sports bra 

might be preferred but may encourage 

misgendering. One might say, just don’t 

pack or bind, but that’s like asking a cat to 

be a dog. It’s not fair to ask someone to be 

who they aren’t. 

Understanding airport stressors for nonbinary 

children enables you to pre-empt 

challenges, support your child’s mental 

preparation and lead confidently in a way 

that engenders emotional safety. 

IN THE NEW COUNTRY 

It’s important to understand how your child 

will have to live on a daily basis. How will 

they navigate a binary society? 

LANGUAGE 

How does the local language deal 

with non-binary pronouns? Some like 

Spanish, French, Arabic, and Hebrew use 

“Body scanners can be an extremely uncomfortable 

experience for non-binary people.” 

grammatical gender. Have you considered 

the impact of living in a language that 

only uses male and female gender? How 

would you navigate that for a child whose 

pronouns are they/them, xe/xir or ze/zir? 

OUT AND ABOUT 

• If your child is a non-binary biological 

girl/woman or a transgender girl/woman, 

will they need to cover their heads in 

mosques? 

• Does your child want you to stand outside 

public toilets to keep them safe? 

• Are they drinking less so they don’t have to 

use gendered public toilets? 

• If they’re an 18+ transwoman, is it safe for 

them to enter women only spaces? Is it safe 

to shop and try on clothes in department 

stores? 

SCHOOL 

• Will a single sex or mixed sex school be 

better for your non-binary child? 

• Is the uniform gendered? 

• What are the school’s policies around 

gender diversity and are they reflected in 

the curriculum? 

As an adult, being non-binary can be a 

constant stream of decisions to keep safe 

emotionally and physically. It’s no different 

for a non-binary child who travels and 

visits their family. At whatever age, they 

will continue to seek support from their 

parents. As you look to move countries, it’s 

important to understand what you’re asking 

your non-binary child to take on board, 

even if they don’t live with you. Being 

aware of their stressors goes a long way to 

ensuring their safety and wellbeing. 


The Curse And Blessing Of 

The Electronic Era: 

How to safeguard our children and 

set healthy boundaries 

WRITTEN BY DR. LAURENCE VAN HANSWIJCK DE JONGE 

During a recent American 

Psychology Association (APA) 

conference, Dr. Vivek Murthy, 

surgeon general of the United States of 

America, stated that the exposure of our 

children to electronics is an uncontrolled 

experiment of which we do not know the 

outcome. 

Dr. Shifrin, a pediatrician who served 

as the American Academy of Paediatrics’ 

consultant to Microsoft during its 

development of a Windows XP family 

safety setting, describes the current world of 

social media as “the world’s largest cocktail 

party, where you’ll encounter every kind 

of experience and personality imaginable. 

It’s not inherently good or bad, but rather 

a great uncontrolled experiment on our 

children.” 

The American Academy of Pediatrics 

(AAP) recently reaffirmed its stance on 

screen time for young children on its 

parenting website (www.healthychildren. 

org). The AAP “strongly discourages 

television viewing for children ages two 

years old or younger, and encourages 

interactive play.” 

Psychologist, Kenneth Gergen, a 

senior research professor at Swarthmore 

College, coined the terms “digital autism” 

and “absent yet present” to explain how 

technology is muting the quality of our 

social lives and our capacity to engage fully 

— not just for our kids and teens but also 

for us as adults. 

So how much time do our kids actually 

spend on screens? 

According to a 2009 survey by the Kaiser 

Family Foundation, young people aged 8-18 

years spend an average of 7 hours and 38 

minutes each day with TV, video games, 


or computers, an increase of 1 hour and 

17 minutes more than the average time in 

2004. In addition, 66% of these youngsters 

own a cell phone (on which they text or talk 

for another 2 hours each day), 76% of them 

have an iPod or other media player, and 

74% of kids in grades 7-12 have a profile on 

social networking sites. Other studies show 

that American children aged 0 to 8 years 

spend about 1.5 to 4.6 hours of daily screen 

time, and children aged 8 to 12 years spend 

4 to 9 hours of daily screen time. Screen 

time is made up of time spent watching 

TV, playing games consoles, using a mobile, 

computer or tablet. In the United States, 

18.6 hours of screen-based play dominates 

children’s weekly activities. Market 

researcher Childwise collected data from 

1995 to the present. Each year it surveys 

2000 kids aged 5 to 16. Children aged 5 to 

16 spend an average of six and a half

hours a day in front of a screen compared 

with around three hours in 1995. Teenaged 

boys spend the longest, with an average of 

eight hours. Eight-year-old girls spend the 

least - three-and-a-half hours, according to 

the study. 

What are our kids missing out on when 

they spend the majority of their time on 

screens? 

Neuronal pathways are activity-dependent 

and reinforced through repeated use. Like 

dirt roads being paved, areas of the brain 

are strengthened based on frequent use. 

With enough repetition and practice, hard 

activities become easier. Exposure to a wide 

variety of activities is the goal of childhood 

in order to form a well-rounded brain. This 

extends further from childhood with the 

understanding that brain development is 

not fully complete till a child’s mid-twenties. 

The final area of development is related to 

attention and executive functions. As such 

continued activation is necessary through 

the teenage years. 

The benefits of play are almost limitless. 

Play is brain-building and leads to changes 

in even the smallest brain structures. 

Physical play develops skills in planning 

and organization, cooperation, self-control, 

impulse control, memory, executive 

functions, and communication. Often play 

involves trying and failing, and learning 

from mistakes, which enhances children’s 

capacity for solving problems and learning 

to focus attention, ultimately promoting the 

growth of executive functioning skills. Play 

also provides opportunities for learning to 

cope with adversity, resulting in increased 

resilience. 

Executive function (EF) skills are noted to 

be a better predictor of academic success 

than intellect and are exactly what we as 

parents want to strengthen to reduce those 

temper tantrums!! These EF functions are 

housed in the prefrontal cortex, the exact 

area of the brain that decreases function 

during online games. On the basis of “fire 

together -wire together” we understand 

that if this area is not firing it is not getting 

stronger. Just 10–20 minutes of gaming has 

been seen to increase activity in the brain 

regions associated with arousal, anxiety, and 

emotional reaction, while simultaneously 

reducing activity in the frontal lobes 

associated with emotion regulation and 

executive control. EF is our impulse control, 

our inhibition, our cognitive flexibility, 

our decision-making, our ability to recall 

memories, our working memory, our 

emotional regulation, our attention, and 

so much more. EF controls all the good 

stuff that we need to survive at home, 

at school, and in this world. However, 

stick a child in the playground and what 

happens? As they barge past the row of 

kids waiting for the slide they get pushed 

down, and to the back of the line they go 

– impulse control just got strengthened. In 

the back of that line, they learn patience, 

impulse control, inhibition, and dare I 

say daydreaming, ah boredom glorious 

boredom. Boredom is where imagination 

lives! Faces, you need to scan faces to 

judge their emotion when you scan the 

playground and decide where to go and 

who to play with. A recent study showed 

that longer durations of screen time 

amongst 1-year-old boys was “significantly 

associated” with autism spectrum disorder 

at 3 years of age. Again, when not spending 

time with humans, interacting, scanning 

and learning what is the likely outcome? 

We get the picture right! All those hours 

spent gaming, on YouTube, or scrawling 

mindlessly, does not do what our brain 

needs to grow. 

What about the long-term effects 

of social media on the development 

and behavior of today’s children and 

adolescents? 

With rapidly spreading digitalization 

worldwide, more and more of us are 

spending an increasing number of daily 

hours on screens. This trend now includes 

even the youngest, 0 to 2 year olds. Results 

from several studies suggest that this 

growing habit is likely to engender multiple 

health risks such as early myopia and 

blindness, obesity, sleep disorders, anxiety, 

and depression, leading to an impaired 

performance at school and behavioral 

problems. The potential impact of these 

health risks on our children’s future and 

the well-being of future societies as a whole 

could be dramatic. 

Excessive internet use is transversally 

associated with lower cognitive functioning 

and reduced volume of several areas of the 

brain. In longitudinal analyses, a higher 

frequency of internet use was associated 

with a decrease in verbal intelligence and 

a reduced increase in the regional volume 

of gray/white matter in several brain 

areas after a few years. The areas affected 

relate to language processing, attention and 

executive functions, emotion and reward. 

Screen time triggers dopamine production 

in the brain which leads to strong habits, 

dependencies, and cravings for more screen 

time. This addictive element in all screen 

activities is hard for kids to resist, making 

screen time the activity of choice. It is 

also linked to mental health issues such as 

depression. Depression represents a growing 

public health concern and is a prevalent 

disease among adolescents. Liu et al. (2015) 

found a nonlinear dose-response relation 

between depressive symptoms and overall 

screen time among children in the age 

range of 5–18 who were using digital media 

for over two hours per day. 

Furthermore, studies have suggested 

that screen time-induced attention deficit 

hyperactivity disorder (ADHD) related 

behaviour, could inaccurately be diagnosed 

as ADHD, whilst screen time reduction 

is effective in decreasing ADHD-related 

behavior. Individuals with ADHD) may be 

at increased risk for video game addiction, 

especially when playing games with more 

reinforcing properties. Gamers who have 

greater ADHD symptom severity may be 

at greater risk for developing symptoms 

of video game addiction and its negative 

consequences, regardless of the type of 

video game played. The results demonstrate 

that children with ADHD are especially 

vulnerable to the addictive use of computer 

games due to their neuropsychological 

profile. 

Literature relating to digital media 

addictive behavior has focused mostly 

on Internet use and video games, yet the 

growing use of applications and texting 

(mostly used on mobile devices) may also 

lead to addictive behavior (Love et al., 

2015). Screen time is designed to never end. 

For example, playing in the backyard has 

a natural ending point (when it gets dark, 

you must go inside), but screen time doesn’t. 

The lack of a natural end point in regard to 

screen time is one of the largest problems— 

screen activity is designed to be irresistible 

and difficult to stop. One study showed that 

up to 23% of people who play video games 

report symptoms of addic-tion. 

Extensive studies are taking place in order 

to understand more clearly the ramifications 

of screen time. At 21 sites across the USA, 

scientists have begun interviewing and 

scanning the brains of nine and ten-yearolds. 

They will follow more than 11,000 


kids for a decade and spend $300 million 

doing it. Dr. Gaya Dowling of the National 

Institutes of Health states that what we 

do know about babies playing with iPads 

is that they don’t transfer what they learn 

from the iPad to the real world. It is not a 

transferable skill. Dr. Patricia Kuhl, is one 

of the world’s leading brain scientists and 

runs experiments with more than 4,000 

babies each year. What her group have 

unveiled is that babies under the age of 

one, do not learn from a machine. Even if 

you show these babies captivating videos, 

the difference in learning is extraordinary, 

Dr Kuhl shows that you get genius learning 

from interacting with a human being, and 

you get zero learning from a machine. 

Electronics are Here to Stay 

– The Positives 

Electronics are not all bad, when used 

correctly they have various positive 

outcomes. Studies have looked at the affect 

of electronic media use on psychosocial 

development and executive functioning 

among 3- and 5-year-olds. Total screen 

time, TV viewing, and application use 

were examined. The study concluded that 

cognitive and psychosocial development in 

children 12 months later was positive when 

exposure lasted less than 30 minutes a day. 

In a study conducted with 2,840 students 

in South Korea, children with depressed 

mood were more likely to use the internet 

to socialize, exchange ideas and talk about 

their concerns as a way to meet their 

friendship needs. 

Used for learning, electronics can be a 

tremendous device. Often children come 

across teachers that do not teach catered 

to their way of thinking. The digital world 

allows access to a plethora of online 

learning methods which can help further 

the understanding of their learnings in 

school. It opens up the opportunity to learn 

from different cultures as well as to higher 

level education that may not be easily 

available where they live. Additionally, it 

can allow for creativity, there are many 

creative platforms. Equally, it allows access 

to music and learning of music. It is 

understood that the digital age will continue 

as such it can also expose children to coding 

experience which can be used for future 

application creation and proficiency in the 

future digital age. 

In order to bypass the negative effects 

of inappropriate use of the internet, one 

cannot ignore, the positive side of these 

technologies. Technology is extensively 

available and it is almost impossible to 

remove it from children’s daily lives. But 

the negative effects mentioned in this article 

deserve the same attention, as studies place 

parental control and moderation as key 

factors. 

It is imperative that parents monitor 

what their children are consuming and 

help them learn from it. In the same vein 

it is crucial that time limitations are set as 

the majority of research links overuse with 

serious consequences. This was taken to a 

new level in October 2021 in China, where 

China tightened limits for young online 

gamers and banned school night play. 

Chinese children and teenagers are barred 

from online gaming on school days, and 

limited to one hour a day on weekends and 

holiday evenings, under government rules. 

“Recently many parents have reported that 

game addiction among some youths and 

children is seriously harming their normal 

study, life and mental and physical health,” 

the Chinese administration said in an online 

question-and-answer explanation about the 

new rules. 

Moving Forwards – Finding the Balance 

It is clear that there are extensive 

ramifications, and we have the potential for 

an inattentive future generation. However, it 

is on us to reel them in while they are young. 

Each generation that passes is going to be 

more digital. So although we know what an 

offline world is, it is up to us to safeguard 

our kids against never knowing what an 


ADVERTORIAL 

unplugged world is, losing the very notion 

of a screen-free world in future generations. 

Much of the onus is on us parents. We 

need to learn how social media works and 

how to help our kids become good citizens 

of the digital world. We can not afford to 

check out because we do not understand 

the digital world. The default is that our 

children will be raised by whomever and 

whatever is in the digital domain. We have 

a responsibility to parent in the digital 

domain because our children are spending 

most of their time there. In the same way 

we would guide our children to understand 

their role in social situations or guide them 

when they start a new sport or a new school, 

we need to guide our children carefully in 

the pitfalls of the digital era. 

When it comes to the misuse of screens, 

it often comes down to time management 

and the mere fact that most of us are living 

very busy lives. Screens are wonderful 

distractions for our toddlers, especially at 

those times when we as parents have only 

two hands and way too much to manage. 

Just remember, while TV as a babysitter 

may seem like a good idea for you and 

your little one at the time, there may be 

consequences later. 

Here are a few tips to help you and your 

child/teen kick-off healthy habits: 

• Have a “getting back into a routine 

talk” with your child/teen. The talk should 

be positive and should focus on areas 

in which you as parents feel a need to 

reintroduce expectations and structure. 

• Introduce to your child/teen the things 

that they can do in the moments they used 

to be on a device. 

• There should be no TV in your child 

or teen’s room. As many kids do have TVs 

in their rooms these days, closely monitor 

their use. Removing the TV at this point 

will seem like an undeserved punishment. 

If your child/teen does not have a TV or 

gaming system in their bedroom it is best to 

keep it that way. 

• There should be no TV during meals. 

An alarming number of families eat their 

meals in front of the television, restricting 

the opportunity for family conversation. 

Equally an alarming number of children 

sit in front of a screen during mealtimes 

on their own, this is often seen at breakfast 

as parents mill around getting ready. It is 

notable that many kids will get up extra 

early rather than sleep in order to get on a 

device. There should be no screen time in 

the morning. Meals should be reserved for 

conversation, checking in, and connection. 

Sidebar, of course, exceptions, can be made 

for special occasions. 

• If you eat out as a family, take favorite 

board games along for all to play whilst 

waiting. 

• Pre-plan the shows that will be watched 

and make sure that all work is done prior. 

Reinforce the message that we work before 


we play and good work brings about a wellearned 

reward (good life lessons to learn in 

childhood). Also, when your child or teen 

is watching a pre-planned show of their 

choosing and of your approval, they are 

not aimlessly flipping through channels, but 

are using their allotted TV time to watch 

quality programs. 

• Make screen time social. Screen time 

can complement our time together as a 

family with a movie night, or with playing a 

video game together. Emphasis on together! 

• Keep track of your child/teens screen 

time and stick to your agreed-upon limits. 

Additionally, we as parents should not forget 

that what we model to our children and 

teens has a powerful reinforcing impact on 

their learning and behavior. As parents, we 

may want to reassess our own screen time 

management and lead by example. 

• Talk to your child about what they are 

seeing. 

• Encourage your child to learn other 

activities such as sports, music, art, and 

hobbies that do not involve screens. 

• Actively decide when your child is ready 

for a personal device. Consider your child 

or teen’s maturity and habits. The right 

plan for one family may not be a good fit 

for another. 

• Avoid using screens as pacifiers, 

babysitters, or to stop tantrums. 

• Turn off screens and remove them 

from bedrooms 60 minutes before bedtime. 

Remember that light decreases melatonin 

production, which makes falling asleep 

harder. Plan on a deviceless pre-bedtime 

routine. 

There is a crucial need to identify the 

warning signs of excessive technology use 

in our children and define the appropriate 

limit of daily screen time. Children can 

make balanced use of technologies, taking 

advantage of them without exaggeration, 

favoring communication and the search 

for information that is relevant to learning. 

Most importantly, parents need to be 

informed of the long-term consequences 

of excessive screen time and learn how to 

adequately adjust their children’s exposure. 

Most importantly, and the reason for this 

article, parents need to be informed of 

the long-term consequences and be aware 

of how the short-term gains can create a 

lasting impact. Information is power and we 

are now empowered to help our children 

move forward in a healthy manner.

Is your school featured? 

www.internationalschoolparent.com 

Search feature for international schools help parents to find 

relevant schools based on their individual requirements 

Feature your school on our website with a description, video, 

photos, and inbound links 

Analytics reports available 

Send out school updates to our database of parents 

Update your school guide at any point in the year to feature the 

latest information 

Submit blog articles to our website throughout the year to keep 

your school in the limelight 

Contact International School Parent Magazine: 

nick@internationalschoolparent.com or call +41 787 10 80 91

ADVERTORIAL 

Do you want a 

future-proofed, 

high-paying 

career? 

It’s time to decide what you want to 

study for your bachelor’s degree! It’s a 

big step, and there is a lot to consider 

when thinking about your future career, 

including key factors such as salary and job 

security. These have been considerations 

for generations of students, but now there’s 

also something else that you need to keep 

in mind: the rapid advance of AI and the 

increasing automation of jobs. This shift 

has made it even important for the young 

professionals of tomorrow to ensure they 

acquire essential soft skills such as agile 

thinking and creative problem-solving, which 

are crucial in the rapidly changing evolving 

business world. 

You will gain these skills and more at 

EU Business School (EU), a high-ranking 

international business school with campuses 

in Geneva, Munich and Barcelona as well 

as a Digital Campus that offers maximum 

flexibility and convenience. All our programs 

are taught in English, the international 

language of business. You will become part 

of a vibrant and diverse community of more 

than 100 nationalities, which will give you 

the opportunity to develop a multicultural 

mindset, crucial in today’s globalised world. 

Our experiential approach to learning gives 

our students the real-world business skills to 

excel and our innovative programmes have 

been specifically designed to respond to the 

latest demands of industry – now and in the 

future. 

Read on more to discover which futureproofed 

and high-paying careers you can 

prepare for with EU Business School’s 

innovative programmes and cutting-edge 

learning approach. 

Business technologist 

Business technology management is a 

next-gen business discipline that is emerging 

as one of the most sought after by today’s 

most forward-thinking companies. It 

bridges the gap between management and 

information technology, and experts in this 

field are ideally placed to take advantage 

of the advances in technology that are 

revolutionising digital transformation. EU 


Business School’s BA (Hons) in Business 

Management with a pathway in Business 

Technology combines cutting-edge 

management and leadership skills plus 

specialist knowledge in this growing and 

lucrative subject area. 

Cloud computing specialist 

Cloud technologies are crucial to the 

rapid transformation of organisations, and 

professionals with cloud computing skills are 

in high demand. At EU Business School, 

you can study a BA (Hons) in Business 

with a pathway in Cloud Computing – 

and, in addition, we offer the opportunity 

to prepare for industry-recognised cloud 

computing certification in partnership with 

the Amazon Web Services Academy. 

Marketing, communication and 

design experts 

There will be increasing automation in 

the field of marketing in the future, but 

the jobs that require human creativity and 

social intelligence remain key to effective

ADVERTORIAL 

communication. EU’s Bachelor of Arts 

in Communication & Public Relations 

offers a well-rounded combination of key 

business and management techniques 

along with expertise in digital marketing, 

new technologies and new media. And the 

Bachelor of Arts in Digital Business, Design 

& Innovation program develops the skills, 

adaptability and curiosity not just to keep 

up with technological evolution, but also 

think ahead and drive change. 

Supply and logistics specialist 

There is a huge boom in demand for 

specialists in supply and logistics, an area 

which has undergone rapid and dramatic 

transformation in the last few years. The 

US Bureau of labor statistics projects a job 

outlook of 30% growth by 2030, which 

makes it one of the most secure career paths 

for the future – as well as one of the best 

remunerated. With a BA (Hons) in Business 

Management (Supply Chain and Logistics) 

from EU Business School, you will gain the 

skills and knowledge to take leadership roles 

in this fast-growing industry. 

Financial operations 

Finance has long been a traditional 

pathway to a secure and lucrative career: 

the US Bureau of Labor Statistics forecasts 

a 15% growth in the demand for financial 

managers over the next decade. The 

field is changing as digital transformation 

continues apace, so graduates who can 

demonstrate knowledge of the newest 

trends and methodologies will be all set for 

career success in this highly remunerated 

sector. You’ll gain this knowledge at EU, 

which offers a Bachelor of Science in 

Business Finance and a BA (Hons) in 

Business Management (Finance). 

“Our experiential approach to learning gives our 

students the real-world business skills to excel.” 

Entrepreneur 

Are you dreaming of your own startup? 

Or want to work in the exciting 

and constantly changing tech industry? 

You’ll need a strong base in business 

management to achieve success in 

this highly competitive field, as well as 

demonstrable soft skills such as agile 

thinking and creative problem-solving. 

EU’s (Hons) in Business Management 

with a pathway in Enterprise is specifically 

designed to prepare students to be 

future entrepreneurs, with the skills and 

knowledge to start their own businesses 

or to run departments within larger 

companies. Alternatively, you could 

choose EU’s Bachelor of Business 

Administration which is a comprehensive 

degree that develops the business acumen 

and entrepreneurial mindset required to 

conduct business on a global scale. 

Start your success story at EU Business 

School. You’ll find all our innovative 

programmes at www.euruni.edu. 


TOM Café - A café with 

breathtaking views 

Don’t miss the TOM café, located on the 

top floor of the Olympic Museum, for its 

colorful and sporty-themed décor, and 

spectacular terrace with views of Lake 

Geneva and the Alps. 

TOM Shop – Nothing usual here! 

The TOM Shop is the perfect start or 

end to your Olympic Museum visit. It 

features unique and constantly changing 

products, allowing visitors to take home 

a piece of the Olympic dream. 

Share the 

dream with 

The Olympic 

Museum 

Experience great Olympic moments and the world of the Games at 

The Olympic Museum. With 3000 m2 of exhibition space, 1500 exhibits, 

and 150 screens, the Museum offers an enthralling exhibition and the 

ultimate experience. The Museum features sculptures by contemporary 

artists and sports installations in the extended and improved Olympic 

Park. The permanent exhibition on three levels addresses essential 

dimensions of modern Olympism. 

Olympic World 

The first theme of the permanent 

exhibition showcases the expanding 

phenomenon of the Olympic world. It 

illustrates the simple yet powerful concept 

of the Olympic Games in society. Visitors 

learn about the Games of antiquity, the 

modern Olympic Games, and the birth 

of the Games in Olympia. They also 

discover Pierre de Coubertin’s vision, the 

history of the Olympic Movement, and 

the interactive timeline. This part of the 

exhibition showcases the torches, host cities’ 

incredible commitment, their creative 

and architectural challenges, the opening 

ceremonies, and artistic productions created 

for the occasion. In the last Games, four 

billion people shared the visionary passion 

for sport as participants or spectators. 

The Olympic Games 

The second floor of The Olympic Museum 

is dedicated to the Olympic Games, where 

visitors can explore the careers of great 


PRACTICAL 

INFORMATION 

Tuesday to Sunday, from 9 a.m. to 

6 p.m., closed on Mondays (except 

bank holidays and special events). 

Closed on 24, 25, 31 December, 

and 1 January. 

The Olympic Museum 

Quai d’Ouchy 1 

1006 Lausanne, Switzerland 

+41 (0)21 621 65 11 

info.museum@olympic.org 

www.olympics.com/museum 

champions and outstanding Olympians, 

the evolution of sporting disciplines, and 

the Olympic programme for Summer and 

Winter Games. This floor also provides an 

introduction to the Paralympics and the 

Youth Olympic Games. 

The Olympic Spirit 

The Olympic Spirit is the third part of 

the exhibition that explores the aspects 

of the Olympic world, including how to 

become an Olympic champion, life under 

competition conditions, and the feelings 

of winning and losing. Visitors can watch 

videos of testimonials from champions to 

learn about training, pushing oneself to 

the limit, joy, drama, comradeship, and the 

sporting spirit. 

The exhibition presents the Olympic 

Village atmosphere through memorabilia 

and interactive installations, while fun 

exercises let visitors test their agility 

and participate in mind games. These 

activities are inspired by the daily life of 

the champions. The exhibition concludes 

with a finale featuring a 180° audio-visual 

show that showcases Olympic values and 

presents medals as the ultimate symbols of 

excellence. 

The Olympic Museum, it’s also a 

wide range of temporary exhibitions 

and special events. Do not miss: 

• Free to run 11 May 2023 to March 2024 

The Olympic Museum offers the “Free to 

Run” multimedia exhibition that showcases 

the evolution of marathons and longdistance 

running from Athens 1896 to 

Paris 2024. The exhibition is presented 

through original films and is curated by 

Swiss athlete and documentary filmmaker, 

Pierre Morath. Visitors can also participate 

in events, talks, guided tours, and an online 

exhibition on Google Arts & Culture. The 

exhibition is available in French, English, 

and German. 

• 30th anniversary The Olympic Museum 

24 June 2023 


GUIDED TOUR - 

PERMANENT EXHIBITION 

(FR/EN/GER) 

The Olympic Museum has activities 

and visits for families, including a 

monthly guided tour of the permanent 

exhibition. The tour focuses on 

the values of friendship, solidarity, 

and respect, which are essential 

for creating the greatest Olympic 

Games. You will hear fun facts and 

inspiring athlete stories that illustrate 

these values. The tour’s theme is 

encapsulated in the Olympic motto, 

“Citius, Altius, Fortius – Communiter”. 

Date: The first Sunday of every month: 

Time & Language: 

French: From 11 a.m. to 12 p.m. 

German: From 11.30 to 12.30 pm 

English: From 12 p.m. to 1 p.m. 

Age: 9 and above 

Price: CHF 5 per participant (in 

addition to a museum entry ticket) 

Reservation mandatory: Visit website 

To celebrate its 30th anniversary, The 

Olympic Museum is organising a special 

event dedicated to the public on June 24th 

2023. Stay tuned for the programme, which 

will be announced soon!

ADVERTORIAL 

@Switzerland Tourism / Dominik Baur 

Family friendly activities to do 

in Switzerland this Spring 

Although considered the perfect 

winter spot with its world-class ski 

resorts and mountains blanketed in 

snow, Switzerland transforms into a Spring 

wonderland once the winter chill eases. 

From March, flower meadows bloom, 

hiking trails reopen, and cities prepare for 

Spring visitors, events and festivals. From 

horse riding to glaciers, we’ve rounded up 

some of the best family friendly activities to 

enjoy this Spring in Switzerland. 

Horseback riding in the Jura 

For horse riders of any level of experience, 

the Jura will feel like paradise. Horseback 

riding in gentle, hilly landscapes and 

expansive natural areas is perfect for all 

riders. 

On the Jura mountain range, the 

Franches-Montagnes region is home to 

the horse of the same name, the only 

indigenous Swiss breed that lives partly 

wild. Experience the horses wandering 

blissfully across the mountainscape as you 

canter along. 

@IvoScholz Photography 

Adventure on the Stoosbahn 

A world record-holding technical innovation 

awaits at the heart of Switzerland; the 

steepest funicular railway in the world! 

Leading from Schwyz up to the car-free 

mountain village of Stoos, the journey is 

truly an adventure with passengers heading 

up to a natural paradise 1,300 metres high. 

The Stoosbahn reaches an astonishing 

gradient of 110% (47 degrees), a technical 

marvel that will delight even the youngest 

of guests. However, the most fascinating 

part has to be the spherical cabins that 

adapt to the gradient perfectly. This 


ADVERTORIAL 

functionality enables passengers to stay 

upright at all times. 

Follow in the footsteps of the Romans 

in Avenches 

The Romans left behind a trail of history 

in Avenches, Switzerland, and now you can 

follow in their footsteps. Near Lake Murten, 

ancient monuments can be found in the 

idyllic landscape. Around 20,000 people 

once lived in Aventicum, today known 

as Avenches, when it was the capital of 

Roman Helvetia 2,000 years ago. 

Discover this time in history by taking 

the tour beginning at the amphitheatre. 

From there, guests can access the most 

exciting sights and excavations, including 

the remains of Roman theatres and thermal 

baths. The tour gives a better representation 

of the former size of the ancient city and 

helps guests imagine the lively trade that 

used to take place among the stately villas 

and temple complexes. 

To protect themselves from possible 

attackers, the Romans also built a wall that 

was 5 kilometres long and up to 

seven metres high, with over 73 towers. 

Remains of this can still be seen today by 

visitors. 

Walk the Tree top trail in Neckertal 

In May 2018, the first treetop path in 

Switzerland opened in Mogelsberg in the 

Toggenburg holiday region near St. Gallen. 

“Horseback riding in gentle, hilly landscapes and 

expansive natural areas is perfect for all riders.” 

The 500-metre path softly winds from the 

forest floor into the treetops, offering a 

unique nature experience where visitors are 

at eye level with flora and fauna. The track 

is also disabled-accessible. 

Discover the trees, listen to the sounds 

of the forest and observe the woodland 


animals at 40 stops along the path. A 

highlight is the viewing platform extending 

over 50 metres above the ground. From 

here, enjoy an extensive view of 

the entire Neckertal valley as far 

as Toggenburger, Churfirsten 

and Appenzellerland. 

@ Switzerland Tourism / Daniel Loosli @Switzerland Tourism / Lorenz Richard

ADVERTORIAL 

Visit Mendrisiotto and Basso 

Ceresio and discover a destination 

packed with personality 

Explore the “Region to be 

discovered”, as the locals or 

“Momò” like to call it and find 

yourself in an unexpected corner of 

southern Switzerland, which holds a closely 

guarded treasure trove of secrets waiting to 

be uncovered. 

With seven significant attractions and 

numerous other activities available, 

Mendrisiotto and Basso Ceresi will give you 

thrills that transform your holiday into an 

exciting adventure, creating memories you 

will forever cherish. 

Monte San Giorgio 

Monte San Giorgio is a 

mountain offering stunning 

views you can explore through 

several well-laid hiking trails, 

many served by small, local 

villages that provide excellent 

starting points for delightful 

outings. 

Monte San Giorgio emerges 

from the waters of the Tethys 

Ocean lagoon, explaining its 

imposing shape reminiscent of the 

pyramids. Under its vibrant green 

mantle, precious treasures are hidden 

including fossils of marine reptiles, fish, and 

rare terrestrial species, some dating back as 

far as 200 million years ago. 

This mountain gained even more 

importance after being recognized as a 

UNESCO world heritage site in 2003. 

Tremona-Castello Archaeological Park 

The village of Tremona is located on the 

southern slope of Monte San Giorgio. 

On the hill behind it, covered by woods, 


archaeologists have unearthed an entire 

medieval village. 

Visiting Tremona-Castello Archaeological 

Park offers a real glimpse into how people 

lived when the medieval village was 

inhabited. Archaeological excavations 

taking place annually since 2000 have 

unearthed thousands of artefacts of daily 

life that you can now explore. 

Lake Ceresio 

Come and discover the Lake of Wonders. 

Culture, tradition, and fun look over vivid 

blue waters surrounded by the embrace 

of green mountains. Take a boat ride 

to see a different view of the city and 

discover some delightful hidden and 

unexpected corners. 

Close by, you can also explore 

Bissone, home of famous 

architect Francesco Borromini. 

Visit the charming Riva San 

Vitale baptistery, have fun at the 

beaches, and even windsurf along 

the water. Or, if you love fishing, 

drop your hook, and find out what 

Ceresio has to offer. 

Monte Generoso 

Want to take a ride on the oldest train 

still operating in Switzerland? Here’s your

ADVERTORIAL 

chance: the panoramic coaches are heading 

to Monte Generoso! 

Take the opportunity to step back in time 

to the Belle Époque, on-board an 1890 

steam train and other vintage trains. In 

addition, there is the mythical rack railway, 

which for 130 years has taken visitors to 

the summit at 1704 meters, travelling in 

the mountain setting of Monte Generoso’s 

natural park. Expect the most spectacular 

views! 

Bear’s cave 

Imagine a Monte Generoso inhabited by 

cave bears. This was the reality roughly 

between fifty and thirty thousand years 

ago. These bears are now extinct, but their 

remains were found in the Bear Cave on 

the Italian side of the mountain, just a few 

hundred meters above the summit. Ready 

to start exploring? 

Nevere 

How did ancient people preserve fresh milk 

when there were no refrigerators? In unique 

stone cooling structures called Nevere. Lace 

up your hiking boots and enjoy a pleasant 

trip that will reveal the precursor to the 

modern fridge. 

In Switzerland, such a high concentration 

of rock chambers has been discovered only 

on Monte Generoso. Perhaps it’s because 

water is a commodity in short supply on this 

mountain, and in the past, it was not that 

easy to preserve milk. To solve this problem, 

shepherds invented the Nevere, which, 

during the summer, made it possible to store 

milk at a low enough temperature before 

being made into butter. Come and see for 

yourself! 

The Cement Trail 

If you’re passionate about industrial 

archaeology, then this is just what you are 

looking for. In the heart of Parco delle Gole 

della Breggia, you’ll find a disused cement 

factory with renovated buildings that allow 

enthusiasts to visit them. 

Amid scenery full of spectacular 

contrasts, get deep down into the nitty 


gritty of things on the Cement trail: a 

fascinating itinerary that starts from the 

underground quarries and crosses the 

enormous industrial facilities where you can 

discover the process of manufacture and 

transformation of the rock. 

Wine and Gastronomy 

If you’re visiting the region, don’t miss 

out on tasting the local food specialities. 

You can try soft cheese and the Slow Food 

Presidium Muggio Valley Zincarlin or spoil 

yourself with traditional cold cuts and 

scrumptious pastries. Or, if you’d like to go 

on a guided farm tour, your children will 

love spending some time up close with the 

animals! 

Book your Holiday – Where to sleep! 

Ready to take a holiday in Mendrisiotto? 

The next step is choosing where to stay! 

Find the perfect match for your trip 

with the hotel finder here: https://www. 

mendrisiottoturismo.ch/en/pianifica/dovedormire.html

ADVERTORIAL 

The moral purpose, 

not the material product 

Focusing on the values, not the value 

WRITTEN BY LUCY GOWDIE - HEAD OF SCHOOL - INTER-COMMUNITY SCHOOL ZURICH 


ADVERTORIAL 

“There can be no price put on the moral purpose of a school who provides 

for families a real and true community for the duration of their stay in their 

adopted country – this is something money simply cannot buy.” 

In my quarter of a century in education, 

I have come to understand much of 

what occurs in the space that is 

learning is temporary; it ebbs, and it flows. 

Be it the latest technological 

advancement, the recently improved 

curriculum initiative, the newest dazzling 

teacher training tool, education is a 

flooded, chaotic market, full of (mostly) 

well-meaning entrepreneurs and aficionados 

(many of whom left the classroom eons 

ago) in pursuit of their particular dream. 

This newfound marketplace combined with 

the explosion of international education 

choices for families has, without doubt, seen 

a weakening of substance, of strength, and 

of scrutiny across the scope and sequences 

that drive effective curriculum delivery 

and, ultimately, outcomes in international 

schools. 

Of late I have come to sense a danger in 

this dilution of learning, the very purpose 

of education, and the perilous precipice 

upon which it now sits. New international 

schools are rising almost daily, not always 

based on demand, but based on the 

insatiable appetite our globalised world has 

for a “private” education. 

I caution parents to consider, the veritable 

differences in private education across the 

international education marketplace and 

to do this, I ask them to consider, as they 

look for a place for the continuation of their 

child’s learning, to scrutinise the values that 

underpin their preferred School. 

For time immemorial, school’s have 

been the bastion of secular society; the 

gathering place where families come 

in times of triumph and of tribulation. 

This is particularly true in international 

education. There can be no price put on 

the moral purpose of a school who provides 

for families a real and true community for 

the duration of their stay in their adopted 

country – this is something money simply 

cannot buy. 

It is important that parents understand 

that the danger in commodifying education, 

means we are deducing that we can 

somehow put a price on the development of 

a person. 

This is why I encourage all of our 

prospective families to read our values 

statement, our family handbook, and to 

discern for themselves if ours is a school 

that they want to partner with. 

And it is a partnership. 

When parents tour a prospective school, 

they should ask to meet with the Head, and 

listen to them speak to the culture, to the 

community, and to the curriculum of the 

school. A good Head will be able to link 

these to an innate understanding of their 

school’s uniqueness and their ability to 

fundamentally shape their child. 

When parents consider if the school is 

the best one for their children, they 

should ask themselves if they agree with 

the mission of the school, if they share 

the values that underpin it, and if they 

believe that their child will thrive in this 

environment. 

When parents compare two schools 

against each other, they should not be 

too quick to look at the landscape over 

the learning, the location over the lesson 

structures, or the technology over the 

quality of the teaching. 

Parents should not be beguiled by the 

bells and the whistles – instead they should 

search for the substance and the soul of the 

school. The best way to do this is to observe 

the students, watch their behaviours, their 

manner, their engagement with each other. 

Talk to the teacher’s about why they love 

their work, and the staff about what makes 

the school special. 

It is unequivocal, next to home 

ownership, private education will be the 

single most expensive investment a family 

makes in their lifetime. However, parents 

can often mistake this investment as the 

purchasing of a product, an outcome 

so defined by the polished advertising 

pamphlet that promises something that can 

seemingly be purchased, be it an outcome, 

a place at a prestigious university, or even a 

powerful social network. 

Ask any good educator at a private school 

of substance and they will tell you, what you 

are in fact purchasing is the development 

of a good and respectful person, who will 

achieve their full potential only if they have 

instilled in them the values needed to live a 

deep and meaningful life. 

And what price can we ever put on that? 

Each school is unique in and of itself, the 

question parents must begin to ask is; does 

this school, and the values that it lives by, 

align with our values and the life we dream 

of for our children. 

Once you have answered this question 

you will realise, a great international 

education, at a great international school, is 

in fact, priceless. 

The Inter-Community School Zürich is 

a private, independent, international, 

co-educational day school and offers a 

comprehensive educational programme in 

English for children from ages of 3 to 18. 

To find out more visit www.icsz.ch 



“Time is much 

more than 

organising it, 

you have to 

live it.”

TIME 

- will you dispel my dreams? 

WRITTEN BY SANDRA M. PASSALACQUA 

Nowadays, we run after time; it is 

fashionable to say, “Oh my God, 

I have so much to do and so little 

time!” How true is it that you have so much 

to do? And so little time? What are your 

priorities? And why? 

Stop, breathe, and think about what is 

essential for you. There are many different 

ways we can look at it. 

What is important to you today might 

be less important tomorrow. That’s why 

continuously updating your priorities for 

The Present, The Today, and The Now is 

essential. 

Let’s look at time from a different 

perspective, time as a commodity - an 

abstract commodity. Time is given to you 

for free, but you can’t cash it in, sell it, or 

trade it. Everything in life takes time; sleep, 

eat, play, work, and even when you rest 

or think, you are using your time. Time is 

precious and quite tricky. So, let me ask you, 

what is time for you? How do you use your 

time? So many questions and so little time! 

Many books have been written about 

Time, from “80/20 principle” to “Eat the 

Frog,” and “7 habits of highly effective 

people”. I have read a couple of these 

books, but I am still working towards 

my Ph.D. on “How to waste time best”. 

Perhaps I have seen some of you in class?! 

Time is much more than organising it, you 

have to live it. 

Let’s analyse the arrival of the trailing 

spouse in a new country. Think back to 

when you decided to move to this beautiful 

land: How long did this decision take 

you? You probably spent hours, days, 

and months deciding when to go, where 

to live, and which school the kids should 

attend. But after arriving, did you take the 

time to adapt? Or did you jump into new 

endeavours without considering time? 

Taking the time to adjust is one of the 

most important tasks in moving countries 

and one that most of us overlook. 

However, spending as much time as 

you need to find the answers to your many 

questions is worth it. What about your kids? 

Did they have time to adjust to their new 

home, new friends, and new surroundings? 

Or did you send them to school and hope 

they would adapt swiftly? 

When your kids tell you they miss their 

friends “back home”, do you say, “Oh 

darling, it’s OK to miss your friends; you 

will make more friends here”. Did you 

consider asking them how they feel and 

allowing them the time to process these 

feelings? And to let them tell you, in their 

language, and their time, how they are 

managing these changes. 

When you moved, did you take the time 

to stop and think about your new life or 

did you keep playing the same game you 

played back home? Moving is a great time 

to think about what you want to do, rather 

than what others think you want to, or even 

should, do. Start with yourself and apply 

the same rule to your little ones. 

Also, consider taking the time to be in 

contact with your family and friends whom 

you left behind. Remember that they are 

your allies. Some of them know you from 

the inside out, so your time is as valuable as 

they are. 

Adjusting to your new city takes time, and 

finding real friends takes much longer. 

My experience finding friends was a bit 

harsh. When I arrived in Zurich, I was 

desperate to find friends, connect with 

people, and have the social life I had “back 

home”. Still, I didn’t take the time to get to 

know these so-called friends; I rushed into 

friendship mode only to be disappointed 

after a couple of months. Looking back 

today, I know what I did wrong…I did not 

take the time to let things develop naturally. 

I wish that in those days I had had some 

guidance. Somebody to talk to openheartedly 

– be able to let myself be and feel 

vulnerable without fear of sounding weak. 

Somebody who had the time to listen to me 

and tell me that it is OK to feel this way, 

that everything will fall into place with time 

and reflection. 

Fast forward to the present and I can 

laugh because those feelings are long gone 

and I feel great in this beautiful city - and 

as you might guess, I found wonderful new 

friends. 

Going back to my first question: what is 

time? Time is the core of everything you do 

and the way you use it, it’s totally up to you. 

Reaching out to somebody who will guide 

you and walk next to you will save you time, 

whilst decluttering your mind. 

Take the time to look for that person - a 

coach - who will help you set your goals, 

move forward to where you want to be, and 

where you will find your true happiness, 

fulfilment, and sense of achievement. Your 

coach will help you make time your best 

friend, not your fake friend. 

So, if you are new in the city, take 

the time to acclimatise. Be open to new 

experiences and feelings. Be prepared and 

patient - this process takes time. 

How many times will you get lost in the 

same intersection? Instead of turning right, 

you turn left, but with time you will get it 

right! Trust me, I know! 

“ Of time, I ask more time, 

And Time, time giveth me; 

Yet time himself doth say, 

My dreams dispelled shall be” 

Jorge Isaacs, Book Maria 

written between 1864 and 1867 


How can I tell if my 

teen is struggling with 

their mental health? 

WRITTEN BY DR MICHELLE WRIGHT AND DR MECKY McNEIL FROM HEALTHFIRST 

There are so many things that our 

young people have on their mind 

these days; reasons why they might 

struggle with their mental health. But 

perhaps one of biggest stressors adolescents 

face is adolescence itself! Can you 

remember the rollercoaster of yours? 

So much is going on for our young people 

from a developmental point of view during 

these formative years. 

Of course, there are obvious changes 

in terms of physical development, the 

main one being the process of puberty 

- the development of secondary sex 

characteristics, starting periods for girls, 

growth spurts, changes in height, weight, 

and appearance. All of these impacting 

their body image and self-esteem. 

And then psychological and cognitive 

development - the development of abstract 

thinking and advanced reasoning; exploring 

and figuring things out for themselves. 

The development of knowledge, skills, and 

problem solving, which helps the young 

person understand the world around them 

and make sense of where they fit in. 

And of course, social development - the 

development of their personal identity 

and autonomy. Exploring and becoming 

comfortable with their sexuality. Forming 

important friendships and relationships 

and becoming independent from the family 

unit. And as part of this, experiencing 

intimacy and exploring sexual relationships 

for the first time. Recognition in their 

peer group becomes important – what 

others think about them. And part of their 

social development is also based around 

achievement, particularly educational 

achievement. 

The good news is that most young people 

get through these changes and master any 

challenges without too many hitches. But 

if a young person is struggling with their 

mental health during this important time, 

then their development can be affected. 

This means that it is important to pick up 

the signs that they may be struggling and 

intervene early. 

But reading teenagers is not always easy. 

It can be so hard trying to determine what 

is normal behaviour for an adolescent and 

when we should be worried. 

To some extent, the unpredictable 

and sometimes erratic behaviour we 

see in young people may be explained 

by important changes going on in the 

adolescent brain. 

The frontal lobe is the part of the brain 

that controls conscious decision making and 

impulse control. It allows us to empathise, 

make rational decisions and defer needs. 

But this region does not fully mature until 

we are in our mid-20s. This can explain 

why we sometimes see irrational decision 

making and impulsivity in adolescents. 

In addition, the limbic system (the 

brain’s reward system) is highly active in 

adolescents. This means that they seek 

immediate gratification and pleasure 

satisfaction. Then, there is a lot of 

testosterone flying around - in both males 

and females. This blocks the amygdala 

– the region of the brain that helps us to 

avoid danger. This means again, we can 

see there is a neurobiological basis for 

risk-taking behaviour: young people have 

difficulty assessing the consequences of their 


“Reading teenagers is not always easy. It can be so hard trying to determine what is 

normal behaviour for an adolescent and when we should be worried.” 

behaviour and believe they are invincible. 

So, with all these developmental brain 

changes, perhaps it could be argued 

the ‘unreasonable’ behaviour we may 

sometimes see in our young people cannot 

be helped! 

But when does this ‘normal’ adolescent 

behaviour become abnormal? When 

should we worry? 

It can be hard for adults to recognise 

when a young person needs support with 

their mental health. It can also be difficult 

for young people to speak up about the 

challenges they are facing. This is why it is 

important for anyone who spends time with 

adolescents to be on the lookout for some 

key symptoms and signs that may indicate 

they are struggling. 

Just a note here: ‘signs’ in medical 

language are the things that we notice in 

other people, whereas symptoms are related 

to feelings a person has inside that we will 

not necessarily know about unless they 

choose to share these with us, or we ask 

them. 

If we start with physical symptoms and 

signs to be alert to. If a young person is 

struggling with their mental health, their 

sleep can become affected. They may have 


trouble getting off to sleep, or perhaps wake 

up in the night and not be able to get back 

to sleep again. This can have the knock-on 

effect of making them feel tired the next 

day. They may complain about a loss of 

appetite, not seem interested in food, or 

may be showing unusual eating behaviours 

- starving themselves, over-eating, or 

perhaps making themselves sick. They may 

experience weight loss, or weight gain, as a 

result. 

They may also experience changes in 

their feelings which they share with us. 

Feeling sad all the time; feeling hopeless 

– struggling to see the positives in life, or

“There are also some important ‘red flags’ to be aware 

of: symptoms and signs that could indicate something 

serious is happening and that a young person needs 

specialist help from a healthcare professional.” 

feeling worthless, even wishing they did 

not exist. Anxiety, irritability, or anger may 

be exhibited. Or a young person may feel 

numb – devoid of feelings altogether. In 

addition, we may notice mood swings with 

extreme highs, or extreme lows, of mood. 

We should all encourage the young people 

in our life to talk about their feelings with 

us. 

Signs that their thinking (their cognition) 

is impacted include poor concentration and 

attention span. Perhaps these changes are 

things that are more likely to be noticed in 

school. 

And the way a young person is thinking, 

and feeling may impact their behaviour. 

If a teen starts getting into arguments or 

fights, perhaps getting into trouble with 

the authorities, then this can be another 

indication that there is something else going 

on. If a studious pupil starts to drop off in 

terms of their performance at school, or 

even starts truanting, then again, these are 

behaviours that should prompt us to reach 

out. 

There are also some important ‘red 

flags’ to be aware of: symptoms and signs 

that could indicate something serious 

is happening and that a young person 

needs specialist help from a healthcare 

professional. These include isolation and 

social withdrawal, severe anxiety that starts 

to impact the young person’s ability to 

function normally, persistent low mood or 

unhappiness, weight loss, restrictive eating, 

extreme aggression, substance misuse, selfharm 

or suicidal thoughts, distress about 

hearing or seeing things others do not hear 

or see, or expressing unusual or abnormal 

beliefs others do not share. 

You know your child best. If you are 

worried or concerned, our message is to 

trust your instincts. Be on the lookout for 

changes and reach out and talk to them to 

explore things further. Remember, when a 

young person is struggling with their mental 

health, they often find it hard to ask for 

help. We can take the first step here, and 

work together with them to get them the 

help they might need. 

HealthFirst offers physical and mental 

health training and education to schools, 

companies, and individuals across 

Switzerland. Visit www.healthfirst.ch to 

find out more. 


How to Ensure Your Child’s 

Success in the Classroom: 

Understanding Rosenshine’s 

Principles of Instruction 

Matthew Williams, Head of the Geneva English School (GES) - an all-through school for 3-18 year olds 

that teaches the English curriculum, including GCSEs and A Levels. 

Before becoming 

the Headteacher 

of GES and 

moving to this glorious 

part of Switzerland, I spent 

20 years working in challenging, inner- 

London state schools. With the constant 

scrutiny of Ofsted (the UK government 

schools inspectorate) and exam league 

tables, it was a high pressure but rigorous 

system. I learned very early in my career 

that if you teach well planned engaging 

lessons which are designed for the students 

sitting in front of you, they will thrive. 

This simple but perhaps obvious realisation 

has served me well as a teacher, a senior 

leader and now as a Headteacher. An 

unapologetic focus on classroom practice 

and a commitment to improve teaching 

and learning means that all students will 

make progress and ultimately achieve 

their full potential in school. At both GES 

and my previous schools, the academic 

outcomes for my pupils have been excellent: 

via this article, I want to share with you 

a piece of research that has acted as a 

powerful lever for developing classroom 

practice. 

The UK education system is heavily 

based on teacher instruction: the 

teacher is the subject expert and shares 

their knowledge with the students in 

the classroom. Students then take this 

knowledge and use it in different ways, 

ultimately being tested on what they know 

in different levels of assessment - either 

small tests in the classroom or more 

formal exams at age16 and 18. Teachers, 

therefore, need to know the best ways to 

impart their knowledge and ensure that the 

students understand and can apply what 

they have learned. One of the best pieces 

of research that I have used as a backbone 

to developing and improving classroom 

practice are Rosenshine’s Principles of 

Instruction: a ten point evidence-based 

teaching strategy that has been found to be 

effective in improving student learning. 

Barak Rosenshine, an American 

educational researcher, first outlined 

these principles in the 1990s and they are 

based on the results of numerous studies 

on effective teaching practices. These 

10 principles are intended to provide 

a roadmap for teachers to follow in 

order to create a more effective learning 

environment for their students. 

As a teacher and leader, I have found 

these principles invaluable at improving 

the quality of my teaching and that of 

others. When these principles are shared 

with parents, it allows a powerful dialogue 

to take place between home and school 

and gives parents an insight into how our 

teachers teach and how our children learn. 

The 10 principles of instruction are: 

1Begin a lesson with a review of 

previous learning: Before starting 

a new lesson, teachers should take a few 

minutes to review the material from the 

previous lesson. This will help students 

to recall important information and to 

build connections between new and old 

knowledge. 

2Clearly state the learning 

objectives: Teachers should clearly 

state the learning objectives for each 

lesson, so that students know what they are 

expected to learn. This will help students to 

stay focused and motivated throughout the 

lesson. 

3Model the thinking process: 

Teachers should model the thinking 

process involved in solving problems 

or answering questions. For example, by 

‘live writing’ as the class goes through 

the cognitive steps to answer a 

problem in History or modelling their 


thought process and working steps to 

answer a question in Maths. This will 

help students to understand the process 

involved in writing an essay or solving a 

problem and to develop their own thinking 

process. 

4Guided practice: After modelling 

the thinking process, teachers should 

provide students with modelled practice 

(questions getting harder or examples 

of work that students can critique). This 

will allow students to apply what they 

have learned to new situations, under the 

guidance of the teacher. 

5Independent practice: After guided 

practice, students should be given the 

opportunity to work independently. This 

will help to reinforce the learning that 

has taken place and to develop student 

confidence and autonomy. 

6Feedback: Teachers should provide 

students with frequent and meaningful 

feedback on their work. This will help 

students to understand what they are doing 

well and what they need to improve as well 

as providing them with the information they 

need to make progress. 

7Cooperative learning: Teachers 

should encourage students to work 

together in small groups. This will help 

students to develop their interpersonal skills 

and to learn from each other. 

8Gradual release of responsibility: 

Teachers should gradually release 

responsibility to students, so that they 

become increasingly autonomous and selfdirected 

in their learning. 

9Summarise and review: At the 

end of each lesson, teachers should 

summarise what has been learned and 

review the learning objectives. This will 

help students to retain what they have 

learned and to understand the main points 

of the lesson. 

Homework: Teachers should 

10 assign homework that is relevant 

and meaningful. This will help students to 

reinforce their learning and to develop their 

skills and knowledge. 

By following these principles, teachers 

can create a more effective learning 

environment, therefore improving student 

achievement. The principles are flexible and 

can be adapted to suit the needs of different 

students, subjects, and learning situations. 

As a school leader, it is important to 

give staff time to practise different aspects 

of these principles. Well planned training 

sessions, time in the week to plan lessons 

and in-classroom coaching allow teachers to 

learn and then apply their learning in the 

classroom. This ultimately leads to better 

lessons, deeper student understanding and 

excellent academic outcomes. Whilst our 

(British) international schools don’t have 

league tables and Ofsted to worry about, 

giving students both excellent lessons and a 

firm academic foundation is something that 

all educationalists should be committed to. 


Write for us 

Yes, you. We’re always looking for new authors. If you’ve got an idea that will challenge our 

readers or provide some interesting insights, we want to hear about it. 

International School Parent Magazine was created to inform, inspire, and engage the 

International School Parent Community through informative content. We always welcome 

having new writers join our contributor pool. You must have a strong desire to produce 

quality content with actionable advice that readers can apply in their own lives. 

What kind of content do we publish? 

High-quality: Convincing analysis, Well-Presented and Actionable. Always have in mind what 

the reader can take away from your article. 

Originality: If you are writing about well-covered issues, bring a new perspective that others 

may have missed. 

Compelling title: Your title should reflect the content of the article and tell readers why they 

must read the article. 

Tell us a little about yourself and what you do, which topic areas you have expertise in, and 

point us towards some of your existing written work. 

If you think this is for you, then contact us today: content@internationalschoolparent.com

Potential. Passion. 

Responsibility. 

► Internationally accredited IB school for ages 18 months to 18 years. 

► Exceptional academic results and top university admissions. 

► Inspirational teachers committed to students’ success. 

Strubenacher 3, 8126 Zumikon, Switzerland www.icsz.ch

International School Parent Magazine - Spring 2023

Transform your PDFs into Flipbooks and boost your revenue!

Delete template?

Save as template ?