International School Parent Magazine - Autumn 2024

Developing 

International 

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The Power of Sleep 

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66 

Contents 

12 Meet the Director Zurich International School: 

Elsa Hernández-Donohue 

18 École Hôtelière Genève: 110 Years Of Shaping 

Hospitality Leaders 

22 Meet The Founder – Interview with Sonya 

Maechler-Dent From Tandem International 

Multilingual School 

28 Hospitality: Careers Without Boundaries 

36 Explore Switzerland With Children In A 

Relaxed And Affordable Way 

40 Making The Circle Bigger 

42 Top Of Europe: Discover Europe’s Highest 

Railway Station In The Heart Of The Unesco 

World Heritage Site 

44 Developing International Mindedness And 

Global Competence At Home And In The 

Wider World 

48 Enjoy Switzerland From The Comfort Of A 

Premium Train 

51 Navigating The Digital Age: Balancing Screen 

Time For Our Children’s Well-Being 

54 The Power Of Sleep – Why Your Child Needs 

A Good Night’s Rest 

58 Embracing Theempty Nest: Preparing The 

Next Chapter Of Life 

62 Debunking Common LGBTQ+ Myths: 

66 Moving From Guilt To Growth: Shifting 

Perspectives And Transforming Opportunities 

As International Parents 

70 How To Write The Perfect Personal Statement 

72 Managing Parenting Anger 

76 How Can Your Child Be Prepared For 

Oxbridge Applications? 

Cover image: Jonathan Meyer, Academia Bilingual School Basel 

Welcome to the Autumn/ 

Winter 2024 edition of 

the International School 

Parent Magazine 

Autumn is such a busy time – classes are in full swing, Christmas is 

getting closer, and 2025 seems to be right around the corner! As the 

days get colder, we look forward to the cosy winter months, while our 

schools in the southern hemisphere look towards summer and days 

spent on the beach. 

In this edition, we were fortunate to interview the Heads of 

two fantastic Swiss schools, Elsa Hernández-Donohue of Zurich 

International School (ZIS), and Sonya Maechler-Dent of Tandem 

International Multilingual School (Tandem IMS). In their respective 

articles, these exceptional women talk about their views on education, 

their schools, and provide insight into what makes ZIS and Tandem 

IMS the wonderful institutions they are today. 

As the leaves turn from green to orange, there is no better time for 

train travel! Take advantage of the comfortable cabins and familyfriendly 

facilities, while you while you marvel at Switzerland’s Autumn 

views. In this edition learn more about Switzerland’s many panoramic 

rail journeys and how you too can enjoy them. 

Finally, we are thrilled to present to you a magazine filled with 

interesting and informative articles around the importance of sleep, 

dealing with parental anger, applying for Oxbridge, and many more! 

Have a wonderful autumn/winter and we look forward to bringing you 

more content again in spring. 

Korinne 

For questions about school guides, newsletter content 

and advertising packages, please contact Nick Gilbert: 

Mobile + 41 787 10 80 91 

Email nick@internationalschoolparent.com 

Website www.internationalschoolparent.com 

@isparentmag 

INTERNATIONAL SCHOOL PARENT AUTUMN 2024 | 5

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Contributors 

Cath Brew 

Cath Brew is a global LGBTQ+ education facilitator 

and mentor who helps parents, schools, and businesses 

to see queerly, and get confident with navigating diverse genders 

and sexualities cross-culturally. 

Martin Coul 

Martin is a leading authority on evidence-based 

prevention across ALL stages of life. As the visionary 

CEO and Founder of OTII ® , he champions systemic well-being 

and advocates for a human-centred approach to mental health in 

both professional and educational environments. Originally from 

the UK, Martin now resides in the Zürich hinterland with his 

French wife and their Italian rescue dog, Louie. 

Philippa Dobrée-Carey 

Author and Founder of ‘From High School to Uni’ 

Philippa Dobrée-Carey is passionate about helping 

students and parents prepare for university with practical tools 

and essential life skills needed to thrive on campus. Born in the 

UK, Philippa is an experienced project manager specializing in 

safeguarding and emergency response, and has been living and 

working in Switzerland for over 30 years. 

As a devoted mother of two children who have attended 

universities in three different countries, Philippa understands 

the concerns of those facing this transition and the intricacies 

of preparing for and navigating life on campus. This first-hand 

perspective has led her to curate a library of well-defined, practical 

resources to help other families save time, money, and effort during 

the university process. 

Mette Theilmann 

Mette is a dynamic Consultant and psychologist with 

over 19 years of experience guiding adults towards 

profound personal transformation. With a focus on self-reinvention, 

Mette empowers individuals to embrace their potential and take 

the courageous first step towards becoming their best selves. Her 

approach fosters self-confidence and alignment with one’s true 

identity—helping adults not only understand who they are but, 

more importantly, who they aspire to be. 

As the founder of ‘HerEdge Côte d’Azur Club’, a platform 

dedicated to helping women connect and evolve, and ‘Predictable 

Parenting’, Mette is an authority in guiding individuals through 

self-discovery, confidence building, and achieving true fulfilment. 

Her expertise lies at the intersection of personal evolution and 

parenting, creating a ripple effect of positive change across 

generations. Mette works online or on the Cote d’Azur 

Dr Kirsten Dickers 

Kirsten’s role is focused on supporting students’ global 

strategic pathways and the university admissions 

process. Kirsten has a strong background in academia and a 

passion for careers education. Having completed a PhD in Medical 

Materials from the University of Cambridge, Kirsten worked as an 

Academic Administrator and Access Officer at the University of 

Oxford and as Admissions Director and Fellow in Natural Sciences 

at the University of Cambridge. Kirsten is resident at Abacus 

House, our off campus boarding accommodation, during term 

time, to allow greater support and strategy tutoring for our sixth 

form students. 


Ben Weinberg 

Ben worked for many years as a commercial fisherman, 

organic farmer, builder, and writer, before becoming 

an educator. He taught in Vermont and Maine in the U.S. before 

moving to South Africa and then Spain. 

Education is Ben’s source of inspiration and hope. It is where he 

finds new energy and wonder every day. 

Dr Gemma Hannan 

Gemma’s career spans more than a decade, including 

teaching, Director of Sixth Form, and Associate 

Deputy Head roles in prestigious independent schools. In her 

role as Deputy Principal (Academic), Gemma ensures the highest 

teaching and learning standards across the curriculum. Gemma has 

a Master’s in Teaching and a Doctorate in Education, both from 

University College London. 

Mirsada Hoffman 

Mirsada, an education advocate and mother of 

four, helps international families optimize their 

children’s education. With experience across three continents, 

she understands the challenges of international parenting and 

education systems. Mirsada holds degrees in Psychology and 

Health Advocacy and works with families worldwide. 

Fiona McKenzie 

Leading an international education consultancy team 

at Carfax Education, Fiona is a trusted advisor for 

many families and aspiring students around the world, providing an 

invaluable compass through the complex landscape of education 

options and opportunities. 

A highly trusted figure in the sector, Fiona has dedicated her 

career to education over the past 30 years, and has made significant 

contributions to the education arena. 

Dr Mecky McNeil 

Dr Mecky McNeil is the Mental Health and Wellbeing 

Director at HealthFirst. A British-trained 

General Practitioner, always passionate about health promotion 

and disease prevention, Mecky became a health coach in 2017. 

Alongside her role with HealthFirst, Mecky works with Pro Mente 

Sana, developing and leading Mental Health First Aid courses in 

Switzerland. She also collaborates with UNICEF and Z Zurich 

Foundation on global youth mental health initiatives. 

Dr Michelle Wright 

Dr Michelle Wright is a British-trained General 

Practitioner. Before moving to Switzerland in 2004, 

she worked in a practice in London. She continues her patient 

contact today, working part-time in the Staff Medical Service of the 

International Labour Organisation, Geneva. 

Passionate about health education, Michelle was one of the 

founders of HealthFirst, and now leads the company in delivering 

evidence-based health and well-being services meeting Swiss and 

international guidelines. 

Utilising her skill of making health information easy to 

understand and accessible for all, for over 15 years, she has had a 

weekly radio show, Health Matters, on World Radio Switzerland. A 

believer in health promotion and disease prevention, Michelle has a 

diploma in Lifestyle Medicine from the British Society of Lifestyle 

Medicine. 


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Meet the Director 

Zurich International School: 

Elsa Hernández-Donohue 

Zurich International School was founded in 1963 and since then has welcomed thousands of 

students and their families into their close-knit community. In fact, this idea of community and, by 

extension belonging, is what makes Zurich International School (ZIS) the institution it is today. 

Although ZIS offers a thriving 

academic environment, the school 

is deeply committed to helping 

prepare young people to succeed in today’s 

complex, global community, through 

greater emphasis on justice, dignity and 

personal responsibility. 

Recently ZIS welcomed a new Director 

to the school, Elsa Hernández-Donohue. 

Elsa brings with her a wealth of experience 

at international schools across diverse and 

exciting locations, as well as a real passion 

for inclusivity and the ideal that every child 

has the right to learn and succeed. 

We had the pleasure of sitting down with 

Elsa to talk to her about her new role, her 

plans for the future and how this position at 

ZIS is a real homecoming in terms of her 

career. 

Could you tell us about your career 

journey and how that led you to the role 

of director at Zurich International School 

(ZIS)? 

I have taught and led in nine international 

schools around the world for almost 35 

years. About 20 years ago, I worked at 

ZIS as a Grade 5 teacher. At that time, I 

INTERNATIONAL SCHOOL PARENT AUTUMN 2024 | 12 

began wanting to explore the possibility 

of stepping into leadership roles, and the 

director of the school, Peter Mott saw that 

leadership potential in me. I was lucky 

enough to be given the opportunity to 

take up informal leadership roles within 

the school. This sparked a desire within 

me to move to indeed pursue a career in 

educational leadership. 

ZIS is such an amazing learning 

institution and as a result, people do not 

tend to leave! I realised that if I wanted 

to become a leader, I needed to explore 

different avenues. With the then-director’s

lessing, I decided to interview for 

positions abroad. And that is when I got a 

principalship role at an IB World School in 

West Africa. 

Five years later, we relocated to Jakarta, 

Indonesia, where I was the head of the 

elementary division at a large international 

school for seven years. Laos served as my 

home for the next six years while I served as 

head of school at a well-reputed IB World 

School. 

When the Director role became available 

at ZIS, I was not sure I would apply for it, 

and once I did, I wasn’t sure I would get the 

role it, but in the end, I decided to go for it. 

I enjoyed the process and I’m so delighted 

that they liked my authenticity, my 

background, and my passion for education, 

as well as other skills I have to offer. It has 

been a really incredible opportunity to 

come back to the place that in many ways 

inspired me to discover my leadership 

potential. 

closely with that of ZIS. Central to this, 

is the idea that every learner has the right 

to learn regardless of who they are, the 

language they speak, their cultural identity, 

or their learning variations. I believe in the 

value of providing inclusive environments 

for learners and embracing diversity as an 

asset to any community. I also believe that 

we need to be very clear about how we 

define learning success. With the support 

of a strong nurturing community, where 

parents and educators work together, 

and teachers are collaborators who are 

empowered to do their jobs, every child 

should be able to succeed. 

What are your goals for ZIS moving 

forward? 

I think that I’ve been fortunate to join the 

school at a time in which the importance 

of well-being has already been recognized 

both here and around the world. There is 

no denying that emotions play a significant 

role in learning. We know for a fact that 

when students do not feel like they’re part 

of the school community for whatever 

reason – their language competency, their 

cultural background, their faith, or any 

other aspect of their identity – it gets in the 

way of deep learning. 

ZIS had already identified belonging as a 

focus area, which was perfect because, as I 

mentioned before, inclusion and belonging, 

is an area I am extremely passionate 

about. We are committed to working on 

this over the next couple of years because 

it requires long-term attention and focus 

for it to become a part of the DNA of a 

large organization where we welcome new 

students and families every year. We must 

develop that sense of belonging where 

everyone in our community feels valued. 

We also believe that belonging is not 

one-dimensional. Not only must we feel like 

we are part of the community, but it is also 

about recognizing the responsibility that 

What is your personal education 

philosophy and how will you integrate it 

into the culture at ZIS? 

One of the reasons I applied for this role 

was because my philosophy aligns very 

“Every learner has the right to learn regardless 

of who they are, the language they speak, their 

cultural identity, or their learning variations.” 


each member has to contribute, to nurture, 

and to ensure that the students, parents, 

educators and leaders are all working in 

partnership. 

I would say that this is one of our biggest 

goals for the next couple of years and I am 

so fortunate that a lot of the foundation 

work has already been done. We offer a 

strong educational program that we are 

very proud of and that allows us to delve 

deeper into other areas the educational 

world has recognized as worth pursuing. 

How do you approach curriculum 

development, and are there any changes 

or enhancements we can expect under 

your leadership? 

The foundation of how I work as an 

educator and a leader is inclusivity. This 

means I have a vision and ideas in terms 

of what we need to do, but I really believe 

in the power of including others. I have 

my own aspirations but the execution of it 

needs to be done as a community. 

Education has changed so much. When I 

went to school, and even when my children 

went to school, things were vastly different 

– the world has evolved, learning theories 

have evolved. We now know far more about 

teaching and learning thanks to technology 

than we did 20 years ago when I was a 

classroom teacher. 

Because of societal changes, technological 

advances, and so many other factors, we 

have to realign our thinking In terms of 

what and how we teach. For example, we 

have a rock-solid written curriculum at 

ZIS. We are highly innovative, and for the 

last couple of years, we have developed 

a strong STEM program. I believe in the 

value of developing an innovator’s mindset 

where students allow their creativity to 

flourish through science, technology and 

mathematics learning opportunities. And 

that innovator’s mindset also shows up, 

if you will, through the Arts. And at ZIS, 

the Creative Arts also has a place of 

significance in the lives of our students. 

I know that our faculty in the Lower 

School has identified language, specifically 

English language literacy – so reading, 

writing, oral language, and listening – as a 

curricular area to embrace as part of our 

curriculum review process. I look forward to 

how we will be able to consider the concept 

of belonging as we review our written and 

taught curriculum. We have 47 different 

nationalities in the Lower School and 59 in 

total when we add the Secondary Campus. 

Every one of those children and their 

families deserve to feel like they are seen, 

heard and valued through the curriculum 

we teach. That is long-term work that great 

institutions of learning embrace. 

And of course, part of that concept 

of belonging has been brought to life by 

our commitment to offering a Bilingual 

Education Program that is allowing students 

to not only engage with subject area and 

character skills learning but also do so 

in two languages, German and English. 

We are excited about the growth of this 


important pathway of learning for our 

students and families who choose to join 

that offering. 

What do you see are the biggest 

challenges and opportunities for ZIS? 

As much as we love technology, we must be 

mindful of it. We want to use technology 

ethically, and that includes making sure 

that we develop creative and meaningful 

ways to engage students in this topic of 

conversation. We cannot ignore that the 

same exciting opportunities that new 

technologies are presenting to us, AI for 

instance, is also challenging us to ensure we 

are truly developing the critical thinking 

skills needed so that when it comes to 

technology, our students can evaluate what 

they are seeing, how they are using their

tools, and doing so for a good purpose 

whether it is learning-focused or otherwise. 

Student well-being is a critical aspect of 

education. What measures do you intend 

to implement to support student mental 

and emotional health? 

We have an incredible team of counsellors 

who are helping us to deepen and broaden 

our well-being initiatives. Over the last 

couple of years, our Director of Student 

Life, as well as numerous administrators 

and classroom teachers, have been training 

and exploring how to implement a 

restorative justice system at school. 

Our goal is not to punish students for 

their missteps but to work with them to 

help them understand the impact of their 

actions. This program is in its second year 

and I’m really excited because we are 

already seeing the positive effect of these 

restorative practices. 

With the rapid advancement in 

technology and pedagogy, how do 

you plan to incorporate innovation 

in the learning experience at Zurich 

International School? 

20 years ago, when I started at ZIS, we 

had a Technology Integrators team. It was 

groundbreaking at that time! Nowadays the 

integration of technology is seamless. It is 

embedded into the DNA of the school and 

as a result, I believe we are at a different 

point in our technological journey. 

I am really excited about how STEM 

is evolving at ZIS, complementing and 

building on our already Creative Arts 


programming. Our students are developing 

innovative mindsets – they have the ability 

to wonder, to inquire, and to explore. And 

those are three skills that will serve our 

students for years to come. 

What role do you believe parents should 

play in the education of their children at 

Zurich International School? 

Parents are an integral component of the 

learning equation. Parents know their 

children best, by the time they start formal 

schooling, they’ve already spent at least 

three years with them, and of course they 

love their children. 

Parents have the best intentions for their 

children. Therefore how can we not engage 

with them? Parents can contribute to our 

learning about their children, so that we can

“Our students are developing innovative mindsets – they have the ability 

to wonder, to inquire, and to explore.” 

respond to their child’s needs and who they 

are as individuals. 

Our parent community is incredibly 

supportive. They attend events, volunteer in 

classrooms, and generously contribute their 

time, professional expertise, resources, and 

financial support. This support is especially 

important as we are a not-for-profit school, 

and it greatly enhances our educational 

offerings. 

We rely on our parents to help us 

understand their children, but we also count 

on them to learn alongside us. Our mission 

emphasises being a learning community, 

and with the diversity within that 

community, we gain valuable perspectives 

on what teaching and learning should look 

like. 

Looking ahead, where do you see Zurich 

International School in the next five 

years, and what steps are you taking to 

get there? 

This is a very timely question because the 

board of trustees decided to wait until 

I arrived and became familiar with the 

community before reviewing the school’s 

strategic plan. We are also currently 

undergoing a re-accreditation process with 

the New England Association of Schools 

and Colleges (NEASC), which accredits 

international schools. This process is a 

natural part of the accreditation cycle. 

These two concurrent efforts will help us 

identify our short- and long-term planning 

priorities. 

Our commitment to sustainability in 

all facets remains central to our future 

strategy, as does our dedication to ensuring 

that our students are both supported and 

challenged. These principles, along with our 

commitment to community, will form the 

foundation of our progress over the next 

two to five years. 


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ÉCOLE 

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110 Years of Shaping 

Hospitality Leaders 

As École Hôtelière Genève (EHG) 

celebrates its 110th anniversary in 

2024, we reflect on a rich legacy 

of excellence and innovation in hospitality 

education. Established in 1914, EHG stands 

as one of the oldest and most prestigious 

hotel schools globally, a beacon of quality 

that has illuminated the path for countless 

hospitality professionals. Over the past 

century, we have consistently adapted to 

the evolving needs of the industry, preparing 

students to lead with creativity, skill, and 

a deep understanding of the art of 

hospitality. 

This milestone year marks not just a 

celebration of our storied past but also a 

time of exciting new developments that 

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We have launched several new initiatives 

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From engaging younger students with 

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remains committed to offering education 

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strategies. 

The Semaine Découverte: Inspiring the 

Next Generation of Hospitality Leaders 

One of our most exciting initiatives this year 

is the Semaine Découverte, a week-long 

program designed for students aged 15 to 

18. This immersive day camp, held on our 

beautiful campus, offers young students a 

unique opportunity to explore the dynamic 

world of hospitality management and 

INTERNATIONAL SCHOOL PARENT AUTUMN SUMMER 2024 | 18 

discover the myriad career possibilities that 

a hospitality education can offer. 

The first edition of the Semaine 

Découverte was successfully launched in 

July 2024, with 16 enthusiastic participants. 

Each day of the program was dedicated 

to a different aspect of the hospitality 

industry, ensuring that students received a 

comprehensive overview of what it means to 

work in this exciting field. 

MONDAY: The week began with an 

introduction to hospitality management, 

where students were given a guided tour 

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TUESDAY: The focus shifted to Luxury 

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followed by a visit to the prestigious 

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introduced to the intricacies of luxury 

service and the importance of creating 

memorable experiences for guests. 

WEDNESDAY: Our events management 

faculty took center stage, introducing 

students to the world of event planning. 

The highlight of the day was an exclusive 

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Paléo Festival, where students saw how 

large-scale events are orchestrated. 

THURSDAY: The theme of the day was 

the intersection of technology and 


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hospitality, with a focus on artificial 

intelligence (AI) and social media. A guest 

lecturer from CREA, an expert in digital 

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learned how to leverage social media for 

marketing and brand building. 

FRIDAY: The week culminated in a day 

dedicated to culinary arts and practical 

skills. Students rolled up their sleeves to 

create mocktails, pastries, and chocolates, 

applying what they had learned throughout 

the week. The day ended with a special 

apéro dînatoire, where students served their 

creations to their parents. The evening was 

also a time of recognition, with a certificate 

and awards ceremony celebrating the 

achievements of each participant. 

The Semaine Découverte will return 

in July 2025, and we eagerly anticipate 

welcoming another group of young, aspiring 

hospitality professionals. This program 

not only provides a fun and educational 

experience but also helps students make 

informed decisions about their future career 

paths. 

“This program not only provides a fun and educational 

experience but also helps students make informed 

decisions about their future career paths.” 

New Postgraduate Diplomas: Addressing 

the Evolving Needs of the Industry 

In addition to our programs for younger 

students, EHG is proud to introduce a series 

of new postgraduate diplomas designed 

to equip professionals with the skills and 

knowledge needed to thrive in today’s 

fast-changing hospitality industry. These 

diplomas are tailored to address current 

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Whether it’s mastering the latest 

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developing advanced management skills, 

our postgraduate programs are designed 

to provide deep, specialized knowledge 

that can be immediately applied in the 

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A Record year: Join Us in 2025 

Our commitment to excellence has been 

met with overwhelming enthusiasm, as 

demonstrated by the record number 

of applications we received for the 

2024 academic year. In response to 

this unprecedented demand, we have 

exceptionally opened a third class for the 

September intake. While we are thrilled 

to welcome even more students to our 

community, spaces remain limited. We 

encourage prospective students to apply 

early for our February 2025 or September 

2025 intakes to secure their place at EHG 

and be part of our legacy of excellence in 

hospitality education. 

Join us at our Open day on November 6th 

and discover EHG, where tradition meets 

innovation, and excellence is not just a 

goal but a standard. Here, you will gain the 

knowledge, skills, and 

network needed to thrive 

in the global hospitality 

industry. We look 

forward to welcoming 

you to our community. 


Find the best 

tips for your next 

family day 

Urban adventures, cultural experience 

and many other tips for families in Zurich 

can be found at kinderregion.ch 

Planning 

made easy

Meet the Founder 

Sonya Maechler-Dent 

Tandem International Multilingual School 

Established in 2004 as a bilingual preschool, Tandem International Multilingual 

School (IMS) has quickly established itself as a leading institution offering a curriculum 

in German, English, and French. 

T 

his year Tandem IMS celebrates 

20 years of educational excellence. 

However, that is not the only 

cause for celebration. Tandem IMS has 

announced their new secondary school, set 

to welcome students in August 2025 with an 

innovative curriculum encompassing design, 

sustainability, and responsibility. 

School founder Sonya Maechler-Dent, 

sat with us recently to share her education 

philosophy and the vision for the new 

Tandem IMS Gymnasium. 

Could you give us an overview of the 

new Gymnasium at Tandem IMS? What 

inspired its inception? 

We had been thinking of opening a 

Gymnasium for some time, but because 

of the excellent partnerships we have with 

other secondary schools, and due to the 

fact that so many of our students go on to 

the public Gymnasiums, it had not until 

recently been a priority for us. 

However, feedback from our students 

shows that once they move on, they miss 

our style of inquiry-based learning and 

that the level of English and French in the 

public system is not challenging enough for 

them. 

Many local Gymnasiums have quite 

traditional profiles. They tend to work 

with a ‘transfer of knowledge’ educational 

pedagogy. Whereas we focus on enquirybased 

learning. Our students’ French 

competency is also much higher than at 

other schools. This is because we start 


French at kindergarten. Children coming 

out of our sixth grade find that their French 

level is already the same as what is expected 

at the end of secondary school. 

Over the years, parents have asked 

“why don’t you open your own secondary 

school?” We had been resisting this idea 

because we knew the phenomenal amount 

of work it would entail. Additionally, we 

simply did not have the space to do so. 

Eventually, we started to look for a potential 

campus space - not extremely actively, but 

we said that if the right space came up, we 

would go ahead and about a year ago, we 

found a perfect location! 

The new campus is right next to a park 

and within 300 metres from the village and 

train station. It is 10 minutes by train from 

Zurich Center, making it the ideal spot for 

our school. 

What will the curriculum look like at the 

new Gymnasium? How will it differ from 

or complement the existing programs at 

Tandem IMS? 

We are in the process of finalising our 

curriculum at the moment. We have been 

lucky enough to be joined by an excellent 

colleague who was previously Head of 

School at a Gymnasium in Zurich. He has a 

lot of experience especially within the Swiss 

Matura System. 

There are currently many restrictions 

within the Swiss educational system. There 

is a very strict list of what we have to teach, 

how many hours, and so on. There is a 

little bit of wiggle room in how we teach, 

however we have to make sure we stay 

inline with the set guidelines Although the 

current Matura reform of the federal and 

Cantonal system is creating more space for 

thematic innovations and transdisciplinary 

approaches, the system is undergoing 

a transformation which will be most 

welcome!. 

In addition to Enquiry and projectbased 

learning, we plan to introduce 

more problem-based learning. This will 

encourage students to find solutions to realworld 

problems and link these solutions to 

practical work. There will also be exchanges 

with universities, work placements 

opportunities and community service 

engagements. 

I think one of the most important 

curriculum additions is that we have 

introduced design and humanitarian studies 

at secondary level (and already partially 

at primary level). There will be a specific 

focus on ethical and sustainable design – 

thus all aspects of design in general will 

be considered through a humanistic lens. 

This will include topics such as architecture, 

product design, medical design, digital 

design, and so on. 

What are the primary educational goals 

for students at the Gymnasium? 

I would say that the overarching goal is to 

support students to become open-minded, 

creative and critical thinkers, who take 

responsibility for their own learning and for 

their community. 

More specifically, our goal is to build 

creative and critical thinking leaders 

through design and humanitarian studies. 

I think we must ask ‘How do you teach 

leadership skills to children?’ To this end, 

I undertook a research project, where in 

summary I asked children at our school to 

draw what leadership looks like to them. We 

work with a Masaai school in Kenya and 

I asked the children there to do the same. 

This was so interesting as you could see how 

different cultures view leadership within 

their communities. 

With the development of social media 

skills like empathy are becoming more and 

more difficult for our youth to learn. Many 

children are also worried that they are not 

doing or achieving enough. As an educator 

we must ask ourselves “What can we do?” 

We must find ways to develop a sense 

of responsibility in our youth. We must 

help them to become creative and critical 

thinkers. I think the design process is going 

to help our students look at real-world 

problems critically as well as encouraging 

them to use empathy and consider their 

community also. 


That is why we are doing design studies 

and humanitarian studies in tandem - It’s 

not about making a product made from 

plastic and then producing it in the cheapest 

way possible. It is really understanding what 

happens if I produce this? What are going 

to be the impacts? Who am I creating this 

product for and have I listened to the needs 

of the user? 

I led the first design course with our fifth 

and sixth graders last week. We have a new 

art room at the school and I brought them 

all to the room and I said, “We would love 

you to help us design it. What should we do 

with this space? Of course in the beginning 

they kept on saying, “I want a pool”.. “I 

want a disco ball”...I want this, I want that. 

Eventually they asked the teacher for their 

input, “Would you like to have soft colours 

or vibrant colours?”. It was fascinating 

to bring them through the process of 

understanding what your user wants. 

You mentioned the school that you 

support in Kenya, would you like to tell us 

more about this partnership? 

In the village itself there is only one school 

that used to have around 80 children. We 

started this partnership in 2018 and since 

then it has really grown. We have children 

who walk two hours from neighbouring 

villages because they are so excited to go to 

school. As a result, we now have grown to 

about 300 children at the school. 

Our relationship with the school in 

Kenya is a sustainable partnership where 

the benefits flow both ways. We currently 

have a project, where we are fundraising for 

a borehole for the school. Before we took 

on the project we looked carefully for what 

was really going to help the village. What 

are the repercussions of having a borehole 

in terms of education? We realised that a 

borehole is actually crucial to educating girls. 

Previously, the lack of running water meant 

that menstruating girls would stay home, 

therefore missing a number of days each 

month. 

This partnership demonstrates how 

applying design thinking and humanitarian 

skills can lead to practical, sustainable 

solutions that address real-world problems as 

well as global challenges, such as improving 

access to education and gender equality. 

What facilities and resources will be 

available to students at the Gymnasium? 

We are currently designing a huge space 

specifically for design studies. It will of 

course have high quality technology from 

computers, 3D printers, laser printers to 

a podcasting and digital music room. It is 

also important to consider the whole design 

process from a design thinking room as well 

as woodworking and creative arts facilities. 

How does the Gymnasium plan to support 

the personal and academic development 

of its students? 

At Tandem IMS we place great emphasis 

on individual plans for each student. For the 

older children, we will have an academic 

counsellor who guides our students through 

the examination processes as well as career 

preparation. 

One other thing that I wanted to mention 

is that we are a multilingual school. This 

means that some subjects are going to be 

taught in English, some in German and 

some in French. 

When students come to us they do 

not necessarily need to have a certain 

competence in all three of our languages. 

We look at their levels and what they are 

interested in and go from there. We have 

added an interview to the enrollment process 

to ensure that it is not just about academics. 


Once we have assessed the student 

holistically, and feel that they are a fit, we 

can always provide extra language coaching 

for example if needed. 

How will the Gymnasium integrate 

with both the local and international 

communities? 

While our Gymnasium is internationally 

aligned, it is still very much rooted in 

the Swiss education system and the local 

community. We offer our Swiss families or 

families who have integrated into the Zurich 

way of life an anchor of educational and 

social stability with a strong spirit of openmindedness 

and innovation. Nevertheless, 

the question throws light on an interesting 

point: What is a community? Whether 

international or local? 

Community awareness and service 

is an important part of our secondary 

school programme. Due to changes in 

our society and in social and professional 

systems, the term ‘community’ has taken 

on many new meanings. However, it would 

be wrong for us as a school to try to fight 

these trends - on the contrary, we need to 

find innovative ways to instil community 

values in our young people and encourage 

them to develop the necessary strategies 

to work in teams and ‘go the extra mile’ 

without a sense of entitlement or individual 

advantage. 

This will be essential for their role in the 

corporate world of tomorrow. We wish to 

encourage them to take on corporate social 

responsibility. We will work on this through 

practical project-based work and various 

community programmes, both with local 

institutions and with other international 

programmes, including the Maasai School. 

What measures are in place to ensure 

inclusivity and diversity within the 

Gymnasium student body and staff? 

We have between 20-30 different 

nationalities among our students and 

teachers each year. We are also strongly 

committed to embracing all forms of 

diversity and fostering an inclusive 

environment for everyone. 

We have already introduced into our 

primary school ‘Units of Enquiry’ which 

are regularly reviewed and updated to 

reflect diverse perspectives and histories, 

incorporating materials that represent a 

wide range of cultures and viewpoints. We 

specifically encourage initiatives and school 

events that celebrate diversity and foster 

an environment of respect and 

understanding. 

Unfortunately, due to the cantonal 

requirements for the school exams, we 

cannot target a diverse student body as 

much as we would like to. The children 

who pass these exams are mainly selected 

on the basis of their academic performance 

and their creative and critical thinking 

skills. However, we hope that through the 

additional interviews we are planning, we 

can ensure that selection is also based on 

potential and that students from diverse 

backgrounds are given equal opportunities, 

helping us to maintain an interesting, openminded 

group of young people. 

The same applies to teachers. Teachers 

with recognised qualifications and excellent 

teaching skills must be the top priority in 

any selection process. And as we know, the 

supply of qualified teachers is not abundant 

at the moment. We focus on providing 

ongoing training to the teaching team, for 

example on cultural competence, anti-bias 

and inclusive pedagogy, to ensure that our 

educational environment indeed promotes 

diversity and inclusion. 

Looking ahead, where do you see the 

Gymnasium in the next five to ten 

years, both academically and in terms of 

student community? 

We certainly hope to be a well-known 

reference for both design studies and 

humanitarian studies - exploring the 

important themes of empathy, ethics, 

sustainability and social responsibility…. 

And of course, that we have full classes 

of curious, engaged, creative, and critical 

design thinkers! 


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For parents, securing a place at a top university is both 

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child’s chances of admission. 

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and ~21%, the lowest in the UK. They are admitting more 

state school students, increasing competition for 

private school applicants. In 2023, only 28.2% of 

Cambridge students were privately educated, down from 

30% in 2022. For Oxford in 2023 it was only 31.4% from 

private schools. 

The University of Oxford 

Because of this, interest in US universities is growing. However, US applications are challenging. For instance, Yale's 

acceptance rate dropped from 4.4% to 3.7% this year. International students face even lower rates, with about 30% 

of Yale's student body being international. 

Key trends for families: 

1. Start Early: Students should prepare as early as Year 9, 

focusing on strong academics, leadership, and personal 

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“There are also often family zones where fold-out tables mean you can park the pram 

and have fun doing things like playing board games or drawing.” 

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Depending on the train you choose, the 

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There are also often family zones where 

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The IB Continuum logo 

The IB Continuum logo for use by IB World 

Schools offering three or more IB programmes 

An IB Continuum logo, with overlapping spheres connecting the 

Primary Years Programme (PYP), Middle Years Programme (MYP), 

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(CP), has been developed. This visual represents the alignment 

and articulation of IB programmes and the IB’s philosophy of the 

continuum of international education. 

These are the preferred versions of IB programme 

logos to be used by authorized IB World Schools 

To protect our identity and to ensure it is 

consistently displayed to best effect, a 

‘minimum clear space’ surrounding the 

identity should be applied. A means of 

determining the minimum clearance is to use 

half the height of the IB button as shown 

here. 

IB World School logo Verticle key line IB programme logo 

The IB Continuum logo for schools is available in 

the following application styles.

MAKING 

THE CIRCLE 

BIGGER 

BY BEN WEINBERG, HEADMASTER, AMERICAN SCHOOL OF MADRID 

Igrew up in one of the most racially 

segregated cities in the United States 

at a time of cultural and societal 

change and challenge. The Class of 1976 

at University City High School, just outside 

of St. Louis, Missouri reflected the shifts 

and the challenges. U. City was the only 

integrated school district in St. Louis . For 

us as students it was a reality for which 

there were no lesson plans or units of study. 

No one taught us about diversity. At that 

time the textbooks had not kept pace with 

the changes in American society. While my 

classmates and I remember struggles and 

difficult times none of us would have had it 

any other way. 

When my high school classmates share 

memories on the Class of ‘76 Facebook 

page, the theme of our differences being 

our strengths comes up again and again. 

Other schools and other districts across the 

US were fractured in those years. Protests 

arose against bussing. Words such as 

“local control” and “community” became 

weaponized and pitted one group against 

another. But, somehow, we learned to live, 

learn and grow not just with each other 

but from each other and because of each 

other. Our parents then as parents now 

made an excellent school and a diverse 

community top priorities. Then as now, no 

school is perfect. The point then as now 

was to be moving in the right direction. To 

be moving towards a learning environment 

where students learn not only the concepts 

of compassion, empathy, fairness, 

respect, integrity, equity, but develop the 

perseverance and strength of character to 

take them from concepts to realities. 

I have forgotten many of my High School 

lessons, but this one never faded. And I 

draw often on the lessons of those days and 

about diversity being a source of both pride 

and strength, and belonging, not being a 

location but a cherished common ground. 

I was reminded of those lessons recently 

as I met with students in the Class of 2024 

in my annual exit interviews last spring. 

One theme comes up time and again with 

students who have been at the American 

School of Madrid for 15 years and those 

who just joined in their senior year. I asked 

them about the highlights of their time at 

ASM. Consistently they say, “the people”, 

“being able to talk to anyone”, “the feeling 

of belonging”, “how welcoming it is”. One 

student captured this sentiment perfectly. 

She said, “When I joined the school, people 

made the circle bigger so there was room 

for me. Later, when others joined, we made 

the circle bigger so there was room for 

them.” 

This is the essence of inclusion. There 


are many ways to dress up the concept, 

but said plainly and directly, this is what 

an inclusive community does. This ethos 

is simple to state yet less easy to instill 

and develop. One can try and measure 

the degree of inclusivity by counting the 

number of learning support teachers, 

or social and emotional counselors and 

certainly they play a critical role in making 

inclusion meaningful and effective from a 

staffing perspective. One can detail student 

support team structures and analyze student 

performance data and highlight student 

outcomes. Schools bring in speakers and 

host workshops and book study groups for 

students and parents. But it is possible to 

have great academic outcomes, be fully 

staffed and fill handbooks with efficient 

systems and not have that other quality 

that may be hard to measure but you can 

feel it from the first moment. Belonging. 

That’s the essence of inclusiveness. It is 

a goal one does not cross off the list but 

a way of being one constantly strives 

toward. Here at ASM it is integrated into 

our expectations and into the lessons in 

the curriculum. It is embedded in our 

school systems and structures. It is the open 

structure of our early childhood program 

and the independence and opportunity we 

give elementary students during Outdoor 

“Belonging. That’s the essence of inclusiveness. It 

is a goal one does not cross off the list but a way of 

being one constantly strives toward.” 

Play and Learning and the multi-purpose 

block in the Upper School schedule where 

students learn to manage time. It is all that 

and it is school administrators standing out 

front, rain or shine to welcome students 

to a new day. It is in the ethos of care and 

kindness, the mantra that underpins all our 

messaging. Ultimately, it is about making 

bigger circles. Come visit us, in the morning 

before school, during multi-purpose time, 

during lunch time or after school. Come see 

for yourself. We are proud of those circles, 

proud to make the space so they grow 

bigger and bigger each day. 


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thrills on the First Cliff Walk presented by 

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concerts, a mountain hotel from the Belle 

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The Harder Kulm – Top of Interlaken 

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From the vantage platform at 1,322 meters 

above sea level, you can look down on Lake 

Brienz and Lake Thun. Behind it rises the 

world-famous triumvirate of Eiger, Mönch 

and Jungfrau. Another highlight is the 

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is synonymous with tasty food. 

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Region has to offer 

If you are in the mood for adventure, take 

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WRITTEN BY JACQUELINE HARMER, HEAD OF THE INTERNATIONAL PRIMARY CURRICULUM (IPC) AT THE 

INTERNATIONAL CURRICULUM ASSOCIATION (ICA) 

Children should spend time 

developing a sense of self, their 

place in the world, and a sense 

of other. Being confident in their identity 

and taking an interest in others are the 

foundations for international mindedness 

and global competence. Engaging with 

the eight ideas below will support children 

with International Learning and Health & 

wellbeing. 

Develop a personal sense of identity 

Discussing what influences a child’s identity. 

Where they are born, the heritage of their 

parents and grandparents, and where they 

live now can all affect how a child sees 


themselves. Help them understand that 

some aspects are central to their identity 

and that others may change as they grow 

up. 

Explore family traditions 

Look into children’s family history. Talk 

about where family members were born

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and have lived. Talk about celebrations and 

traditions and explain the unique aspects 

that make families special. 

Engage with current affairs 

Find an age-appropriate news source you 

can look at together with children. Discuss 

local and global issues exploring cause 

and effect. Try to identify bias or fake 

news modelling how to check for facts and 

accuracy. 

Promote economic awareness 

Talk to children about the things that you 

pay for such as goods and services. Help 

them to begin to understand the role of 

money. Discuss decisions with them that 

have a financial aspect, such as prioritising 

one thing over another to meet needs and/ 

or wants. 

Discover culture of home and host 

country 

Talk about where children consider 

home. Explore the language, stories, 

food, traditions, music, and culture of 

that country and other countries you are 

connected to. Explore cultural influences 

from the culture or religions represented 

within their family. 

Value similarities and differences 

Encourage children to appreciate diversity 

by identifying similarities and valuing 

differences. Celebrate the uniqueness that 

makes people interesting, promoting respect 

and understanding. 

Encourage empathy 

Help children be aware that all humans 

share commonalities. Emphasise basic 


human needs and rights. Foster empathy, 

encouraging them to see the world from 

others’ perspectives in everyday life. 

Appreciate people who help us 

Many people contribute to our quality 

of life. Talk about the people working in 

the local community and help children to 

appreciate the contribution each person 

makes to helping society function. Talk 

about the people they don’t see who help 

us and the world such as farmers, energy 

workers, and scientists. 

Learn more about 

how you can help 

your child to develop 

international 

mindedness and global 

competence here.

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NAVIGATING THE 

DIGITAL AGE: 

Balancing Screen Time for Our 

Children’s Well-Being 

WRITTEN BY MARTIN COUL, OTII FOUNDER 

In our ever-connected world, it’s 

increasingly common to see young 

people glued to their screens for hours 

each day. This digital immersion isn’t just 

a benign habit; did you know it can have 

a profound impact on their mental health 

and overall well-being? 

As we navigate this landscape, 

it’s crucial to recognise the 

subtle but significant ways that 

excessive screen time can shape 

the lives of our children and 

teens. Learning how to use our 

smartphones effectively may be one 

of the most important life skills any of 

us can learn. 

In this article, the term 

“smartphones” is used 

interchangeably to include both 

smartphones and tablets. 

The Rise of Digital Addiction 

The advent of smartphones has 

revolutionised communication and 

entertainment, but it also comes 

with significant drawbacks. A global 

study of 27,969 children found that 

emotional well-being declines with 

younger ages of first smartphone 

ownership. Those who first acquired 

a smartphone before age 10 

exhibited poorer mental health 

compared to those who got their 

first device later. 

This trend aligns with a broader 

decline in mental health since 

around 2010, a period coinciding 

with the widespread adoption 

of smartphones, which have 

fundamentally altered cognitive and social 

habits. 

The Impact on Mental Health 

Excessive screen time affects the prefrontal 

cortex, responsible for decisionmaking 

and impulse control. 

This brain region matures 

around age 25, and 

before then, teenagers 

may rely more on the 

amygdala, which governs 

emotional reactions. 

Prolonged exposure to digital 

devices can interfere with the 

development of the 

prefrontal cortex, 

leading to challenges 

in managing emotions 

and social interactions. 

The virtual world 

eliminates important 

and essential enabling 

sensory modalities of 

human social interaction 

and bonding and is not an 

equivalent substitute. It 

can also create a distorted 

sense of one’s social world 

that exacerbates its effects. 

This excessive screen time 

has been linked to severe 

psychological distress and 

a diminished capacity for 

face-to-face interactions. 

Anecdotal Evidence and Research 

Findings 

Clinicians report to me that up to 10 

hours a day on digital devices is becoming 

the norm among teenagers, with some 

using them for up to 17 hours daily. This 

extensive screen time displaces face-to-face 

social interactions, crucial for developing 

social skills and relationships. Even with 

5 to 8 hours of daily screen time during 

childhood, researchers estimate this could 

displace 1,000 to 2,000 hours annually 

from real-world interactions. 

Research indicates that young adults who 

first received a smartphone at an older age 

generally exhibit better emotional wellbeing. 

This improvement in mental health 

and social self-perception is particularly 

notable for those who start using devices 

later. 

Nomophobia and Effective Smartphone 

Use 

To date, ‘nomophobia’ - the fear of being 

without a mobile phone - is not officially 

recognised as a psychological disorder, 

but researchers are advocating for its 

inclusion due to its increasing prevalence. 

This highlights the deep psychological 

dependence many individuals, especially 

younger generations, are developing 

on their smartphones. Learning to use 

smartphones effectively and maintaining 

a healthy digital balance is essential for 

fostering mental and emotional well-being. 

The Influence of Adult Behaviour 

Children and teenagers often mirror the 

behaviours of the adults around them. 


“If adults engage in excessive screen time or 

use devices inappropriately, children are likely 

to adopt similar patterns.” 

When we model healthy screen habits 

and balanced digital use, we set a positive 

example that can influence their own 

behaviours. If adults engage in excessive 

screen time or use devices inappropriately, 

children are likely to adopt similar patterns. 

Conversely, by demonstrating mindful and 

balanced digital habits, we can help instil 

these values in the younger generation. 

By being conscious of our own screen 

time and engaging in meaningful offline 

activities, we not only improve our 

well-being but also provide a powerful 

example for children to follow. This 

mutual reinforcement of healthy habits 

is crucial for fostering a more balanced 

approach to technology in our families and 

communities. 

Practical Recommendations 

Implement Clear Guidelines 

Schools and parents should establish clear 

guidelines for smartphone use. In 2023 

Norway’s education ministry introduced 

new regulations to restrict mobile phone 

use in schools, with four out of five 

schools complying today. Similarly, Italy 

has implemented a nationwide ban on 

phones in classrooms, reflecting a growing 

awareness of the need to manage screen 

time effectively. 

Encourage Healthy Habits 

Promote balanced screen time by 

encouraging activities that do not involve 

digital devices. Set specific times for 

screen use and encourage hobbies 

and social activities that foster realworld 

interactions. Eton College’s much 

publicised approach of providing basic 

“brick” phones to new students exemplifies 

an effort to limit smartphone use and 

encourage face-to-face communication. 

Foster Open Communication 

Engage in open conversations with children 

and teenagers about their screen time 

habits and the potential impacts on their 

mental health. Creating a supportive 

environment where they feel comfortable 

discussing their online experiences can help 

mitigate the negative effects of excessive 

digital use. 

Support Mental Health Education 

Integrate mental health education into 

the school curriculum to raise awareness 

among students about the risks associated 

with excessive screen time and to provide 

them with strategies for maintaining a 

healthy balance. 

Monitor and Address Issues 

Be vigilant about signs of digital 

addiction, such as significant changes 

in mood, behaviour, or academic 

performance. Seek professional 

help if necessary and address 

any underlying issues that 

may be contributing 

to excessive screen 

use. 

Conclusion 

Digital addiction is not just a buzzword; it’s 

a pressing issue with profound implications 

for the well-being and development of 

our children and teenagers. As parents 

and educators, we stand at the frontline of 

this challenge, equipped with the power 

to make a difference. By implementing 

clear guidelines, encouraging healthy 

habits, fostering open communication, 

supporting mental health education, and 

vigilantly monitoring usage, we can create 

an environment where technology serves 

as a tool for growth rather than a source of 

distress. 

The digital age brings unparalleled 

opportunities but also significant risks. It’s 

our responsibility to guide the younger 

generation, helping them navigate this 

landscape with wisdom and balance. By 

working together, we can ensure that our 

children develop the resilience, social 

skills, and emotional well-being needed 

to thrive in an 

increasingly 

connected 

world. 

OTII® is not another happiness app or work benefit. Our mission to make the worlds of 

work and learning better goes deeper. We start by giving you a clear view of well-being in 

your organisation. Then we help you put happiness and humanity at the centre. 

It’s easy to see the appeal of stress management schemes and weekend retreats. They 

seem like an easy way to offset the problems of a high-performing culture. Stressed? Try 

yoga. Disillusioned? There’s an app for that. 

The truth is, you need to embed well-being at the core of your business or place of 

learning. Our data-driven approach gives you the tools you need to support the mental 

health of those you have a duty of care for, not just for now, but for a lifetime. Discover 

how OTII® can transform well-being in your organisation. Visit our website or message 

hello@otii.io to learn more. 


See you in Solothurn 

Discover the most beautiful baroque town in Switzerland. 

In the historic centre you will find the imposing St. Ursus 

Cathedral, the main square „Märetplatz“, picturesque little 

streets and much more. After a fascinating guided tour, 

the name „Ambassadors‘ City“ no longer remains a secret. 

The public guided tours in English take place every Saturday 

at 2.30 pm until 26th of October 2024. 

Booking is required: solothurn-city.ch/guided-tour 

Solothurn Tourismus 

Hauptgasse 69 

4500 Solothurn 

T +41 32 626 46 46 

info@solothurn-city.ch 

solothurn-city.ch 

#VisitSolothurn

The Power of 

SLEEP 

Why your child needs a good night’s rest 

WRITTEN BY DR MICHELLE WRIGHT AND DR MECKY MCNEIL 

In our busy world, sleep often takes a 

backseat to other priorities, but for 

children, it is essential. A fundamental 

biological process, sleep plays a vital role 

in both physical and mental health and as 

doctors, we have seen how critical adequate 

sleep is for a child’s overall well-being. 

Quality sleep supports growth, 

strengthens the immune system, enhances 

cognitive function, and improves mood and 

behaviour. On the other hand, insufficient 

sleep can impact development and lead to 

a range of problems, including difficulty 

concentrating, irritability, and a higher 

risk of health issues such as obesity and 

diabetes. 

Recommended sleep duration 

by age 

The amount of sleep children 

require varies by age. 

Of course, every child 

is different, and the 

difference in the amount 

of sleep needed can 

be up to six hours in 

children of the same 

age. With that in mind, 

these ranges provide a 

helpful benchmark :1 

• Newborns (0-3 

months): 14-17 hours 

per day 

• Infants (4-11 months): 

12-15 hours per day 

• Toddlers (1-2 years): 11-14 

hours per day 

• Pre-schoolers (3-5 years): 10-13 

hours per day 

• School-age children (6-13 years): 9-11 

hours per day 

• Teenagers (14-17 years): 8-10 hours 

per day 

During the early years, sleep supports rapid 

brain development and physical growth. 

Establishing a consistent sleep routine can 

help regulate sleep patterns. 

For pre-schoolers, sleep helps consolidate 

learning and memory, supports emotional 

regulation, and promotes healthy growth. 

Naps may still be necessary. 

And then as children start school, quality 


sleep is essential for academic performance, 

the development of social skills, and 

physical and mental health. Consistent 

bedtime routines and a sleep-friendly 

environment are crucial. 

Adolescents experience changes in their 

sleep-wake cycles due to the hormonal shifts 

that take place during puberty. 

You will recognise whether you are a 

person who wakes up early and is more 

energetic, alert and productive during 

the morning (a morning lark) or wakes 

up later and is more energetic, alert and 

productive during the evening (a night owl). 

This natural inclination, known as your 

chronotype, tends to shift during puberty so 

that teenagers become ‘super night owls’. 

Night owls often struggle with 

traditional early morning schedules 

(including getting up for school) 

and may find it difficult to fall 

asleep at an earlier hour. 

Encouraging good sleep 

hygiene and limiting 

screen time before bed 

can help adolescents get 

the rest they need. 

What can I do if my 

child struggles with 

their sleep? 

Problems falling asleep, 

or staying asleep, are 

common, particularly for 

pre-schoolers. In most cases, 

this is temporary and not an 

indication of anything more 

serious going on. This behavioural 

issue is not harmful for the child, but it 

can be stressful for the family.



“This natural inclination, known as 

your chronotype, tends to shift during 

puberty so that teenagers become 

‘super night owls’. ” 

Parents often ask us how they can 

improve their child’s sleep. The following 

sleep hygiene tips can help to create 

a conducive sleep environment and 

encourage your child to establish healthy 

sleep habits: 

• Set a consistent bedtime routine: A 

predictable bedtime routine helps signal 

to your child’s body that it’s time to wind 

down. Include calming activities such as 

reading or taking a warm bath. For toddlers 

and young children, allow them agency over 

things like choosing their pyjamas to wear, 

or what book you will read. 

• Create a comfortable sleep 

environment: Ensure your child’s 

bedroom is cool (the optimal nighttime 

room temperature is 18°C), dark, and quiet. 

A comfortable mattress and bedding can 

also make a big difference. 

• Limit screen time: Encourage 

your child to avoid screens (TV, tablets, 

smartphones) at least an hour before 

bedtime. The blue light they emit can 

interfere with the production of melatonin, 

the sleep hormone. Ideally, bedrooms 

should be for sleep rather than for 

homework, or other activities that involve 

screens. 

• Falling asleep should be as 

independent a process as possible: 

A child who learns to fall asleep on their 

own at bedtime is more likely to be able to 

return to sleep on their own if they wake 

during the night. When parents lie down 

with their child, stroke them, or sing them 

to sleep, these actions become sleep aids. 

The child begins to associate falling asleep 

with the presence and comfort of their 

parents. Because of this, they may require 

their parent’s assistance if they wake again 

in the night. 

• Encourage physical activity: Regular 

physical activity during the day can help 

children fall asleep more easily at night. 

However, avoid vigorous exercise close to 

bedtime as this raises heart rate and body 

temperature which both need to fall to 

allow sleep onset. 

• Monitor your child’s diet: Avoid 

giving your child caffeine or sugary snacks 

before bed. A light snack with protein and 

carbohydrates, like a small piece of cheese 

with a cracker, can be beneficial if they are 

hungry before bed. 

• Be a role model: One of the best ways 

to encourage a healthy sleep pattern for 

your child is to have one yourself. Setting a 

good example encourages them to follow 

suit. 

If these measures don’t work and your 

child experiences persistent difficulty falling 

asleep, frequent night awakenings, snoring, 

or excessive daytime sleepiness, it may be 

helpful to consult your paediatrician or a 

sleep specialist to rule out a sleep disorder. 

Ensuring your child gets adequate sleep 

is one of the most important things you 

can do for their health and well-being. 

By understanding their sleep needs and 

establishing good sleep practices, you can 

help your child thrive in all areas of their 

life. 

Disclaimer: This article is for information only 

and should not be used for the diagnosis and treatment 

of medical conditions. All reasonable care has been 

taken in compiling the information but there is no 

legal warranty made to its accuracy. Consult a doctor 

or other healthcare professional for diagnosis and 

treatment of medical conditions. Dr Michelle Wright, 

Dr Mecky McNeil, or HealthFirst is not responsible or 

liable, directly, or indirectly, for any form of damages 

whatsoever resulting from the use of the information 

contained or implied in this article. 

1) National Sleep Foundation’s updated sleep duration recommendations: final report. Sleep Health. 2015 

Dec;1(4):233-243. doi: 10.1016/j.sleh.2015.10.004. Epub 2015 Oct 31. 



Embracing the 

EMPTY 

NEST: 

Preparing the next 

chapter of life 

WRITTEN BY PHILIPPA DOBRÉE-CAREY, FOUNDER, FROM HIGH SCHOOL TO UNI LTD 

For many parents, the moment their 

children leave home can be both 

heartbreaking and liberating. Empty 

nest syndrome describes the feelings of 

sadness and loss that parents experience 

when their children move out, and the 

adjustments that parents have to make 

following this significant change in their 

daily lives and routines. 

For me, the biggest shock was the abrupt 

end of the school run and then a sudden 

hit to our social life. You don’t realise how 

much your life revolves around school until 

it suddenly ends at graduation. No more 

parents’ evenings, theatre productions, 

basketball matches, cleaning sports kits 

or bake sales. In our international school 

environment, families pack up and move 

away for the summer, heading home or on 

to their next job. Suddenly, your friendship 

circle has evaporated too! 

Parents may struggle to find their identity 

again without their children around. This 

change can feel overwhelming, but it is an 

opportunity to (re)discover personal interests 

and passions. Take comfort in knowing that 

you are not alone and that this is a common 

experience. 

Understanding Empty Nest Syndrome 

Empty nest syndrome can trigger a range 

of emotional responses, including sadness, 

depression, or emptiness, as well as relief. 

Many parents experience anxiety about 

their future role and feel stressed about 

adapting to change. 

Loneliness is common for parents who 

suddenly find themselves without daily 

interaction with their children. Some 

parents experience irritability and anger 

when their children don’t check in daily, 

while others feel guilty about feeling 

relieved. 

Physical symptoms, such as sleep 

disturbance and changes in appetite or 

weight, can also occur. Combine this with 

menopause, which often happens around 

the same time, and you’ve got fluctuating 

hormones to deal with too! 

Parents should seek support and try to 

think about how they can redefine their role 

to make this transition easier. You are not 

alone, and each family copes differently. 

Cultural Perspectives 

In some cultures, family ties are strong, and 

it is more common for children to stay at 

home (or return home) for longer, although 

a key reason nowadays is the economic and 

social benefits for young adults. This is one 

way of easing the empty nest transition for 

parents! 


Life Transitions and Relationships 

The empty nest transition brings 

significant changes that can affect both 

marital dynamics and your parent-child 

relationships. This stage can involve feelings 

of loss, both emotional and in terms of 

daily habits, as well as the need to manage 

new routines. 

Couples who have focused on their 

children for years may find that the 

structure of their relationship has changed 

and may need to rediscover themselves 

and reconnect outside of their roles as 

parents. Sharing activities and hobbies can 

ease the transition and strengthen their 

bond. 

Effective and open communication is 

essential during this transition. Talking 

about feelings helps to manage expectations 

and can prevent conflict. Joining support 

groups or seeking counselling can help you 

cope during this period of adjustment. 

Parent-Child Relationships 

The empty nest period also impacts the 

parent-child relationship. Your child is 

likely to feel a mixture of excitement 

and nervousness about their newfound 

independence, and it is your role as a parent 

to channel that energy and manage the 

emotions. 

Your child’s newfound independence may 

come with growing pains. By the end of the 

first term away from home, your child may 

become more assertive, challenging your 

role as an authority figure. Keep an open 

mind and develop your communication 

skills with regular contact via video calls, 

texts or phone calls to bridge the physical 

distance. Regular communications will 

help bridge the massive leap between being 

a dependent child and the adult they’ve 

become. 

Remember, your role is also evolving. 

You’re moving from primary caregiver 

“Travel is another great way to enjoy the freedom 

that comes with an empty nest.” 

to trusted advisor. This isn’t a loss of 

connection, but an opportunity to 

strengthen your bond in a new way. Your 

child can gain independence while still 

knowing you’re there for support. Embrace 

this change and it can foster a deeper, more 

mature relationship. 

Finally, maintain those special family 

traditions. When your child comes home to 

visit, it will make the adjustment easier for 

everyone. They may have gone vegan or 

stopped liking their favourite cereal, but the 

family traditions they love become anchors, 

reminding them of the strong bond that still 

exists, even as the family dynamic changes. 

Navigating Newfound Freedom 

Empty nest syndrome is not all negative. 

It can be a great opportunity for parents 

to focus on their own personal growth by 

developing new interests and pursuing 

travel and leisure activities. Without daily 

school pick-up or tennis lessons to schedule, 

use this freed-up time to take up an activity 

for yourself. 

Developing Personal Interests 

With more free time, parents can explore 

activities and hobbies they may not have 

previously had time for before. This is a 

great time to rediscover old passions or 

try something new that gives a sense of 

purpose and satisfaction. Art or Pottery 

classes, for example, can unleash hidden 

creativity. Joining a book club can stimulate 

the mind and create new social connections. 

Gardening provides both physical activity 

and a sense of accomplishment. 

Engaging in these interests not only helps 

to fill the void, but they can be a form of 

self-care and stress relief. 

Pursuing Travel and Sports 

Travel is another great way to enjoy the 

freedom that comes with an empty nest. 

Consider planning trips to destinations 

you’ve always dreamed of or try something 

different like glamping or renting a barge. 

Even local day trips can give you a sense of 

adventure and discovery. Travel can be a 

refreshing change of pace. 

Take up new leisure activities, such as 

hiking, cycling, Pilates or yoga retreats, 

which offer relaxation and physical benefits. 

By indulging in new activities, you can 

enjoy your newfound freedom, explore new 

experiences, meet new people, and fill the 

void in your daily routine. 


your 

IS 

SCHOOL 

FEATURED? 

www.internationalschoolparent.com 

• Talk directly to parents looking to enrol their children 

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DEBUNKING 

COMMON 

LGBTQ+ MYTHS: 

What You Need to Know 

BY CATH BREW 


“Children become aware of their gender identity 

around 2-3 years old and it’s generally locked in 

around age 4.” 

It’s time to debunk 10 common 

LGBTQ+ myths. You’ve probably 

heard them or even thought them 

yourself, but what are they? Commonly 

consumed as fact, these myths create 

misunderstanding, cloud empathy and fuel 

discrimination. 

So let’s clear these myths up! 

Kids are too young to know that 

they are LGBTQ+ 

The belief that kids are too young, generally 

arises from an adult’s difficulty to imagine 

that a child may feel differently about 

themselves, than they did at the same age. 

Just because an adult hasn’t experienced 

it doesn’t mean it’s not real for a child. If 

you’ve never had to confront your own 

gender and/or sexuality, it can be hard to 

# 

1 

imagine what it’s like. We accept cisgender 

heterosexual kids’ knowledge of themselves. 

LGBTQ+ kids deserve the same. 

Others argue that ‘the frontal lobe isn’t 

fully developed’. This argument is never 

used for young people who join the military 

or who learn to drive a car, even though 

both activities require a developed frontal 

lobe for crucial decision making. The 

‘frontal lobe’ myth is a good example of 

the double standards we see, even when 

research proves otherwise. 

Children become aware of their gender 

identity around 2-3 years old and it’s 

generally locked in around age 4. Most 

transgender children first experience gender 

dysphoria between 3 and 7 years with 

greater numbers by age 13. 

Whether an adult understands or even 

approves, LGBTQ+ kids are experiencing 

themselves and all that goes with that. Like 

with cisgender folk, there is no ‘one size fits 

all’. It’s a personal journey and everyone 

needs the space to express themselves as 

and when they feel comfortable. 

It’s best to let gender-diverse 

kids to wait until adulthood to 

make any body changes 

For children who know from a young age 

that they’re transgender or non-binary, 

# 

2 


going through puberty can cause severe 

distress and gender dysphoria. Delaying 

gender affirming care until adulthood can 

greatly exacerbate psychological suffering 

and affect quality of life. 

A 2022 study by the Seattle Children’s 

Gender Clinic showed that access to 

hormones and puberty blockers (13 - 20 

years) reduced the likelihood of depression 

by 60%, and self-harm or suicidal thoughts 

by 70% over a one year period. Similarly, a 

2021 study of over 9000 trans and nonbinary 

youth (13 - 24 years) published in the 

Journal of Adolescent Health, found that 

those who had received hormone therapy 

were 40% less likely to report depression 

and a past suicide attempt, than those 

who sought hormone therapy and had not 

received it. 

The common assumption about gender 

affirming care is that it always means 

surgery. The range of gender affirming 

body care is vast and can include puberty 

blockers (pubertal suppression), new 

haircuts, binding breasts, voice therapy, 

hormone therapy (in adolescence) and 

others treatments, with surgery an option in 

later adolescence. 

Puberty blockers aren’t new. They’ve 

been used to treat precocious puberty in 

cisgender kids since the 1980s.

“A person’s sexual orientation and 

gender is a deeply personal aspect of 

who they are. No one can make someone 

something they’re not.” 

Being LGBTQ+ is a choice and 

hanging around with LGBTQ+ 

friends will make you LGBTQ+ 

Growing up LGBTQ+ and ‘coming out’ 

is hard, especially in a society that favours 

cisgenderism and heterosexuality. Why 

would someone choose the harder road? 

The Trevor Project’s national survey 

(2022) found that 36% of LGBTQ youth 

said they’d been physically threatened or 

harmed due to their sexual orientation or 

gender identity, while 73% had experienced 

discrimination. It’s not a choice many 

would want to choose, is it? 

Just like their cis-het counterparts, 

LGBTQ+ youth grow up realising what 

their natural feelings are. A person’s sexual 

orientation and gender is a deeply personal 

aspect of who they are. No one can make 

someone something they’re not. It’s like 

trying to ask a fish to ride a bicycle. It’s not 

going to happen. Some parents believe this 

myth because their child came out after 

hanging around with queer kids. Generally, 

kids already know they’re queer and seek 

out queer friendships because they feel safe, 

and seen, which gives them the confidence 

to come out. 

# 

3 

# 

4 

You can tell who is LGBTQ+ 

Many people think they can tell 

if someone is LGBTQ+, but people’s 

identities are personal and may be 

expressed or not expressed in many 

different ways. As humans, we like to box 

people into what feels known and familiar 

to us. It’s part of our brain hard wiring, our 

amygdala triggering fight or flight reactions 

as we rapidly assess situations. A known 

entity feels safer and so it’s easy to make 

quick assumptions for our own needs. 

Just like the cisgender heterosexual 

community, the LGBTQ+ community is 

incredibly diverse. Since we live in a binary 

society, we assume that men/boys who are 

effeminate are gay and more masculine 

women/girls who are lesbians (what was it 

I said above boxing people in?). However, 

each person’s experience and expression 

of their identity can vary widely, whether 

they’re queer, gender-diverse, cisgender, 

homosexual or heterosexual. 

Gender neutral toilets are a 

safety threat 

Concerns about safety are often based 

on misconceptions rather than evidence. 

Studies and real-world implementations 

generally show that gender-neutral toilets 

do not increase safety risks. In fact, they 

enhance safety and comfort for transgender 

and non-binary individuals, who are 

increasingly facing harassment in gendersegregated 

facilities. 

Many gender-neutral toilets are designed 

with privacy in mind and feature individual 

stalls with basins and floor-to-ceiling 

partitions. These toilets are also often 

favoured by people who need privacy for 

medical/health reasons (changing colostomy 

or catheter bags, insulin injecting diabetics, 

or those changing a menstrual cup). This 

setup helps ensure that everyone has the 

privacy, safety and dignity they need. 

# 

5 

Pride is unnecessary – we don’t 

get a month to celebrate being 

straight 

Pride originated from a history of 

discrimination and marginalization. It 

is meant to counteract societal pressures 

and prejudices faced by LGBTQ+ people, 

increase visibility and to foster acceptance. 

Since heterosexual identities are widely 

accepted and not marginalized in the same 

way, a straight pride event isn’t necessary. 

# 

6 

Why do they have to flaunt it? 

This sentiment often expands into I 

don’t want it in my face, or it’s everywhere 

these days. LGBTQ+ are not flaunting who 

they are. They are simply living their lives 

just like cisgender heterosexual people do. 

The difference is that those who express 

this myth are not used to being around 

LGBTQ+ people and seeing their lives. The 

‘flaunting it’ reaction to LGBTQ+ people is 

usually about that person’s inability to cope 

with the LGBTQ+ people’s comfort with 

themselves. 

# 

7 

It’s a phase 

It might be. It might not be. What 

matters is that it’s happening now and as 

a parent you need to navigate it now. If 

you’re child has come out as LGBTQ+, 

what also matters is that you provide a 

space for them to explore their identity. 

They are less likely to want to talk to you 

about it if you’ve closed down opportunities 

for conversations about it. Just a phase is a 

very common misconception and can be 

hurtful. It immediately tells that person that 

you know better, when it will have taken 

them a lot of emotional preparation to tell 

you. Most often, it’s just a phase comes from 

a place of not wanting to accept a child’s 

queer identity. In the same way that parents 

allow their cis heterosexual kids to explore 

# 

8 


their identities, LGBTQ+ kids need that 

space too – and if they’ve come out to you 

and it was a surprise, you’ll also need time 

to adjust! 

Am I to blame? 

No. As a parent, it’s natural to 

have concerns about how your child’s 

identity might be influenced by your 

family environment, but it’s important 

to understand that being LGBTQ+ 

is not something parents cause or can 

control. There is also nothing ‘wrong’ 

with your child. Sexual orientation and 

gender identity are intrinsic aspects of 

who a person is. They are not a result of 

parenting choices or mistakes. Am I to 

blame? also implies that there is something 

# 

9 

wrong with being LGBTQ+, a belief often 

stemmed from a combination of cultural, 

religious, and social factors. Whilst different 

communities hold different values, it’s 

important to understand that no one can 

make anyone LGBTQ+. All LGBTQ+ 

identities are a natural variation of human 

diversity. 

# If you are a bisexual girl, why not 

10 just date a guy? 

This common viewpoint is a good example 

of the binary bias in society that favours 

heterosexual relationships over samesex 

ones. A lot of bisexual people report 

hearing this type of comment when dating 

someone of the same sex. However, a 

person’s choice of partner is commonly 

based on personal compatibility, shared 

values, and mutual attraction, rather than 

solely on gender. Attraction is not just 

about sexual orientation. It includes how 

individuals connect on multiple levels - 

emotionally, intellectually and physically. 

Equally, you don’t become straight or gay 

depending on whom you’re dating. You are 

always bisexual. 

There we are! 10 common LGBTQ+ myths 

busted! In a world where misinformation 

spreads quickly, busting myths is not just 

about correcting falsehoods. It’s about 

empowering people to foster a more 

understanding and inclusive society, whilst 

helping people to make better informed 

viewpoints and decisions. 



Moving from 

Guilt to Growth: 

Shifting Perspectives 

and Transforming 

Opportunities as 

International Parents 

WRITTEN BY MIRSADA HOFFMANN 

Parenting is a complex journey 

filled with joys, challenges, and 

countless decisions. For international 

parents, these challenges are magnified 

by the unique circumstances of raising 

children in a cross-cultural context. The 

job of parenting is significant, and with 

anything important, we often question our 

decisions. Questioning one’s parenting 

decisions is natural, but it often leads to 

guilt. Add the complexity of uprooting 

children, navigating different education 

systems, languages, and cultures, and 

the perceived shortcomings in providing 

stability—especially as it relates to building 

connections—and the guilt can become 

overwhelming. However, with a shift in 

perspective, this guilt can be transformed 

into growth opportunities for both parents 

and children. Embracing the principles of 

emotional safety while leveraging the rich 

experiences a third culture life offers can 

foster resilience, adaptability, and emotional 

intelligence. 

Understanding Parental Guilt in the 

International Context 

Parental guilt often stems from a sense 

of inadequacy or failure to meet certain 

societal or personal expectations. 

Identifying the guilt and recognizing what 

triggers it is the most important step in 

learning how to manage it. Once identified, 

it’s important to figure out the message 

behind it because feelings carry important 

messages. If we take the time to dig for the 

deeper lesson or meaning, guilt can truly 

teach us valuable and important lessons. 

Guilt may be showing you how you can 

grow as a parent, or it may be highlighting 

an unmet need. Learning to identify our 

own feelings helps us in teaching our 

children how to identify theirs. 

Once you have identified the guilt, you 

can begin to challenge your feelings and 

expectations. Is what you are expecting 

realistic, given the complexity of the 

international lifestyle? Depending on your 

upbringing, you may have ideas or thoughts 

about what you want for your children, 

but those ideas may be unrealistic based 

on where you are in your life or in the 

world. Explore whether you are adding 

unnecessary pressure and if the guilt is 

coming from unrealistic expectations. 

Adding stress and strain to a complex life, 

which often feels like running on a hamster 

wheel, doesn’t benefit anyone, especially not 

children. 

Another crucial point is to focus on where 

you have control. It’s easy to fall down a 

rabbit hole of “if only” or “I wish I had,” 

but this line of thinking doesn’t benefit 

anyone. Start by looking at what is most 

concerning, or what is causing you guilt 

in the moment, and begin to make a plan. 

Focus on areas where you have the ability to 

make an impact. For example, it’s not useful 

to focus on dissatisfaction with your location 

if a move isn’t likely to happen 


“Engaging in shared activities that strengthen 

family bonds creates lasting memories and offers 

your children a stable emotional foundation 

amidst the frequent changes of international life.” 

in the near future. However, if part of 

the dissatisfaction is related to your child’s 

educational needs being unmet, you can 

create a plan to address that. It’s important 

to remember that it’s possible to change 

almost everything in our lives; it all depends 

on what change we are willing to make and 

the time we are willing to wait. 

See guilt for what it really is –information. 

Use the information contained in the guilt 

to inform you, not control you. Understand 

that this information allows for awareness, 

and awareness creates the space for change. 

This change shifts your perspective, which 

allows you to use the guilt to guide you on 

the path toward the change you want. 

Shifting Perspectives: From Guilt to 

Growth 

The gift of transforming guilt into growth 

lies in shifting perspectives not only for you 

but also for your children. Rather than 

viewing the challenges of international 

parenting as insurmountable obstacles, 

parents can reframe them as opportunities 

for development and enrichment. This is 

not to diminish the challenges of raising 

international children because there can 

be significant challenges. But instead of 

allowing the guilt to engulf you, use the 

information that is contained in the guilt to 

guide you in building emotional intelligence 

in yourself and your children. 

Embracing and Encouraging Emotional 

Safety 

Emotional safety is the foundation upon 

which children can build resilience and 

adaptability. It involves creating an 

environment where children feel secure, 

valued, and understood. As you guide 

your child through international living and 

help them see the challenges they face as 

opportunities, you can help them build 

these critical skills that will help them now 

as they navigate this complex life and later 

as they navigate an increasingly complex 

world. 

• Open Communication: 

Communication is one of the most 

important life skills that isn’t formally 

“taught.” Guide your child in the 

development of this critical life skill. 

Encourage open and honest conversations 

about feelings, experiences, and challenges. 

Let your children express their fears, 

frustrations, and joys without fear of 

judgment. 

• Consistency and Routine: Routines 

provide a sense of stability and safety. 

Establishing routines and family rituals can 

be comforting, especially amid transitions 

and changes. Simple routines, like family 

meals or bedtime stories, can become 

anchors as other things lack consistency in 

the child’s life. 

• Validation of Feelings: Acknowledge 

and validate your children’s emotions. Let 

them know it’s okay to feel sad, angry, or 

confused about the changes in their lives. 

Help them build a vocabulary for and 

understanding of those feelings. 

• Modeling Coping Strategies: 

Demonstrate healthy ways to cope with 

stress and change. Show your children that 

it’s okay to seek help and talk about their 

feelings. 

Practical Strategies for International 

Parents 

When navigating the complex emotions 

of guilt, which can often be accompanied 

by shame, as an international parent, it’s 

essential to recognize the power of selfcompassion. 

Guilt frequently emerges 

when we feel a lack of control or when 

our expectations clash with reality, leading 

us to be overly harsh on ourselves. In 

these moments, focusing on what you can 

truly control—likely much less than you 

might initially think—becomes crucial. 

Acceptance of your limitations and the 

unpredictability of life can help ease the 

burden of guilt, shifting the focus from 

self-criticism to self-compassion. This shift 

allows you to respond to uncomfortable 

feelings with kindness rather than harshness, 

creating a more supportive environment for 


both you and your children. By embracing 

this mindset, you not only foster emotional 

resilience but also model a healthy approach 

to managing difficult emotions for your 

children, teaching them the importance 

of self-compassion in the face of life’s 

inevitable challenges. 

As international parents, transitioning 

from guilt to growth involves embracing 

strategies that foster emotional stability and 

connection within your family. Here are 

some practical steps to guide this transition: 

• Build a Strong Sense of Belonging: 

Whether through friendships with fellow 

expatriates or local community members, 

having a reliable circle can provide both 

emotional backing and practical advice.

This network not only eases the challenges 

of international parenting but also 

encourages your children to engage with 

their surroundings. 

• Encourage Involvement in Local 

Communities: Participation in local 

activities such as sports, arts, or volunteer 

work helps children build meaningful 

connections and develop a sense of 

belonging, which is crucial for their 

emotional well-being. 

• Foster a Sense of Safety and 

Belonging: Engaging in shared activities 

that strengthen family bonds creates lasting 

memories and offers your children a stable 

emotional foundation amidst the frequent 

changes of international life. 

• Seek Professional Support When 

Needed: When the emotional challenges 

of living abroad become overwhelming, 

seeking professional support is not only 

wise but necessary. Therapists, coaches, 

counselors, and support groups can offer 

valuable guidance, ensuring that both you 

and your children are equipped to navigate 

the complexities of an international lifestyle 

with resilience and grace. 

By integrating self-compassion with these 

practical strategies, you can shift from a 

place of guilt to one of growth, creating 

a nurturing and resilient environment for 

your entire family. 

Moving from guilt to growth as 

international parents involves recognizing 

the unique opportunities presented by a 


third culture life and prioritizing emotional 

safety. By fostering open communication, 

validating feelings, and embracing 

cultural diversity, parents can create an 

environment where their children feel 

safe to express their feelings while thriving 

emotionally and socially. The challenges 

of international parenting should not 

be diminished. Finding healthy ways to 

express, acknowledge, validate, and, if 

possible, reframe difficult experiences helps 

children develop resilience, empathy, and 

a broad worldview. Through practical 

strategies such as building community and 

a shift in perspective, international parents 

can begin to slowly transform guilt into 

growth, enriching their family’s journey and 

creating a positive impact on their children’s 

futures.

How to write the perfect 

personal statement 

WRITTEN BY BY FIONA MCKENZIE, HEAD OF EDUCATION, CARFAX EDUCATION 

Writing the personal statement 

is a key part of making a 

University application to 

the UK. This is the only opportunity a 

student has to communicate who they are 

as a person, why they are so excited about 

studying a particular course, and what 

makes them a stand-out student – and all of 

this in 4,000 characters including spaces! 

Our Head of Education, Fiona 

Mckenzie, has advised 100’s of students 

on how to write a competitive personal 

statement and here she shares her top ten 

tips. 

1Start with a big brainstorm to help you 

think of all the ideas that you might 

want to include. This will give you lots 

of information to pick and choose from and 

help you work out the ‘story’ you want to 

tell the admissions team. 

2This is your only chance to 

communicate with the admissions 

tutor about why you are so passionate 

about studying this subject further. Focus 

80% of your statement on your academics 

and experiences relevant to the course. 

Use the remaining 20% used to talk about 

relevant extra-curricular activities. 

3It is much more valuable to reflect 

on what you have learnt rather than 

list all the things that you have done. 

Played a team sport? Think about the 

practice and dedication this has required, 

as well as the verbal and non-verbal 

communication skills. Taken part in MUN? 

How has this prepared you to think on your 

feet, to form an argument and to listen to 

another person’s point of view? 

4Keep it honest, do not claim to have 

read books or speak languages or to 

have written competition entries if 

you have not done any of the above. You 

will certainly get caught out if you are 

called for interview and unless you have 

genuinely done these things it will generally 

be obvious when you cannot justify them 

with contextual information. 

5The character count is tight so avoid 

‘waffling’. Be careful about working 

your way through the Thesaurus 

and using every simile you can find for 

‘passionate about’. 

6Every sentence has to count and make 

good, clear points. Remember PEE - 

Point, Example, Explanation, all three 

should feature in each sentence. 

7Whilst the overall tone needs to be 

formal, use words that are familiar 

and that you would use everyday. This 

is your personal statement and needs to 

have your voice and sound authentic. 

8Resist the temptation to use phrases 

you have found in online statements 

– every application is checked for 

plagiarism and if detected the application 

may be withdrawn. 

9A well written personal statement 

will take several drafts. So, start early! 

Don’t worry about the character 

count in the first draft, rather get everything 

down on paper. It is easier to start with a 

huge character count and then edit it down. 

work offline and check, 

check and check again before 

10Always 

you paste it into the UCAS 

application. Make sure there are no 

grammar, spelling or punctuation errors 

as this will not create a favourable 

impression. 

If you would like expert advice and 

guidance on writing your personal 

statement, please contact Carfax Education 

today at enquiries@carfax-education.com, 

or visit www.carfax-education.com. 



MANAGING 

PARENTING 

ANGER 

WRITTEN BY METTE THEILMANN 


We have all been there, where 

our kids have said and done 

something that brings out deep 

emotions in us and maybe we start saying 

and doings things we regret later on. 

But keep in mind it is not the child’s 

behaviour that makes us angry, it is how 

we feel in the moment: stressed, frustrated, 

sad, lonely, tired etc. If we are aware of our 

feelings and are in a state of well-being we 

are less likely to ‘lose it’ and go to that place 

that we regret later on. 

Anger is an emotion, a way to express 

negative feelings or thoughts towards 

someone, something or a situation. For 

instance: 

• Snapping at your kids or interrupting 

them mid-sentence 

• Yelling at your kids too quickly 

• Not listening before they can explain 

themselves 

• Blaming, shaming, criticising and maybe 

even bullying 

• Blaming yourself for being an awful 

parent all the time 

Steps to manage your anger: 

Awareness is the first step to change so let’s 

explore WHAT are your triggers, HOW 

does anger show itself, WHERE do you feel 

the anger: 

• Identify your anger triggers: Have 

a think about ‘what makes you lose it’, 

i.e. when your child begs, refuses to do 

something, screams, sibling fighting etc. 

• What are the signs: that are telling you 

that you’re about to get angry? These can 

be physical: headache, stomach in knots, 

clenched hands, grinding teeth, tight chest 

etc. Or emotional: thinking negatively 

about your child, situation or life, beating 

yourself up or feeling sorry for yourself etc. 

• When do you experience anger the 

most: Have a think WHEN you are most 

likely to get angry and WHAT part of the 

of the day: When you are tired, stressed, 

hungry, just came home from work etc. 

morning when have to get out the door? 

Coming home after a long day? bedtime, 

dinner time, homework? Over screen time? 

etc. 

If something isn’t working, change it: 

If there is a certain situation, or part of the 

day, that really set you off it’s a sign that 

something need to be reset. 

• Do you need to sit with your family and 

create a new morning, bedtime, homework 

etc routine? 

• Do you and your child need to agree to a 

new screen agreement? 

• Maybe your children need to be part 

of meal planning, so they feel that their 

opinion matters 

Basically, what I am saying here ‘if we keep 

doing the same things, we will get the same 

response’… 

BE prepared: 

Once you know what the triggers and signs 

are, you can be prepared. If you know that 

your child will have a strong reaction to 

your request and that it winds you up – then 

before you ‘enter the situation’. This will 

help you to pause and think and prepare 

yourself for your child’s reaction and your 

own emotions. 

Tell yourself that it is normal and natural 

for kids to have strong reactions to our 

words, expectations and requests. And this 

is OK – they are just doing what they need 

to do. And we must also do what we need to 

do, which is to ‘KEEP CALM, be firm and 

consistent’. 

• Stay calm: before you do or say 

ANYTHING – STOP and take a deep 

breath in and slowly let it out. Don’t 

immediately attend to your child’s request, 

demand, behaviour or words. Just stop 

and breathe. This gives you time to check 

in with your emotions, ‘How am I feeling 

right now?’ i.e. angry, frustrated, stressed, 

disappointed etc. And accept the feelings 

as they are – but don’t let them take over 

and hijack what you do and say next. 

By doing this your kids will not only feel 

safe with you, but also start pairing your 

behaviour. 

• Say it out loud: it’s OK to FEEL angry 

but it is what we DO with it that matters. 

Try to say it out loud to you and your child. 

This will help you to calm down, and your 

child will be aware of how you feel – they 

don’t have to second guess. ‘I am feeling 

really frustrated now since we are running 

late and that stresses me’ etc. This will also 

teach your child that emotions are ok as 

long as we can manage them and verbalise 

them. 


• Choose your battles and ignore the 

rest: you don’t have to respond to ALL 

your child’s annoying, irritating or bad 

behaviours. Some you can choose to ignore 

and ‘let it go’ (keep in mind that we are 

ignoring the behaviour i.e. the screaming, 

begging etc. – NOT the child). Place your 

attention where it really matters i.e. when 

your child is hurting someone, being too 

rude/disrespectful, stealing, lying, damaging 

things, breaking rules and agreement etc. 

The things we CANNOT let go off and 

ignore. 

• Choose your language carefully: 

less is more. Once we start getting into 

the power struggle of who can scream the 

loudest and have the last word, we have lost! 

Keep it short and clear: If you have to say 

anything make sure you control your tone 

(natural), body language (assertive and firm 

but not aggressive, nor timid) and think 

“It’s OK to feel angry – it’s what we do with these 

emotions that really matters.” 

before you talk so you only say what needs 

to be said – don’t go into word flow! Once 

you get into word flow you are in danger 

of saying things you regret later on, plus 

this opens up the opportunity for the child 

to keep the ‘negotiation going’. And you 

are at risk of sounding insecure about your 

decision since you have to ‘convince’ the 

child. KEEP IT SHORT! 

• Let the child have their emotions 

too: it is not our job to control our child’s 

emotions, only our own. Try not to stop 

your child from feeling or telling them 

what to feel instead: ‘stop being so angry, 

don’t scream – calm down – it will be OK’. 

Just come from a place of Listening: I can 

hear you are XXX. Understanding: and I 

get that you are XX now because of XX. 

Accepting: and it is OK to feel XXX. 

Listening, understanding and accepting a 

child’s feelings and behaviour is NOT the 

same as agreeing or giving in. 

• Do what you need to do right now: 

once you have checked in with your 

emotions you can make a decision about 

what you will do / say (or not) and what 

needs to happen next, i.e. take a time out, 

ignore the behaviour, listen and say less etc. 

• Forgive and move on: I know it is 

hard to forgive and move on when our kids 

have behaved like little brats, but we need 

to re-engage. Show them that we are OK 

and that the connection with your child is 

OK and safe. Plus, it gives them a chance 

to change and come back and restore the 

peace and damage – a way out. It doesn’t 

have to be much: a little hug, a squeeze of 

the shoulder, a smile or you can even do 

something small together etc. Here you 

role model that it is OK to feel angry and 

that we can work ourselves out of it. Be the 

adult. CLICK here for an activity ‘Whine 

& let go’ 

Awareness question: 

• What triggers your anger? 

• What are the signs that you are about to 

lose it? 

• What part of the day or situation sets off 

your parenting anger? 

CLICK here to read ‘Dealing with my 

child’s big emotions & anger’ OR ‘Dealing 

with child’s negativity’ Or ‘My child is 

defiance‘ OR ‘Dealing with back talk‘ 


2025 

ANNUAL 

CONFERENCE 

The Deliberate Design: 

educating the whole child 

From ethical intelligence to belonging, diversity to design thinking, 

this conference will provide educators across Switzerland with a deep 

and meaningful learning experience. 

Join us for a unique opportunity to build connections and network with 

teachers and school leaders from all over Switzerland! 

FRI 7 - SAT 8 

MARCH, 2025 

LEYSIN AMERICAN SCHOOL 

CHEM. DE LA SOURCE 3, 

1854 LEYSIN 

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How can your child be 

prepared for Oxbridge 

applications? 

DR GEMMA HANNAN, DEPUTY PRINCIPAL (ACADEMIC) AND KIRSTEN DICKERS, HEAD OF SIXTH FORM, 

AT OXFORD INTERNATIONAL COLLEGE (OIC) BRIGHTON 


“Building a compelling application requires months 

and months of hard work, in and outside of College.” 

students taking part in activities such 

as these can display the initiative and 

intellectual curiosity required to stand out in 

an Oxbridge application. 

Students at OIC Brighton aspire, and 

secure places, to attend the most 

prestigious universities around the 

world, including Oxbridge. Ahead of the 

application deadline on 15 October, Dr 

Gemma Hannan and Kirsten Dickers 

share their advice on how students can best 

prepare when applying to study at Oxford 

University or the University of Cambridge. 

Standing out beyond academia 

When applying to Oxbridge, it is vital to 

note that they are seeking far more than 

just academic achievement and so the 

admissions teams for both institutions 

expect students to demonstrate the initiative 

and intellectual curiosity to explore their 

academic passions beyond their studies. 

At OIC Brighton, students participate 

in our Super Curricular Programme, 

whereby students engage in a diverse 

range of activities, clubs and societies on 

top of their studies to develop a rigorous 

understanding of their desired field and 

develop the skills required to become well 

rounded individuals and desirable Oxbridge 

candidates. 

Whether it be visiting exhibitions, 

attending interesting lectures, or joining 

societies relevant to their chosen subject, 


The application process 

Building a compelling application requires 

months and months of hard work, in and 

outside of College. 

For students applying to Oxbridge this 

October, the personal statement is vital as it 

is their first chance to make an impression 

on the admissions team. It must convince 

the reader of the genuine passion and 

enthusiasm to explore the chosen subject 

further, and is the ideal opportunity for 

students to highlight any extra curricular 

activities they participate in. 

Preparing for the admissions test is 

the next key step. Early preparation 

and organisation will enable students to 

familiarise themselves with the format 

of the test, identify areas that require 

additional attention and build confidence 

through effective revision and practice. 

During the interview, students will be 

expected to articulate their interest for 

their subject and engage in a reflective, 

intellectual conversation with their 

interviewer. Students should prepare to 

demonstrate knowledge beyond academic 

studies, as well as a high level of oracy; a 

skill that we focus on developing amongst 

our students daily at OIC Brighton.

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“Students should prepare to demonstrate knowledge beyond academic 

studies, as well as a high level of oracy.” 

Regular practice discussing their subject 

and reflecting on learning will build the 

skills required from students to excel in an 

Oxbridge interview. 

Deciding on which college to apply to 

What college to study at is important as it 

is much more than a place of study, it also 

becomes a home. With 60 to chose from 

between both universities, the decision can 

be daunting. 

A prominent factor when making 

this decision is the subjects the colleges 

specialise in. However, there are a multitude 

of additional factors that may impact this 

decision, such as the location, proximity 

to their academic department, and size 

of the college. Taking time to consider all 

of the options enables students to make 

informed decisions on which colleges best 

suit them and where they believe they will 

be happiest. 

Managing and overcoming stress 

Applying to competitive universities can be 

stress inducing for students, and it can be 

challenging to alleviate these feelings. 

At OIC Brighton, our approach is to 

instil a growth mindset amongst students, 

whereby they aspire to learn and grow 

from criticism, consequently building 

up their confidence and resilience. I also 

strongly advise that students make use of 

the pastoral care available at their college if 

they are feeling stressed during the process, 


wellbeing is just as important as academic 

achievement. 

We wish all students currently preparing 

to apply to university the very best of luck. 

Please do remember that the application 

process is a journey, so please do reach out 

for pastoral support if you are finding the 

process stressful.

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International Curriculum 

Conference 2024 

Nov 11 — 13, 2024 

Kuala Lumpur, Malaysia 

Join us this November for a unique level of enrichment, connection and learning for all. 

This year we are exploring ‘Global Perspective: Local Impact’. How can we create meaningful local 

impact through global perspectives? 

#ICC24 

#ImprovingLearning 

Get ready for 

Inspiring Keynote presentations 

School-led workshops 

Learn more and 

register 

Spotlights showcasing learners 

Networking opportunities 

Learning walks through 2 international schools

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International School Parent Magazine - Autumn 2024

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