International School Parent Magazine - Spring 2025

The Dual

Education System

in Switzerland

Break Free

from the Scroll

The Garden of

Boundaries

We need action.

We need Switzerland.

Discover now:

switzerland.com/expats

Geneva, a family in the Botanical Garden, © Hannes Heinzer Fotografie

42

Contents

08 Meet The Director General, Dr. Ryan Guffey,

Webster University Global Campuses

14 Springtime In The City

16 Meet The Founding Director, Kamran Baig,

Lucerne International School

22 The Highlands Programme: A New Experiential

Learning Initiative From Tanglin Trust School

26 Robotics Education: Building Soft Skills For The

Future

28 Seamless Learning: A Continuous Educational

Journey At SIS

32 The Dual Education System In Switzerland:

Excellence In Education And Employability

36 Student Tech Projects For Social Good At

Scientia Education’s Fab Lab

38 From Participants To Decision-Makers:

Rethinking Leadership In Schools

42 Give Them An Unforgettable Summer – 2025

Summer Camp Guide

46 The Garden Of Boundaries: Nurturing Healthy

Limits For Children And Teens Understanding

What Shapes Us

50 Supporting LGBTQ+ Youth Through Big

Moves And New Schools: The Ultimate Parent’s

Guide

54 How To Make The Most Of A Gap Year

56 Break Free From The Scroll

58 Having A Plan B – A Guide For Parents

62 A Visit To Bett – Reflections On Edtech

Extravaganza

Cover image: ©Switzerland Tourism / André Meier

Welcome to the Spring

2025 edition of the

International School

Parent Magazine

Spring has arrived, the weather is warmer, and the days are longer.

People are slowly peeling off their Winter jackets and heading

outside to enjoy the sun! With Summer not far away, it is also

the perfect time to start thinking about summer camps. We have

curated a list of inspiring programmes and have presented them to

you in a special feature beginning on page 42.

For this edition, we had the pleasure of interviewing Dr. Ryan

Guffey, the Director General of Webster University Global

Campuses, and Kamran Baig, Founding Director of Lucerne

International School. Although very different, both schools have an

innovative approach to education and learning and excel in terms

of placing students firmly at the forefront of their operations.

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

interesting and informative articles around the importance of

setting boundaries, supporting LGBTQ+ youth, breaking free of

the scroll, and many more! Have an energised spring and we look

forward to bringing you more content again in summer.

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 SPRING 2025 | 5

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.

Mariann Csoma

Mariann is a child psychologist with a decade of

practice specialising in children and adolescents.

With an international background, she has pursued studies and

professional work in three different countries. Currently, she

holds the positions of Safeguarding Lead and Head of Pastoral

Care at the Geneva English School. She created Metafora,

a communication and therapeutic tool for mental health

practitioners.

Philippa Dobrée-Carey

Philippa Dobrée-Carey is an Authour and Founder of

‘From High School to Uni’. She 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, 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.

Richard Martyn-Hemphill

Richard Martyn-Hemphill is an educator, writer and

consultant specialising in international schooling.

Having previously taught A Levels, the IB, and EB at a European

School in Brussels, Richard sits on the advisory board at the

Bruton Lloyd Academy, an online school based in London. He is

currently researching a book on education, wellbeing, and artificial

intelligence.

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.

Angela Mitra

Angela Mitra, a former pharmacist, transitioned into

education, bringing a unique perspective shaped by her

background in science and international schooling. Educated in

international schools and later in the UK, she is a dedicated school

leader with Swiss roots and a global outlook. She is committed to

fostering student agency, working collaboratively with teachers to

refine practice, and driving innovation in education.

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.


Naturally bilingual –

from Pre-Kindergarten to International A Levels

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

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

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

their goals – in Basel, Winterthur and in Zurich.

Find out more at www.academia-schools.ch

Meet the Director General

Dr. Ryan Guffey

Webster University Global Campuses

Established in 1915 by the Sisters

of Loretto, the institution we

now know as Webster University,

began with a bold mission - to provide

education to women. Over the years,

Webster University has continued to lead

the way in terms of internationalisation and

innovative approaches to learning. These

days, Webster University serves over 15,000

students worldwide.

Recently, we had the pleasure of speaking

to the Director General for Webster

University Global Campuses, Ryan Guffey,

about his vast experience, the exciting

ways Webster is marrying equality and

innovation, and what the future holds for

higher education around the world.

What distinguishes Webster University’s

approach to international education

compared to other global universities?

Webster University was founded as a

liberal arts institution focused on women

and Native Americans in the Midwest. It

was inspired and informed by providing

opportunities to serve an unmet need, at a

time where there were many. A number of

schools now have this approach, however

Webster has been intentional in this mission

from the very start. Even as far as 1919 -

four years after its origination - Webster was

already admitting international students.

And then, if you fast forward to the 1990s,

we created an online division specifically to

include individuals outside the US. Again,

bringing opportunities to people that may

not otherwise have them.

I would say Webster really made its

biggest point of differentiation in 1978

when it opened its first international

campus in Geneva, Switzerland. Since then,

we have opened at least 17 other locations

between nine countries. Additionally, today

roughly 50% of the Webster University

student body is enrolled outside of the US

in our schools in Europe, Africa, and also

East Asia.

How has Webster University leveraged

its partnerships with organisations like

the UN and Red Cross to enhance student

learning experiences?

I have to say that one of the greatest

benefits of having campuses in cities


like Vienna, Leiden, and Geneva, is that

students have the opportunity to live with

their fields of study. What this means

is that the cities themselves are their

classrooms. For example, in Geneva, the

international relations students regularly

secure internships at the United Nations

and permanent missions. Having these

real-world experiences really makes a

significant impact on career exploration and

preparation.

“While we certainly operate in a commercial

environment, everything is centred around

returning the investment to our students.”

The “Explore Series” offers off-campus

events designed to immerse students in

Switzerland’s culture. What impact has

this programme had on students’ overall

educational experience at the Geneva

campus?

As we have such a large population

of students that come from outside of

Switzerland, it is extremely important to us

that we provide an immersive programme,

not only into Swiss culture, but also into

history, geography, linguistics, politics, and

economics of the region.

Every term, we have a range of

excursions for students. Some of these trips

repeat year over year, however we try to

add new things so that returning students

continue to gain enriching experiences.


We want our students to understand that

it’s not just learning the lay of the land, it’s

also learning and bonding with their peers

– the people that will potentially form their

personal and professional networks long

past graduation.

What are the benefits and potential

challenges of the Mobility Programme

for students and faculty across the

university network?

Something that is quite distinctive about the

student and faculty mobility programme

is the fact that it is both internally and

externally funded. Through this funding

we are able to pay for students’ round trip

flights to one of our other campuses for a

period of study. An additional benefit is

that programme participants continue to

pay their home campus tuition fees while

abroad. This means that, for example, a

student from our Athens location is able

to attend our Geneva campus where fees

are higher, whilst maintaining the Athens

tuition rate. We believe that money should

not stand in the way of education and

important multicultural and multinational

experiences.

We carry similar programmes between

our locations but we try not to mirror every

aspect of the degree programmes in every

location. This encourages the movement

of students between campuses, offering

differentiated specialization.

Let’s say I’m a student studying

international relations and I want to focus

on security studies. In Europe, the Vienna

campus has more security studies faculty

and therefore it would make sense that

I might spend some time there taking

advantage of the high profile specialists

there. Similarly, If I was studying human

rights, I might go to the Leiden campus to

access the opportunities at the Hague.

How does Webster University balance

its non-profit mission with its extensive

global expansion and partnerships?

We operate as a nonprofit organisation

across all of our campuses and ventures.

This means we are not focused on huge

profit margins. In actuality, the vast

majority that we make is reinvested in the

university. What surplus we do have goes

into an endowment, which then funds other

projects.

In some locations, we completely own

and operate our school and in others

we have chosen to partner with another

university. However, in those cases we are

partnering with other nonprofit institutions.

While we certainly operate in a commercial

environment, everything is centred around

returning the investment to our students.

What role does the Webster Alumni

Association play in fostering long-term

engagement with graduates?

Webster University has a little over

200,000 alumni worldwide. As I mentioned

earlier, the Geneva campus started in

1978, and therefore has several thousand

graduates. While we do operate a universal

alumni system and provide a number of

opportunities applicable to all alumni

regardless of the campus they attended,

we have campus-specific Alumni groups as

well.

We never ask anything of our alumni

other than to invest their time and interest.

If they choose to contribute, we are grateful


“We try to not mirror every degree programme

in every location. This encourages the

movement of students between campuses.”

for their donation toward student learning,

but typically their support is opening doors.

By staying connected, we are able to access

corporations to talk about our new degree

programmes, internship and scholarship

opportunities and so on.

We host regular in-person meetings

with alumni in cities around the world, as

well as hosting online meetings. Whatever

the format is, our goal is to keep alumni

regularly updated on the future of our

university. Often, they offer to help their

alma mater, which means so much to them.

How has Webster University adapted its

academic offerings to meet the needs

of students across diverse cultural and

geographical locations?

When we talk about our general curriculum

we describe it as the global citizenship

programme. Whichever subject our students

study, we always ensure it is taught with an

international focus. This perspective is at

the core of all of our programmes, whether

bachelors or masters.

As a liberal arts institution, global

citizenship is essential. But at the same

time, economies and markets change, so

to do the needed inputs and outputs that

are reflected in the degree programmes

on offer. With this in mind, we regularly

undertake curricular reviews where we ask

the question “What can a student do with


this when they’re done?” Within this, we

look at the sectors they may work in, which

countries have a need for professionals in

that area, and so on. Then, if we are not

aligned in some way, the curricular revision

process continues and the programme is

updated. It is fair to say that we are both

very market-reflexive and at the same time

true to our international mission.

How has your diverse academic

background influenced your leadership

approach?

Having studied an array of disciplines, I

believe I have sought a holistic view, both

of the people that I work with, but more

importantly the people that I serve. To

me leadership is an amalgamation of

your experiences, drive, and willingness to

address the things that are most critical for

your constituents and organisation.

How do you envision the future of

global education, and what role do you

see Webster University playing in that

landscape?

Globalisation brings us closer together.

As a result, the future of international

higher education is fewer barriers, more

access, increased opportunities, and finding

“Whichever subject our students study, we always

ensure it is taught with an international perspective.”

more affordable ways for education to be

delivered.

We know that these days, with the

accessibility of online resources, a student

can have a world-class education from their

bedrooms. This means that to get students

to actually walk out the door and want to

be part of a physical learning environment,

universities will need to provide increasingly

justifiable reasons for them to do so. I think

competition is going to continue to increase

and that competition between on and

off-line education is good for the industry,

sector, and ultimately good for the students.


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Springtime

in the City

I

t is time to say goodbye to the long

winter months and welcome the spring!

Nothing beats recharging your batteries

in the warm sun and enjoying some fresh

air. Here are a few ways you and your

family can make the most of springtime in

the city!

Urban parks

Nature plays an important role in Swiss life.

Even when you are not able to head to the

mountains or relax by a lake, Switzerland’s

cities offer plenty of opportunity to relax

in tranquil gardens and leafy parks. Take

a moment to enjoy a picnic or good book

where city and nature exist in perfect

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No two parks are the same – each has

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Scavenger Hunt Neuchâtel

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Scattered among the city streets are a

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city’s Belle Époque. It is these murals that

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Scavenger Hunt. Explore the historic old

town area of Neuchâtel, hunting for clues

hidden within the murals.

Participants must use a UV light to read a

secret message, decipher a mysterious code,

and follow the instructions of a cow! After

completing all 14 stages, participants will

find their way to the treasure chest.

The Neuchâtel Scavenger Hunt is a fun

and educational activity suitable for the

whole family.

St. Gallen on Two Wheels

St Gallen is a beautiful city in the east of

Switzerland, with a charming old town,

stunning Abbey, and one of the world’s

most exceptional libraries. However, with

the spring sun shining there is no better

time to be out and about – on two wheels!

Join a two-and-a-half hour e-bike tour

for groups through the city where you will

discover both well-known sights and a

number of lesser-known local favourites.

Your guide will tell you about the important

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significant sights as you enjoy a leisurely

cycle through the different parts of the

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Bern by Bike

Switzerland’s capital, Bern is a paradise

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There are almost 100 official cycling

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something for you and your family. There

are kid-friendly tracks, e-bike tours and,

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You can find information about routes

and other useful information for cycling in

the area in the Bern Bike Guide.

Where to stay for Art and Culture

Lovers

After spending the day out and about, why

not unwind at one of Switzerland’s amazing

Art Hotels? Art Hotels – popular since the

90’s - are at the intersection of hospitality

and art. Art not only adorns the walls of

common areas but also carries over into

the style and décor of the guest rooms. Art

Hotels are the ultimate way to relax after a

day in the fresh Spring weather.

For more information on amazing Spring

activities visit switzerland.com


Meet the Founding Director

Kamran Baig



(ISPL) opened its doors in August

2021 aiming to offer a modern,

innovative, and courageous alternative

to traditional high school education in

Switzerland. Starting with 8 students, the

school now welcomes around 50 learners

spanning grades 10 - 12 and representing

22 different nationalities.

Founded by Kamran Baig and John

Häggström, ISPL offers a unique blend of

face-to-face and online learning to create a

personalised academic experience for each

of its students.

Kamran Baig began his career in

international education almost 30 years ago

and has served as a teacher, department

head, principal, and school director

in schools across Japan, the UK, and

Switzerland. He believes deeply in the

power of education and is passionate about

using technology to personalise learning.

We sat down with Kamran to learn more

about Lucerne International School’s

blending learning system.

How does the blended learning

programme at the Lucerne International

School cater to students with diverse

learning styles and academic goals?

The blended learning programme allows

students to work at their own pace

through an online course, while sitting in

a classroom with a teacher who is there

to give them guidance and support. This

means that within a class students may not


necessarily be doing the same thing at the

same time. Students who need more time

and support receive it, while simultaneously

giving others the opportunity to push

ahead.

This differentiation to individual needs

is inherently built into a blended learning

model. I started researching blended

learning about 10 years ago and realised

that it really was the key to effective

differentiation. You cannot have 20 different

lessons created for 20 different students by

one teacher - it would simply be too much

of an undertaking. However, in a hybrid

model, you can have content and interactive

materials readily available online so that

students can access them asynchronously,

ultimately allowing them to work at their

own pace.

I do not believe that students can

learn effectively in a vacuum and there

is no substitute for the face-to-face

interaction that they get in a physical

school environment. It is also essential for

building their soft skills: communication,

collaboration, planning and so on.

School is a place for social interaction and

belonging. There are so many things that

we remember from our own time at school

and most of these things have nothing to do

with academics. I think that it is absolutely

essential that there is a strong community

aspect to school as well.

What strategies do you use to make

sure that students remain engaged and

motivated?

Our teachers play a large role in keeping

the students engaged. We cannot have

learning without someone to facilitate it.

Online learning by itself only works when

you have highly motivated students. For

example, people who are returning to study

after working - they have a goal in mind.

For a typical teenager, self-agency - the

ability to organise oneself, set goals and to

follow through on a plan - requires a degree

of support. Consequently, the role of the

teacher is to facilitate this process. Teachers

and students sit down together to set weekly

goals, review their progress, and make sure

that they are on track.

In our blended learning programme,

the teacher helps and guides the students,

rather than being the purveyor of

knowledge. In our school, teachers are

coaches, mentors, and facilitators and I

think this helps to build important soft skills.

“In a hybrid model, you can have content and

interactive materials readily available online so that

students can access them asynchronously, ultimately

allowing them to work at their own pace.”

At the end of the day, we are preparing

our students for university entrance and

that means exams. It is essential to make

sure that they are on track and that we

are monitoring their progress through

formative assessment. However, I think

blended learning is a far more supportive

way of getting students to engage with their

learning and develop metacognitive skills.

How can technology be effectively used

to support learning?

When we talk about edtech we must ask

whether the technology itself is facilitating


or hindering learning. Will it enhance

educational experiences? Does it allow

students to gain a deeper understanding? I

believe it is our job to filter the benefits for

the student before simply engaging with

technology.

How do you encourage holistic education

and community?

Our school covers the last three years before

university. Naturally, this means that we do

have a large focus on getting our students

ready to take entrance exams. However, it

is extremely important that students also

actively take part in school life.

We have a student council where every

student is a member. Within this there

is a democratic process which ensures

students have a voice. Students must learn

the importance of speaking up. When

students start to think and critically engage

with what’s going on around them, you

see a direct impact on their social and

emotional wellbeing. We want to create an

environment where students speak their

minds and feel safe doing so. This is a very

important aspect of holistic education.

What specific strategies or tools are you

using to support students’ well-being?

We have meetings with the students

every week. These gatherings are a great

opportunity to check in with them, not just

in terms of academics but to also learn

what else is happening in their lives. We

are a small school and so it becomes quickly

clear if there are issues.

Our students tend to talk about how

they feel and are quick to come forward

on behalf of other students. We had an

incident where one of our students - who

is very introverted - was quite distressed.

Other students came to me and said, “This

student is not okay, can you please speak to

them?” I was very proud of the way they

looked out for their classmate.

I have seen amazing transformations of

students who previously refused to go to


school. When they joined us, they had their

‘suit of armour’ on, and then over time

they start to relax. Parents have come and

said, “We can’t believe how our child has

changed.” I like to think that we build the

right conditions to honour every student for

who they are.

You mentioned before that teachers are

mentors, facilitators, and coaches. What

are the advantages of this approach?

The teacher is able to have more

meaningful interactions with each student.

They also get a lot more data in terms of

who the student is as a person, who they are

as a learner, what they struggle


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with, and what they grasp easily, as well as

pinpointing the areas that need focus and

development. Research shows that blended

learning students typically do twice as well

as students in a traditional system and I

think the effectiveness of the teacher is a big

part of this.

Another important factor is that the

teacher is not spending time preparing

and delivering lessons, and then grading

students’ work. Our Moodle online learning

platform is fully populated, and we partner

with the National Extension College - a

distance learning institution - to deliver

exceptional interactive courses. This means

that our teachers can be far more effective

and are less likely to suffer burn out.

Could you please tell us more about

the pathway opportunities at Lucerne

International School?

We offer the British international GCSEs

and A levels which are accepted by

universities worldwide, including here in

Switzerland. In the end, our goal is to give

students options, and the more options they

have, the broader their horizons. Many of

our students will end up at Swiss universities

“When students start to think and critically

engage with what’s going on around them,

you see a direct impact on their social and

emotional wellbeing.”

however, we want to also give them the

ability to study abroad. The international

GCSEs and A levels open more doors than,

for example, the Swiss Matura in terms of

international recognition.

In our first year we had two graduates.

One went to the University of Bern and the

other went to the University of Exeter in

the UK. Even in our first year the flexibility

our students have in choosing a tertiary

study destination was noticeable.

What influenced your passion for

blended learning?

Looking back on my career, I often felt

that students were the last consideration in

the traditional school system. I also believe

that it is not possible to shift a system from

within it. You have to leave it and go out on

your own. So many students were falling

through the cracks. The traditional system

punishes students who refuse to conform,

but I would argue that many of these

students are bright and curious - things we

need to cultivate.

I think this feeling of frustration with the

traditional system led me on this journey.

Many people talk about how the education

system needs to change, that it needs to

be brought into the modern era, but few

actually do anything about it. So, I thought

“Why not try?”

We have had many success stories of

students who dropped out of traditional

school but then flourished and got amazing

exam results after joining our programme.

They thought that to be happy and

successful they would have to choose

between their mental and physical health,

and their education. Instead, we were able

to provide them with a method that allows

them to find balance.

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AGES 3-18

DAY AND BOARDING SCHOOL

INTERNATIONAL

VENICE

DISCOVER OUR BOARDING HIGH SCHOOL

Have you ever felt completely at

home in your boarding community?

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),

Diploma Programme (DP) and the IB Career-related Programme

(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

52

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.

hectares

School logo Verticle

25 minutes

programme logo IB World

campus

key line IB

from Venice nationalities

1:10

teacher to

student ratio

weekly and

full boarding

available

86%

of leavers

go to the 1st

university choice

new med-tech

institute building

coming in 2025

The IB Continuum logo for schools is available in

the following application styles.

The Highlands Programme:

A New Experiential Learning Initiative

from Tanglin Trust School

MARK CUTCHIE, HEAD OF CAMPUS, TANGLIN GIPPSLAND

This year, Tanglin Trust School

marks its Centenary, and alongside

a host of events to celebrate this

significant milestone, the school is launching

the Highlands Programme—a new 5-week

experiential learning experience for Year

9 students. Based at Tanglin Gippsland

in Australia, this pioneering programme

exemplifies Tanglin’s commitment to

holistic education and the importance of

engaging students with the world around

them through hands-on exploration, critical

thinking, and real-world education.

In this article, Mark Cutchie, Head of

Campus at Tanglin Gippsland, shares his

insights into the educational benefits and

core values underpinning this innovative

experiential learning initiative. Mark

brings extensive experience in educational

leadership in Australia, at both local and

national levels. Alongside his career in

education, he has served as an emergency

paramedic, including contributing to

responses during major events and natural


“Confidence will grow as students

participate in hiking and outdoor

activities that push them out of

their comfort zones. ”

experience is designed to contribute to what

it means to be a ‘Highlander.’

Gippsland: The Perfect Setting for

Experiential Learning

Australia’s Gippsland region offers a

vastly different learning environment from

Tanglin Trust School in Singapore. With

its diverse landscape ranging from rolling

fertile farms to majestic mountains, true

four-season climate and unique flora and

fauna, it provides a distinctly different

setting in which students live and learn.

Despite this, the Highlands Programme

has been designed to be an extension of

Tanglin Middle School and is integral to

the curriculum and development of its

core values of curiosity, confidence, and

community.

disasters in remote areas. His professional

expertise, combined with a personal passion

for outdoor adventure and camping, makes

him well-equipped to oversee the planning

and execution of the new campus and

Highlands Programme.

A Transformative Experience

As a parent and an educator, I strongly

affirm Johann von Goethe’s belief that:

‘There are only two lasting bequests we can

hope to give our children. One of these is

roots, the other, wings.’

In their younger years, we rightly focus

on building children’s roots to give a firm

foundation to not only launch from, but

also to hold them firm when the storms

of life inevitably come. However, in their

mid-teens, we have to start helping children

grow their wings. Their desire to establish

their own identity and make their own way

in life is perfectly normal and known as

individuation. As parents and educators,

we have the responsibility to proactively

guide them through it and not leave them

to their own devices to fumble through it

alone. This is what I believe is one of the

greatest benefits of Tanglin’s Highlands

Programme in Australia, teens will have the

chance to stretch their wings through this

transformative experience.

Over the five weeks, staff will support

students as they face new challenges.

For some, simply being in a new remote

environment will be a significant step; for

others, it may be tackling a demanding

4-day hike through the Victorian High

Country. Activities will be tailored to

accommodate varying abilities and

confidence levels through ‘scaffolding

experiences’ that empower students to

achieve personal milestones.

Whether conducting a science

experiment knee deep in a mountain

stream, navigating through the bush on Mt

Baw Baw or sleeping under the stars, each


Achieving the 3Cs at Tanglin Gippsland

Curiosity will flourish as students spend

much of their time learning outside the

classroom. Core subjects taught in the field

will allow students to learn through all five

senses, problem-solve in new environments

and apply knowledge in real-life scenarios

to help deepen their understanding of

each subject. This immersive approach

encourages a mindset of discovery,

ingenuity and adaptability, and will

hopefully develop a deep reverence for the

natural world and the desire and knowledge

to know how they can play an active part in

stewarding it well.

Confidence will grow as students

participate in hiking and outdoor activities

that push them to take calculated risks and

move them out of their comfort zones. By

embracing these challenges, students will

develop grit, perseverance and resilience,

character traits we believe are essential for

thriving in life. I believe there is no greater

classroom than the Australian bush to

develop these attributes through experiences

where they will face adversity, suffer

setbacks or even get knocked down and

have to pick themselves up, dust themselves

off and try again and again.

Community engagement will strengthen

as students contribute to the people, daily

routines and responsibilities that come

with living in their new home away from

home. In their book Parenting Beyond

Your Capacity, Joiner and Nieuwhof note:

‘The right community is not only important

because of what it gives to your children,

but also because of what it requires from

“These challenges help students develop resilience, grit, and perseverance,

while expanding their understanding of their own capabilities.”

your children.’

In the Gippsland community, students

will be given much, but much will also be

required of them. Students will sleep in

dormitory rooms with three others, they

will eat meals with staff and their families

in the dining hall and do daily chores

that teach life skills and the importance

of putting others before self. An integral

aspect of the programme is its low-tech

environment, enabling students to fully

immerse themselves in lessons, activities

and the spectacular natural environment

that surrounds the Gippsland campus.

Additionally, the ‘digital detox’ aspect of

the programme allows for meaningful

face-to-face interactions which strengthen

interpersonal connections.

Learning Beyond the Classroom

Tanglin believes in a holistic approach

to education that goes beyond books and

classrooms, and this pioneering programme

will help equip students with the skills

and mindset to be future-ready in a

changing world. Through the Highlands

Programme, Tanglin is committed to its

vision to “be the best school in the world

with a dynamic learning community which

nurtures and inspires every individual to be

the best they can be.”


Find out more:

The Tanglin Highlands Programme here

Tanglin Trust School: tts.edu.sg

Tanglin’s Centenary here

IG @Tanglingippsland

one of the best hospitality

schools in the world

Ranked 2 nd Ranked 3 rd Ranked 6 th Ranked 7 th

for Hospitality & Leisure Management

QS 2024

Take the next steps for your future

Apply today!

swisseducation.com

Robotics

Education:

Building Soft Skills

for the Future

A

t Aiglon College, we believe

that education should not stop

at textbooks and classrooms.

Our robotics programme is just one such

example of this commitment. We provide

a range of structured robotics lessons

and competition opportunities within our

technology curriculum, including the new

‘play-based’ LEGO curriculum for Years 3

- 7, and opportunities for students to build,

programme, and explore VEX robotics. In

this way we develop not only technical skills

but also a range of essential soft skills.

LEGO Curriculum

This new initiative - integrated into the

Aiglon curriculum in August 2024 -

introduces a play-based curriculum for

Years 3 - 7. Using LEGO we can leverage

the proven benefits of learning through

play to cultivate skills like coding and

making in a holistic fashion. Students

gain valuable experience in problemsolving,

critical thinking, collaboration,

and effective communication, along with

learning creative design. We hope that

this new programme provides a sound

basis for students to either move into our

VEX robotics programme or continue

on the LEGO track, which has its own

competitions and is becoming increasingly

complex.

“Exploring robotics has allowed me to develop

valuable skills like coding, problem-solving,

and teamwork.”

Competition Teams: VEX and First

LEGO League

VEX robotics was introduced to the

school in January 2024. In the same year,

there were 17 VEX teams, including

seven performing at the competition

level. Aiglon’s VEX and LEGO Robotics

teams participate in regional and global

competitions, providing students with

opportunities to showcase their skills and

form alliances with teams from all over

the world. In 2024 Aiglon entered Explore

and Challenge teams for the first time,

into the Swiss regional First Lego League

competition. In November 2024, five

Aiglon VEX robotics teams (18 students)

participated in the annual Santa Robot

Clash competition, hosted by International

School Basel. 25 teams and robots from

all over Switzerland competed. After 40

competitive matches the tournament came


to a close with Aiglon placed with three

teams in the top ten, winning both the High

school and Middle school competitions.

An Aiglon team participated in VEX

Robotics World Championship in Dallas,

Texas and were ranked in the final 16.

Why Robotics?

Robotics provides a unique, hands-on

learning environment where students can:

• Collaborate: Teamwork is key in robotics.

Students work together to design, build, and

programme robots, learning to communicate

effectively, share ideas, handle different

opinions and solve problems as a team.

• Think Critically: Robotics challenges

students to analyse problems, think creatively,

and develop innovative solutions. This fosters

critical thinking skills that are essential for

success in any field.

• Communicate Effectively: Robotics

projects often involve presenting ideas

and findings to others. Negotiating and

compromising where required. This helps

students develop strong communication

skills, both written and verbal.

• Develop Resilience: Building robots is

a process of trial and error. Students learn

to persevere through challenges, developing

resilience with a growth mindset. It is rather

uncommon that schools encourage students

to fail, but failing fast and overcoming these

failures has been a key to develop character,

resilience and the ability to cope with

whatever life throws at you.

Preparing for the Future

Aiglon’s investment in robotics, coupled

with its commitment to a play-based

curriculum and competitive teams, is

nurturing a generation of innovators,

problem-solvers, and leaders. These

robotics initiatives are not just valuable for

academic success, but they provide students

the head start they need to face challenges

and maximize the opportunities of an

advancing technological world.

“ I know that technology will play a

key role in shaping my future. Exploring

robotics has allowed me to develop valuable

skills like coding, problem-solving, and

teamwork. And best of all, it’s an incredibly

enjoyable experience!.” Alex, Year 11.

We are excited about the potential of

robotics education to prepare our students

for a bright future. Stay tuned for more

updates on our robotics initiatives! If you

would like more information about the

robotics engineering programme at Aiglon,

please contact Darren Wise, Jason Machin

or Darren Benson: technology@aiglon.ch

Article originally published by Aiglon

Switzerland.


ADVERTORIAL

Seamless Learning:

A Continuous Educational

Journey at SIS

At SIS Swiss International School,

we offer a structured and

continuous educational journey,

guiding students from kindergarten to

college. While not all our campuses

provide every level within the same

location, SIS Basel, Pfäffikon-Schwyz,

and Zürich do, offering a complete

learning pathway under one roof. At the

other campuses, students can complete

kindergarten and primary school and

transition to one of our SIS schools that

offer secondary school and college. This

structure ensures stability, continuity, and

a strong sense of community, allowing

students to grow in a familiar and

supportive environment.

A Consistent Learning Experience Across

All Campuses

One of the key advantages of our

approach is the seamless transition between

educational stages. Regardless of whether

a student remains at a single campus or

moves between SIS locations, they benefit

from a consistent educational philosophy.

Our schools share the same core values,

bilingual learning concept, and day school

structure, ensuring that students experience

a smooth progression in their academic

journey.

At SIS Basel, Pfäffikon-Schwyz, and

Zürich, where all levels are offered

understand their learning history. At other

SIS campuses, we ensure that transitions

between school levels are well-supported,

helping students adapt smoothly as they

advance in their education.

Bilingual Education as a Cornerstone

A fundamental element of SIS’s educational

philosophy is bilingual instruction in

German and English. With many years

of experience, we are experts in bilingual

education, ensuring that both languages

are given equal importance throughout the

learning process. Our teachers, all at native

speaker level, create an authentic linguistic

within one campus, students benefit from environment that allows students to develop

WRITTEN BY ANGELA MITRA (CO-HEAD OF OBS)

familiar surroundings and educators who fluency naturally.


ADVERTORIAL

From an early age, students are immersed

in both languages, allowing them to build

fluency and cultural awareness. This duallanguage

approach enhances cognitive

flexibility and prepares students for success

in an increasingly globalized world. Starting

in kindergarten, children learn through play

and exploration in both languages. As they

move into primary school, this bilingual

foundation is further strengthened, ensuring

that literacy, numeracy, and critical thinking

skills develop equally in both languages.

This prepares them for secondary school,

where they engage with a more specialized

curriculum while continuing to learn in a

bilingual environment.

“Our teachers, all at native speaker

level, create an authentic linguistic

environment that allows students to

develop fluency naturally.”

Academic Pathways for Future Success

At the secondary level, students follow

rigorous academic programs that prepare

them for higher education and professional

careers. SIS offers multiple pathways,

including the Swiss Matura and the

International Baccalaureate (IB) Diploma

Programme, both recognized for their high

standards and international acceptance.

While not all SIS locations offer every

academic level within the same building,

all our schools maintain a high standard of

education and a commitment to bilingual


learning. Whether a student completes

their entire education at one location or

transitions between SIS schools, they benefit

from the same high-quality approach that

fosters academic excellence and personal

growth.

Holistic Development Beyond the

Classroom

SIS believes in nurturing well-rounded

individuals. Our schools offer a wide range

of extracurricular activities, including arts,

sports, technology, and much more. These

opportunities help students explore their

interests, develop leadership skills, and build

lasting friendships.

Additionally, technology plays a central

role in our teaching approach. From

kindergarten onwards, students engage with

digital tools, programming, media literacy,

and online safety, based on a pedagogical

concept, ensuring they develop essential

digital skills for the modern world.

Core Values That Guide Our Students

Across all SIS locations, we emphasize

values such as honesty, appreciation,

personal responsibility, and commitment.

These principles are integrated into daily

school life, shaping students into responsible

and ethical individuals. Even if students

transition between different SIS campuses,

they continue to experience an education

that upholds these core values.

Preparing Students for a Global Future

By providing a continuous educational

experience across multiple locations, SIS

Swiss International School ensures that

students receive a high-quality, bilingual

education that prepares them for success.

Each of our schools is deeply anchored in

its local environment, giving it a unique

character while maintaining the core values

of our educational philosophy. At campuses

where all levels are offered in one place,

students enjoy a seamless journey within a

single school. For those attending other SIS

locations, our consistent approach ensures

that transitions between levels are smooth

and well-supported.

With our commitment to academic

excellence, bilingualism, and holistic

development, SIS provides an enriching

learning experience that prepares students

for a bright and globally connected future.


w

NEW

STARTING

MAY 2025

WWW.LEGENDS-OF-LAKELUCERNE.COM

ADVERTORIAL

THE DUAL

EDUCATION SYSTEM

IN SWITZERLAND:

Excellence in Education

and Employability

WRITTEN BY DEIRDRE COGHLAN FOR SWISS EDUCATION GROUP

The Swiss education system follows

a dual modality approach,

integrating work experience

through internships and apprenticeships

as essential curricular components. This

globally recognized model blends academic

learning with practical training, producing

a highly skilled workforce and contributing

to Switzerland’s low unemployment, strong

global competitiveness, and reputation for

excellence in education and innovation—a

model that Swiss Education Group schools

also embrace.

The Structure of the Dual Education

System in Switzerland

The dual education system in Swiss


ADVERTORIAL

secondary schools is a unique blend

of classroom instruction and on-thejob

training. Students split their time

between attending vocational schools

and working at companies, gaining both

theoretical knowledge and practical skills

simultaneously. This system is available in

various fields, from finance, technology, and

industrial jobs to business, hospitality, and

healthcare work.

Swiss education programs are highly

differentiated to support this system.

Students are placed onto academic tracks

starting in secondary level I (middle school).

At secondary level II (High School), the

system splits again into full-time schools and

dual-modality vocational education options.

• Full-time schools include Gymnasium,

which leads to the Matura (Swiss finishing

Diploma) with the objective of preparing

students for university. Only about 20% of

all students qualify for Gymnasium. This

is the only level that does not incorporate

vocational education, and students are

expected to continue their studies at

university before entering the workforce.

• Intermediate Schools are full-time

schools with an additional component

of vocational experience, leading to a

Professional Matura. Upon completion,

students in this program can either join the

workforce or continue to select universities.

• Vocational schools offer a blend of

general education and practical work

training where students attend school a few

days a week and work a paid apprenticeship

the other days. This program leads to the

Vocational Matura. Students on this track

typically join the workforce when finished.

The key to the success of this system

is the nationwide collaboration between

educational institutions and the private

sector. Companies play the critical

partner role by providing apprenticeships,

mentoring, and real-world experience, while

schools focus on delivering the necessary

academic foundation. This symbiotic

relationship ensures that the curriculum

remains relevant to industry needs and

that students are well-prepared for the job

market.

(Visit https://www.edk.ch/ for more

comprehensive information on the Swiss

education system.)


Benefits of the Dual Education System

• High Employability: Graduates of the

dual education system are highly sought

after by employers due to their practical

experience and relevant skills. This results

in lower youth unemployment rates and

a smoother transition from education to

employment.

• Adaptability and Innovation: The

system builds a culture of continuous

learning and adaptability. Students are

exposed to real-world challenges early

on, making them more innovative and

better prepared to handle dynamic work

environments.

• Economic Impact: By aligning

education with industry needs, the dual

education system contributes significantly

to the Swiss economy. Companies benefit

from a skilled workforce, while students gain

valuable experience–usually paid, creating a

win-win situation.

• Societal Support and Recognition:

Due to the integral support and

participation of all industries nationwide,

society recognizes and respects the

apprenticeship system as a crucial

component in becoming a professional and

ultimately contributing to society. This is

arguably the most important factor in the

system’s success.

Switzerland’s Top Rankings in Education

and Innovation

Switzerland consistently ranks high in global

talent competitiveness and innovation

indices. According to INSEAD’s Global

Talent Competitiveness Index, Switzerland

ADVERTORIAL

“Students split their time between attending vocational

schools and working at companies, gaining both theoretical

knowledge and practical skills simultaneously.”

ranks first in developing, attracting, and

retaining talent. This is largely attributed to

the dual education system, which produces

well-rounded professionals equipped with

both theoretical knowledge and practical

skills.

Supported by a strong education system,

the country’s emphasis on research and

development drives innovation, for which

Switzerland also takes first place according

to the WIPO. Swiss universities and applied

sciences institutions collaborate closely with

industries, building a culture of research

and practical application. This partnership

between education and industry is a

key factor in Switzerland’s leadership in

innovation.

Why don’t all countries incorporate

vocational education?

Vocational education, the missing

component in most Western education

systems, lost favor in many countries

during the last century due to several

interconnected social, economic, and

political factors. After WWII, there was a

general shift from an industrial economy to

a knowledge-based economy, and society

turned to academic degrees as a pathway

to greater financial success, social mobility,

and prestige.

However, in recent years there has been

a breakdown in this model primarily due

to labor shortages in skilled trades. This

pendulum shift is also fueled by increasing

costs for a university degree that has

simultaneously lost value. The job market

has become saturated with under-skilled

and over-educated graduates with high

salary expectations and large school debt.

These factors have resulted in a revived

interest in vocational education with

particular focus on the Swiss apprenticeship

model, which has maintained a successful

vocational training system.

Swiss Education Group (SEG) and the

Dual Education Model

SEG schools, which also have high global

rankings according to QS World University

Rankings, combine the best of both

practices–an accredited and prestigious

Bachelor’s or Master’s degree combined

with practical work experience. This

approach ensures quality education and

significantly boosts practical skills, thus

increasing employability for their graduates

and fortifying their own high ranking and

global reputation.

The Impact of the dual education

practice for SEG schools:

• Enhanced Learning Experience: By

incorporating internships and practical

courses, SEG schools provide students with

hands-on experience that complements

their academic studies, ensuring that

students are well-prepared for their careers.

• Industry Connections: Strong

relationships and partnerships within

the industry offer students numerous

opportunities for internships, networking,

and career placements.

• Global Recognition: Highly ranked

year after year in the QS World University

Rankings, SEG schools have consistently

established themselves in the global arena

of Swiss education. César Ritz Colleges’

recent accreditation as a Swiss University

of Applied Sciences Institute by the Swiss

Accreditation Council further enhances

its reputation, making its degrees more

valuable in the Swiss job market.

• Innovative Programs: SEG schools

continuously update their programs to

reflect industry trends and demands. For

instance, HIM Business School allows

for customization of its BBA degree

via specializations in Luxury Brand

Management, Advanced Strategies in

Finance, and Talent Management—three

key areas of interest for the current Gen Z

demographic. Swiss Hotel Management

School offers, in addition to the traditional

Hospitality Management subjects, Event

Management and Design Management to

customize its bachelor’s degree. Culinary

Arts Academy Switzerland is unique among

culinary schools, offering a full Bachelor’s

Degree in Culinary Arts providing an

academic education in business and

vocational culinary skills.

All four SEG schools have long embraced

their host country’s dual education model,

integrating internships and practical

experience into their diploma programs.

Because the vocational work experience

component in SEG schools’ curriculum

seamlessly aligns and integrates with the

Swiss long-standing practice of combining

academic and practical training, students

benefit from higher employability both in

Switzerland and globally; 97% of students

are hired upon graduation.

SEG schools continue to innovate and

expand their programs and will remain at

the forefront of hospitality, culinary, and

business education as they continue to

prepare students for successful, fulfilling

careers in a competitive global market.


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Student Tech Projects for Social

Good at Scientia Education’s Fab Lab

We live in an era defined by

technological innovation.

From gene therapy to artificial

intelligence, or robotics to virtual reality,

scientific and technological breakthroughs

are changing the way our economies

develop, our societies function and even

our political systems operate. As a result,

governments, corporations, and academic

institutions are increasingly preoccupied

with the question: how do we inspire and

prepare the next generation of scientists

to continue generating innovations that

improve peoples’ lives and address future

challenges?

It is not just technology that is changing

rapidly, but also the environment in which

it is fostered and developed. In many

international schools, this has led to an

increase in the implementation of STEM

education programs or centres. While the

research capacity of these institutions is

promising, there remains a growing need to

create a space where students can pursue

their own ideas and innovations in ways

that are not constrained by curriculum

demands and assessment requirements.

Located in Scientia Education’s offices

in central Geneva, our Fab Lab is a

dynamic learning space for students who

are passionate about science and how it can

be used to address current affairs. In the

Fab Lab, students innovate and collaborate

on real-world research projects that aim to

address challenges in education, healthcare,

peace-keeping and sustainability. The

guiding ethos of the lab is to encourage

young people to use technology for social

good, while simultaneously developing

multidisciplinary skills and fostering

intrinsic motivation.

The Fab Lab caters to students ranging

in different ages, from budding scientists of

11 or 12, to high school or even university

students interested in pursuing a future in

STEM and other connected fields. The

students are encouraged to design their own

open research projects, either in accordance

with their academic assessments or purely

to pursue their individual interests, and are

actively guided through their methodology

by mentors. For example, one, IB student

is currently working with the Fab Lab to

research low cost irrigation technologies

for developing countries as part of her

Extended Essay. Younger students are fully

guided through all stages of the project

whereas older students are given one

hour of expert supervision for every three

hours of independent work, in order to


maintain rigour and safety standards but

also foster agency and self-efficacy. These

projects also provide students with the

opportunity to define their own objectives,

design their own protocol and set their own

deadlines. By following this differentiated

approach, students can work at their own

pace while also acquiring practical research

skills that will be invaluable in their future

careers. Additionally, this allows students to

demonstrate to universities that they have

actively worked in the field and pursued

projects outside of school.

For students who want to undertake

experiments that align with their individual

interests, the Fab Lab assigns real-world

research projects. These projects fall into

two categories: Tech for Good and Tech for

Education.

Tech for Good

The Tech for Good projects are designed to

teach students how to use digital technology

to promote positive social outcomes.

For example, they demonstrate how

technology can be used to aid the equitable

distribution of global health care, enhance

humanitarian demining actions or provide

solutions to combat climate change. Some

of the current projects include:

• Building low cost phototherapy devices

using 3D printing tools to help treat newborns

with jaundice in developing countries

(in cooperation with the Fondation

Congolaise de Recherche Medical).

• Developing hyperthermia technologies

to treat different cancers using ultrasound.

This project is in cooperation with the

University of Zurich and every step of

the research process is designed to be

reproducible at a low cost.

• Designing and building CO2 detectors

for schools in order to equip future

students with durable and sustainable

tools to measure the impacts of climate

change in their immediate environment (in

cooperation with the Franco-British Data

Society).

• Using AI technology to detect antipersonnel

landmines in conflict or

post-conflict zones (in cooperation with

University College, London).

• Designing a student-friendly cosmic

ray detector in order to study subatomic

particles and learn more about outer

space. For example, students can work on

engineering aspects of the detector, one

improvement at a time.

• Building electronics to control the growth

conditions of plants in order to determine

the optimum conditions. For example, a

middle school student is currently assessing

the effect of timed blue lighting on the

growth of alyssum violet plants.

• Constructing a small boat to monitor the

quality of water in lakes and rivers. The

boat is equipped with PH and chemical

sensors linked to a microcomputer that can

connect to a mobile phone in order to send

data for processing.

We are excited to help young students

bring their projects to life, whether inperson

at our Fab Lab or through expert

online mentoring, in order to affect

meaningful change through scientific

discovery. If you are interested in learning

more about research opportunities for

students at Scientia Education’s Fab Lab,

please contact: admin@scientia-education.

com

Tech for Education

The Tech for Education projects help to

harness students’ curiosity and creativity

in order to foster deeper learning. Some of

these projects include:

Scientia Education is a Swiss-based tutoring company that helps students maximise their

educational potential. We provide academic coaching and tailored programs for students

of all levels. We cover a range of academic exams including IB, SATs and IGCSEs, and are

always happy to find exciting research projects for aspiring academics.


FROM PARTICIPANTS

TO DECISION-MAKERS:

Rethinking Leadership

in Schools

WRITTEN BY ANGELA MITRA (CO-HEAD OF OBS)


Education is about preparing

young people for their future.

Schools equip students with

knowledge, critical thinking

skills, and the ability to

collaborate and solve

complex problems. Many

already emphasise

adaptability, digital

literacy, and global

awareness. Yet,

future readiness

is not just about

acquiring skills;

it is about

developing agency.

When students

are trusted to take

responsibility, make

meaningful decisions,

and contribute to their

school community, they

gain the confidence and

experience to navigate realworld

challenges.

This isn’t an abstract ideal but

a tangible reality. Schools can integrate

student leadership as a foundational

principle rather than a peripheral initiative.

When students are entrusted with real

responsibilities, they develop a sense

of ownership and accountability while

acquiring the skills to navigate challenges.

The impact extends beyond individual

students—school cultures shift as young

people take an active role in shaping their

educational environment rather than

passively participating in it.

Traditional student leadership is often

reduced to a student council that plans

events or discusses topics such as school

lunches or dress codes. While this is

valuable, it rarely gives students real

decision-making power. A more effective

model is inspired by governance principles,

where leadership is a shared, structured,

and evolving process. Instead of being

a privilege reserved for a select few,

leadership becomes an integral part of

school life, allowing students to influence

policies, resolve conflicts, and shape their

educational experience.

Two student-led roles at Obersee

Bilingual School stand out in this approach:

Respektlotsen (Respect Guides) and

Friedensvermittler (Peace Keepers). While

both focus on fostering a positive school

culture, they have distinct responsibilities.

“When students

are entrusted

with real

responsibilities,

they develop

a sense of

ownership and

accountability

while acquiring the

skills to navigate

challenges.”

Respektlotsen are student-elected

leaders who promote a culture of respect,

responsibility, and inclusion within the

school. They act as role models and first

responders when tensions arise, whether

in interpersonal conflicts or situations

where school values are not upheld. They

mediate minor disputes before they escalate,

encouraging students to take responsibility

for their actions and reflect on how their

behaviour impacts the community.

Their role is not to discipline

but to guide their peers

toward self-awareness

and accountability.

Beyond conflict

resolution, they lead

initiatives on social

cohesion, diversity,

and respectful

communication,

reinforcing the

school’s core values.

Friedensvermittler

take on more

complex cases that

require structured

mediation. Their

training in conflict

resolution and restorative

justice equips them to handle

not only disputes between

students but also breaches of

school rules or behavioural expectations.

When tensions escalate, they step in

to ensure a fair, structured process for

addressing concerns, whether those involve

interpersonal disagreements or actions

that go against the school’s values or rules.

They facilitate conversations, document

the mediation process, and help all parties

reach a resolution that fosters long-term

understanding and accountability. In some

cases, they may encourage students who

struggle with behavioural expectations

to engage in community service or

other restorative actions, using active

participation as a means to rebuild trust

and strengthen their sense of belonging. If

necessary, unresolved issues are escalated to

teachers or school leadership.

Beyond reducing conflict, these

experiences develop valuable life skills in

mediation, negotiation, and emotional

intelligence—practical abilities that

extend far beyond the classroom and into

adulthood.

Leadership isn’t just about school

governance—it’s also about owning one’s

learning journey. While some students

thrive in traditional classroom settings,

others excel when given more autonomy.

Advanced Learners are students who,

through an application process, earn the

right to opt out of teacher-led instruction.


They engage in self-directed inquiry,

independent research, and mentorship

roles. These students aren’t just excelling in

subjects; they are learning how to learn—a

skill that will serve them far beyond school.

The most independent students, known

as ”Masters of Learning”, take this further.

They design their own learning pathways,

choosing when and where to study while

remaining accountable for their progress.

Some might study in the library, while

others work from a café, a park, or even at

home. These students are not just preparing

for university or the workforce; they are

already functioning within a system that

mirrors higher education and modern work

environments.

When leadership is embedded in

daily school life, the entire culture shifts.

Discipline evolves into self-regulation, with

students upholding norms because they feel

a sense of ownership in their community.

“These students aren’t just excelling

in subjects; they are learning how to

learn—a skill that will serve them far

beyond school.”

Rather than enforcing rules, teachers take

on the role of mentors, fostering meaningful

engagement and supporting students in

managing their own learning, emotions and

social environment. Students take initiative,

lead projects, and develop the confidence to

shape their own education and environment

rather than simply moving through it. The

transformation extends beyond school

walls. When students are trusted with

leadership, they carry that mindset into

their communities, their workplaces, and

their futures. They develop the habit of

engaging, questioning, and taking initiative.

Leadership is no longer about holding a

position—it becomes a way of thinking and

acting.

Students don’t need to wait until

adulthood to lead. Schools must give them

the tools to become decision-makers now.

This isn’t just about education reform. It’s

about a fundamental shift in how we view

young people—not as future citizens, but

as active participants that have the capacity

to influence, contribute, and create change

today. And that’s a change worth making.


International Education

with Local Insight

The SIS Educational Concept at a Glance

• Bilingual Experience

• Independent and Value-Centred

Approach

• Day School Community

• Performance through Diversity

• Strong Network

• International Education – Local

Insight

• Continuity from Kindergarten to

College

• Learning Enhanced by

Technology

Find out more!

www.swissinternationalschool.ch

ISSOS Summer Schools

Give them an

Unforgettable

Summer

2025

SUMMER

CAMP

GUIDE

More Than

English

As the days get longer and the

weather warmer, it is the perfect

time to explore ways for your child

to make the most of their long summer

break. Summer camps across Europe offer

more than just entertainment—they provide

opportunities to develop new skills, build

friendships, and create lasting memories.

Whether it is learning a new language,

having outdoor adventures, or enjoying

creative arts, there is a camp for everyone!

We have handpicked some of the best

European summer camps on offer –

each offering a unique blend of culture,

activities, and education, guaranteed to

leave a lasting impression.

ISSOS Summer Schools - St Andrews,

Cambridge, and Yale

ISSOS offers exclusive summer schools in

the world-renowned university towns of St

Andrews, Cambridge, and Yale for students

aged 13-18. Their unique three-week


programmes blend academic excellence,

creative enrichment, and exciting

adventures, creating a once-in-a-lifetime

experience.

With a 10% cap on any one nationality,

ISSOS welcomes students from 80+

countries, building a global community.

From expert-taught classes to a fun-filled

clan competition, ISSOS is where students

learn, grow, and create memories to last a

lifetime.

Find out more here.

More Than English – Summer School in

the English Countryside

Known for its cosy atmosphere,

personalised approach and close integration

of British and international children (12-

17), More Than English, is a boutique,

campus summer school set in the English

countryside.

By connecting children from around the

world they create a magical atmosphere

in which they approach learning with

tremendous purpose, energy and

enthusiasm. When they feel at home, young

people feel empowered to communicate

across cultures, socialize, learn new skills

and face new challenges with confidence.

Every child is on their own unique

learning journey. The dynamic and tailored

programme allows each to build their

own course by choosing their

perfect combination of

morning Subjects and

afternoon Specialisms.

More Than English

offers14 study

options including

English Language,

Global Leadership,

Business &

Entrepreneurship,

Sports Academies,

Film Making, Dance,

Outdoor Leadership and

even Karting School.

If you are looking for a truly personal

and immersive summer school experience

for your child, More Than English might

just be the hidden gem you seek!

Find out more here.

International Swiss Riviera Camp

Discover the International Swiss

Riviera Camp at Haut-Lac

International Bilingual

School, where cultural

immersion meets

personal growth

and fun in the

breathtaking setting

of the Alps and

Lake Geneva.

Open to 8-15-yearolds,

our Swiss

Horizons Summer

School runs from 29

June to 2 August 2025,

International Swiss Riviera Camp


Young Explorers Club SARL

offering a unique opportunity to create

lifelong memories with international peers.

The personalised morning programme

includes leadership and teambuilding

activities, English and French classes, as well

as sports such as basketball, tennis, and golf.

In the afternoons, campers explore Swiss

lakes, mountains, and cities,

with full-day excursions

on Wednesdays and

Saturdays to iconic

Swiss destinations.

An all-inclusive

package at a

great price is

offered, featuring

a true bilingual

experience,

engaging sports and

leisure activities led by

experienced local guides,

cultural trips to major Swiss

cities like Lausanne, Geneva, and Bern,

stimulating leadership and teambuilding

sessions, supervised evening entertainment,

and optional morning language lessons

with highly qualified English and French

teachers.

Find out more here.

TechLabs Holiday Camps

TechLabs Holiday Camps

TechLabs offers exciting

STEAM holiday

programmes for

kids and teens

(ages 5-16) across

Switzerland. The

hands-on camps

blend science,

engineering,

art, and math

with cutting-edge

technology, making

learning interactive and fun.


Join TechLabs for an unforgettable STEAM

adventure!

Special Overnight Flight Camp in the

Swiss Alps

Experience the thrill of building and flying

RC planes in the exclusive overnight camp,

set against the stunning backdrop of the

Swiss Alps.

Day Camps Across Switzerland

With a variety of locations, TechLabs offers

offer programmes in robotics, 3D design,

AI, app development, coding, video game

design, drones and more - ensuring there’s

something for every young innovator.

Find out more here.

IBWISE PRE IB & MID IB Summer Camp

in Vienna

Looking for a world-class residential IB

revision programme in one of Europe’s

most magical cities? Look no further! The

IBWISE PRE IB & MID IB Summer

Camp in Vienna, Austria 2025, runs from

July 18th-August 2nd.

At IBWISE, you will review 1-4 IB

subjects in small classes (usually 6-8

students) with the hand-picked faculty of IB

subject specialists and examiners, each with

12-25+ years of IB teaching & examining

experience. You will also be joined by a

diverse group of fellow students from 500+

IB schools around the world. Free time

activities include on-campus movie nights

and ping-pong tournaments, as well as

lots of free time in Vienna’s gorgeous old

city centre. Visits to Vienna’s breathtaking

historic and artsy sites and boating on

the old Danube River are just a few of

many fun activities on offer for the diverse

international IB summer cohort!

IBWISE provides exceptional 24/7 care

with highly experienced camp counsellors

and offer pick-up and drop-off services.

Find out more here.

Young Explorers Club SARL - Lausanne

The Young Explorers Club isn’t your typical

summer camp—and that’s exactly what

makes it unforgettable. Young Explorers

Club is redefining outdoor education by

taking kids and teens beyond the classroom

and into the wild, where learning happens

naturally through adventure, challenge,

and connection. The camps are designed

for young people who crave more than just

fun—they want experiences that shape

them, friendships that last, and skills that

stick.

Imagine biking across the Alps,

IBWISE PRE IB &

MID IB Summer Camp

backpacking the legendary Tour du Mont

Blanc, or diving into crystal-clear mountain

lakes after a day of rock climbing or

white-water adventures. Every activity is

hands-on, heart-pounding, and confidencebuilding.

Young Explorers Club fosters

independence, teamwork, and resilience

and overcoming real challenges together.

The international, bilingual environment

(English and French) means language

immersion happens effortlessly—campers

build communication skills while laughing

around a campfire or conquering a

mountain summit. And the learning goes

beyond languages; they return home with

practical outdoor skills, stronger problemsolving

abilities, and the kind of selfconfidence

that only comes from stepping

outside their comfort zones.

Find out more here.

Immerse Education - Inspiration for

Future Learning and Careers

Immerse Education bridges the gap

between ambition and knowledge. Their

vision is to foster an environment that

inspires learners, empowering them with

the robust skills needed to excel in their

chosen paths.

With 10 locations worldwide and over

30 subjects available, Immerse Education’s

programmes offer students an insight into

their future academic and career pathway.

They cultivate critical thinking, creativity,

and adaptability, key skills in the dynamic,

ever-changing world. Immerse Education’s

programmes ignite a lifelong educational

journey, nurture growth, provide ongoing

educational support, and equip you with

essential skill sets for every step of your

educational journey.

Find out more here.

As you consider options for your child

this summer, we encourange you to reflect

on what they are passionate about and

which new experiences could benefit their

personal and educational development.

The camps listed in this article serve as a

snapshot of the many fantastic possibilities

available in wider Europe.

Whichever you choose, your child will not

only learn and develop academically but

will also build friendships that cross borders

and will last a lifetime. Adventure awaits

- let this be a summer they will always

remember.

www.internationalschoolparent.com/

camps-courses

Immerse Education


The Garden of Boundaries:

Nurturing Healthy Limits for

Children and Teens

Understanding What Shapes Us

WRITTEN BY MARIANN CSOMA


Boundaries are crucial in navigating

relationships, balancing professional

and personal life, and maintaining

well-being. They are also about respect,

values, and the ability to communicate

our needs effectively. They protect us

and guide us to recognise healthy and

unhealthy relationships. Dr. Henry Cloud

and Dr. John Townsend (1) describe them

as “personal property lines” that define

who we are and are not. Our boundaries

are shaped by our emotional and social

development and the environment we grow

up in, making them unique to each person.

Understanding their nature and impact

on daily life is key to building healthy

relationships and a strong sense of self.

I often look for ways to visualise

boundaries and I find a garden gate to be a

powerful metaphor. A garden is a space we

nurture and protect, just like our well-being,

and the gate serves as a way to decide what

we welcome in and keep out. For some, the

gate is locked and bolted shut, representing

rigid boundaries. This keeps them safe

but also isolates them from meaningful

connections, making it difficult to ask for

help or trust others. Nothing harmful can

enter, but nothing nurturing can either.

Others may have a wide open gate, allowing

anyone to come and go as they please.

This represents porous boundaries, where

personal space is unprotected. These

individuals often overshare, struggle to say

“no,” and allow others to take advantage

of their kindness. The healthiest approach

is to have a gate with sturdy hinges, which

can open and close as needed, symbolising

flexible boundaries. People with flexible

boundaries understand when to allow

others in, when to set limits, and how to

protect their space while still fostering

connection. They create a balance between

openness and self-protection, ensuring their

relationships are built on mutual respect.

Where Boundaries Begin

If boundaries are essential for navigating

all aspects of adult life, shouldn’t we start

teaching them early? In fact, they begin

shaping our experiences long before we

even understand the word itself. As adults,

we may wonder where young children first

encounter boundaries in their daily lives.

One of the earliest ways children

experience boundaries is through personal

space and physical interactions. Do they

feel comfortable being hugged? Do they

want to sit on someone’s lap, or would they

prefer to keep their distance? One of the

first lessons in boundary-setting is teaching

children that they have a right to their

own space and can say “no” to unwanted

physical contact. Another crucial concept is

consent and touch. Children should learn

from a young age that it’s essential to ask

for permission before touching someone

else, whether holding hands or borrowing

a toy. Understanding and respecting other

people’s space and belongings helps them

navigate social interactions and reinforces

that their boundaries deserve respect.

Middle Childhood and Social

Development

As children grow and step into middle

childhood, their world begins to expand

beyond family. Friendships, school

dynamics, and new responsibilities shape

their experiences, and the increasing need

for boundaries comes with that. Privacy

and personal information are among

the most important lessons at this stage.

Children start to interact more with peers,

teachers, and even online spaces, making

it essential for them to understand that

not everything should be shared. Teaching

them that certain details, like their home

address or phone number, should be kept

private helps protect their safety and gives

them a sense of control over their personal

life. As friendships deepen, so does the

importance of peer influence and emotional

boundaries.

Middle childhood is a time when children

begin to navigate the complexities of social

relationships, learning who to trust and how

to handle disagreements. Setting boundaries

in friendships means understanding that a

true friend respects their choices, emotions,

and limits. With the rise of technology,

children are exposed

1) Cloud, H., & Townsend, J. (1992). Boundaries: When to say yes, how to say no to take control of your life. Zondervan.


“Teaching them how to protect their personal space in

digital settings is essential in this stage of development.”

to online interactions earlier than ever.

Teaching them to recognise when they need

a break from screens, how to set limits with

online friendships, and how to protect their

personal space in digital settings is essential

in this stage of development.

Teenage Growth

As children transition into their teenage

years, their garden continues to grow.

This stage of life is full of exploration,

independence, and self-discovery, making

boundaries more important than ever.

Teenagers face increasing responsibilities,

complex social dynamics, and emotional

challenges that require them to define and

protect their personal space in new ways.

One of the most crucial areas where

boundaries come into play is romantic

relationships. Teens begin to explore

emotional and physical closeness.

Understanding consent, identifying red

flags, learning to express what they are

comfortable with, and knowing they have

the right to say “no” without guilt are

fundamental skills that will shape their

future relationships. At the same time,

peer pressure and social circles become a

significant influence. The desire to fit in

can sometimes push teens to cross their

boundaries, whether in friendships, social

activities, or risk-taking behaviours.

At home, family boundaries and

independence also evolve. Teens need more

space, both physically and emotionally,

to develop their own identity. They seek

more privacy and set new limits on what

they want to share. This is a natural part

of growth, and when handled with mutual

respect, these boundaries strengthen rather

than weaken family bonds.

By this stage, a teenager’s garden gate

is no longer built by others, but they

are learning to manage it themselves.

They decide when to open it for trust

and connection and when to close it for

protection. While they may still need

guidance, this is when they begin to take full

ownership of their boundaries, preparing

them for the transition into adulthood.

The Role of Parents

While children need to learn how to set

their boundaries and respect those of

others, it is equally important for parents to

acknowledge their children’s boundaries as

well. At times, when children push back,

say “no,” or assert their independence,

it may be perceived as defiance or

misbehaviour. In reality, they are practising

an essential skill—learning to define their

identity and establish personal limits. This

is a natural and necessary part of their

development, shaping their confidence and

sense of self.

As parents, setting rules and establishing

limits for safety and guidance is essential.

However, within those limits, children

also need the space to express their own

boundaries. Whether choosing how they

want to be greeted (hugs vs. high-fives),

having alone time, or voicing opinions

in family discussions, these moments

help them grow into individuals who

understand their rights and responsibilities

in relationships.


Supporting LGBTQ+ Youth

Through Big Moves and

New Schools:

The Ultimate Parent’s Guide

WRITTEN BY CATH BREW

Moving to a new country, home

and starting at a new school

can be both an exciting and

daunting experience for any child. For

young LGBTQ+ people, these moves can

be even more challenging due to concerns

about acceptance, finding supportive

peers, and navigating unfamiliar social

environments. As a parent, your guidance

and support are crucial in ensuring that

your LGBTQ+ child feels safe, loved, and

empowered during these changes.

The key to supporting your child is

knowing what to look out for in advance of

your move. It allows you to ask questions,

pre plan and think about what is best for

your family.

For LGBTQ+ children, the most

common concerns, and questions about

moving internationally include:

• Loss of safe space at school (teachers,

friends, and affirming social clubs)

• Are we moving to a less inclusive country?

• Will I now have to hide that I am

LGBTQ+?

• Travelling through airports and security

means public scrutiny of my identity and


body (passports, body scanners and

pat downs)

• Only one of my parents knows that I am

LGBTQ+ (what if the other wants to move

to a less inclusive country? I may need to

tell them before I am ready)

• Can I register at the new school as my

affirmed gender from day one?

• Is the new school uniform gendered? Will

I have to wear a skirt when I need trousers?

• Going ‘home’ sucks as my extended family

are not affirming of my gender/sexuality

• Will I find friends who accept me?

• Will I meet other LGBTQ students?

• Is the new country’s language gendered?

E.g. Does it include ‘they/them’ pronouns?

There are a multitude of other questions,

which may also weigh on your child’s mind.

From the first moment that you tell them

you are moving again, they will be full of

thoughts and emotions.

Here are 8 practical things you can do

to support your LGBTQ+ child as you

navigate your big move!

Open Communication and

1 Reassurance

A move can bring uncertainty,

so maintaining open and honest

communication with your child is key.

Encourage them to express their feelings,

whether they are excited, anxious, or

anything in between. Validate their

emotions and reassure them that you will

support them every step of the way.

Tips:

• Have regular check-ins to discuss

any concerns.

• Truly listen to their fears, especially

if your country choices are not LGBTQ+

affirming.

• Acknowledge and consider any fears

while highlighting the potential positives

of the move.

• Share stories of resilience to encourage

and inspire confidence.

Educate yourself about LGBTQ+

2 rights in that country

Do not rely on what you have

heard from others. Conduct

your own research. LGBTQ+

rights around the world

vary enormously and are

changing all the time. A

country that was once

safe, may not be any

longer, and vice versa.

Where to Look:

• Search online for:

‘LGBTQ+ rights for

[insert country name]’.

• Visit www.equaldex.com.

Whilst much of Equaldex

relates to life as an adult, it

provides a good indication of the

national attitude towards LGBTQ+

people and the legal structure in which

you will find yourself.

• Email organisations like ILGA

(International Lesbian, Gay, Bisexual,

Trans, and Intersex Association) to ask

about the reality of LGBTQ+ life in a

particular country.

Research LGBTQ+ Resources in the

3 New Community

Before moving, research the LGBTQ+

support systems in your new area. Many

schools and communities have resources

that provide safe spaces for LGBTQ+ youth

to connect with peers and mentors.

What to Look For:

• LGBTQ+ student organizations e.g.

Gender-Sexuality Alliance (GSA).

• Inclusive school policies that protect

against discrimination.

• LGBTQ+ youth centres or support groups

outside of school.

• Consider online LGBTQ+ communities if

it is not safe or legal in your country (use a

virtual private network for extra safety).

• Affirming healthcare providers and

therapists.

Ask about a Safe and Inclusive School

4 Environment

Your child’s school should be a place where

they feel safe and respected. Connect with

school administrators to ensure they have

inclusive policies that support LGBTQ+

students. Given that many international

schools operate within countries where

being LGBTQ+ is not safe, their inclusion

policies may not be on their website. This

does not mean that they are not inclusive as

sometimes, discretion is necessary.

Steps to Take:

• Ask about LGBTQ+ inclusivity in the

curriculum and student activities.

• Read the school’s inclusion policies (antibullying,

LGBTQ+, gendered spaces).

• Find out if there is a GSA or similar

group in the school.

• Investigate if there are gender-neutral

facilities (toilets, change rooms, camps).

• Ask whether teachers and staff receive

diversity and inclusion training.

Help Your Child Find Their Community

5 Making friends in a new school can

be intimidating, but finding a supportive

community is essential for your child’s wellbeing.

Encourage them to explore clubs,

sports, or activities that align with their

interests and identity.

Ways to Connect:

• Encourage your child to join the school’s

GSA. If there isn’t one, ask the school if

they will start one.

• See if your child wants help talking to the

school or friends about being LGBTQ+.

• If possible and safe, attend local

LGBTQ+ events or meetups.

• Foster connections with affirming peers

and their parents.

Encourage Self-Expression

6 and Confidence

Depending on which country

you move to, changing to

a new place may be an

opportunity for your

child to embrace their

authentic self-more

openly. Support their

choices in expressing their

gender identity and sexual

orientation in a way that

feels right to them.

How to Support:

• Allow them to experiment with

their style and self-presentation.

• Use their chosen name and

pronouns consistently.

• Celebrate their identity and achievements.


“Encourage them to express their feelings, whether they are

excited, anxious, or anything in between.”

Prepare for Challenges and Have

7 a Plan

Unfortunately, not every environment

is fully accepting of LGBTQ+ people.

It is important to prepare your child for

potential challenges and to give them

strategies to navigate difficult situations.

Coping Strategies:

• Role-play responses to discrimination

or ignorance.

• Help them identify safe spaces and

supportive staff at school.

• Reinforce their self-worth and remind

them they are not alone.

• Consider split location living if life in

the new country is not compatible with

being LGBTQ+ and your child has

become distressed.

Take Care of Your Own Wellbeing

8 Supporting your child requires

emotional strength, and your wellbeing is

just as important. Seek out parent support

groups, LGBTQ+ education resources, and

counselling if needed.

Self-Care Tips:

• Connect with other parents of

LGBTQ+ children.

• Invest time and energy into your own

relationship for your emotional needs.

• Educate yourself on LGBTQ+ topics

to understand your child more.

• Practice stress-relief

techniques and set healthy

boundaries.

Relocating to

a new country

and school is a

significant change

in a child’s life,

and your love and

support can make

all the difference.

By being aware

of the potential

challenges, staying

engaged, advocating for

inclusivity, and fostering

a strong support system, you

help your LGBTQ+ child to build


confidence and resilience in their new

environment. Every step you take together

strengthens their sense of belonging and

reassures them that they are cherished

exactly as they are.

Boost your child’s chances of admission to top

universities like Oxford, Harvard, Yale, Cambridge,

Stanford, MIT, Princeton

and more by up to

4.5X

UK & US Admissions

Consulting

Extracurricular

and Leadership

Mentoring

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Essay Mentoring

Former Admissions

Officer Review

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296

Offers to Oxford

& Cambridge

6,700

Offers to the US

top 50 universities

2,680

Offers to the UK

top 10 universities

SPEAK TO AN EXPERT

crimsoneducation.org/uk

europe@crimsoneducation.org

How to make

the most of a

GAP

YEAR

WRITTEN BY FIONA MCKENZIE


F

or some students taking a year out

between school and university has

always been part of their plan.

They recognise that the experiences

they can gain from exploring

options outside of a formal

studying environment can

open their eyes to new

perspectives and give them

valuable experiences that

will ultimately make them

better and more focussed

students. However, for

some the opportunity

for a gap year maybe

more last minute due to

a change of heart about

what to study, grades being

either worse or better than

expected opening up different

study routes or just because they

suddenly recognise that university will

still be there and this is a unique time to

try lots of new things and learn a different

set of skills to complement the academic

ones from school.

Whatever the rationale, a structured gap

year is definitely the way ahead, gone are

the days of it being one long beach party!

Here we outline why a gap year can be a

valuable and life changing experience and

enhance the CV.

1Firstly, deferring entry to university is

not going to ruin the chances of getting

into a top university. Many universities

positively embrace a student taking a year

out between school and studying further.

They recognise it gives students a level of

independence and an ability to cope with

change that will stand them in good stead

when they start their course. Whether

a student is applying to defer entry or

taking the pressure off and applying post

results, the gap year plans need to be

well articulated in the personal statement

to demonstrate how it will be of use at

university. Be sure to check with each

university that they are happy to defer -

some, such as Oxford and Cambridge are

unlikely to offer deferred places.

2Funding a gap year means finding

a way of earning money to make it

become a reality. Whether this is working

in a shop or waiting tables in the local

restaurant, all of these experiences are

hands on practice dealing with people,

learning the meaning of an 8 hour day and

teaching the value of money – once you

realise how many hours it takes to earn the

money for a new top, you have a whole new

appreciation of budgeting! These early

employment opportunities are also very

valuable when it comes to joining the world

of work later on – a third of top graduate

employers said it was very unlikely they

would offer a job to a graduate with no

work experience.

3Working or volunteering in another

part of the world is a great opportunity

to travel and work at the same time. Living

and working in a country can give a deeper

insight and understanding into a different

culture and a different way of life. An

immersive experience means making

real connections with local communities

“Working or volunteering in another

part of the world is a great opportunity

to travel and work at the same time.”

and being open to making new friends.

According to a survey by gapyear.com,

60% of ‘gappies’ are interested in

volunteering projects. It is really

important to do your research,

some volunteering projects

are hugely worthwhile

but be wary of some of

the all-inclusive travel/

volunteering activities

which may not be as

impactful as they look.

4Whilst going travelling

is often a bit scary

and uncomfortable to

begin with, it is a great

opportunity to get out of

your comfort zone and be

challenged by new things;

whether it is a 30 hour train

journey across India or a bungy

jump in New Zealand. Flexibility and

adaptability will become watch words,

learning how to cope with the unexpected,

a bout of food poisoning that might

disrupt plans or getting on the wrong bus

and ending up in a totally unplanned

destination. Learning to deal with

adversity and turn a situation around really

helps to grow confidence and resilience.

5Using a gap year to acquire a

particular skill such as learning a

language, a cooking course or learning an

entrepreneurial skill, can also be a valuable

way of spending the time. It is definitely

worth looking into internships – several

of the larger companies such as IBM,

offer yearlong programmes for students in

between school and University.

A gap year should not be a year of lying

in bed dreaming of things to come, or a

series of paid for and curated adventures

subbed by the bank of Mum & Dad.

Identifying the goals of a gap year and

making a well thought through plan will

ensure that each student gains the most

from the experience. A gap year is for

learning about self-motivation, how to get

up in the morning, how to manage money

and what to do when a passport gets stolen,

as well as having some fabulous photos to

put on Instagram to make everyone else

jealous!

Planning a gap year? Contact Carfax

Education for advice on how to make the

most of it.


BREAK

FREE

from the

SCROLL

WRITTEN BY METTE THEILMANN

If you’re anything like me, you’ve

probably found yourself mindlessly

scrolling on your phone, only to later

feel that nagging sense of guilt. That feeling

that you’ve just wasted precious time—time

you could have spent doing something

more fulfilling, more grounding, more you.

Instead, you’ve ended up feeling tired, low,

and perhaps a bit defeated.

Sound familiar?

It’s easy to get sucked into the endless

stream of perfectly curated lives on social

media, where everyone seems happy, thin,

beautiful, productive, and socially busy with

their best friends. Meanwhile, you’re left

feeling lonely, unsuccessful, or like you’re

somehow falling behind.

So why do we keep doing it?

The answer lies in dopamine.

The Dopamine Trap:

Why Scrolling Feels So Good

Dopamine is a neurotransmitter in our

brain that plays a key role in our reward

system. When we do something pleasurable,

like eating a piece of chocolate or receiving

a like on a post, our brain releases

dopamine, creating a sense of satisfaction.

We think, “That felt good! Let’s do that

again!” This is why we keep going back for

more, and why things like scrolling through

our phones can quickly become addictive.

The problem arises when we overdo it.

Excessive scrolling overstimulates our

brain’s dopamine system, and it starts

craving more and more. This constant

chase for instant gratification can lead to

addiction, much like unhealthy habits with

alcohol, sugar, or even gambling. Over

time, the rush we get from our phones starts

to feel like a need—an itch that must be

scratched.

But here’s the kicker: when we overstimulate

ourselves with quick dopamine

hits from our phones, we can start to lose

touch with the more meaningful sources of

dopamine—those that nourish our body

and mind in healthy ways.


The Consequences of Excessive

Phone Time

Too much phone scrolling can contribute to

a variety of mental health issues, including

anxiety, loneliness, low self-esteem, and

fatigue. And if we’re not careful, we may

start finding it harder to experience pleasure

from healthier sources, like spending time

with loved ones, exercising, reading a good

book, or even just eating a balanced meal.

So, do we need a “dopamine detox” from

the digital pleasure our phones give us?

Could stepping away from our devices

help us reconnect with healthier, more

fulfilling sources of dopamine?

Reclaiming Healthy Dopamine:

How to Break Free from the Phone

Imagine taking a break from your digital

life. What would it feel like to set boundaries

around phone use and create pockets of

time where you can experience healthier,

more rewarding dopamine hits?

Here are a few simple rules to get started:

No Phone First Thing in the Morning:

Start your day with intention—without the

distraction of your phone. Similarly, avoid

checking your phone right before bed to

ensure you get a restful night’s sleep. Have a

screen time schedule

No Phones During Face-to-Face

Connections: Whether it’s a meal with

family, a conversation with friends, or a date

night, keep your phone out of sight. Truly

engaging with the people around you can

provide dopamine without the need for a

screen.

Set Time Limits on Phone Use: Block

out periods of time in your day when

you intentionally stay off your phone. For

example, try no phone use between 2:00

PM and 5:00 PM. Use that time to go for a

walk, read, or just enjoy being present.

Go Phone-Free at the Beach or

Outdoors: Head outdoors without your

phone—take a walk in nature or visit the

beach, allowing yourself to be fully present

without the urge to check your device every

few minutes.

Replace Digital Pleasures with

Healthy Alternatives: Start creating

space for healthy dopamine: get moving

with some exercise, nourish your body with

wholesome food, enjoy a good book, or tap

into your creativity.

These small shifts in your daily routine

can help you break the habit of reaching for

your phone at every idle moment.

And with time, you’ll start to feel the

difference. You’ll begin to reconnect with

the simpler pleasures in life—those that

don’t require you to scroll, click, or swipe to

feel good.

Your Brain will Thank You

By stepping away from the dopamine

overload of constant phone use, you’ll


slowly recalibrate your brain’s reward

system. You’ll find it easier to experience

joy from real, tangible experiences, and

your mental health will improve as you

focus more on the present moment. Most

importantly, you’ll take back control over

how and when you seek pleasure, instead of

letting your phone dictate it.

So, next time you feel the urge to scroll,

ask yourself: is this truly serving me? Or is

there a better, healthier way to nourish your

mind and body?

Your brain will thank you.

HAVING A

PLAN B

A Guide for Parents

WRITTEN BY PHILIPPA DOBRÉE-CAREY

I

your child wants to drop out of school

or skip university, it’s important to

listen to their reasons and approach the

situation with an open mind. While it may

be disappointing, helping them find the best

path for them, and not imposing your own

goals, is key.

Here’s how to navigate this challenging

scenario and create an effective backup

plan.

Understanding Your Child’s Perspective

Before reacting, take time to listen and

understand why they want to hit the

pause button on their education. Are

they struggling to study effectively? Feel

unmotivated? Regret their academic

choices? Or do they have a career

goal that doesn’t require a

university degree? Knowing

their motivation will

help you to guide them

effectively.

Let’s look at a few

different scenarios:

1Common

Struggles and

Solutions

Every child learns

differently. Some are

organised, others leave

tasks to the last minute

or learn at a slower pace.

Finding the right study

method, such as Pomodoro,

could help enormously.

Explore if attention deficit disorder

(ADD) is the issue; students who are

medically diagnosed with ADD may be

eligible for extra time during exams or

laptop use instead of handwriting papers,

etc.

Consider hiring a tutor – not for a specific

subject but to teach organisation skills. A

structured approach can help your child

stay on track. Agree to a trial period of, say,

3 months, and then reassess progress and

next steps together.

2When It’s Time to Change Course

When a student has chosen their options,

they may have been influenced by peers,


their favourite teacher at the time, or a

passion for a subject that has since faded.

It’s not the end of the world! Ask the

school about switching to a subject your

child enjoys. There may be requirements

like previous grades or the ability to catch

up with the rest of the class, but it’s worth

exploring.

3Exploring Alternative Educational

Paths

Consider alternative options such as:

• Suspending studies temporarily

• Repeating a year if they’ve struggled with

the coursework

• Transferring to another course or

institution

• Taking a year off to reassess their

goals

University isn’t for

everyone

If university feels

overwhelming due

to a reluctance to

leave home, financial

concerns, or other

reasons, consider these

other routes:

Gap Year

A well-planned gap year

can provide valuable life

experience, clarify career

goals, and even strengthen

university applications.

Encourage your child to use this

time productively, by volunteering for

a humanitarian organisation or gaining

work experience.

“Before reacting, take time to listen and

understand why they want to hit the

pause button on their education.”


Apprenticeships

Apprenticeships combine work with study,

allowing your child to ‘earn while they

learn’. These are available in many fields,

from traditional (and much-needed) trades

to emerging technologies.

“Provide information and advice, but let

your child make the final decision.”

Vocational Qualifications

BTECs and NVQs offer practical courses

that lead to specific careers. These

qualifications are recognised by employers

and can also provide a route to university

later on.

Supporting Your Child’s Decision to Take

a Different Path

If your child is adamant about leaving

education, it’s important to put a solid plan

in place and seek the right support before

pulling the plug.

Here’s how you can help:

• Offer guidance, not pressure: Provide

information and advice, but let your child

make the final decision.

• Consult professionals: Career

advisers, tutors and heads of year can give

impartial advice without getting emotionally

involved.

• Stay flexible: Be prepared to adjust plans

as your child’s interests and goals evolve.

• Encourage work experience: This will

help your child explore potential careers

while building valuable skills and their CV.

• Focus on skills development:

Whatever path they choose, stress the

importance of developing transferable skills.

Keeping an Open Mind About the Future

Dropping out doesn’t mean the end of

education. And success doesn’t always

follow a straight line. Just look at Adele and

Robbie Williams, who recently returned to

study, even after successful music careers!

There are always alternative routes for

learning and career development.

Remember that many successful people

have taken unconventional routes to achieve

their goals: Steve Jobs, Bill Gates, and

Richard Branson. I’m sure their parents

faced the same dilemma!

By approaching this challenge with an

open mind, careful planning and a focus

on your child’s long-term wellbeing and

success, you can help your child navigate

this important decision and find a path that

meets their unique needs and aspirations.

www.fromhighschooltouni.com


Rafaela’s Journey From Europe To

HARVARD

UNIVERSITY

with Crimson Education

Rafaela had one dream, to get accepted at

Harvard University. Committed entirely to

Harvard, she applied to just one university, and

with the dedicated support of her mentors at

Crimson Education, she earned her place at this

world-renowned university!

For the Harvard application, Rafaela had to get

excellent grades at school, submit 5 academic

honours, fill in 10 extracurricular activity slots,

write a stellar personal essay, answer 5

supplemental essay questions, get a top SAT

score and ensure that a strong personal brand

tied her application together. That is a lot to

take on in your penultimate year of school

alongside exams and coursework.

The best thing about working with Crimson was

the essay feedback. It helped me refine my

ideas and show the best image of myself to

admissions officers, which I believe was crucial

for getting into Harvard...I will never forget all

the help that I have received from Crimson!

-Rafaela, Crimson Student & Harvard Admit

So Rafaela sought Crimson’s support. By joining

Crimson Education, Rafaela’s team consisted of

3 expert advisors, including a Strategist, Essay

Mentor and Financial Aid Advisor, to help her

submit the best application she could. With

their support she turned her dream into reality!

Right off the bat, Rafaela was dedicated, determined, and ready to really start working

on her applications! My work with her focused on strategically presenting her

achievements on the Common App, selecting a compelling personal statement topic,

and refining her supplemental essays. The team and I guided Rafaela in crafting a

narrative that authentically reflected her passions, values, and unique experiences,

ensuring her application stood out holistically!

-Ishani, Rafaela’s Strategist & NYU Alumna

crimsoneducation.org/uk europe@crimsoneducation.org @CrimsonUKEurope

@crimsoneducation_uk


A visit to

BETT G

Reflections on the

EdTech Extravaganza

WRITTEN BY RICHARD MARTYN-HEMPHILL

reetings from London’s windswept,

crane-dotted Docklands — where

I’ve been wandering the sprawling

halls of the Excel Centre, a cavernous and

seemingly endless kingdom of conventions

and concerts. The occasion this time?

Bett, the grand annual exposition of

educational technology, where the dreams

of tomorrow’s classrooms are hawked with

the fervour of a 19th-century fairground

barker. It’s a mid-January Glastonbury for

educators, more WiFi than wellies (and

fortunately with less mud) but similar hype

and hope.

Getting there was a breeze, thanks to the

Elizabeth Line—London’s latest transport

megaproject that glides as smoothly as an

A-grade student reciting Julius Caesar. Its

construction, of course, had taken rather

longer than planned, but perhaps that’s

fitting for a journey into education. Like the

Elizabeth Line, schooling often promises

swift outcomes yet takes years to truly

deliver.

At Bett, the air hummed with

possibility—or at least the hum of a

thousand laptops. The stands at the

entrance were classic sales pitches: glossy,

loud, and exhaustingly cheerful. There

was VR to “revolutionize” learning, AI

to “transform” grading, and even a social

media platform for parents, offering realtime

updates on their child’s progress.

As one vendor explained, “You’ll never

be surprised by a report card again.”


I wondered if parents really needed

their children’s results flashing in like a

fluctuating stock price. Or whether several

weeks of blissful ignorance was not always

for the worst.

Unsurprisingly, most students visiting

Bett on school trips were less intrigued

by a future of real-time reports to their

parents and veered straight to the startups

offering Lego robots, Montessori musical

instruments, e-sports, or gaming. “Every

subject becomes a game,” the CEO of Nick

Academy proclaimed enthusiastically from

on stage, showcasing his online classroom

of cartoonish avatars. “Even coding,” he

said, “becomes a pizza adventure.”

The CEO of the Austrian gamified

textbook-maker SchuBu agreed, quoting

Einstein. “Playing” he reminded us, in a

stern German accent, “is the highest form

of research.”

Elsewhere, some startups were keen to

help make sure grading was not a game

future teachers would play. Companies

like Olex.ai touted automated grading

software, which promises to relieve teachers

of marking essays—a bold claim, given

how some essays resemble illegible scrawls,

or coded messages from another planet.

Similarly, some were finding ingenious

ways to prove that students’ work was — or

wasn’t — their own. The irony of teacher

and student locked in an AI arms race was

not lost on me. Something also felt uneasy

about the proliferation of VR headsets,

“Bett feels like an expression of human ambition: our

drive to teach, to learn, and to innovate.”

with startups insisting these would only be

used for higher goals, like allowing students

to conduct virtual chemistry experiments

without the risk of setting the classroom on

fire. Practical, yes, though I did wonder: if

a headset can replicate the unforgettable

aroma of burning magnesium?

The Study in Saudi stand had another

unforgettable aroma—fragrant cups

of tea. It was a welcome human touch

as representatives from the ministry

there boasted the arrival of British girls

school franchises like Downe House, and

promising handsome fortunes for educators

willing to join them across the desert sands.

At the Ukraine stand, meanwhile, there

was a sobering reminder of why innovation

matters. Educators proudly showcased

an online school designed to replace

classrooms destroyed by war. It was a stark

contrast to the gleaming VR headsets and

sleek grading software—a testament to

resilience in the face of devastation. For all

the gadgets and algorithms on display, this

was education at its most vital: ensuring that

even amid ruins, learning continues.

Among the speakers evincing the usual

buzzwords, one stood out from Adobe. He

urged educators to prioritize creativity and

purpose, two concepts so fundamental they

should hardly need repeating—and yet, in

our overly industrialized education system,

they can feel like radical ideas. His words

resonated, cutting through the digital din

with an appeal to put humanity back at the

heart of education.

As I await the Elizabeth Line back from

this edtech extravaganza, I find myself

reflecting on London’s educational heritage,

from the great teaching hospitals to the

night schools of Birkbeck, from Dickensian

grammar schools to the University of

London, this city has long been a hub

for fresh ideas. Now, in the gleaming

Docklands, education is being reimagined

for the digital age.

Bett was a reminder of both the potential

and the pitfalls of technology here. For

every inspired idea, there was a gadget

that felt like a solution in search of a

problem. I couldn’t help but wonder:

have we, in our rush to embrace the

future, forgotten the simplicity of a good

teacher, a chalkboard, and a curious mind?

Technology can be a powerful tool, but it

must always remain just that—a tool, not a

replacement for the uniquely human craft

of teaching.

To conclude more kindly, I suppose

at its heart, Bett feels like an expression

of human ambition: our drive to teach,

to learn, and to innovate. It might take

time—just like the Elizabeth Line—but the

journey is worth it.


Upcoming

events

2025

MAR

20

Global.Learn.Connect - The Netherlands

A two-day event to bring together school leaders and educators. Engaging

keynote presentations and a diverse range of teacher-led workshops.

Link - https://globallearnconnectnl.eventify.io/p/#/overview

MAR

26

Regional Event: Brazil

Training sessions tailored for schools in your region and play-based

workshops at Our Lady of Mercy, Botafogo on 29 March.

Link - https://globallearnconnectnl.eventify.io/p/#/overview

JUN

5

Global.Learn.Connect - Mexico

A two-day event to bring together school leaders and educators. Engaging

keynote presentations and a diverse range of teacher-led workshops.

Link -https://glcmexico.eventify.io/p/#/overview

OCT

16

International Curriculum Conference - Bali

Join us for our annual conference in Bali!

Link -https://bit.ly/3QaxKdy


your

IS

SCHOOL

FEATURED?

www.internationalschoolparent.com

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links.

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performance.

• Keep parents informed by sending school updates

to our extensive database.

• Stay up-to-date by updating your school guide

with the latest information whenever needed.

• Make use of our blog throughout the year,

ensuring your school remains in the limelight.

CONTACT INTERNATIONAL SCHOOL PARENT MAGAZINE:

NICK@INTERNATIONALSCHOOLPARENT.COM OR CALL +41 787 10 80 91

International School Parent Magazine - Spring 2025

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