International School Parent Summer 2026

INTERNATIONAL SCHOOL

PARENT

MAGAZINE

PLUS

DIGITAL

WELLBEING AT

HOME

Sun, Fun and

Safety: Keeping

Kids Healthy

the Summer

+

Understanding

your Child’s

Behaviour

WHAT DOES

IT MEAN

FOR YOUR

CHILD TO

ATTEND

AN SGIS

SCHOOL?

THE QUIETER EDGES:

LGBTQ+ Student

Life Beyond the Obvious

euruni.edu

International

Business Education

for Success

FOUNDATION | BACHELOR’S | MASTER’S | MBA

Join a top-rated international business school with

an innovative, hands-on learning approach and

start your success story.

*Special rates for Swiss passport holders and

permanent Swiss residents. Conditions apply

Grindelwald-

First

TOP OF ADVENTURE

Dec. – Oct.

HIGHLIGHTS

- First Cliff Walk presented by Tissot

- Adventure activities Firstbahn

Schynige Platte

TOP OF SWISS TRADITION

June – Oct.

HIGHLIGHTS

- Schynige Platte Skywalk

- Daily alphorn concerts

- Botanical Alpine Garden

Schynige Platte-Bahn

11613

jungfrau.ch

Naturally bilingual –

from Pre-Kindergarten to International A Levels

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

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

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

their goals – in Basel, Winterthur and in Zurich.

Find out more at www.academia-schools.ch

16

Contents

8 Thriving Students, Outstanding Results: The

ISL Approach

10 Meet the Director – Barry Dequanne,

International School of Zug and Luzern

16 Grindelwald-First – Top of Adventure

18 Meet the Dean – Patrick Taffin d’Heursel,

Swiss Hotel Management School

24 Family, Life & Work Integration

28 What Does It Mean for Your Child to Attend

an SGIS School

30 Two Languages. A World of Opportunities

32 The Quieter Edges: LGBTQ+ Student Life

Beyond the Obvious

36 Institut Florimont: 120 Years of Future-

Focused Education

38 Sun, Fun and Safety: Keeping Kids Healthy

This Summer

42 Is Your Child’s Online Life Helping or Hurting

Their University Chances?

46 An Antidote to Digial Culture

48 Visiting “Home” This Summer

52 More Than Mojitos

54 From Boxes to Belonging

58 10 Things No One Tells You About University

Halls – What Parents Need to Know Before

Their Child Moves In

62 Understanding Your Child’s Behaviour

Through Family Dynamics

66 Supporting Children Through Traumatic

Experiences: A Guide for Families Living

Abroad

68 Digital Wellbeing at Home: Helping Families

Navigate Technology with Confidence

Cover image: © Photo by Freepik

Welcome to the

Summer 2026 edition

of International School

Parent magazine.

Summer is often a season of movement for internationally mobile

families - whether travelling on holiday, returning home, or relocating

ahead of a new school year. In this issue, we explore some of the

opportunities and challenges these transitions can bring, alongside

practical ideas to help make the experience as smooth and positive

as possible.

Continuing one of our most popular features, Meet the Head, we

interviewed Barry Dequanne, Director of International School of

Zug and Luzern, and Patrick Taffin d’Heursel, Dean of Swiss Hotel

Management School. Through these conversations, we gain insight

into their institutions, leadership philosophies and the personal

experiences that have shaped their educational approaches.

June is also Pride Month, an important opportunity to reflect on how

we support, listen to, and better understand our LGBTQ+ children,

families and communities. In her article The Quieter Edges, Cath Brew

explores some of the more subtle experiences many people within the

queer community - particularly within school environments - continue

to navigate today.

Finally, we are delighted to present an edition filled with inspiring and

informative features, from an introduction to the alpine destination

Grindelwald-First to articles exploring children’s digital wellbeing,

family dynamics and sun safety.

We wish you a wonderful summer and look forward to bringing you

more stories, insights and inspiration again in the autumn.

For questions about school guides, newsletter content

and advertising packages, please contact Alex Marrable:

Email info@internationalschoolparent.com

Website www.internationalschoolparent.com

@isparentmag

INTERNATIONAL SCHOOL PARENT SUMMER 2026 | 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 supervisor and consultant specialising

in child safeguarding and whole-school wellbeing.

With a background in child psychology and more than a decade

of experience in international education, she has served as

both Safeguarding Lead and Head of Pastoral Care. She is also

the creator of Metafora, a communication tool designed for

professionals working in mental health and education.

Philippa Dobrée-Carey

Philippa Dobree-Carey is a writer, award-winning

author and safeguarding specialist who supports

families through key school and life transitions. She shares practical

parenting guidance focused on wellbeing, mental load, and raising

teens and young adults. She is the creator of The Mamaholic Monthly

on Substack and the author of From High School to Uni and The

Essential Job Search Guide for Students.

Sarah Elliott

Sarah Elliott is a licensed therapist (MA) supporting

children, young people, and families within

international communities. Based in the UK, she is the founder

of Child Therapy International, offering virtual therapy, parental

guidance, and practical resources for internationally mobile

families.

Helen Ellis

Helen Ellis, M.A., is a researcher, author,

anthropologist, and veteran of Distance Parenting and

Grandparenting. She is the founder of DistanceFamilies.com and

the author of the intergenerational Distance Families book series:

Being a Distance Grandparent, Being a Distance Son or Daughter,

and her most recently published title, Being a Distance Grandchild.

Scott Hall

Scott Hall, Head of Digital Learning at International

School Basel, brings two decades of educational

experience to driving innovative classroom practice. A global

speaker and tech pioneer, he encourages teachers to see technology

as a natural extension of learning.

Daniele Labriola

Daniele Labriola, BA, MLitt, PhD (UC Berkeley, St

Andrews University), is the University Applications

Advisor for TutorsPlus. A former lecturer, he advises students and

families on university pathways in the UK, Europe and the US,

and has spent more than 12 years supporting international families

preparing for top-tier higher education.

Hester MacDonald

Hester Macdonald is a garden designer, writer,

broadcaster, garden guide for Switzerland and Europe,

and the founder of the Swiss Gardening School, based in Nyon.

She has a particular interest in edible gardens, historic gardens and

a passion for helping her students and clients make the most of

their green space.

Ivana Nady

Ivana is a space planner and accredited Feng Shui

consultant with over 15 years of international

experience. Through her company, Zen Interiors, she helps families

and professionals create homes and workspaces that promote

calm, balance and wellbeing through the integration of design,

environmental psychology and wellness.

Marshall Sapherson

Marshall is a Drama specialist with over 40 years’

experience teaching and consulting in performing

arts and communication. He is LAMDA Exams’ representative

in Switzerland. Globally recognised and taken in 50 countries

worldwide, LAMDA Exams supports learners to develop lifelong

communication skills through drama, literature and public

speaking.

Sandra Steiger

Sandra Steiger is the Education Advisor at TutorsPlus

and has been working in education since 2006 as

an English teacher and Teacher Trainer. During her time at

the International School of Geneva, she held a variety of roles

including EAL teacher, Service Learning Programme Coordinator,

Homeroom Mentor and Head of Year. She is also the mum of very

active twin boys.

Mette Theilmann

Mette is a Narrative Therapist and Parenting

Consultant with more than 21 years of experience

supporting individuals and parents through meaningful life

transitions. Through a reflective and collaborative approach,

she helps people reconnect with their values, strengths and lived

experiences, enabling them to move more confidently through

change.

Michelle Wright

Dr Michelle Wright is a British-trained General

Practitioner who has lived and worked in Switzerland

since 2004. She practises with the Staff Medical Service of the

International Labour Organisation in Geneva and co-leads

HealthFirst, delivering evidence-based health and wellbeing

services. Michelle also hosts the radio programme Health Matters

on World Radio Switzerland and holds a diploma in Lifestyle

Medicine from the British Society of Lifestyle Medicine.


ADVERTORIAL

Thriving Students,

Outstanding Results:

THE ISL APPROACH

In international education, academic

results often dominate conversations among

parents. IB scores, university destinations

and rankings remain important benchmarks

for globally mobile families navigating

increasingly complex school choices. Yet

for many parents today, another question

is becoming equally important: will this

school prepare my child not only for

academic success, but also to adapt, cope

and thrive in a rapidly changing world?

At the International School of

Lausanne (ISL), these priorities are seen

as inseparable. Academic excellence and

student well-being are not competing

agendas, but deeply interconnected parts

of the school’s philosophy. The result is

a learning environment designed to help

students achieve outstanding outcomes, as

well as to equip them with the resilience,

confidence and self-awareness needed long

after graduation.

WELL-BEING EMBEDDED IN

EVERYDAY SCHOOL LIFE

At many schools, pastoral care exists

alongside academic life. At ISL, it is woven

directly into it.

Teachers are expected not only to

challenge students intellectually, but also to


recognise emotional needs, monitor wellbeing

and build meaningful relationships

with both students and families. In an

international environment, where young

people may be navigating relocation,

language transitions or cultural change, this

level of care becomes especially important.

ISL’s Student Support Services play

a central role within this approach.

Counsellors, learning support specialists

and advisory staff work closely with

teachers and families to identify challenges

early and provide tailored guidance before

difficulties escalate.

Transitions are approached thoughtfully

too. For internationally mobile families,

arriving in a new country or school can feel

unsettling for both children and parents

alike. ISL’s strong community culture helps

students settle quickly, build friendships

and regain confidence in unfamiliar

surroundings.

ACADEMIC EXCELLENCE WITH

THE SUPPORT STUDENTS NEED

TO ACHIEVE

ISL’s academic outcomes are consistently

impressive. The school regularly achieves

International Baccalaureate Diploma

Programme results well above the global

average, while graduates progress to highly

respected universities across Switzerland,

Europe, the UK and North America.

Behind these outcomes lies a carefully

structured framework of academic and

pastoral guidance. Through data-informed

tracking, personalised feedback and close

communication between teachers, advisors

and families, students are encouraged

to develop both independence and the

confidence to seek support when needed.

The result is an environment where

students feel both challenged and supported

throughout their educational journey.

For ISL alumnus Jan, now studying

Electrical Engineering at EPFL, the

transition to one of Switzerland’s most

academically demanding environments

highlighted just how valuable those

foundations had been.

“The transition to EPFL can feel intense

at first, but looking back I realised that the

IB and my experience at ISL had given me

the resilience and study habits needed to

adapt successfully.”

Similarly, ISL alumna Anusha Mittal,

now studying medicine at the University of

Lausanne (UNIL), reflects on the important

role the school’s support systems played

in preparing her for a highly competitive

pathway.

“The support from teachers at ISL made

a huge difference during my studies. I

always felt encouraged academically, but

also personally, which gave me confidence

as I prepared for a highly competitive

pathway into medicine.”

For Anusha, the transition to university

also reinforced the importance of

independence and self-discipline.

“One of the most valuable things I

developed during my time at ISL was my

work ethic. University requires a great

deal of independence, and ISL helped me

become disciplined and self-motivated in

my learning.”

Her reflections also speak to the

emotional dimension of high achievement

and the importance of balance alongside

ambition.

“Looking back, I would probably

tell myself not to be so hard on myself

during the IB years. ISL prepared me

very well academically, but it also taught

me important lessons about balance and

resilience.”

FACILITIES DESIGNED AROUND

BALANCE

ISL’s campus environment reflects this

same philosophy of balance and holistic

development.

Modern sports facilities, creative arts

spaces and green outdoor areas give

students opportunities to engage physically,

socially and creatively beyond the

classroom. Increasingly, research highlights

the important role these experiences play in

supporting emotional well-being, cognitive

performance and long-term resilience.

The school’s Early Childhood Centre

similarly prioritises emotional security and

curiosity during the foundational years of

development, creating environments where

younger children feel safe, engaged and

confident as learners.

BUILDING RESILIENCE FOR LIFE

BEYOND SCHOOL

Perhaps the most important question for

modern education is no longer simply

where students are accepted to university,

but how confidently and successfully they

navigate life once they arrive there.

As universities place increasing emphasis

on independence, resilience and selfmanagement,

schools are recognising the

importance of preparing students not only

academically, but personally as well. ISL’s

approach is designed with this broader

understanding firmly in mind.

As the school highlights, “Graduates from

ISL go on to study at leading universities in

Switzerland and internationally, including

institutions in medicine, engineering,

science, business and the humanities,

demonstrating the breadth and strength of

the school’s preparation.”

For families considering what truly

prepares young people for the future,

ISL offers a compelling model: ambitious

academics grounded in genuine human

support.


MEET THE

DIRECTOR

Barry

Dequanne

INTERNATIONAL

SCHOOL OF ZUG

AND LUZERN

(ISZL)

Since 1961, the International School of Zug and Luzern (ISZL) has inspired

young people through exceptional academics, outdoor adventure and a

strong sense of community.

What began as a small American school for the children of Jeep employees

has grown into a multi-campus school welcoming 1,200 students from more

than 60 countries.

We recently sat down with Barry Dequanne, Director of ISZL, to discuss his

background, educational philosophy and vision for the school’s future.


You have worked in international

education for more than 30 years across

several continents. How have those

experiences shaped your approach to

leadership at ISZL?

I have worked in international education

for more than 30 years - including the

last nine at ISZL - across many different

countries and cultures. Originally from

Canada, I actually began my career in

mathematics and finance before making

an early move into education. Along the

way, there have been many experiences that

have shaped who I am as a leader.

One of the things I value most about

international schools is the diversity of

their communities. People come from

every corner of the world, and that has a

humbling effect. It encourages us to see

the world through different perspectives,

embrace new ideas and continue learning

from one another. It has also taught me the

importance of listening deeply and learning

from every member of our community.

As a school leader, I do not believe my

role is to have all the answers. Rather, it is

to create an environment where everyone

feels heard, valued and able to contribute.

Our diversity is one of our greatest

strengths.

Many educators are discussing

the impact of technology and AI

on learning. How do you see these

developments shaping the future of

international education?

It is both an exciting and a complicated

time. I see this not only from the

perspective of a school leader, but also as

a parent of two young children - my son is

five and my daughter is eight.

For schools, AI presents enormous

opportunities to expand the ways we

teach and learn. At ISZL, we have tried to

embrace these developments thoughtfully,

while recognising that this is very much an

ongoing journey for everyone. As adults,

we are still learning what these technologies

mean and how they should be used

responsibly.

One important consideration for us is

the idea of cognitive offloading. How do

we ensure that students continue to develop

essential skills such as critical thinking,

creativity and independent problemsolving?

Ultimately, I believe AI has amplified

the importance of the human element

“We have worked hard to build a caring

environment where students feel safe, supported

and a genuine sense of belonging.”

in education. Technology will become a

powerful resource for all of us, but schools

continue to play a vital role in building

relationships, empathy, resilience and selfunderstanding.

AI should support us as

humans, not outpace our humanity.

What makes the learning experience at

ISZL distinctive compared with other

international schools in Switzerland?

This is one of my favourite questions

because it encourages us to reflect on what

truly makes our school special. There are

many excellent schools in Switzerland and

around the world, but what we really lean

into at ISZL is our sense of community.

We have worked hard to build a

caring environment where students feel

safe, supported and a genuine sense

of belonging. When that becomes the

foundation of a school experience - and

when schools work in true partnership

with parents - it has a profound impact

on learning. By partnership, I mean


“When students feel secure and valued, they are more willing to take risks,

engage deeply and develop a more intrinsic connection to learning.”

parents learning alongside us and, at

appropriate moments, being welcomed

into the classroom to actively support the

educational journey.

When students feel secure and valued,

they are more willing to take risks, engage

deeply and develop a more intrinsic

connection to learning. That has always

been at the heart of ISZL: we are a

learning community that genuinely cares

for one another.

ISZL has a strong reputation for

academic achievement alongside

wellbeing. How do you balance high

expectations with student happiness

and resilience?

People often see academic achievement and


wellbeing as being in conflict, but I do not

see them that way at all. In fact, I believe

they strongly complement one another.

When students feel safe, supported and

genuinely happy coming to school each

day, they are far more willing to take risks,

engage deeply in learning and remain

open to new ideas and perspectives. The

relational aspect of our programme is

incredibly important in creating that

environment. Research consistently shows

that students learn best when they feel

secure and connected.

For us, the priority is always to provide a

warm, welcoming and supportive learning

environment. From there, academic growth

and performance naturally follow - and

our students thrive both personally and

academically.

Families moving to Switzerland often

face major transitions. How does ISZL

help new students and parents integrate

quickly into the school community?

We recognise that when a new student

joins ISZL, it is not just the child arriving

- the whole family becomes part of our

community. Supporting families through

that transition is incredibly important to us.

Transitions can be challenging, no

matter the circumstances, and we are very

conscious of the impact they have not

only on new families, but also on the wider

school community.

At the same time, they present a

wonderful opportunity for everyone to

learn from one another. Our approach is

therefore very holistic, beginning with the

admissions process, where we aim to create

a warm and personalised experience for

each family.

Our Parent Association also plays an

important role by organising orientation

and welcome events that help families build

connections early on. For students, we pair

new arrivals with current students so they

immediately have a buddy and sense of

support within the school community. Our

counsellors and student support teams also

keep a close eye on students as they settle

in.

One of the things I always tell parents

during our New Family Orientation

Meeting is that communication is key.

There are no bad questions - if something

does not feel right, we encourage families

to talk to us. Ultimately, we want every

student and every parent to feel welcomed,

supported and connected to the same

strong sense of community.

Many parents today are thinking

about preparing children for a rapidly

changing world. What advice do you

give families about supporting their

children’s development?

I would encourage curiosity above all else

- curiosity, inquiry, exploration and a love

of reading. Read as much as you can, but

also listen, connect and engage with as

many different people and perspectives as

possible.

I believe these experiences help young

people develop both understanding and

resilience. As children learn about new

places, ideas and cultures, they begin to

better understand their own place in the

world. That, in turn, builds confidence and

gives them a stronger sense of grounding.

Fundamentally, one of the most

important things both parents and schools

can do is nurture this curiosity and

encourage children to engage deeply with

the world around them.

After more than three decades in

international education leadership, what

continues to inspire you most about

working in schools?

As adults, we also need to model what it

means to try new things, make mistakes,

learn from them and allow ourselves to be

vulnerable. That mindset has continued to

inspire me throughout my career.

But what truly drives me in this work

- and I genuinely see it as a calling - is

the sense of possibility that exists within

every child. Watching young people grow

and develop comes with an enormous


“As children learn about new places, ideas and cultures, they begin to

better understand their own place in the world.”

responsibility, but also a tremendous sense

of hope and opportunity.

I have also found that there is so much

we can learn from our students themselves.

This weekend, for example, we are hosting

a conference where students will play a

significant role in the programme, including

leading workshops for parents. When

students are given that kind of agency, they

often think differently from adults and show

us new ways of approaching challenges and

ideas. That is something I find both exciting

and deeply inspiring.

Finally, if you could describe the

mission of ISZL in one sentence to a

family considering the school, what

would you say?

At the heart of ISZL is the belief that we

are all learners - not only the students, but

the adults as well - working together to

make the world, or at least our corner of it,

a kinder and better place.

And, if you will allow me to elaborate,

the essence of ISZL is helping students

achieve more than they thought possible,

encouraging them to stretch beyond

their own perceived limits within a safe

and supportive environment where they

feel cared for, balanced and empowered.

Ultimately, everything we do is rooted in

the idea of building stronger communities

and preparing young people to contribute

positively to the world around them.

Watch the interview with Barry Dequanne,

Director of ISZL


BUSINESS

SCHOOL

Since

Success

Builder

Dream big.Start here.

Where ambition meets excellence

IFM Business School

IFM is a triple-accredited, top-ranked institution

with over 50 years of Swiss-quality education.

Located in Geneva, a global business

hub, IFM delivers a cutting-edge, career-focused

learning experience designed for realworld

success.

Our hands-on curriculum, developed with industry

leaders, equips students with modern

business insights, essential skills, and strategic

expertise. IFM fosters a sustainable, and

success driven mindset, preparing graduates

for leadership roles. With a personalized environment,

state-of-the-art facilities, and renowned

faculty, IFM provides real-world business

exposure, industry connections, and careerfocused

guidance to ensure success.

Rankings

• Ceoworld: Top 5 in Switzerland, Top 20 in

Europe, and Top 100 in the world.

• CEO Magazine: Top 5 in Switzerland, Top

25 in Europe, Tier one globally for its MBA.

• U-Multirank: Top 15 in Switzerland.

Discover IFM’s BBA programs

IFM’s BBA degree equips students with the skills,

knowledge, and global perspective needed to

succeed in today’s competitive business world.

These accredited, career-focused programs

combine academic theory with hands-on learning,

key drivers of professional success.

At IFM, students develop a strategic mindset,

leadership capabilities, and an entrepreneurial

approach. The cutting-edge curriculum, enriched

by real industry insights, strengthens their

abilities in problem-solving, project management,

and decision-making, essential for future

careers. Within a supportive, innovative, and

dynamic environment, students gain practical

experience, broaden their global outlook, and

graduate fully prepared to excel.

• Students earn an accredited degree through a

transformative learning experience.

• They broaden their global understanding, develop

top skills, and a success-driven mindset.

• They engage in real-world learning alongside

industry experts and business leaders.

6 BBA specializations

• International Business

• Management

• Finance

• Entrepreneurship

• Luxury Business

• Artificial Intelligence (New)

Language

1. English: 100% in English

2. Bilingual: English & French

Duration

• 3 academic years

Location

• Geneva, Switzerland

Contact

• T.+41223222580

• Email: admissions@ifm.ch

www.ifm.ch

ADVERTORIAL

GRINDELWALD-FIRST

– TOP OF ADVENTURE

Where the Jungfrau Region Reveals its Wild Side

You’ve never experienced the Swiss Alps

like this before: Immerse

yourself in a world

of pure adrenaline

and breathtaking

panoramas at

Grindelwald-First –

Top of Adventure,

perched high

above the valley at

2,166 metres above

sea level with a

front-row view of

the iconic Eiger

North Face.

There is a lot to experience and discover:

Step out onto the First Cliff

Walk presented by Tissot

and test your nerve on

the exposed walkway,

before taking in the

sweeping views

from First View at

dizzying heights.

For the ultimate

adrenaline rush,

launch yourself

off the mountain

on the First Flyer or

First Glider, which send

you soaring above the alpine landscape

at speed. Back on solid ground, take on

hairpin bends with the First Mountain

Cart, or wind your way back down to

Grindelwald at your own pace on the First

Trottibike Scooter.

For those who prefer to let the scenery

do the talking, Grindelwald-First also

rewards at a slower pace. The one-hour

easy hike to Lake Bachalpsee – one of

the most beautiful alpine lakes in the

Bernese Oberland – leads you across open

mountain terrain with the mountain peaks

reflected in the still water.


ADVERTORIAL

All images © jungfrau.ch

SCHYNIGE PLATTE – TOP OF

SWISS TRADITION

Where Alpine Heritage Comes to Life

You’ve never experienced the Swiss Alps

like this before: Step back in time and

immerse yourself in over 125 years of

mountain tradition at Schynige Platte –

Top of Swiss Tradition, a summit that

rewards you with beauty, culture and an

unhurried pace at 1,967 metres above sea

level.

The scent of alpine meadows drifts

on the breeze, the sound of an alphorn

echoes across the valley, and a panorama

of extraordinary breadth unfolds before

you. After a nostalgic cogwheel

journey on the historic

Schynige Platte Railway

from Wilderswil, you

arrive at one of

the most beloved

mountain

destinations

in the Bernese

Oberland. Lake

Thun and Lake

Brienz shimmer

far below, while the

great peaks of Eiger,

Mönch and Jungfrau

command the horizon – and

the sense of stepping into another

era never quite leaves you.

There is a lot to experience and discover:

Wander through the Botanical Alpine

Garden and encounter around 800 alpine

flowers native to the Swiss Alps – one

of the most remarkable collections of its

kind in the world. Follow the hiking trails

that wind across flowering meadows with

uninterrupted views in every

direction. Pause for a daily

alphorn concert and let

the sound carry across

the mountains as it

has for generations.

For a striking

perspective, step

onto the Schynige

Platte Skywalk:

an impressive

panorama of the

Bernese Alps awaits,

with four-thousandmetre

peaks, lush alpine

meadows, and the glittering

lakes of the Bernese Oberland laid

out below.

For those who wish to linger, the

Mountain Hotel Schynige Platte – a Belle

Époque gem that has welcomed guests

since the earliest days of Alpine tourism

– offers the perfect retreat. Settle in for an

unhurried meal and let the mountains hold

your full attention.


MEET THE

DEAN

Patrick Taffin

d’Heursel

SWISS HOTEL

MANAGEMENT

SCHOOL

Nestled within the historic palace hotels of Caux and Leysin, Swiss Hotel

Management School (SHMS) combines the heritage of Swiss hospitality education

with a forward-looking approach to leadership and global business. Once

playgrounds for Europe’s elite, these Belle Époque properties now serve as immersive

learning environments where students from sixty nationalities live and study within

the world of hospitality itself.

With an international student community and industry-experienced faculty, SHMS

offers programmes including the BA in International Hospitality Management and

the MA in International Hospitality Business Management, encouraging students to

balance hospitality tradition with innovation and adaptability.

We recently spoke with Patrick Taffin d’Heursel, Dean of SHMS, about his professional

journey, the school’s distinctive “live and learn” philosophy, and the importance of

human connection in an increasingly technology-driven world.


Could you begin by sharing a little

about your own journey in hospitality

and education, and how this has shaped

your vision as Dean of Swiss Hotel

Management School?

My journey has always connected

hospitality and education, even if I did

not realise it at first. I grew up in São

Paulo, Brazil, in a family deeply rooted

in education, but from a young age I was

drawn to hospitality through my uncle’s

restaurant, where I became fascinated by

the way hospitality brings people together

and creates meaningful experiences.

After studying Hospitality Management,

I began my career in Brazil before moving

internationally to work in places including

Paris, French Polynesia, Qatar and Kuwait.

Across roles with companies such as

Disneyland Paris, The Ritz-Carlton and

Six Senses, I gained valuable experience

working with diverse teams, cultures and

approaches to service and leadership.

After more than twenty years in

“For me, leadership is ultimately about

contribution - helping students grow, develop

confidence and prepare for an increasingly global

and fast-changing world.”

hospitality, I found myself increasingly

drawn towards mentoring and developing

younger professionals, which eventually

led me into education. Fourteen years ago,

I joined SHMS as a teacher before later

moving into leadership roles.

What I value most about SHMS is the

way it combines industry expertise with

education in a very authentic way. For me,

leadership is ultimately about contribution

- helping students grow, develop confidence

and prepare for an increasingly global and

fast-changing world.

Swiss Hotel Management School is

known for its distinctive “live and learn”

approach. How does studying within

historic Swiss palace hotels shape the

student experience in ways that go

beyond the traditional classroom?

Swiss hospitality education has always been

built on the idea of combining theory with

practical experience, and that philosophy

remains central to SHMS today. From the

beginning, the vision was clear: students

should not simply study hospitality, they

should live within it.

By studying in former Swiss palace

hotels, our students are immersed in the

world of luxury hospitality from day

one. Their learning extends far beyond

the classroom, combining operational

experience with leadership, strategy and

innovation as they progress through


the programme and complete industry

internships.

What makes the experience particularly

unique, however, is the strong sense of

community created through our boarding

model. With nearly sixty nationalities

represented on campus, students learn not

only from their studies, but also from one

another. They develop confidence, cultural

awareness and the interpersonal skills that

are essential in hospitality leadership.

For me, this reflects our three core values:

mastery, integrity and care. We encourage

students not only to develop technical

expertise, but also to lead with empathy,

professionalism and respect for others.

Ultimately, the “live and learn” approach

is about far more than hospitality training

alone. It is about shaping globally minded,

emotionally intelligent young professionals

who are prepared to lead in an increasingly

international and people-focused world.

Many people still associate hospitality

education primarily with hotels and

tourism. How are SHMS graduates

applying their skills across a wide range

of industries today?

Many people still associate hospitality

education exclusively with hotels and

tourism, but today the skills developed

through hospitality management are

valued across a wide range of industries.

At SHMS, we often say that hospitality

is ultimately about people, service and

experience — qualities that are increasingly

important everywhere.

Around seventy percent of our graduates

remain within the hospitality sector after

five years, while many others move into

industries such as automotive, wellness,

healthcare, education and luxury services.

What connects them is the ability to create

meaningful experiences, understand people

and deliver exceptional service.

For me, that versatility is one of the

greatest strengths of hospitality education.

The essence of hospitality is understanding


how people feel, and that applies just as

much in healthcare, finance or luxury

retail as it does in hotels. Increasingly,

organisations recognise that technical

expertise alone is not enough - emotional

intelligence, communication and genuine

human connection are equally important.

At SHMS, we call our alumni our

“diamonds,” which is reflected in our logo

itself. For us, that symbol represents not

only professional success, but the lasting

value our graduates bring wherever they go.

As hospitality and technology continue

to evolve rapidly, what qualities do you

believe will define the next generation

of hospitality leaders, and how is SHMS

preparing students for this future?

More than ever, hospitality leaders need

to understand both technology and

people. We are living in a time shaped by

AI, sustainability, data-driven decisionmaking

and rapid innovation, and these

developments are transforming the

industry in many positive ways. At SHMS,

we embrace these tools and ensure our

students understand how to work with them

effectively.

At the same time, I believe the future

of hospitality will depend even more on

human connection, emotional intelligence

and the ability to truly understand people.

Technology can support service, but it

cannot replace genuine care, empathy and

intuition. Increasingly, guests are looking

for authentic experiences and meaningful

interactions.

This is why we place such a strong

emphasis on listening and interpersonal

awareness. We encourage students not

simply to respond to requests, but to

understand what guests may really need,

even when it is left unsaid. In hospitality,

the smallest details often create the most

memorable experiences.

I experienced this personally during a

recent stay in Hong Kong, where one of

our alumni now works for Mandarin


“We encourage students not only to develop technical expertise, but

also to lead with empathy, professionalism and respect for others.”

Oriental. Small gestures - from preparing

information about a local hiking route

to remembering my birthday with my

favourite cheesecake - created a deeply

personalised experience. Technology may

help collect information, but it is people

who transform that information into

genuine hospitality.

For me, the future of hospitality

education lies in combining innovation

with humanity. AI will certainly improve

efficiency and support areas such as

operations and safety. However, while

technology can enhance service, it should

never replace the human side of hospitality.

The warmth of service, emotional

connection and ability to make people feel

genuinely understood remain irreplaceable.

That balance is central to how we

prepare students at SHMS. We want them

to embrace innovation while never losing

sight of the human values that define

exceptional hospitality.


JOIN US

at theTOP

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and Leysin, Switzerland.

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For more info visit www.shms.com

Family, Life &

Work Integration

WRITTEN BY METTE THEILMANN, NARRATIVE THERAPIST & PARENTING CONSULTANT

In today’s fast-paced world, many working

parents find themselves living inside

overwhelming stories such as:

“I don’t have enough time.”

“I should be doing more.”

“I’m not getting it right.”

“I’m not enough.”

These are often shaped by wider cultural

narratives, that we must do it all, that being

busy equals success, and that stress is simply

part of life.

As a result, we move quickly between

roles: parent, partner, professional, friend

- adapting and responding, often without

pausing to ask: Whose story am I living?

And is it the one I truly want to tell?

This is where Family, Life & Work

Integration begins, not with perfection, but

with awareness, choice, and the possibility

to re-author your life.

Integration is not about choosing one

part of your life over another. It is about

allowing different parts of your life to exist

alongside each other in a way that feels

aligned and meaningful.

And while some areas will naturally take

more attention at times, integration allows

you to stay aware and gently return to what

matters most.

It recognises that you don’t have to give

something up in order to have something

else, you can hold both, in a way that works

for you.

YOU ARE ALREADY A “GOOD

ENOUGH” PARENT

Let’s begin by acknowledging something

important: By reading this, reflecting, and

engaging with this article - you are already

stepping into a different story. A story

where: You are open - You are curious and

willing to grow

In Narrative Therapy, we believe that

awareness creates space for change. You are

not “behind.” You are already in motion.

THE STORIES WE LIVE BY

As working parents, we often find ourselves

in a constant state of “when…”

When this is done, then I can rest.

When the children are older.

When work slows down.

When I retire etc.

But the truth is, life doesn’t work that

way. The to-do list is never fully done.

There will always be something else to

manage, hold, or respond to. So, if we keep

living in the “when”, we risk staying there,

postponing how we want to feel and how

we want to live in the now.

Instead, we can begin to move towards a

more integrated way of living, not with the

expectation that everything will be perfectly

balanced, but with the intention of being

present within the life we are already in.

A way of living where, even in the midst

of responsibilities, you can still breathe, feel

present, experience moments of enjoyment,

continue to grow, and feel a sense of pride

in how you are living your life. Even during

challenges or uncertain can you live well…

Over time, these stories become

internalised and often shape how we: Use

our time. Speak to ourselves. Show up in

our relationships and jobs

The point is: The problem is not you -

the problem is the story you choose to tell

yourself and others up till now.

When we begin to separate ourselves

from these stories, we create space to

question them and create something that

belong to us.

While we can not make more time in

a day you can begin to choose: What you

DO or not with your time. What you

GIVE meaning. Where, and to whom, you

CHOICE to place your attention. How you

respond

START WITH YOUR

PREFERRED STORY

Instead of asking, “What am I doing

wrong?” begin to ask: “What kind of family

story do I want to live into?”

Imagine looking back 20–30 years from

now. What would you like to say about


“Integration allows you to stay aware and gently

return to what matters most.”

yourself as a parent?

“I was present.”

“I listened.”

“I showed up with care.”

This becomes your preferred identity,

your guiding narrative. Not from a place

of pressure, but from intention. So that,

over time, your daily actions begin to align

with the story you truly want to tell. And

perhaps most importantly, so you don’t look

back with regret, wishing you had chosen

differently when you had the chance.

RECLAIMING YOURSELF: A

NARRATIVE APPROACH TO

SELF-CARE

Many parents carry a story that says: “I

come last: first kids, spouses, elder parents,

the house, others, the dog and IF time, me.

But what if we gently challenged that?

Self-care is not selfish - it is identity work,

it is a choice. When you take even 10–20

minutes: To breathe, rest, reconnect to

yourself. You are telling a different story:

“I matter too.” These small moments are

powerful acts of re-authoring. If you care

about, and respect, yourself, so will others.

Q: what small actions can you take every

day that show that you care about you..that

you matter too?

REWRITING CONNECTION WITH

YOUR CHILDREN

Instead of only focusing on: Teaching,

correcting, managing family life - try to shift

into being with. When you give your child


10 minutes of fully present attention: You

are saying: “You matter” - You are building

a story of connection. If you are busy you

might even have to add it to your daily

schedule (as you can add self care).

Using simple tools like:

• Observation: I SEE you, not just

when you are doing well in school or

sport, but I truly see YOU.

• Descriptive language: Commenting

on your kid’s actions when you are

together shows that you are HERE and

SEEING them, present: I can see that

you are building a Lego tower, putting

the dress on the dolly, having fun

drawing, painting a red elephant.

• Try this too: following their lead and

let go of control. Just sit with them

either just observing or simple do what

they do..

You move from control, doing → to

connection and being.

RELATIONSHIPS: CHOOSING THE

STORIES THAT SUSTAIN YOU

Not all relationships support the story you

want to live: Some energise you. Some

drain you.

Narrative practice invites you to ask:

Who supports the version of me I am

becoming, or want to become? And to

gently choose accordingly. Maybe some

people in your life needs less attention since

don’t support your story of family, life and

work integration?

SAYING NO: PROTECTING YOUR

STORY

Every time you say yes to something that

doesn’t align, you move away from your

preferred story. Every time you say no with

clarity and care, you step back into it.

Pause.

Breathe.

Ask: Does this choice support the life I

want to live, who I want to think back on?

Keep your long-term identity version in

mind.

TRANSITIONING BETWEEN ROLES

WITH INTENTION

One of the most powerful re-authoring

moments in your day is the transition from

work to home.

Before entering your home, pause and

ask: “Who do I want to be in this next

chapter?”

Set an intention i.e.: To be calm. To be

present. To be patient

This is how we move from reactive living

→ to intentional parenting.

CREATING A SHARED FAMILY

STORY

Family meetings are not just practical, they

are relational.

They create a shared narrative where:

everyone has a voice,

everyone contributes,

and everyone belongs.

They also offer a space to come together

once a week (i.e. Sunday afternoon), to

share what has been, what is coming, and

how each family member is experiencing it.

A moment to plan, organise, and connect.

Over time, this shifts the dynamic from:

“I have to carry everything” to “We are a team.”

And that shift is powerful: For your

children, it builds a sense of trust and

responsibility. They begin to feel that they

are part of something, that they are valued,

needed, and respected within the family.

This shift can really make family life so

much calmer and more connected.

FINAL REFLECTION: YOU ARE

REWRITING THE STORY

So we are at the end, well done. What is

your preferred story? How will you live it?


Inspiring confident

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through drama,

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Qualifications that build

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and nurture creativity.

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ADVERTORIAL

All images

© Alex Tat at ISZL

WHAT DOES IT

MEAN FOR YOUR

CHILD TO ATTEND

AN SGIS SCHOOL?

When choosing a school, parents often

focus on curriculum, academic outcomes

and campus facilities. Yet for many

internationally mobile families, some of

the most meaningful parts of a child’s

education happen beyond the classroom

itself: the friendships they form, the

confidence they build and the wider

community they become part of.

Across Switzerland, the Swiss Group

of International Schools (SGIS) offers

exactly this kind of extended educational

experience. Rather than functioning as a

single institution, SGIS is a collaborative

network of international schools that

work together to create opportunities for

students, teachers and school communities

across the country.

At the heart of SGIS is a simple

philosophy. As Bradley Roberts, Chair of

SGIS and Director of the International

School of Basel, explains: “We are stronger

together than we are alone.”

For Bradley, the value of SGIS is not

centred on institutions themselves, but on

the opportunities the network creates for

young people. “SGIS gives our students and

teachers the opportunity to come together

in a variety of different ways” he says.

So what does this mean in practice for

students and families?

A COMMUNITY BEYOND ONE

CAMPUS

One of the defining features of SGIS is

that it connects schools across Switzerland

through shared experiences, activities

and professional collaboration. Students

attending an SGIS school are not simply

part of one school community; they are

connected to a much wider network.

For internationally mobile families,

this broader sense of belonging can be

particularly valuable. Moving countries

and adapting to new environments can

be challenging for children, especially

when friendships and familiar routines

are disrupted. Through SGIS, students

have opportunities to meet peers from

different schools and backgrounds, helping

them build confidence, connections and

a stronger sense of community across

Switzerland.

This collaborative approach also

extends to teachers. Educators regularly

come together through SGIS professional

networks to exchange ideas, share best

practice and learn from one another.

SPORT, TEAMWORK AND

CONFIDENCE

For many families, SGIS is perhaps

best known for its inter-school sports

competitions, which bring students together

throughout the year.

These events offer far more than athletic

competition alone. Students develop

resilience, teamwork and leadership skills

while building friendships beyond their own

campuses. For younger students especially,

participating in SGIS sporting events can

become an important confidence-building

experience.

Just as importantly, these events create

opportunities for students from different

schools and cultures to connect through

shared experiences. In a country as

internationally diverse as Switzerland, those


ADVERTORIAL

connections can become a meaningful part

of a child’s educational journey.

CREATIVITY THROUGH

COLLABORATION

Alongside sport, SGIS has also expanded its

collaborative arts initiatives in recent years.

“We have set up a very similar

collaborative for the arts and we are very

excited by that,” Bradley explains. Through

these collaborations, teachers are able to

share ideas, co-create opportunities and

bring students together through music and

performance.

For students, the benefits extend well

beyond artistic development. Collaborative

performances and creative projects

encourage self-expression, confidence

and communication skills while allowing

students to engage with wider audiences

and work alongside peers from other

schools.

LEARNING TOGETHER

The collaborative spirit of SGIS is also

reflected in its annual conference, which

brings together educators from across

Switzerland to exchange ideas and explore

new approaches to teaching and learning.

In 2026, the SGIS Annual Conference

was hosted at the International School

of Zug and Luzern. Across two days,

educators participated in workshops,

discussions and keynote presentations

focused on themes including curiosity,

courage and collaborative learning.

While the conference is designed for

educators, its impact reaches directly into

the classroom. Teachers return to their

schools with new perspectives, fresh ideas

and strengthened professional connections

that ultimately enrich students’ learning

experiences.

CHOOSING THE RIGHT FIT

For Bradley, choosing a school should

always begin with the individual child.

“Make sure the school is right for your

child,” he advises. “There is no one school

that is absolutely right for every kid.”

Parents should think carefully about the

environment in which their child will thrive

and ask thoughtful questions when visiting

schools. Understanding whether a school is

part of SGIS - and how actively it engages

with the wider network - can form an

important part of that decision.

Ultimately, SGIS reflects the belief

that education is strongest when schools

work together rather than in isolation. By

creating opportunities for collaboration,

connection and shared learning, the

network strengthens what each school can

offer its students.

For families navigating educational

choices in Switzerland, that spirit of

connection may be one of the most

valuable opportunities of all.

INTERNATIONAL SCHOOL PARENT SUMMER2026 | 29

ADVERTORIAL

Two Languages.

A World of

Opportunities.

At SIS Swiss International School, children grow up with both

German and English from the start. With over 25 years of

experience, SIS has developed deep expertise in bilingual

education. Through bilingualism in everyday school life,

children develop linguistic confidence, self-assurance, and

the ability to navigate an international world. In this interview,

Verena Simpson, CEO SIS Switzerland, explains how this

concept is implemented in practice.

SIS places great emphasis on lived

bilingualism in German and English.

What does this mean in everyday

school life?

Bilingualism is a central pillar of our

educational concept, implemented from

kindergarten through to upper secondary

level. This means that teaching takes

place roughly half in English and half

in German. Teachers always speak their

native language and do not switch between

languages. This allows children to use

both languages naturally and to switch

flexibly, depending on which teacher they

are interacting with. This approach has

been continuously refined at SIS since

1999, drawing on many years of practical

experience.

SIS uses the immersion method.

What is the key difference between

immersive learning and traditional

foreign language teaching?

The immersion method most closely


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reflects the natural way children acquire

language. Rather than focusing on

vocabulary lists and abstract language

situations, children at our schools are

immersed in the language and learn

through listening and imitation.

They build a broad vocabulary,

learn to understand complex

topics in both languages, and

learn to express emotions.

How can teachers and

parents recognise that

bilingualism at SIS is more

than just a subject – both in

and beyond the classroom?

At our SIS schools, both languages

can be heard not only in lessons but also

beyond the classroom, for example during

breaks or on excursions – and not only

when students communicate with teachers

but also when they speak to one another.

Extracurricular activities are offered in

both languages. German- and Englishspeaking

staff support students during

lunchtime and organise activities as part

of after-school care, and clubs are likewise

available in both German and English.

Some parents wonder whether

bilingual learning could be

overwhelming for their children –

especially if neither German nor

English is spoken at home. What is

your experience in this regard?

Research shows that multilingualism does

not lead to cognitive overload but is, in

fact, a valuable resource. However, it does

require some patience, as the two languages

do not always develop at the same pace.

How does SIS ensure that teaching

is tailored to students with

different language levels?

SIS has developed

its own curricula

based on the

Swiss Lehrplan

21 and the

British National

Curriculum.

These are

designed

to support

the balanced

development of both

languages. In addition,

targeted professional development ensures

that our teachers are able to adapt their

teaching to different language levels and

support each student’s individual progress.

Teachers at SIS are native speakers

or have native-level proficiency.

What role does this play in language

development and teaching quality?

This plays a very important role,

particularly in kindergarten and primary

school. It ensures authentic language

development and enables cultural context

and emotional expression to be conveyed

effectively.

What do teachers need in order for

immersion to be successful – in

terms of expertise, methodology,

and mindset when working with a

multilingual student body?

Our teachers are highly qualified both

academically and pedagogically.

Successful immersion requires

subject expertise, openness,

and flexibility in order

to adapt teaching

to the individual

learning needs of

each student.

How does

SIS assess

and ensure the

quality of language

acquisition?

The quality of teaching is

ensured through a rigorous recruitment

process, regular lesson observations, and

feedback discussions. In addition, students’

progress is assessed on a regular basis

through formative and summative

assessments, as well as standardised

tests in both languages. These

results form the basis for targeted

support measures.

How does multilingualism

affect cognitive abilities such

as flexibility or problemsolving

skills?

Research shows that multilingualism

enhances not only language awareness

but also concentration, problem-solving

skills, and cognitive flexibility. It also fosters

creativity and enables faster perspectivetaking.

If you had to explain in one sentence

why bilingualism today is more than

just a competitive advantage, what

would you say?

Bilingualism is far more than learning

two languages – it represents openness

to the world, the ability to see different

perspectives, tolerance, and flexible

thinking, while also strengthening both

cognitive performance and social skills.

Verena Simpson is CEO of

SIS Switzerland and has

been part of SIS for almost

15 years. She previously worked as a

teacher, IB Coordinator (MYP/DP), school

principal, and regional manager, and

also led SIS Germany. She has lived in

Germany, the USA, and Switzerland and

is the mother of three children who are

growing up bilingually (German/English).

ABOUT SIS SWISS

INTERNATIONAL SCHOOL

SIS Swiss International School is a

private day school offering bilingual

education in German and English. With

several locations across Switzerland,

it supports children and young people

from kindergarten through to secondary

level, combining local educational

content with international perspectives.

Discover how bilingualism is brought to

life at SIS – visit our website.


THE QUIETER EDGES:

LGBTQ+ Student Life

Beyond the Obvious

WRITTEN BY CATH BREW

When people talk about LGBTQ+ student

experiences, the focus tends to land on

what is visible, urgent, and outwardly

difficult - bullying, discrimination, lack of

representation. These realities matter, and

they are very much still present, but there’s

another layer that often goes unspoken. It’s

often invisible to others. It’s quieter, harder

to articulate, and sometimes uncomfortable

even within inclusive LGBTQ+ spaces.

These are the internal negotiations and

subtle frictions. The moments that don’t

look like struggle from the outside, but

shape how safe, seen, or alone someone feels.

#1

CHOOSING NOT TO

DISCLOSE, EVEN IN

‘INCLUSIVE SPACES’

There’s commonly an assumption that once

an environment is labelled ‘inclusive’ the

work is done, and safety naturally follows.

But that doesn’t always translate into

emotional ease.

Many LGBTQ+ students still choose

not to disclose parts of themselves because

disclosure comes with weight. It invites

questions, attention, and sometimes a quiet

shift in how others relate to you. Remaining

private can feel like maintaining control -

keeping your identity from becoming the

most interesting or defining thing about

you. In these moments, silence isn’t always

about fear; sometimes it’s about selfpreservation.

KEY TIP: Safe spaces are about how

a person feels not how the space is

labelled.


#2

THE SUBTLE RISK OF

BEING KNOWN

Coming out is often framed

as a release, a step toward authenticity.

Yet what’s less discussed is how it can

destabilise existing relationships.

Friendships built under one

understanding can falter under another. It’s

not always a dramatic change, but often,

small changes – tripping over language, a

hesitancy that wasn’t there before. Or the

opposite: an overcorrection, where a friend

tries too hard to prove acceptance, making

the dynamic feel unnatural. The irony

being that the LGBTQ+ person likely only

outed themselves because they felt safe to

with that friend. And now the friend has

made it awkward.

Sometimes nothing explicitly goes wrong,

but there’s enough of a shift to make the

LGBTQ+ student question whether being

known fully has cost them something.

KEY TIP: ‘Coming out’ can complicate

even the most inclusive friendships.

#3

LGBTQ+ FINANCIAL

REALITIES

For some students, being

openly LGBTQ+ brings financial risk.

“Many LGBTQ+ students still choose

not to disclose parts of themselves

because disclosure comes with weight.”

This is a very practical layer that often gets

overlooked by allies, keen to support an

LGBTQ+ student ‘to be their authentic

selves’. However, in doing so, family

support can become uncertain, housing

may feel less stable, and the student might

need to prioritise survival over selfexpression.

In these cases, identity is logistical.

Decisions about disclosure are shaped by

the quiet calculation of what can be lost.

It complicates the narrative. Not everyone

has the luxury of openness, even in

environments that celebrate it.

KEY TIP: ‘Coming out’ is always a

multilayered decision shaped by

context, relationships, safety, and

self-understanding.

#4

THE PRESSURE TO BE

‘FULLY FORMED’

LGBTQ+ students often have

a complicated path to walk. On the one

hand they’re commonly told they are ‘too

young’ to know who they are (whilst their

heterosexual cis gender counterparts are

accepted for their gender and sexuality).

And then conversely, once an LGBTQ+

student comes out, they are expected to

know exactly who they are. Labels are

thrown about with assumptions that this

label means ‘this’ or ‘that’.

Labels become both tools and

constraints. A label asks to define yourself

in ways that feel stable and legible to others.

But identity doesn’t always work like that.

It can be fluid, uncertain, or contradictory,

and mean different things to different

people.

The pressure to know who you are can

turn a personal process into a performance.

And for those still figuring things out, it can

create a further sense of being not quite

legitimate.

KEY TIP: Allow LGBTQ+ students the

same space and respect to explore

who they are.

#5

WHEN INCLUSION

FEELS PERFORMATIVE

Not all inclusion feels the

same. There’s a difference between being

welcomed and being showcased.

Some environments lean heavily into

visibility - rainbow flags, themed events,

public allyship. Yes, these signals matter.

However, they can also create a subtle

expectation that LGBTQ+ students will


‘Coming out’ is always a multilayered

decision shaped by context, relationships,

safety, and self-understanding.

Individually, these moments may seem

small, but over time, they accumulate.

They turn identity into something that

must be explained, justified, or translated.

Ultimately, they impact a student’s

sense of belonging. Who else in the

school community has to explain their

existence? Ironically, it often creates a

sense of isolation that runs counter to the

questioner’s intention, which usually stems

from a genuine desire to be inclusive.

Lived experience education is a form

of emotional labour that often goes

unrecognised. And it can be tiring to carry.

KEY TIP: Always seek consent before

asking an LGBTQ+ person about

their identity. Respect ‘no’ as an

answer.

#7

GRIEF AT THE LIFE YOU

THOUGHT YOU’D HAVE

A quieter kind of grief that

doesn’t get much attention. For some,

coming into their identity means letting

go of a version of life they once expected

- relationships, family dynamics, cultural

alignment, or the sense of ease that exists

within those structures.

This isn’t about regret. It’s about

adjustment. Even when someone feels

confident in who they are, there can still

be moments of loss. A recognition that

certain paths may be more complicated, or

unavailable. It’s a grief that exists alongside

growth, not in opposition to it.

step forward, participate, represent and be

overtly proud.

For some, this is empowering. For others,

it’s exhausting. Other times, it stretches into

toxic allyship.

Not everyone wants to be the visible

example. Not everyone wants to join

the society or speak on the panel. When

inclusion comes with an implicit role, it

feels less like belonging and more like being

positioned. And for whose need? Yours or

theirs?

KEY TIP: Not all LGBTQ+ people want

to be a spokesperson or a ‘leader of

the cause’.

#6

EDUCATION

EXHAUSTION

Even in supportive spaces,

there’s often an expectation - spoken or

not - that LGBTQ+ students will educate

others. This includes answering questions,

clarifying language, sharing personal

experiences and moderating unintentionally

offensive questions.

KEY TIP: LGBTQ+ growth and grief

can exist simultaneously.

What sits underneath all the points

raised, is a quieter truth: meaningful

LGBTQ+ inclusion requires flexibility. It

asks us to make space for students to engage

on their own terms, and to recognise that

belonging is not a single, visible outcome,

but something that takes many different

forms. Perhaps the question isn’t how

visible inclusion is, but how much it allows

people to remain whole within it?



ADVERTORIAL

INSTITUT FLORIMONT:

120 Years of Future-

Focused Education

Anniversaries invite reflection. For schools

with long histories, however, they also

prompt a deeper question: what does

longevity truly represent, and why does it

matter?

For Institut Florimont, now celebrating

120 years in Geneva, the answer lies not

in preserving the past, but in continually

shaping the future. Like many enduring

institutions, its strength lies in its ability to

evolve thoughtfully while remaining true

to its core values. It offers a compelling

example of how a school can remain both

rooted in its values and responsive to a

rapidly changing world.

Founded in 1905, Florimont was built on

a vision of excellence, responsibility and

openness to the world. More than a century

later, these founding principles continue to

guide the school, while evolving to meet

the expectations of today’s internationally

minded families.

As Director General Sean Power reflects,

this balance between continuity and

change is central to the school’s philosophy:

“Florimont has always believed in more

than just preparing students for exams.

Rather, we seek to prepare students for

meaningful, well-rounded lives, ensuring

they develop the skills, perspective and

confidence to thrive in an evolving world.”

At the same time, he acknowledges the

importance of evolution: “Any school

that stays exactly the same risks becoming

irrelevant. Our responsibility is to honour

our foundation while ensuring our students

are prepared for a world that looks very

different from the one we inherited.”

ANCHORED IN GENEVA, OPEN

TO THE WORLD

In a city like Geneva, where international

schools are abundant, Institut Florimont

stands out for its deep connection to both

the city and its culture. In a place defined

by its global population, the school has

made a conscious choice not to exist in

isolation. Instead, it offers students a

genuine sense of place.

For many families, there is a tension

between maintaining global continuity and

embracing local integration. Florimont

responds to this by offering both. Students

are immersed in a system shaped by

Swiss academic rigour and cultural

expectations, while remaining connected

to an international outlook. The result is

an environment that feels grounded rather

than transient.


ADVERTORIAL

As Sean explains, this balance is

intentional: “We are proud of our roots

here in Geneva, but we are equally focused

on ensuring our students develop the

perspective and adaptability needed to

succeed globally.”

LANGUAGE AS A WAY OF

THINKING

One of the clearest expressions of this

philosophy can be seen in Florimont’s

commitment to multilingual education.

Bilingual French–English pathways begin

early and continue throughout schooling,

with additional languages introduced over

time.

Yet the ambition goes far beyond

fluency. At its heart, this approach is about

developing cognitive flexibility. Students

learn to think across languages, to navigate

different cultural frameworks, and to

communicate with clarity and nuance in

a range of contexts. In an increasingly

interconnected world, this ability is no

longer a luxury, but an essential life skill.

The impact extends well beyond

language itself: “Multilingualism changes

how students see the world. It gives them

the tools to adapt, to understand and to

connect” commented Sean.

INNOVATION WITH PURPOSE

While Florimont’s foundations are

traditional, its approach to learning is

firmly forward-looking. The school has

made significant investments in STEAM

education, robotics and dedicated

innovation spaces, encouraging students to

engage actively with real-world challenges

and emerging technologies.

Learning is intentionally hands-on.

Students are encouraged to develop

problem-solving abilities, creativity and

resilience alongside strong academic

foundations. This can be seen through

initiatives such as Florimont’s participation

in the EViE Bufori electric car competition,

where students design, assemble and race

a single-seater electric vehicle, applying

engineering and teamwork skills in a highly

practical environment.

Innovation at Florimont also extends

beyond the classroom through wider

conversations around technology and

education. As part of the school’s 120th

anniversary celebrations, Florimont

welcomed digital expert Gilles Babinet for

a discussion on artificial intelligence and

its implications for society and education,

with students themselves contributing to

the conversation around AI’s future role in

learning.

This forward-looking mindset is further

reflected in Florimont’s international

partnerships, including recent collaboration

with Collège Sévigné focused on

multilingualism, pedagogical innovation

and the thoughtful integration of AI within

education.

As Sean emphasises, purpose is key:

“We are not interested in innovation for its

own sake. It has to enhance learning and

prepare students for real-world challenges.”

This balanced approach helps students

develop the academic strength, adaptability

and confidence needed to thrive.

CHOICE, FLEXIBILITY AND

GLOBAL PATHWAYS

As students progress through the school,

Florimont offers a level of flexibility that

reflects the diversity of its community. In

the final years of secondary education,

students can choose between three

recognised diploma pathways: the

International Baccalaureate, the French

Baccalaureate or the Swiss Maturité.

This choice allows families to align

academic pathways with long-term

ambitions including study at leading global

universities in Switzerland, France, and

beyond.

By offering multiple routes, Florimont

ensures that each student’s journey remains

both personalised and purposeful. Sean

explains: “Our responsibility is to give

students options. Every family’s journey

is different, and our role is to support

those ambitions with the right academic

pathway.”

Graduates leave Florimont with more

than qualifications. They develop the

confidence to navigate complexity, adapt to

new environments and pursue opportunities

across the world.

RELEVANCE OVER TIME

After 120 years, Florimont’s continued

success is not simply a result of its history,

but of its willingness to evolve.

In an educational landscape that is

increasingly competitive and complex,

schools can no longer rely on reputation

alone. They must demonstrate their

relevance, year after year.

At the same time, in an uncertain world,

the stability and longevity of an institution

like Florimont carry real significance for

families. Continuity, experience and a

proven track record offer reassurance at a

time when many aspects of education - and

the future - feel less predictable.

Florimont’s approach reflects a

philosophy of thoughtful, disciplined

evolution, holding firmly to core values

while continuously adapting how they are

expressed.

For families navigating educational

choices today, this balance of stability and

forward-thinking offers something powerful

– reassurance and confidence in what

comes next.


Sun, fun and safety:

Keeping kids healthy

this summer

WRITTEN BY DR MICHELLE WRIGHT FROM HEALTHFIRST


“What people often

underestimate here in

Switzerland is the strength

of the sun.”

• Make hydration fun - think fruitinfused

water, homemade ice lollies, or

even just a favourite water bottle.

• Limit sugary drinks - juices and fizzy

drinks can worsen dehydration because

their high sugar content draws water

into the gut and increases fluid loss.

Plain water or diluted drinks are better

options.

• Remember food plays a role too

- cold meals and water-rich foods like

fruit, vegetables, and salads are often

better tolerated in the heat.

• Watch for warning signs - if your

child has darker urine, dry lips or

mouth, headache, dizziness or fatigue,

they may be dehydrated. Encourage

immediate hydration and rest.

Personally, I think there are few places

better than Switzerland in the summer.

It’s a time for adventure, outdoor play,

and family days by the lake or in the

mountains. Children spend longer outside,

move more, and usually sleep better for it.

But as temperatures rise, so do the risks

of dehydration, sunburn, and heat-related

illness, particularly in children, who don’t

always recognise when they need to take a

break.

The reassuring thing is that most of these

issues are entirely preventable. With a few

simple habits in place, children can enjoy

everything summer has to offer, safely.

HYDRATION, HYDRATION,

HYDRATION

Children are more vulnerable to

dehydration than adults.

They have a higher surface area relative

to their size, so they lose fluid more quickly

through their skin. Their metabolic rate is

also higher, meaning they generate more

heat during activity and can lose more fluid

through sweating. At the same time, their

fluid reserves are smaller, so even a modest

loss of water has a bigger impact.

On top of that, they’re less likely to

replace what they lose. Either because they

don’t recognise thirst early, or simply ignore

it when they’re busy playing.

Keeping some basics in mind is usually

enough:

• Encourage regular drinks - for older

children, around 1.5 litres a day is a

good starting point, with more needed

if they are active or sweating.

SUN PROTECTION: MORE THAN

JUST SUNSCREEN

What people often underestimate here in

Switzerland is the strength of the sun. At

altitude, UV levels rise significantly - the

higher you go, the less atmosphere there

is to filter the sun’s rays. Even by the

lake, reflection from the water increases

exposure, so children can burn more

quickly than expected, even on cooler days.

Sunscreen plays an important role here,

but it helps to understand what those

numbers mean. An SPF 30 sunscreen

blocks about 97% of UVB rays, while SPF

50 blocks about 98%. The difference is

small, but higher SPF can provide extra

protection for fair-skinned children or

during long days outdoors.

It’s also important to choose a broadspectrum

sunscreen, which protects against

both UVB (responsible for burning) and

UVA (which penetrates deeper into the skin

and contributes to longer-term damage).

For children with sensitive skin, mineralbased

options, containing zinc oxide or

titanium dioxide, are often better tolerated.

Some other sunscreen top tips:

• Apply 20-30 minutes before heading


outside because some formulations need

time to absorb.

•Use generously and remember to apply

to areas that are easily missed - ears,

neck, tops of feet, and the scalp.

• Water-resistant formulas are useful for

swimming and active play.

• Reapply every two hours and after

swimming or towelling.

• Lotions may provide more reliable, even

coverage compared to sprays.

Of course, sunscreen is important but it’s

only one part of the picture. Dermatology

guidelines consistently emphasise that sun

protection also includes:

• Avoiding exposure during peak sun

hours.

• Seeking shade - encouraging play under

trees, umbrellas, or sunshades.

• Protecting with clothing such as long

sleeves, UV-protective swim tops,

wide-brim hats and sunglasses. Loose,

lightweight fabrics, particularly natural

fibres like cotton, also allow the body to

stay cooler.

HEAT-RELATED ILLNESS:

KNOWING WHEN TO STEP IN

Children don’t always recognise their limits,

especially when they’re having fun. They’ll

often keep going long past the point where

they need a drink or a break and may

not say anything until they suddenly feel

unwell. And heat exhaustion and heatstroke

can develop more quickly than expected,

particularly in younger children.

The early signs are easy to miss: tiredness,

headaches, muscle cramps, or simply not

seeming quite themselves.

If things progress, they may complain of

dizziness, nausea, vomiting or diarrhoea,

and you may notice a rapid pulse, or

unusual behaviour such as confusion or

irritability. In more severe cases, a child

may become very drowsy or even lose

consciousness.

If caught early, simple steps are usually

enough to manage heat-related illness:

• Move the child to a cool, shaded area,

encourage fluids, and let them rest.

• Cool their skin with a damp cloth (or a

shower if they’re well enough) to help

bring their temperature down.

However, if symptoms are worsening,

it’s important to seek medical advice. And

“Children are more vulnerable to

dehydration than adults.”

a child who is confused, very drowsy, or

unconscious needs urgent attention. In

Switzerland, this means calling 144 for an

ambulance.

FINAL THOUGHTS FOR A HAPPY

AND HEALTHY SUMMER

Whether by the lake or in the mountains,

summer in Switzerland is made for being

outdoors.

Getting the basics rights including

regular drinks, sensible sun protection, and

knowing when to take a break from the heat

means children can enjoy long, active days

safely and comfortably.

References

• British Association of Dermatologists (n.d.) Sun

protection advice for children and babies. Available

at: https://www.skinhealthinfo.org.uk

• DermNet New Zealand (n.d.) Topical sunscreen

agents. Available at: https://dermnetnz.org/

topics/topical-sunscreen-agents

• European Academy of Dermatology and

Venereology (EADV) (2022) Sun protection and

skin cancer prevention guidance. Available at:

https://eadv.org

• Passeron, T. et al. (2021) ‘Sunscreen use

and photoprotection: European consensus

recommendations’, Journal of the European

Academy of Dermatology and Venereology, 35(7),

pp. 1357–1368. Available at: https://pmc.ncbi.

nlm.nih.gov/articles/PMC8252523/


The world’s leading university

admissions consultancy

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Offers to Ivy League

universities

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Cambridge

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20 universities

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10 universities

IS YOUR CHILD’S

ONLINE LIFE HELPING

OR HURTING THEIR

UNIVERSITY CHANCES?

BY SANDRA STEIGER, EDUCATION ADVISOR AND DANIELE LABRIOLA,

UNIVERSITY APPLICATIONS ADVISOR AT TUTORSPLUS

Summer is peak posting season for all of

us. The holidays, the late nights out with

friends, the funny, silly things we get up

to when we’re relaxed and having a good

time. They are often moments that bring

joy and laughter, and are entirely worth

sharing. But it’s also worth asking the

question: who am I sharing this with?

For students preparing university

applications it’s a particularly relevant

question. While many college admissions

officers believe looking into applicants’

social media is an invasion of their privacy,

others admit they have done it, saying it’s

“fair game” to help them make a final

decision.

So how can you as a parent take

advantage of the downtime this summer

to talk with your teen about their digital

footprint?

In this article we’ll explore the different

ways a social media presence can help or

hinder your child’s university application.

And Daniele Labriola, University

Applications Advisor at TutorsPlus, offers

some practical ways you can guide your

child to see their online persona in a new

light.

DO UNIVERSITIES ACTUALLY

LOOK?

You might be wondering, and your teen

will probably ask, whether this is really

worth worrying about. Unfortunately,

Daniele admits that the honest answer is:

increasingly, yes.

Research from Kaplan found that around

one in three admissions officers have looked

at an applicant’s social media profiles, and

that number is growing. Among those who

did, roughly 38% said what they found

improved their impression of the student —

but 32% said it made things worse. That is

a meaningful risk, and one your teen may

simply not be aware of.

Daniele advises his students to remember

that, “many universities are considering the

person behind the application; it’s not just

about pedigree, grades and test scores. To

accurately consider whether someone is

a good ‘fit’, browsing that person’s online

presence, which often serves as an extension

of their very identity, can go a long way to

do just that.”

WHAT ADMISSIONS OFFICERS

ARE LOOKING FOR

When an admissions officer opens a

student’s Instagram or LinkedIn, they are

not expecting a perfectly curated account.

They can tell when it’s insincere. What they

are looking for, though, is coherence, a sense

that the person on the application is the

same person living their life online.

Positive signals include evidence of

genuine interests and intellectual curiosity,

involvement in community or volunteer

activities, creative work or passion projects,

and the way your child engages with others

in respectful, thoughtful ways, even when

they disagree.

What sends them warning signals is

predictable enough: offensive language,

discriminatory comments, posts that suggest

poor judgement, or content that contradicts

something in the application itself. Even old

posts, long since forgotten by your child,

can resurface.

To be clear, universities aren’t looking

to catch students out! But they are asking:

Does this applicant show leadership,

curiosity, and good judgement? Do their

values align with ours? Does their online

persona match the one described in their

application? Social media, when it tells

a consistent and positive story, can work

really well in your child’s favour.

STARTING THE CONVERSATION

AT HOME

While you might feel you’re treading a thin

line into their private space, it’s an easier

conversation than you might think. And

the summer, when deadlines feel distant

and the mood is relaxed, is exactly the right

time to raise this gently and give some time

and space to the topic.

If you’re not sure where to start, here are

some ways to open the door:

Lead with curiosity, not criticism.

Avoid defensiveness by inviting a

conversation. Rather than saying “I’ve

been looking at your Instagram and I’m

worried,” try “I read something interesting

about how universities are checking social

media now — did you know that?”

Look together. Suggest to your child:

“Let’s take a look at your public accounts

as if we were a stranger seeing them for

“Research from Kaplan found that around one in three

admissions officers have looked at an applicant’s social

media profiles, and that number is growing.”



the first time. What story do they tell about

you?” Discuss if there is anything they

would feel uncomfortable with a teacher or

a future employer seeing. This exercise is

remarkably effective, and teenagers often

spot the problem themselves once they look

through fresh eyes.

Talk about the “dump account”

question. Many students keep a

secondary, more private account

for unfiltered posting. While this is

understandable, remind them that privacy

settings are never completely foolproof,

and that content shared with even a small

group can be screenshotted and spread.

The safest approach is still to post as if

anyone could see it, even on a more private

account.

Frame it as an opportunity, not a

clean-up. Once any problematic content

has been removed or hidden, encourage

your child to think about what they do want

to put out there. A LinkedIn profile that

highlights achievements and interests, an

Instagram that reflects a genuine passion,

or even a blog connected to their intended

field of study — these are things that can

actively support an application.

“What they are looking for, though, is coherence,

a sense that the person on the application is the

same person living their life online.”

SIMPLE STEPS YOU CAN TAKE

TOGETHER THIS SUMMER

Drawing on his years of experience as a

University Applications Advisor, Daniele

recommends the following steps to ensure

your teen’s online persona is a positive one.

• Google your teen’s name together.

See what comes up on the first page. This is

what an admissions officer would see.

• Review privacy settings on all

platforms, but remind them that private

does not mean invisible.

• Help them set up or refresh a

LinkedIn profile if they do not already

have one. This can be particularly valuable

for students applying to competitive or

professional programmes.

• Encourage them to follow accounts

connected to their academic

interests: universities, journals, artists,

scientists, conservation programmes,

impactful organisations in their field.

Engaging thoughtfully with these

communities signals initiative.

• Revisit tagged photos and group

memberships — content others post

about your child can be just as visible as

what they post themselves.

THE BIGGER PICTURE

The goal here is most definitely not to turn

your child into a polished personal brand

that to an Admissions Officer actually

screams inauthenticity. What you are

helping your child develop is something

more valuable: a considered relationship

with how they present themselves online.

That skill will serve them long after the

university application is submitted.


CULTIVATING POSSIBILITY

AN ANTIDOTE TO

DIGITAL CULTURE

WRITTEN BY MARSHALL SAPHERSON

Many young people today spend a

significant part of their lives online,

communicating, learning and socialising

through digital platforms. While technology

has created extraordinary opportunities

for connection and access to information,

educators and parents are also becoming

increasingly aware of the importance of

balancing digital engagement with realworld

interaction and communication.

As digital communication becomes

more dominant, young people may find

fewer opportunities to practise skills such

as reading emotional cues, maintaining

eye contact, navigating face-to-face

conversations and expressing themselves

confidently in group settings. Online

communication often prioritises speed

and efficiency, while in-person interaction

relies on empathy, nuance and presence —

qualities that remain essential both socially

and professionally.

At the same time, social media can frame

how young people perceive themselves

and others. Curated online identities and

constant comparison may contribute to

increased pressure around performance,

confidence and self-expression. As a

result, many educators are placing

renewed emphasis on helping students

develop resilience, authenticity and strong

interpersonal skills alongside digital fluency.

Artificial intelligence is reshaping the

future workplace. Many technical and

administrative functions are already

being automated and it is clear that the

qualities least likely to be replaced by AI

are deeply human ones: creativity, empathy,

adaptability, collaboration and authentic

communication.

In this evolving landscape, the ability

to connect meaningfully with others may

become one of the most valuable skills

young people can develop. Increasingly,

“Every role, improvisation or presentation,

no matter how small, requires courage.̕̕

schools and educators are recognising that

preparing students for the future is not only

about technological competence, but also

about nurturing the human skills that allow

individuals and communities to thrive.

Participating in drama, performances

and presentations can nurture the

development of these human skills. These

provide a way for students to step into

others’ shoes, experiment with identity, and

express complex emotions and ideas safely

and playfully. But these activities also build

confidence through practice: speaking,

listening, improvising, and collaborating

with others in real time.

Every role, improvisation or presentation,

no matter how small, requires courage.

Students learn to project their voices and

trust their instincts. Over time, they build

the kind of self-assurance that carries

them effectively into real life – when

interviewing, persuading, presenting or

contributing in social contexts and at

work.

Role-playing helps students think and

feel from another person’s perspective.

This imaginative empathy translates into


compassion and cultural literacy in real

life. In an international school

environment, drama teaches sensitivity to

different viewpoints and respect for diverse

voices.

Improvisation – one of drama’s core

techniques – trains students to take risks,

adapt quickly, and find solutions when

plans change. These habits of flexible

thinking are a preparation not just for

artistic projects but for the unpredictable

challenges of a rapidly changing world.

Drama can be woven into everyday

learning: history lessons brought to life

through role-play debates, languages

practiced through improvisations, science

concepts explored through storytelling.

Making drama a consistent feature across

subjects helps every student – not only the

naturally expressive – grow more confident

and articulate. After-school drama classes,

workshops, productions, and performances

can provide transformative opportunities,

giving students a sense of pride in personal

and collaborative achievement. For

international schools, these events can

offer a powerful platform for cross-cultural

dialogue and creativity.

These activities require relatively little

equipment and yield lasting developmental

returns. Recognition through assessments

and certificates – such as an IB Diploma in

Theatre, an A Level or GCSE certificate in

Drama, and Graded Exam Qualifications

in Storytelling, Acting or Public Speaking

– help to celebrate students’ achievements.

Both universities and employers increasingly

recognise and value these “soft” skills learnt

through drama – presentation, teamwork,

confidence – as vital credentials.

Drama equips young people to listen,

speak, imagine, and lead with empathy. It

develops the confidence to stand in front of

others, the discipline to work as part of a

team, and the courage to present ideas and

speak authentically.

For parents and students in international

schools – where cultures, languages, and

identities meet daily – drama is a bridge.

It helps students connect beyond words,

understand difference, and be better

prepared for our uncertain digital future.

For information on LAMDA Exams’

performance and communication

qualifications, visit lamda.ac.uk/lamdaexams


Visiting “home”

this summer?

WRITTEN BY HELEN ELLIS

It is understandable that the world’s

current uncertainty can make the decision

to go or stay, when it comes to travelling

“home” this summer, feel somewhat

complex. Airfares are higher than usual,

flight routes and frequencies have shifted,

and navigating airports with children—

amid evolving security checks and longer

queues—can require extra patience and

planning. Travel insurance may not cover

every scenario, and even practical concerns

like fuel availability can cross your mind.

Yet, if you have decided to visit home

this summer, there is also an opportunity

to gently set those uncertainties aside and

focus on what truly matters: reconnecting,

creating memories, and embracing the

experience for what it is. In many ways, it is

about returning to the basics—those steady,

familiar elements of a visit that remain

meaningful regardless of circumstances.

SHARING YOUR PLANS WITH THE

FOLKS BACK HOME

Most parents live in a bubble of

anticipation, imagining that you will want

to spend every waking moment with them.

One part of them knows this is completely

unrealistic, but another part quietly hopes

it might be true. The reality, of course,

is that everyone benefits from a balance

of togetherness and rest. Being together

24/7—even with beloved children and

grandchildren—can be intense, even if

grandparents feel they should be endlessly

joyful about it.

Planting a seed early about your plans

can make a big difference. If you know you

will be out of town for a few days, sharing


that upfront helps set expectations. If there

are events or attractions you would like to

explore with your children, sketching out

a gentle plan can be helpful. In fact, your

parents may even find comfort in knowing

that a scheduled “day off” here and there

gives everyone space to recharge and enjoy

the time together more fully.

When my own children visit, we share

a Daily Plan on Google Drive. Is this a

bit over the top? Perhaps for some—but it

works well for us. My adult children add

their ideas, I add mine. Does everything

on the plan happen? No. But it creates

a shared starting point, and over time,

it becomes clear what is realistic. I even

include an initial supermarket list so

everyone can note their “must-have”

items—it’s a simple way to make everyone

feel at home more quickly.

BABYSITTING ASSUMPTIONS

The prospect of having parents or

grandparents nearby to help with childcare

can feel like a gift—though it can also

bring a mix of expectations, hopes, and

uncertainties. Everyone can have different

emotions and concerns.

What might YOU be thinking?

“My siblings who live nearby get so much

babysitting support. Maybe this is a chance

for us too.”

“Will they do things differently from us—

and can I be flexible about that?”

“We’ve had so little time to ourselves—I

wonder if we might finally get a moment as

a couple.”

“Will they feel comfortable managing

young children again?”

“Last time there were too many sugary

treats”

“I’d love their help, but I also want to feel

confident about how things are handled.”

“I’m so pleased for Mum and Dad—they

miss the children and this time together is

special.”

“I’m truly grateful for any support they can

offer.”

And what might YOUR PARENTS—

the grandparents—be thinking?

“I can’t wait to spend time with my

grandchildren—it’s such a joy.”

“I’d love to help, though I may need to ease

into it again.”

“I hope the grandchildren feel comfortable

with me.”

“It would be lovely to share both

responsibilities and fun moments this time.”

“I may not be a full-time babysitting

grandparent, but I still want to be


involved.”

These are all very real and valid

thoughts—you could probably add more.

A moving letter published in tulsakids,

an online family magazine, captures this

beautifully. The author, now a grandmother

herself, wrote to her late mother:

“Dear Mom,

I wish you were alive so I could tell you how sorry

I am. When I had young children, I was completely

unrealistic in my expectations of you. I didn’t

understand why you weren’t eager to step up and

help me with my adorable babies. OK, they were

precious, but now I know they were also a lot. Even

at the time, I knew that two babies, just fifteen

months apart were a handful. That’s precisely why

I was so desperate for help. I didn’t understand that

you didn’t have the energy to care for little ones.

I know you loved all your grandchildren, but you

also had your limits … Now, I am the 63-year

old grandmother with two precious grandchildren

I adore. I want to step up to the plate and be

everything for them. My mind and heart are willing,

but my body is not always in agreement. I have so

much love for them, but as much as I hate to admit

it to anyone (including myself), I have my limits …

Please forgive me, mom, and thank you for being

the mother and grandmother you were!”

(Diane Morrow-Kondos)

It is important to remember that parents

or grandparents are not automatically

“on call”—even though their love and

willingness to help can sometimes make it

feel that way. What they offer often comes

from a place of deep care, and finding a

balance ensures that everyone feels valued

rather than stretched.

Often, they may not voice their limits. It

is instinctive for them to want “to be there”

for you. But there is a positive middle

ground—one where everyone feels both

supported and respected.

The key to finding that balance is open,

thoughtful communication. Speaking

with your parents or grandparents before

your visit about how they feel can set

a reassuring tone. They may not know

exactly what they can manage until they

settle into the rhythm again—and that’s

perfectly okay.

A simple, supportive approach might

sound like this:

“Mom/Dad, we really want you to enjoy

our visit and spend time with the kids. We

also want to make sure everything feels

comfortable for you. Please feel free to be

honest with us—before and during the visit.

It really matters to us.”

THE SHRINKING FRIENDS

LIST VERSUS THE GROWING

PARENTAL RESPONSIBILITIES LIST

Over time, another shift often becomes

apparent. With each visit, the list of friends

you hope to see may quietly become

more focused. This is not because those

friendships no longer matter, but because

your time and energy are being directed

more intentionally. Some friendships

remain wonderfully steady despite the

distance—you simply pick up where

you left off. Others may gently fade, and

while that can feel bittersweet, it is also

a natural part of life’s evolution. Even

those who never leave home experience

similar changes. In many ways, connection

becomes less about quantity and more

about depth.

At the same time, visits home can bring

meaningful opportunities to support your

parents in new ways. You may notice small

tasks they would appreciate help with, or

find moments to have thoughtful, caring

conversations about their wellbeing. You

might also gain a deeper appreciation for

siblings who are more involved in daily

support—and find ways to acknowledge or

share that role.

Every visit is different. What worked last

time may look different this time. That is

simply part of family life as it grows and

changes. Stay flexible, focus on what you

can do, and value the moments you share.

And remember— “doing your best” is not

only enough, but also something to feel

genuinely good about.

Reference:

Morrow-Kondos, Diane (2021) ‘A Grandmother’s Love and Limits: A Letter to My Mom’, tulsakids, https://www.tulsakids.com/a-grandmothers-love-and-limits/


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LEARN

MORE

More

than

Mojitos

WRITTEN BY HESTER MACDONALD,

SWISS GARDENING SCHOOL

Everyone loves a mojito to drink in the

summer, with or without alcohol, packed

with mint and lime, it’s refreshing, cooling

and delicious! At the Swiss Gardening

School we grow ten different varieties of

mint, and our students love trying them

out in different drinks and recipes. The

most popular variety for making mojitos is

the easy-going spearmint (Mentha spicata),

which provides a sweet but minty taste

without the heavy “toothpaste” element

of more traditional mints. A surprisingly

delicious combination is the addition of a

few leaves of one of the citrus mints like

grapefruit (Mentha x piperata var citrata) or

orange flavour (Mentha piperata “Orange”).

There are also new varieties, like Cuban

mint, also sold as “Mojito mint”, Mentha x

villosa, which has softly hairy leaves, and has

a sweet, slightly minty taste that is perfect

for mojitos, teas and lemonades.

We grow all our mints in separate, large

pots, as some can be invasive in raised beds,

and the more vigorous varieties can quickly

swamp the slower growers like the delicious

strawberry mint. Most mints like to be

kept well watered in the warmer months,

and will thrive in most conditions from

part-shade to full sun. They are perennials,

so expect them to die back in autumn,

dropping all their leaves. Don’t panic, those

stems will burst back into life the following

spring.

Mints have lots of uses, other than for

mojitos. Head to your local garden centre

and see what’s on offer, try one of these?

If you’re one of those people who get

bitten by mosquitos, then Lemon mint

or Mentha gentilis var citrata might help. It

is often planted near seating areas as the

leaves smell wonderful when crushed , and

the fragrance helps to repel insects, much

like citronella candles, but easier to grow!

The leaves have a refreshing lemon scent

“Most mints like to be kept well watered in

the warmer months, and will thrive in most

conditions from part-shade to full sun.”

and flavour,and as well as making a reviving

tea, it’s also wonderful in home made

lemonade.

If you’re looking for a mint for a very

sunny spot, then Apple mint, Mentha

suaveolens is perfect. The fuzzy leaves help

to protect it from the sun, and it will forgive

the occasional forgotten watering. The

leaves have a fruity hint of apple and are

often used in salads as well as cold drinks.

Pineapple mint (Mentha suaveolens

“Variegata”) is a variegated form of apple

mint with a sweet and distinctively fruity

taste, which makes it a great pairing

for summer fruit salads. It’s great as an

ornamental plant, working well with other

sun-lovers like lavenders, so you can tuck it

into containers for balconies knowing that it

looks as good as it tastes.

Chocolate mint (Mentha x piperita f citrata

“Chocolate”) is another attractive mint plant,


Chocolate mint

“At the Swiss Gardening School we grow ten different varieties of mint, and

our students love trying them out in different drinks and recipes.”

with dark stems and purple undersides to

the leaves. The real surprise is the flavour,

just like an After Eight mint! It makes a

delicious tea, perfect for after dinner, and is

also a great addition to chocolate desserts.

It’s a real thug of a plant, so don’t plant it

in the ground, it will be everywhere!

Moroccan mint (Mentha spicata var crispa)

is probably the most unusual tasting of

the mints, with hints of lemon, eucalyptus,

pepper and of course, mint. It is used in

Moroccan mint tea, along with green tea,

and is delicious on its own as a tisane, dried

or fresh.

At the end of the season, there are lots of

ways to use up your precious mint leaves.

If you have a sweet tooth, then mint sugar

is easy and fun. You’ll need granulated

sugar and a good handful of mint, I use

double the volume of sugar to mint for a

brightly-coloured, vibrant sugar. Wash

and carefully dry the leaves, picking off

any damaged leaves and removing the

stems. Blitz the mint and sugar together

in a food processor, or chop carefully by

hand, so that the mixture is evenly green

with no large leaf pieces. Leave it to dry

overnight on a baking tray, and then pack

the mix into jars for storage.. You can use

it to decorate glasses or add to drinks or

baking.

Mint pesto is a great way to keep the

punchy taste of mint, keeps fresh for a

few days or freezes for a few months. It is

often made with almonds, rather than the

traditional pine nuts, and some recipes also

add parsley. It is spectacular with potatoes,

blobbed onto soup or just to cheer up a

bowl of pasta.

Drying mint can be done any time over

the growing season, just cut a few stems off

your chosen plant, and they’ll grow back

in a couple of weeks. The easiest method

to dry any herbs is to hang the clean, dry

stems upside down in a warm dry place. In

case any pieces fall off in the drying process,

it’s a good idea to put them in a paper bag.

Once they’re dry in a couple of weeks, you

can gently strip the leaves off the stems and

store them in jars ready for use over the

winter.


From

Boxes to

Belonging

WRITTEN BY IVANA NADY, ZEN INTERIORS

You have done this before. The passports

are stamped, school uniforms ordered, and

the shipping container is somewhere midocean.

In a few weeks, you will walk into an

empty house in a new city and begin again.

However well you know the logistics

by now, the customs forms, the utility

accounts, the school enrolment deadlines,

the emotional side of a move rarely gets

easier. Children grieve leaving their friends

behind. Partners quietly absorb the weight

of rebuilding while finding their feet in an

unfamiliar city. Everyone holds their breath,

waiting for the moment the new place

finally starts to feel real.

The good news? That moment doesn’t

have to take as long as you fear. Research

into how families adjust to international

relocation, including a 2018 review in

Frontiers in Psychology, consistently finds

that the families who settle fastest are not

the ones who unpack quickest. They are

the ones who make a handful of deliberate

choices: before they leave, and in each of

the four weeks after they arrive.

BEFORE

YOU

LEAVE

THE GROUNDWORK

The weeks before a move are

chaotic by nature. But within

that chaos there is a window for a few

simple things that pay enormous dividends

once you arrive.

Have the conversation

Sit down with your family, over dinner,

on a walk, and ask everyone, including

the youngest, what makes a place feel

like home to them. The answers are

almost never about furniture. Children

tend to name rituals: Saturday morning

pancakes, a particular bedtime story, the

Sunday evening film. Adults usually talk

about rhythm, a morning coffee routine,

a familiar meal at the end of a long day.

These are the things that travel with you.

Knowing what they are, means you can

protect them deliberately, rather than losing

them in the chaos of the move.


Declutter together

Involve your children in decisions about

their own belongings, letting a child choose

which toys to donate to a local school,

rather than having things quietly disappear,

makes them a participant in the move

rather than someone it is simply happening

to. Fewer boxes also means less overwhelm

at the other end.

Pack a ‘first night’ bag for everyone

Before anything goes into the container,

set aside a bag for each member of the

family. A favourite soft toy, a particular

pillow, the coffee you like, the book on your

nightstand. On the first night in a strange

place, each person can reach for something

that feels like theirs. It’s a small act, but it

carries real weight. It says: home travels

with you.

WEEK

ONE

ANCHOR

Focus this week:

Bedrooms, One cosy

corner, Familiar food

Week one has a single priority: sleep and

food. That’s it. The urge to unpack every

box and have the house fully functional

within days is understandable, but it

almost always leads to exhaustion and the

particular despair of unpacking in a state

of overwhelm.

Set up the bedrooms first. Make the beds

as soon as you can. Let the children unpack

their first night bags and arrange their

things, this small act of claiming a space

matters more than it might seem. Stock the

kitchen with enough to cook familiar meals.

And before the week is out, create one cosy

corner somewhere in the house, a sofa with

a throw, a rug with cushions, somewhere

the family can sit together even while

everything else is still in boxes. That corner

becomes the emotional heart of the home

in those early days.

WEEK

TWO

FLOW

Focus this week: Daily

routines, School bag spots,

Light, Explore the neighbourhood

By week two, the focus shifts from surviving

to settling. This is the time for the small

decisions that reduce daily friction:

where do the school bags live? Where

will homework happen? What does the

morning routine look like in this new

space?

“On the first night in a strange

place, each person can reach for

something that feels like theirs.”

These feel like minor logistics, but they

are not. Studies on family wellbeing during

periods of disruption, including research

published in Frontiers in Psychiatry,

consistently show that predictable daily

routines are one of the most effective

ways to support children through stressful

change. Knowing where things are and

what happens next is genuinely stabilising,

especially for younger children.

Attend to light too. Open the curtains,

add lamps to rooms that feel dim or

institutional. The quality of light in a home

has a measurable effect on mood, and a

bright, warm interior sends a signal, to the

family and to the nervous system, that this

is a living space, not a waiting room.

This is also the week to start exploring.

Find the nearest bakery, the local market,

the park. Let the children lead some of

these discoveries. The moment a place

starts to have a ‘your’ café or a ‘your’ route

home, it stops being a strange city and

starts being somewhere specific and known.

WEEK

THREE

PERSONALISE

Focus this week:

Photographs up, Children’s

rooms, Plants, Memory objects

An empty wall is what makes a temporary

house feel temporary. Week three is the

time to layer in the visual identity of your

family. Hang the photographs. Put up the

artwork, the pieces collected over years of

travel, the drawings your children made

last year, the print you have moved with

you three times already. Use removable

adhesive hooks if you need to; the fact that

you are renting is not a reason to live in a

visual blank.

Give children ownership of their own

rooms. Let them hang what they want and

arrange their things however they like. For

a child navigating a new school and a new

social world, having a room that genuinely

reflects who they are provides a stability

that nothing else quite replicates.

Add a plant,or pick up flowers from the

local market. There is something about


tending to a living thing that anchors

people to a place. And when you are

ready, unpack the memory objects: the

souvenirs from previous postings, the

heirlooms, the things that carry your

family’s particular history. A home layered

with the artefacts of a well-travelled life tells

a story. That story is what makes a house

unmistakably yours.

WEEK

FOUR

CONNECT

Focus this week: Open

the door, Coffee morning

or playdate, Build beyond the

school gate

A home does not exist in isolation. One

of the clearest findings in research on

how internationally mobile families adjust

is that building connections beyond the

household, even early, tentative ones, is one

of the strongest predictors of how well a

family settles.

Once the house is functional enough,

invite people in. A casual coffee morning

for a few school families, a playdate, it

doesn’t need to be more than that. The

state of your interior is irrelevant. A halfsettled

home can be just as warm and

welcoming as any other if the people in it

are present and generous. In fact, there is

something disarming about inviting people

into a house that is still a work in progress.

It signals that connection matters more

than performance. Most people find it

a relief.

CHILDREN AND THE MOVE

Children absorb the emotional state of

the adults around them. When parents

are anxious or resistant, children feel it,

even when nothing is said. When parents

approach a move with steadiness and

intention, children are far more likely

to follow.

Younger children often settle faster than

parents expect, as long as the basics are in

place: sleep, routine, physical comfort, and

the people they love nearby. Older children

and teenagers tend to take longer, and

their adjustment is more likely to depend

on social connection than on anything

happening at home. For them, what matters

“Children absorb the emotional

state of the adults around them.”

most is whether they have begun to feel

seen at school, and whether they have at

least one friendship that feels real.

THE BIGGER PICTURE

Families who move repeatedly across

international postings are developing,

whether they realise it or not, one of the

most valuable things a family can have:

the ability to create a sense of belonging

wherever they land. They begin to

understand that a home is not a fixed

address, it’s a set of rituals, relationships,

and small daily habits that travel with you.

Children who grow up watching their

parents build a home in one country,

then another, then another absorb a quiet

confidence: that unfamiliar places are

interesting rather than threatening, that

who you are doesn’t depend on where

you are.

The boxes will be unpacked. The

photographs will go up. The children will,

eventually, stop mentioning the old house.

The local café will learn your order.

Home doesn’t wait for all of that to

happen. It starts on the first night, when

someone reaches into their box and finds

the thing that makes them feel safe. It grows

from there.

Sources

Haslberger et al. (2018), ‘Expatriate Family Adjustment: An Overview of Empirical Evidence,’ Frontiers in Psychology. Glynn et al. (2021), ‘A predictable home environment may protect child

mental health,’ Frontiers in Psychiatry. Spencer et al. (2016), ‘Managing Frequent Relocation in Families,’ Family and Consumer Sciences Research Journal.


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021 312 30 36

10 THINGS

NO ONE

TELLS YOU

ABOUT

UNIVERSITY

HALLS

What parents

need to know

before their child

moves in

WRITTEN BY PHILIPPA DOBRÉE-CAREY,

AUTHOR OF FROM HIGH SCHOOL TO UNI

Living in university halls is a rite of passage.

It’s a mix of independence, questionable

cooking and the inevitable 2am fire alarm

set off by someone burning toast. You may

have already taught your child how to

separate colours from whites, and not to

leave wet towels on the floor - but they’re

heading into a building where half their

flatmates will ignore both of those rules.

Halls are brilliant for easing young

adults into real life, but they’re also full of

challenges. The washing machines will eat

money and swallow socks. Flatmates will

use their frying pan and leave it unwashed

in the sink. There will be a mysterious stain

on the kitchen floor that no one claims.

And yet, here’s the good news: your

child will learn more about resilience,

compromise and community in that first

year than you could ever teach them at

home.

You can’t bubblewrap them, but you

can give them the tools to cope when the

shower queue is long, the kitchen is chaotic

and the homesickness hits at 11pm. They’ll

find their feet faster than you think.


1HALLS ARE NOISY - ALL

THE TIME

Corridors are busy at all hours. Doors slam.

Someone will chat loudly on FaceTime at

midnight. Another will blast music at 7am

while they shower.

How to prepare them:

Headphones, earplugs and realistic

expectations. Encourage them to scope out

quieter study spots early on.

2SHARED BATHROOMS

REQUIRE STRATEGY

Unless you’ve budgeted for a room with

an ensuite, they’ll be sharing a bathroom

with several other students. Let’s just say,

standards vary wildly.


A bathroom caddy or washbag they can

carry back and forth. Remind them not to

leave toiletries in communal spaces – their

favourite shower gel will be fair game to

others if left there. Slides are a must!

3THE FOOD MAY NOT BE GREAT

Catered halls can be hit and miss. Even

prepaid meal plans don’t guarantee variety

or a balanced diet.


Basic cooking skills. A few simple recipes.

How to shop on a budget. Batch cooking.

Even one reliable meal can make a tough

week feel easier.

4LONELINESS HAPPENS,

EVEN IN A CROWD

Being surrounded by people doesn’t

guarantee instant friendships. Some

students feel isolated in the first weeks.

How to support them:

Normalise this before they go. Encourage

them to join societies, attend events and

keep trying. Reassure them everyone else is

adjusting too.

5

RULES ARE REAL - AND

ENFORCED

Halls have clear policies on noise, mess,

guests, alcohol and parties. It’s not all fun

and games like in the movies - fines and

warnings are common.


WILL MEET PEOPLE

10THEY’D NEVER MEET

OTHERWISE

This is the real magic of halls. Students

from different countries, cultures and

backgrounds all living under one roof.

Some will become lifelong friends. Others

will simply broaden their perspective.

Your role:

Encourage openness, curiosity and

kindness. These relationships often shape

their university experience more than

anything else.

FINAL THOUGHTS

Halls of residence are a mix of

independence, challenge and opportunity.

Your child will have good and bad days.

They’ll learn to manage noise, negotiate

shared spaces, cook, clean and navigate

new friendships. Armoured with realistic

expectations and a bit of preparation,

they’ll gain confidence, resilience and a

sense of belonging.

And that’s exactly what the first year of

university is meant to do.

What to emphasise:

Read the rules. Respect shared spaces.

Don’t pressure others into breaking them.

6THEY MIGHT SHARE A

BEDROOM

Some universities still offer shared rooms.

This can be challenging if sleep or study

habits differ.


Talk about communication, compromise

and setting gentle boundaries early on.

Earplugs and eye masks help too.

7LAUNDRY IS EXPENSIVE AND

TIME CONSUMING

Machines are often busy. Wash cycles take

ages. Costs add up quickly.

Useful habits:

Do full loads – and share loads with a

flatmate if feasible. Plan laundry for quieter

times. Get them a drying rack, and a spare

pair of bedsheets. Put a timer on to pick

up washing on time, before it gets dumped

unceremoniously on the floor by the next

user.

8STUDYING IN HALLS ISN’T

ALWAYS EASY

Noise, visitors and general activity can

make concentration difficult.

What to encourage:

Explore campus early. Libraries, study

rooms and quiet cafés become essential.

Learning where they work best is part of

the university journey.

9MAINTENANCE ISSUES

HAPPEN

Something will break: a radiator, a light, a

shower. Repairs can take time.


Show them how to fix or report issues

promptly and politely. It’s a small but

important life skill.

5 QUICK TIPS

FOR PARENTS

1. SET EXPECTATIONS EARLY

Noise, mess and clashing

personalities are normal.

Preparing them now makes the

transition easier.

2. TEACH THREE BASIC MEALS

If they can make pasta, a stir fry

and something involving eggs,

they’ll be fine.

3. ENCOURAGE SHARED SPACE

ETIQUETTE

Label food, clean as you go,

and don’t leave shampoo in

communal bathrooms.

4. TALK ABOUT BOUNDARIES

Flatmates aren’t siblings. Clear,

respectful communication makes

living together smoother.

5. NORMALISE THE WOBBLE

Most students feel lonely or

overwhelmed at some point. It

passes.


your

IS

SCHOOL

FEATURED?

www.internationalschoolparent.com

• Speak directly to parents looking to enrol their children.

• Showcase your school with a detailed description, video, photos, and links.

• Gain valuable insights into your school’s online performance.

• Keep parents informed of school open days and

special events.

• Update your school guide with the latest

information whenever needed.

• Make use of our blog throughout the year,

ensuring your school remains at the forefront

of parent’s minds.

CONTACT INTERNATIONAL SCHOOL PARENT MAGAZINE:

INFO@INTERNATIONALSCHOOLPARENT.COM

Understanding Your

Child’s Behaviour Through

Family Dynamics

WRITTEN BY MARIANN CSOMA


Parenting brings both joy and challenges,

and parents often seek guidance from an

overwhelming amount of resources on

parenting styles and how to be a good

parent. While these resources aim to help,

they can sometimes make parents feel even

more confused about how best to support

their child’s well-being.

Despite differing perspectives, all sources

emphasise one clear message: a child’s

well-being is paramount. Children’s

mental health requires respect, care, and

love. Every child must feel seen, heard,

and emotionally supported. This is a

fundamental right and shapes their social,

emotional, and cognitive development.

But how do we know if our child’s

mental health is on track? Most of the time,

children’s mental health and well-being are

expressed through their behaviour.

In some situations, the link between a

child’s behaviour and its trigger is clear

and direct. A specific event, a difficult

experience, or a major life change can lead

to noticeable emotional or behavioural

reactions. While these moments can still be

challenging, they offer parents and the child

a starting point.

WHEN PATTERNS PERSIST

In many other situations, however, things

feel far less obvious. Parents may feel

confused and overwhelmed, unable to

pinpoint what is triggering their child’s

reactions. They may observe recurring

behaviours or intense emotional states

without understanding their causes or

the support their child needs. In those

scenarios, shifting perspective can help

parents find new answers and provide a

starting point. This means that rather than

focusing solely on the child’s behaviour,

we look more broadly at the family

environment and its dynamics, including

relationships, interactions, roles, and

responsibilities among family members. By

widening the lens in this way, new meanings

and possibilities for change emerge.

As a starting point, we might consider

shifting perspective: what if the child’s

behaviour or emotional state is not linked to

a specific event, but is instead a response to

ongoing family dynamics?

LOOKING BEYOND BEHAVIOUR

Within every family, there are underlying

patterns and ways of functioning that

shape daily life. These patterns, often

unconscious, influence how family members

relate to one another, how emotions

are expressed, and how challenges are

managed.

What we call family dynamics refers to

this complex, multidimensional system.

It includes parenting styles, parent-child

interactions, the emotional atmosphere at

home, and expectations and values around

learning and behaviour (1) .

From a systemic perspective, a child’s

symptom is not just a problem, but a signal

of issues within relationships.

A child’s behaviour reflects responses

to family tensions, imbalances, or

unmet needs. Sometimes children take

on protective roles, such as avoiding

school to stay near a struggling parent or

becoming overly responsible for others’

well-being. A child’s behaviour emerges in

context. It is deeply linked to patterns and

relationships at home and acts as a form

of communication. Recognising this helps

parents understand what within the family

may need to change, rather than focusing

only on fixing the behaviour.

Over time, the family itself can become

stuck in a relational structure that no

longer works, keeping certain patterns in

place. This raises an important question:

why do we, as a family, continue to repeat

behaviours or remain in patterns that do

not make us feel good, or that maintain

unhealthy dynamics?

FAMILY SYSTEMS AND BALANCE

To begin exploring these questions, it

is helpful to understand how a family

functions as a group. One of the key

concepts in the systemic approach is

balance, which refers to the way family


members maintain stability in their

relationships and roles.

From a family systems perspective, an

individual’s functioning is shaped less by

what happens within them alone and more

by their place within the relationships

around them. Each family member is

influenced by a network of interactions,

expectations, roles, and emotional demands.

This includes how boundaries are set, how

responsibilities are shared, how alliances are

formed, and how emotions are expressed

within the family.

When a significant event occurs, this

balance can be disrupted. Ideally, the family

adapts and reorganises itself. However,

sometimes the system prioritises stability

over adaptation. When this happens, the

family can become “stuck” in patterns

of interaction that no longer serve its

members. It is not necessarily a lack of

willingness to change, but rather the family

system’s natural tendency to preserve its

existing balance (2) .

For example, a child may begin to

experience stomach aches in the morning

and gradually stop attending school. When

the child stays at home, the family’s focus

shifts: tensions or conflicts between parents

may temporarily ease as attention turns to

the child’s well-being.

Without anyone consciously intending

it, the child’s physical symptoms begin to

serve a function. It reduces tension and

creates a form of stability within the family.

In this way, the symptom becomes part of

the system’s balance, making change more

complex than it might first appear.

In such situations, it can be helpful to

look beyond the child’s reluctance to attend

school and consider the role this behaviour

may be playing within the family. Rather

than seeing it simply as avoidance, it may

reflect or respond to underlying family

patterns that deserve attention.

Understanding this can shift the question

from “What is wrong with the child?” to “What

might this behaviour be maintaining or expressing

within the family?”

UNSEEN FAMILY BONDS

While the idea of balance helps us

understand how patterns are maintained

within a family, other important dynamics

also influence how these patterns develop

and persist over time.

To deepen this understanding, we need

to look beyond present interactions and

consider the deeper emotional bonds that

connect family members across time.

We call these loyalties. They are deep,

unconscious bonds of belonging and

obligation that connect us to our family.

We all strive to remain connected to

our parents and other family members,

feeling loved, accepted, and worthy of

belonging. In doing so, we may adopt

certain behaviours, emotional patterns, or

even unhealthy coping strategies. These

processes are not deliberate but rooted in

a fundamental human need to belong and

maintain attachment.

Children, in particular, are highly

sensitive to these bonds. Through these

loyalties, they may feel a strong need to

protect their parents or maintain family

stability, even at personal cost. A child

may, for example, stay aligned with a

parent’s expectations, avoid expressing

difficult emotions, or take on roles within

the family that help preserve connection

and harmony.

Within families, these invisible bonds

often extend across generations. This means

that some behaviours are not only linked to

current family dynamics but also to patterns

passed down over time.

This also helps explain why change

can sometimes trigger resistance. When

one person begins to behave differently,

it can, at an unconscious level, feel like a

disruption of both the family’s balance and

its bonds of loyalty. As a result, other family

members may react in ways that pull the

system back toward its previous functioning.

In this context, seeking or accepting help

from a mental health professional or from

school can sometimes feel threatening for

a child. It may create a sense of disloyalty

toward their parents, as if accepting

support means going against the family or

breaking these important bonds.

PARENTAL NEEDS AND EXPECTA-

TIONS

Closely linked to these invisible loyalties is

another important factor: what motivates

us as parents in our everyday choices and

expectations.

In the complex world of family

relationships, it is natural for parents to

bring their own values, experiences, and

hopes into how they raise their children.

However, at times, these expectations

can be shaped more by the parent’s own

needs—consciously or not—than by the

child’s.

When children feel that they need to

behave in certain ways to be accepted,

loved, or valued, they may adapt by

meeting these expectations, sometimes

at the expense of developing their own

identity. Over time, this can limit their

ability to explore who they are, express

themselves freely, and build a solid sense of

self.

Reflecting on our motivations as parents

can therefore open an important question:

Are we supporting our child in becoming who they

are, or who we expect them to be?

EMOTIONAL CLIMATE MATTERS

As we have seen, many different factors

shape a child’s behaviour within the

family system. Among these, research (3)

consistently highlights the important role of

parental emotional well-being and overall

family functioning.

Studies (4) show that parental factors—

especially emotional well-being and family

interactions—are closely linked to children’s

anxiety, mood, and behaviour over

time, often more than specific parenting

techniques. Children are highly sensitive

to their parents’ emotions; they don’t just

observe them—they absorb them. When

anxiety, stress, or low mood are present

in the family, children may internalise

these states, which can show as anxiety,

withdrawal, irritability, or struggles with

emotional regulation.

At the same time, these difficulties are

not one-directional. Family relationships

operate as a system in which each member

both influences and is influenced by the


others. A child’s distress can, in turn,

increase tension, worry, or emotional

strain within the family. Over time, these

interactions can create self-reinforcing

cycles, patterns that maintain the situation,

even when everyone is trying their best.

CREATING POSITIVE CHANGE

Understanding these cycles is an important

first step, but it also opens the door to

change. By gently shifting certain family

patterns, it is possible to create new ways of

relating. In practical terms, small changes

can make a significant difference:

• Working on the emotional

climate at home: reducing unresolved

tension, increasing a sense of calm and

predictability

• Improving communication: naming

emotions, validating before correcting, and

slowing down reactions

• Regulating oneself as a parent:

Children rely on adults to co-regulate their

emotional states.

• Creating structure and consistency:

routines and clear expectations provide a

sense of safety.

• Seeking support when needed: family

therapy or parent-focused guidance can

help shift entrenched patterns Ultimately,

from a systemic perspective, change

does not come from “fixing” the child in

isolation. It emerges when the family system

itself begins to shift—when relationships

become more flexible, communication

more open, and emotional experiences

more safely held. When this happens,

children often no longer need to express

distress through their behaviour in the same

way. The symptom loses its function, and

new possibilities for growth and connection

can take its place.

References:

ZHOU, H. (2013). Family socioeconomic

status, educational expectations, parent-child

communication, and child development. Youth

Studies, (03), 11–26+94.

KERR, M. E., & BOWEN, M. (1988). Family

systems theory. In Family evaluation: An

approach based on Bowen theory. In: The

Wiley Blackwell Encyclopedia of Family Studies.

YAN, Y., DUAN, X., TAN, Y., WU, T.,

YANG, B. X., LUO, D., & LIU, L. (2025).

The relationship between family functioning

and depressive symptoms: Mediating effects

of psychological resilience and parent-child

interactions. Journal of Affective Disorders, 385,

119383.

YTRELAND, K., BANIA, E. V., LISØY, C.,

et al. (2026). Relationships between parental

factors and child anxiety and depressive

symptoms in an indicated preventive

intervention. European Child & Adolescent

Psychiatry, 35, 215–226.

I provide child safeguarding

supervision and wellbeing

consultancy for schools,

supporting the development

of effective safeguarding policies and

practice. I also deliver staff training and

workshops that promote mental health

awareness across school communities, in

both English and French.

Learn more at www.marianncsoma.com


Supporting Children Through

Traumatic Experiences:

A GUIDE FOR FAMILIES LIVING ABROAD

SARAH ELLIOTT AT CHILD THERAPY INTERNATIONAL

When families are living abroad, periods

of uncertainty, sudden change, or

distressing events can feel particularly

intense especially when local resources are

limited. Whether it’s exposure to global

news, a local incident, a sudden move, or

a disruption to daily life, children can be

deeply affected in ways that are not always

immediately visible.

As a licensed therapist with many

years of experience supporting families

living internationally, I have seen how

important it is for parents to have simple,

practical ways to help children cope during

difficult times. Research and clinical

experience show that the same event

can be experienced very differently from

one person to another. What shapes that

experience is not only what happens, but

how supported a child feels as they make

sense of it. Having consistent, responsive

support around them can significantly

reduce the lasting impact of distressing

events.

TALKING ABOUT FEELINGS: WHY

IT MATTERS

Sometimes parents worry that talking

about fears or difficult feelings will make

things worse. In reality, I have found that

the opposite is often true. When children

feel safe to talk openly, without fear of

judgement, it can relieve tension, help put

their worries into perspective, and reduce

the intensity of their fears. Unspoken

worries often build up over time and

can become overwhelming with children

thinking there is something wrong with

them for having these fears. Normalising

fears and worries by talking about them is

very important. Children also need to hear

that talking about their feelings is a brave

thing to do. Acknowledging this, and letting

them know you are proud of them, helps

build confidence and reassures them that

they are not alone.

UNDERSTANDING HOW

CHILDREN RESPOND

Children respond to distress in a variety

of ways. You might notice nightmares,


increased anxiety, withdrawal from

activities they previously enjoyed, or

behaviours such as nail picking and

emotional outbursts. These are all common

responses when fears and worries build up.

Children can easily become caught in a

“fear cycle.” The more they feel afraid, the

more their body reacts, and those physical

reactions can make the fear feel even

stronger.

Helping children to calm their bodies

and make sense of what is happening is key

to breaking this cycle.

CREATING SAFE WAYS FOR

CHILDREN TO EXPRESS THEIR

FEELINGS

Not all children will want to talk directly

about their feelings, especially younger

ones. Play, drawing, and storytelling can

offer powerful ways for them to process

their experiences. Young people often find

it easier to talk about feelings whilst doing

something else so it feels less intense. These

may be times when you are together in the

car, or cooking a meal or whilst going for

a walk.

Simple tools can help:

• A “feelings thermometer” to show how

strong a feeling is

• Drawing pictures of worries to make

them feel more manageable

• Allowing children to play out situations to

regain a sense of control

• For teenagers, introducing a “worry box”

can be helpful, allowing them to write

down their concerns in the moment and

then revisit them with you at an agreed

time to decide whether they would like

to explore them further.

These approaches help create

moments where children

can express how they feel,

recognising that they may

need gentle encouragement

and practice to do this.

BUILDING COPING

STRATEGIES TOGETHER

Creating a small set of calming

strategies with your child can be

very helpful. For younger children,

this might take the form of a “treasure

box” that they can decorate and fill with

reminders of what helps them feel calm.

This could include:

• Slow, steady breathing

• Listening to calming music

• Spending time with a trusted adult

• Engaging in a comforting sensory activity

Having these strategies prepared gives

children a sense of control. In moments of

distress, it can be hard to think clearly, so

familiar tools are easier to access.

It is also important to create space for

conversations once they are feeling calmer.

Avoidance can feel protective in the short

term, but if it becomes the only strategy,

fears often grow over time.

HELPING CHILDREN MAKE SENSE

OF WHAT THEY HEAR

Children often pick up information from

conversations, media, or peers, and it is

not always accurate. Taking time to gently

ask what they understand can help you see

things from their perspective.

During times of crisis, whether in your

local community or back home, offering

clear, age-appropriate information can

help ease confusion and fear. Reassuring

children by talking through what you and

others are doing to stay safe can help them

feel more secure.

YOUR ROLE AS A PARENT

Children look to their parents for a sense

of safety and stability. More than anything,

they need to know they can come to you

with their fears without worrying about

upsetting you.

It is okay to acknowledge your own

feelings, but in a contained and reassuring

way. These are not moments to process

adult worries in depth. Children need to

experience you as calm, available, and able

to support them.

Living abroad can sometimes mean

being further away from familiar support

networks, which can make these moments

feel even more overwhelming. Reaching

out to trusted friends, family members,

or a professional can provide you with

the support you need, so you can remain

present and grounded for your child.

LOOKING AFTER YOURSELF

On top of everything else you are

balancing, it can be difficult to prioritise

your own wellbeing. However, even small

daily actions can make a meaningful

difference. Supporting a child through

distress is especially challenging when you

feel overwhelmed. Taking care of yourself

is not a luxury, it is essential.

When you give yourself space to rest,

recharge, or simply do something that

helps you feel steady, you are better able to

be present, calm, and responsive to your

child’s needs. While it is natural to want to

“fix” things for your child, what they often

need is support to express their worries

and develop their own coping strategies,

building confidence in their ability to

manage challenges.

FINAL THOUGHTS

You do not need to have all the answers

to support your child. What matters

most is that they feel heard,

understood, and not alone in their

experience.

By creating space for open

conversations, encouraging

expression, and offering

consistent reassurance, you

help your child process

difficult experiences and build

resilience over time.

If you have any concerns

or feel your child may need

additional support, reaching out

to a qualified professional can make

an important difference. For more

information about my work or to contact

me please see my website.


DIGITAL

WELLBEING

AT HOME:

Helping Families

Navigate Technology

With Confidence

WRITTEN BY SCOTT HALL, HEAD OF DIGITAL LEARNING

AT INTERNATIONAL SCHOOL BASEL

In today’s rapidly evolving digital

landscape, technology has become an

integral part of family life, shaping how

children learn, communicate and entertain

themselves. From online homework

platforms to messaging apps, gaming and

artificial intelligence, digital tools bring

many opportunities but also new challenges

for parents who want to support healthy,

balanced habits at home.

Many families share similar questions:

How much screen time is appropriate? When is a

child ready for a smartphone or social media? How

can we protect sleep, relationships and wellbeing in

a connected world? To assist our community

in navigating these complex issues,

International School Basel has developed

Recommendations for Digital Wellbeing

at Home to share with our families. They

are grounded in research, informed by real

parenting experiences, and designed to be

adapted to each family’s values, routines

and children’s needs.

TECHNOLOGY WITH PURPOSE:

FINDING BALANCE

Digital wellbeing is not about banning

“Digital wellbeing is not about banning technology, but about

thoughtful and purposeful device use that benefits children.̕̕


technology, but about thoughtful and

purposeful device use that benefits children.

When used appropriately, technology can

support creativity, learning and connection.

Problems tend to arise not from technology

itself, but from how and when it is used.

Parents can ask themselves: Why is a device

being used right now? Is it supporting learning,

connection or relaxation or is the device simply

filling time?

Clear routines and shared expectations

help children understand that technology

is a tool, not a default activity. Our five

recommendations below encourage

a balance between online and offline

experiences, while supporting children’s

healthy development and emotional

wellbeing.

1Prioritising Sleep and

Device-Free Zones

Sleep is essential for children’s physical

health, emotional regulation and ability to

learn. Yet screens can easily disrupt healthy

sleep patterns, particularly in the evening.

Research shows that notifications, games

and social media can delay bedtime and

affect sleep quality.

Many families find it helpful to establish

device-free bedrooms and calm evening

routines. Simple steps like charging phones

overnight in a central place or setting a

consistent screen cut-off time can make a

meaningful difference. Protecting sleep is

one of the most powerful ways parents can

support their child’s overall wellbeing.

2Being a Positive Role Model

Children learn a great deal by

observing the adults around them.

Modelling balanced technology use sends

a strong message about priorities and


self-regulation. This might include putting

phones away during meals, explaining

why you are using a device for work, or

choosing device-free family time.

These everyday actions help children

understand that technology has a place but

that relationships, presence and attention

matter more.

3Phone and Social Media

Readiness

One of the most common parenting

dilemmas is deciding when a child

is ready for a phone or social media.

While many platforms set minimum age

limits, readiness is about more than age

alone. Emotional maturity, responsibility,

openness in communication and the ability

to ask for help all play a crucial role.

Some families choose to introduce

technology gradually, starting with

limited features or shared devices, and

expanding access as children demonstrate

responsibility. Regular check-ins and open

conversations help ensure that technology

use remains supportive rather than

overwhelming.

4Creating Family

Technology Agreements

Rather than imposing rules

“Be a positive role model. Children

learn a great deal by observing the

adults around them.̕̕

unilaterally, involving children in

setting expectations can lead to better

understanding and cooperation. Family

Technology Agreements (see ISB templates)

provide a shared framework for discussing

screen time, device-free spaces, online

behaviour and balance between schoolwork

and leisure.

When children are part of the process,

they are more likely to take ownership

of boundaries and develop a sense of

responsibility for their digital choices. From

experience, the conversations are often

more important than the agreements.

5Talking About Artificial

Intelligence

Artificial intelligence is increasingly

part of children’s digital experiences from

chatbots to image generators and learning

tools. Exploring AI together as a family

creates opportunities to talk about how AI

works, where it can be helpful, and where

caution is needed.

Discussing topics such as accuracy, bias,

privacy and ethical use helps children

develop critical thinking skills and a healthy

scepticism. Reminding them not to share

personal information with AI tools is a

simple but important safety measure.

GROWING TOGETHER IN A

CONNECTED WORLD

Digital wellbeing is not a one-time

conversation, but an ongoing process that

evolves as children grow. There is no single

“right” approach - what matters most is

staying curious, open and responsive to

children’s changing needs.

By focusing on balance, communication,

and shared values families can

help children foster a healthy

relationship with technology.

The skills they learn at home

will serve them well both

online and offline.


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