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As a student of successful schools or rather of what makes schools successful, it took me a while to realize something they all have in common. It’s not something you hear much about. I haven’t heard it talked about at conferences, I don’t know of any books covering it, and it hasn’t (yet) been discussed on any podcasts. There’s plenty of discussion about pedagogy, coaching, leading, behavior management, and wellbeing. And all of that matters, of course. But I’m not talking a

Many international schools have become significantly better at onboarding over the last decade, investing more time and energy into helping new hires settle into countries, systems, and communities. That’s a positive shift. But while onboarding has become more professionalised, offboarding is often inconsistent, rushed, or poorly designed.

One of the biggest risks in safeguarding is familiarity. Schools can easily fall into the thinking of “we have always done it this way”. The problem is that safeguarding gaps rarely appear overnight. They develop gradually through routines that stop being questioned or systems that drift over time because nobody has had the opportunity to properly review them or work through different scenarios under their lens. The Operational Reality of Safeguarding Having worked in intern

The Deficit Mindset. A condition in which a school takes a traditional, inward-looking approach to its budget, relying on raising tuition to cover shortfalls rather than pursuing meaningful cost reductions or alternative revenue streams. This philosophy stunts institutional growth because it fails to look beyond its own walls and embrace a more "abundance" oriented mindset.

Are we playing a game of musical chairs with international schools as the players? The chairs are the diminishing pool of school age children. As demographic trends see student numbers contract year on year in many markets, the music is slowing, and the scramble is becoming a fight for survival. This crisis of enrollment is inextricably linked to our industry's future, and stakeholders must now navigate the risks of transformation. So, in this high stakes round of musical ch

In my small staff room in South Sumatra, the tropical heat usually works faster than the Wi-Fi. I have spent many afternoons staring at a flickering screen, wondering: as we all rush to write ‘AI Policies’, are we just erecting more digital fences, or are we saving the soul of our schools? For those working in school operations, Finance, HR, IT, and Facilities, this isn’t just a technical shift. It is a big question about who we really are as a school. It is easy to get lost

Without fail each year at the start of US tax filing season, the same thing happens at international schools with American staff. Emails start and US tax-related questions land on someone’s desk, HR, the Business Manager, sometimes the Head, and oftentimes no one is quite sure how to answer them.

The end-of-year season in an international school is a unique psychological phenomenon. While colleagues in "stationary" domestic systems might be looking forward to a summer of rest, the international educator often finds themselves in a state of profound liminality, the "in-between." You are physically present in one country, yet your digital footprint, your logistics, and your heart are already halfway across the globe. It is a period defined by a foot in two worlds, and

The problem with technology in schools is not the tools, it’s the illusion of progress. Buying new platforms and introducing them quickly can create the feeling that innovation is happening. But without clarity, alignment, and follow-through, that progress rarely reaches the classroom. I’ve seen this play out repeatedly. At conferences, school leaders exchange ideas, get excited about a new tool, and bring it back with urgency, but without analysis or a clear strategy.

Ask anyone in a school community and they would name teachers and their child’s principal, while fewer would cite staff on the operational side of the house, like the business office or human resources despite the vital tasks they perform every day. Likewise, many may not automatically name the school board. However, for a school to function to its fullest potential, all these departments must do their role with excellence and work together in a symbiotic relationship.

When things are unclear, schools often make the mistake of looking externally. When enrollment goes down, markets change, or instability occurs, the instinct is often to spend more on advertising, focus on visibility, or market more aggressively. These actions often do not get to the heart of the matter. Uncertain markets do not just look at marketing; they look to see if the school is aligned.

In recent weeks, events in the Middle East have once again reminded organisations how quickly global instability can unsettle the workplace. Escalating tensions and security concerns across the region have already prompted some organisations to shift employees to remote work and review travel plans in order to protect staff and maintain operations. Some staff who have taken jobs in the region due to start in August are now nervous about relocating and whether their start dat

Let’s start thinking more intentionally about the performance of individuals in our schools - not in an HR-policy way, but genuinely, as people with layers, potential, and blind spots. Start with this: every person in your school either expands or limits the collective impact of the school. The job of the head of school is to notice which direction they’re leaning and help them lean better. 1. Start with Clarity (Even When It’s Awkward) Performance issues often hide behind fo

An average student consumes approximately 2,160 school meals during their time at school from grade one to 12 (6,500 meals when morning and afternoon snacks are included), and more than 10,000 for students living on campus. While the first 1,000 days of life are universally recognized as the most critical period for nutritional development, far fewer people realize that the second most important window is adolescence, from ages 10 to 18. This developmental stage is defined by

This guide outlines a practical, step by step approach to conducting a strategic HR audit in schools. Each stage is weighted to reflect its impact on organisational effectiveness, helping school leaders identify priorities, ensure compliance, and make informed decisions that strengthen staff performance and student outcomes.

Whether we like it or not, AI is already sitting beside us in HR's daily work. In my role, it has become a partner in refining communication, designing wellness initiatives, and reviewing policies in alignment with local labor laws. Tone Coach One of the most practical ways I use AI is as a tone coach for HR communication. When emotions are high, it is easy for initial email drafts to reflect personal history or frustration. Instead of sending my first draft, I removed identi

International schools generated $67.3 billion USD in annual fees as of January 2025, up 22% since 2020 according to the Enrollment Management Association, and the Admissions Managers in the 15,000 international schools around the world that play a huge part in generating this revenue work in a competitive field! Since fee income from enrollment is the primary or only revenue stream for many schools, admissions performance is tightly linked to viability and investment capacit

More than any other theme, sustainable development dominates K-12 classrooms. We teach students about collaboration, conservation and protecting finite resources. At the same time, has there ever been greater pressure on school departments to meet relentless “growth goals”? Grow test scores. Grow enrollment. More EdTech, more data, more systems, more engagement. If you work to support a school in IT, HR, or Operations, you know this tension. Leadership wants growth or cost re

When I joined the leadership team at Luanda International School in Angola, I entered an environment shaped by a clear and intentional leadership vision. The Head of School has established a collaborative culture grounded in transparency, shared responsibility, and data-informed decision-making. Rather than relying on traditional hierarchical structures, the school has embraced a leadership model that encourages open dialogue, cross-functional coordination, and shared account

In an international school, the Board’s sole employee is the Head of School. This role carries responsibility for every aspect of the organisation, from teaching and learning to finance, operations, and human resources. For that reason, one of the Board’s most important duties is evaluating the Head. A strong evaluation process keeps leadership aligned with the school’s mission, vision, and strategic goals. Accountability sits at the heart of this relationship. The Board hold