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Centre for the study of Education in an International Context (CEIC)

INTERCOM ARCHIVE

INTERCOM 12 TRANSITION IN INTERNATIONAL SCHOOLS A personal view by Anne McKillop-Ostrom

In intercom.online 10 (February 2000), Jim Cambridge commented on ‘the nature and purposes of international schools and international education’. He discussed whether international schools exist for 'changing the world by increasing international understanding' or are 'a pragmatic response to the needs of globally mobile families'. Whatever combination of definitions suits the reader, students display a variety of needs unique to the international setting.

While there is plenty of research supporting the need to assist students in transition, there is a lack of co-ordinated effort in many schools on behalf of students to ease the transition. The issue is not ‘Why is it important for international schools to address the transitional needs of its nomadic community?’ but rather ‘How is this best accomplished considering school support of transition programmes and the barriers to understanding?’

Many factors have the potential to inhibit or transform depending on the experience and culture of the school.

Schools originally established to meet the temporary needs of nationals living overseas for brief periods sought to offer an education identical or similar to the one at home. Transition issues were neither emphasised nor considered a priority, the assumption being that this was the responsibility of the parents or sponsoring agencies. The development and adoption of international curricula such as the three International Baccalaureate programmes recognise the need for transitions among international schools. Although differing in nature, the three IB programmes share a common philosophy of providing an education which enhances a student’s understanding of the world and provides a good framework for developing adaptability in a variety of environments.
 

Early research on the characteristics of internationally mobile children (often known as 'Third Culture Kids' or Global Nomads) recognised unique characteristics compared to those of children educated in a national context. These differences were often highlighted as problems to be solved. Recent research has stressed the more positive aspects of an international upbringing asserting that these children are flexible problem solvers who are open-minded, curious and empathetic. The adoption of holistic curriculum frameworks enhancing these skills will support the school’s efforts to address student mobility. The IB Primary Years and Middle Years programmes emphasise the development of lifelong skills of adaptability, confidence and problem solving, and allow for smooth transition to any environment, not just a return to one’s own national system.

Understanding this adjustment process requires the knowledge of contemporary models of transition. The Transition Experience Model developed by David Pollock incorporates transition support activities and academic and non-academic-based education into the school programme to augment students' ability to manage transitions positively. The model describes a process faced by students and adults whether it is the result of relocation, a change in job or the loss of friend who has moved on.

Being reactive to the immediate needs of new arrivals is the job of all members of the school, not only that of the counselling staff and the administration. A Transition Resource Team, which represents the school community, can provide an initial framework to provide ongoing support. Beyond meeting the immediate needs of individuals in transition, the team can ensure that mobility is addressed in the curriculum. Management support is necessary for the appropriate material and symbolic support. An organisation may eventually choose to disband its Transition Resource Team as a reflection of the institutional transformation that recognises the importance of transition.

Developing an understanding of the culture of the school is a process that requires careful reflection and analysis. It is important to determine whether teachers and administrators are sensitive to the diversity and needs of the community. Strategic planning and accreditation processes provide opportunities for teachers and administrators to understand their school culture, as well as to define their vision and set goals for the future. Without these reflection processes it is difficult to bring about an institutional transformation. Furthermore, it is important that new families and teachers have a good understanding of the school culture before their arrival. Too often transition issues arise as a result of a discrepancy between expectations and reality.

Despite an increase in the emphasis placed upon the development of programmes to meet the needs of internationally mobile individuals, this is not explicitly supported in most school accreditation documentation. Schools are less likely to put energy and resources into areas which are not recognised by visiting accreditation teams. Could it be that this one area alone may currently present the greatest barrier to the effective addressing of transition in international schools?

As we learn more about internationally mobile children, transition and international education, we realise the importance of developing schools that are both academic and pastoral in nature. In doing so, international educators will help to ensure that their students have opportunities to maximise their international and national experiences and in return become well rounded and better adjusted individuals.
 

Correspondence

Liz Ferguson, Ashstead, Surrey, UK writes:

Two phrases in Anne McKillop-Ostrom's article on student mobility and transition (Intercom 12, November 2000) resonate with my own thinking and experience. She writes that 'Transition issues were neither emphasised, nor considered a priority, the assumption being that this was the responsibility of the parents or sponsoring agencies', yet Schaetti reports that typically employers focus only on the wage earner, while parents are in their 'egocentric' phase, caught up in the excitement and practicalities of the move. Research on transition reports a very large gulf between parental observations and children's own perceptions. A move, seen by their father as 'wonderful' and their mother as a 'challenge', can be a very painful transition for the children. I have seen in such children many of the emotions described in the transition literature - grief, anger, confusion, fear and anxiety - manifested in temper tantrums, withdrawal, disturbed sleep and loss of appetite.
It would appear that transition is a time when children most need reassurance and support, yet it is least available to them. Anne asks, 'How is this best accomplished?' I would like to identify, from children's perspectives, the issues seen as important or problematic before an international move, and identify strategies that may reduce anxiety and make the transition easier. I have become convinced of the importance of listening to children.

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