A Road Less Bumpy

Garry Russell, Vice Principal, The British School of Guangzhou

Despite the significant impacts of the pandemic, the international education sector appears to have adapted incredibly quickly and, in many ways, successfully navigated the operational and strategic challenges. This may be a consequence of the complex and dynamic environments that international schools have always operated in. Environments where the requirements of owners, investors and local authorities all need to be met, not to mention those of students, teachers and parents. Such experiences require international school leaders to develop a sophisticated toolkit of skills that, when faced by a crisis, enables them to provide uninterrupted learning experience.

One of the most demanding factors for an international school leader is that they are not just employers but are also directly responsible for the pastoral care of their staff and their families, many of which are thousands of miles from home. The school is not just where people work, it is also where they live. In large schools, this will be a weekly challenge, whether dealing with personal issues, managing culture shock or supporting those that have fallen foul of local laws. School leaders cannot simply switch off from duties once school closes; everyone has their mobile number and they are often first port of call should something go wrong. The school is an extended family and senior leaders develop highly-tuned levels of compassion, resilience and diplomacy – all useful skills in a crisis.

Of course, much of this is true is for the students too. In countries where there is often little or no Local Authority support, the school often acts as the welfare centre for the community. Dealing with safeguarding, mental-health or attendance issues is always tough but even more so when there is literally no one outside of the school gate who can advise or support. With an often wide-range of parent expectations, sometimes directly opposing, it is all too easy for small issues to quickly develop into major incidents. Fortunately, international leaders, supported by fantastic teams, are solution focused and steady-handed enough to find a pathway through the seemingly impossible to best support their children.

One of the biggest tests for international schools at the moment is recruitment and ensuring they have enough suitably qualified teachers. However, they have always been innovative and dynamic and are used to covering for colleagues, often over extended periods of time. With many closed borders and staff stuck overseas, international schools have rapidly adapted timetables and school timings to create workable face-to-face models. Where required, impressive virtual school experiences have been quickly established with teachers swiftly familiarising themselves with technology at a truly amazing speed.

School Heads in many international schools operate in all-through schools where a knowledge of education from toddlers to post-16 is crucial to being successful. It stands to reason that a root and branch knowledge of education is going to develop an understanding that can only help in the strategic and operational running of a school, especially in a crisis. The redeployment of staff across phases is just one lever that all-through schools can pull when gaps are created due to absent teachers.

International schools are hugely supportive of each other and partnerships are far-reaching and genuine - working across nations, across continents, across the globe in a constant effort to self-improve. Leaders are open, thoughtful and willing to try new ideas. The networks established as a consequence of this deep collaboration have been essential in meeting recent challenges head-on. There are extensive support networks where an answer to any question is just an email or a video call away.

These experiences, and many more, may help to explain the highly impressive leadership we see in international schools. The constant demands of international contexts require attitudes and aptitudes that are grounded in positivity, energy and optimism. They require an elasticity that can respond to and rebound from the many challenges within the school year. That is not to say that principles are not important but flexible principals may be more important.

Clearly all schools have been stretched by the pandemic and it would be foolish to suggest otherwise. However, arranging regular testing, developing virtual learning and managing secure and safe bubbles are all achievable, much more so with a can-do attitude and a belief that things will get better. With flexibility and positivity, which become ingrained into the mindset of international school leaders (and teachers), nothing is impossible. This mentality reflects the attitudes we so want to develop in our children, especially in our increasingly complex world. It permeates down into the pedagogy and curriculum within international schools and becomes part of the fabric of life. It is the very reason our road to recovery is likely to be more navigable and slightly less bumpy!

One of the most demanding factors for an international school leader is that they are not just employers but are also directly responsible for the pastoral care of their staff and their families