Into the Void: Teachers’ Experiences with Student Well-Being, Program (in)Consistency, and Communication at International Schools

Abstract

The international education sector has seen significant growth, offering K-12 schooling options beyond national borders. However, this expansion presents equity challenges, with limited data available to assess their extent. International schools, predominantly English-medium K-12 institutions following externally set curricula, play a central role in this landscape. Our study examines unintended consequences of policy and practice within international schools, particularly regarding student well-being. Despite efforts to promote global citizenship by transnational organizational actors, oversight and gaps in inclusion can create adverse conditions for vulnerable students, identified by their mental or emotional fragility or concerns of neglect or abuse. As an acculturation study, participants were delimited to expatriate teachers counselors, and school leaders in international schools, who are known as sojourners, and who encounter diverse policies and pedagogies, forming a complex “policyscape” environment. While this offers opportunities for innovation, it also poses challenges, especially in supporting students’ cultural and mental health needs. This study identifies four policyscape manifestations, including challenges in supporting students with mental health issues and special needs. Teachers faced greater stress and limited agency compared to school leaders, who benefited from structural support and resources. Policyscape implications on student well-being underscore the urgency of addressing these challenges in line with global education goals for inclusivity and quality education for all.

Citation

Stroud, R. and Arumuhathas, S. (2024), "Into the Void: Teachers’ Experiences with Student Well-Being, Program (in)Consistency, and Communication at International Schools", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2023 (International Perspectives on Education and Society, Vol. 48), Emerald Publishing Limited, Leeds, pp. 135-155. https://doi.org/10.1108/S1479-367920240000048008