Finding the Right School in a new Location: A Methodical Approach

A successful school search is not simply about “getting in” to a school in a new country.  All children moving to another culture are vulnerable and must therefore be handled with care.  A school search involves some logistics but, more importantly, should include safeguards to ensure that the child’s most basic requirements, whether in the areas of learning, physical, emotional, or curricular support, are met when a school is selected for the duration of an overseas move.

How to find a school that meets a child’s unique needs:

1. Start with the child not the school. Any search should begin by viewing a total portfolio that describes the child including parental feedback, school transcripts, educational psychologists’ report if available, as well as standardized testing results. Remember that it may be necessary to have a child with special needs re-evaluated by an educational psychologist in the destination country to ensure the diagnosis is up-to-date and easily understood by the people who will be providing support.

2. Conduct an in-depth analysis of the values of the family and the practical logistics of importance to the family. It is important to manage expectations concerning the reality of available schooling in the destination country as well as taking the time to re-evaluate earlier educational choices and explore how the move can lead to a good, maybe even better, fit between the child and the school.

3. Learn about the curriculum differences relevant to the move and how these will affect schooling in the new country and on repatriation. Be clear on the potential gaps and overlaps in the curriculum. If traditional “special needs” are defined and treated differently in the new country, make sure this language and these customs are understood thoroughly.

4. Obtain accurate, reliable and up-to-date information balancing both qualitative and quantitative in nature, about the schools available. Information should include metrics, professional experience, and insight presented in a digestible and accessible and uniform manner. Metrics are only meaningful when presented in the context of appropriate interpretation, namely what these do and do not demonstrate. The search should be thorough and include obvious as well as off-the-beaten path choices.  Only by seeing what they expect to want as well as what they may be surprised by, can a family truly assess a good fit.

5. Based on this research, draw up a comprehensive list of schools supporting the needs of the individual child. When possible, postpone the decision on where to live until the school is settled.

6. Phone schools to inquire about availability, obtain application forms, and schedule tours and interviews. Apply to a diverse list of schools, recognizing that moving to a new culture is an opportunity to redefine what a child may get out of school altogether.

7. Request advice on completion of application forms that recognizes cultural differences that may affect application essays and recommendations.

8. Children and parents should prepare for interviews, concentrating on asking all pertinent questions about the academic program, extracurricular activities, and the school’s formal and informal ability to assist a child coming from a different background to transition into the school.  Schools welcome parents who are keen to find the right fit for their child--not just get into a particular named school at any cost.

9. In order for a placement to be successful, there must be an ongoing dialogue between the administration and parents on the current and future needs of the child. Particularly for children in transition, schools should be assessed on the basis of whether or not they are open and responsive to this type of discussion.

10. Seek objective advice on the placement decision to enable the family to make thoughtful, long-lasting choices for the children. It is very hard for parents to be totally objective about their own offspring.

11. Learn to advocate for a child appropriately within the new cultural context. Both parents of children with classified special needs and those who do not have particular needs require advice on advocating for a child in school within the cultural system of the destination country to ensure the child has the best experience and support possible.

12. Request a complaints procedure before one is needed recognizing that children in transition are likely to run into problems.  This will monitor the school’s ability to address a child’s special needs, and/or program quality during and after placement.

13. Develop a long-term education plan for the family for ongoing school changes based on a child’s specific issues, age or the need to wait out the wait list or repatriation.

If parents are selecting a school on their own, following this process will ensure an open minded choice and protect the child every step of the way. If a company is using an educational provider, external assistance that includes these steps will make a difficult move for any child into a positive educational experience.