International School or Local School

Now that the economy has begun recovery, families who selected local schools abroad because of financial constraints – either imposed by corporate policy or their own finances - may once again have the option to enroll their children in international schools.  However, interest in developing globally competent children has followed the practical shortage of funds available  for international schooling, so parents moving to another country today may experience greater confusion in choosing between local and international schools– unable to predict what is best for the child in the short run as well as ultimately.  This article is designed to shed some light on the decision.

Understand the Alternatives:

International Schools

International schools originally were founded to serve expatriate populations. Many of the early international schools were founded as a result of a foreign state department or military presence in a country. In today's global economy, demand from multinational corporations has vastly increased the number of international schools in destinations where these companies have a significant presence.  In some cases groups of companies joined together to start a school.  Most commonly demand for international education led to founding an international school by a third party – sometimes a “not-for-profit” and other times a” for-profit” entity.

International school instruction may be offered in a language other than that of the host country. They also offer choices for families who prefer curriculum and/or school-leaving qualifications not available through the local school system. International schools were created in response to expatriate families' desire to preserve their home culture as well as a concern for the ability of their children educated abroad to repatriate and resume entry into their home educational system. International schools also provide a built-in community for expatriates and therefore typically extracurricular activities and events are available  every day of the week.

International schools can be defined by their curriculum: they either offer a national curriculum other than that of the host nation, and/or they teach a specifically international curriculum such as the International Baccalaureate.  While they cater to international families for the most part, during the economic downturn many international schools survived by accepting local students.  Therefore schools that boasted an international demographic composition until recently may now have limited space for international students as the local population is more stable than the former mobile population.  In cases where demographics have changed substantially, the character of the school may have changed as well.  Therefore it is wise for parents to inquire about the relative mix between local and international students if they are deliberately choosing an international school for the diversity it offers.

Local Schools

Language is the obstacle most commonly thought of when a family evaluates local schools as an alternative for their children. But integrating families into a local educational system where culture, goals, philosophies and teaching methods are new suggests complexity beyond language and requires a different type of preparation on the part of the family.

Parents selecting local schools should be thinking about issues as mundane as the calendar of the school year (will they be able to coordinate their home leave), the length of school day (do they need childcare in the afternoons), lunch (is the local custom to expect children to eat everything on their plate), homework customs as well as parental involvement, which differ widely between cultures.  In addition, parents can be confident that an international school community can open up an entirely new life for them while living abroad.  Does the local school provide a network of welcoming parents?

While financial considerations and an interest in fostering global competency have stimulated a new level of interest in local schools among internationally mobile families, even these parents can be quite uneasy about relocating with children unless and until they understand the local educational system and curriculum differences in their new country.

Consider these facts:

1. Some local schools in India consider handwriting so important that teachers may not consider content if handwriting falls short of expectations.
2. A study by the University of New Hampshire indicates in many European countries, parental involvement is not permitted.
3. In some countries, schools "stream" students into tracks as early as 12 years old, and this could affect the ability to gain admission to universities in other countries. Admissions decisions based on an "entry examination" or prerequisites make this a clear challenge for those who do not have the language or curriculum background.
4. Religious education is a fundamental part of national curriculum in many countries, such as Ireland. This may meet an unenthusiastic response from families not accustomed to such arrangements or those that practice a different religion. And, even if considered acceptable, students may not have the religious background to fit in.
5. Special education is handled in varied ways throughout the world, from mainstream educational options in the United States, to China, where few schools have an open-minded approach, and few teachers are taught to teach children with learning or other disabilities.

Tips for Success:

Here is a short checklist that companies and their assignees with children may find helpful in examining educational options before any overseas assignment, as well as before their eventual return home:

1. Allow time and provide assistance for families to review the curriculum of schools in the host country, and discuss it with teachers back home. Identifying specific areas where a child may be ahead or behind enables parents and schools to put in place supplemental programs to assist children in entry as well as re-entry.
2. Provide opportunity for students to become proficient in reading and writing as well as speaking of the new language well before the move; in fact, as soon as the move is announced is best.
3. Recommend that families bring along books, course outlines and any other available materials so that they can, if desired, maintain academic skills that children are missing while abroad.
4. Suggest that families learn the exit requirements for schools in the home country well before leaving an overseas assignment.  These, in particular, will determine curriculum areas that a child may wish to continue to study while abroad.   Consider supplemental or alternative education to ease the transition for children, particularly at key grade levels.  These may include tutoring, on-line courses, summer school, home schooling or boarding schools.
5. If re-entry at a particular grade will be totally incompatible, is it possible for the employee or the family to repatriate either a year earlier or later, as appropriate to facilitate the transition?
6. Engage a professional who understands discrepancies in curriculum as well as culture to recommend individualized support so that students can be prepared before returning home.

There is no doubt that the experience of attending a local school and learning first-hand about a different culture can’t be surpassed. Families who have overcome these obstacles and successfully educated their children in local schools find the rewards to be significant.  Children truly learn new languages, cultures and curricular subjects and enjoy an unprecedented window into the customs of a different country.  As schools are a microcosm of the cultures they inhabit, children raised in local schools abroad can be our true ambassadors in the global world of the next generation.  However, children who have attended local schools in remote areas may be unprepared to attend school back home or even to know the process for enrolling in university in their home country.

Parents should understand that whether the child attends international or local school abroad, repatriation always is difficult. Even international schools of the child’s home nationality vary the  curriculum, offer courses in different sequences, offer different foreign languages and certainly promote different viewpoints when teaching history.

When considering local as well as international schools for a child during an overseas assignment, be sure to pay careful attention to home and host country requirements before the assignment begins.  The steps indicated above are offered to make for a softer landing.

Source: School Choice International

Relocating with Children: They’re in School. Now What?

Stress; tension; constant worry.  For parents relocating with children, finding the right school is one of the greatest pressures of the move.  But once the child “gets in” the issue often is forgotten in the frenzy of visas, moving homes, leaving aging parents, and pets.  In order for a child to thrive in school, parents should be aware of the ongoing issues a relocating youngster has to deal with.  Many concerns can be anticipated and planned for; in other cases, simple awareness can go a long way in mitigating potential problems.

This article addresses questions that relocating parents should be thinking about – as well as strategies for a smooth transition.

1) Social issues:

“Will my child make friends?” is a question we are always asked.

There are many reasons that making new friends may take time – some of which may be surprising to parents.  As the examples below indicate, understanding your child and being patient – rather than infecting your child with your own anxiety - is critical to an easy transition.

Example 1:  Loyalty

Unlike parents, who worry whether their child will make friends even as they consider an overseas assignment, a child moving to a new location may not be thinking about making new friends at all.  Often children are intensely loyal to their friends back home and may not be emotionally available at the start to develop close relationships with peers in their new school.  If children seem reluctant to make friends, parents should speak with them to find out the source of their hesitation.  If loyalty is the reason, parents can encourage an open minded attitude by letting them know that new friends do not replace old ones.  Children can be comforted by a parent who assures them they can remain in touch with friends back home through email, letters, phone calls and visits - while participating fully in their new school as well.

Example 2:  Personality

Children have their own unique personality styles.  Some parents worry about their introverted child when it is the extrovert in the family, who appears on the surface to adapt well, who has the most difficulty adjusting.  Introverts are comfortable in their own company.  Sitting for weeks in the school cafeteria watching the other children may not bother them.  They simply may be observing to decide who will be a suitable friend, and then make friends for life.  Extroverts, on the other hand, typically need to be in the company of others and may struggle more during the transitional phase.  This can lead to embracing inappropriate friends at the outset, perhaps moving through many social circles until they feel comfortable.

Strategy:

Replacing the comfort of friends back home with an uncertain new environment can be far more difficult for parents than it is for the child. Parents should be attuned to each of their children and not forget that the one who seems settled may not be.

2) Academic issues:

Will my child be challenged in their new school?

In reality, schools in most countries cover the same basic subjects, but the sequence in which they are taught may vary, as may the philosophy embedded in the instructional method.  Rather than addressing only the need for challenge, parents should compare the curricula between the home and host schools – at least in the basic subjects.

Most often when children are ahead in some areas they indeed can benefit from enrichment.  But these same children may be behind in other subjects, or simply may not understand expectations at the outset.  The latter is actually the more serious issue because children who fail to master certain “building blocks” may find that subject challenging for years to come, and can suffer from self-esteem issues when they later struggle to learn more advanced material.

Strategy:
To prepare a child for the vagaries in sequencing as well as differences in teaching approach, a parent should first research the educational system and curriculum the child would be expected to learn in his/her new school – as well as the assessments scheduled for the upcoming year.  Global Education Explorer (www.Globaleducationexplorer.com) is a great source for this information.  Parents should take note of need for challenge and address that, but also recognize that even very bright relocating children may have difficulty in school if they have not yet been exposed to prerequisites.  Once a parent can anticipate where a child will be ahead, behind, or simply unfamiliar with expectations, they can supplement school work with tutoring (extra tuition), classes via distance learning, or request a teacher or a buddy from the school to help the child enjoy new opportunities.

3) Parental involvement:

Will I be expected to volunteer in, or devote significant time to, my child’s new school?

Some cultures expect that families will become an integral part of the school community.  In fact, I have heard school administrators in some countries say they are “accepting a family, not a child”.  In other cultures, an invitation to come to the school would signify a problem.

In many countries, parents may be expected to join the Parent-Teacher association, volunteer for events, accompany the class on school outings, serve as “class parents,” arranging parties and teacher gifts.  In cultures where parents maintain a significant level of involvement with the school it is not uncommon for them to arrange an appointment with the head of school to request (or non-request) a particular teacher, or, certainly, to maintain ongoing contact with the teacher to discuss their child’s individual progress and problems, academic, social and disciplinary.

In other cultures teachers are considered the professionals in charge of their classrooms.  Parents are not expected, or, in many cases, welcomed in the school except on rare occasion.   A progress book may be sent back and forth from school to home, but personal contact is rare.  Sometimes a concert or school ceremony would be an opportunity for a parent to enter the school building.  In some cultures a parent would not even expect to come to school for a concert, and would interpret an invitation to come to school as problem with their child.  For families that draw a clear line between school and home, severe discomfort or embarrassment can accompany an expectation of parental involvement.

Strategy:
Before entering a new school culture, parents should make a point of obtaining information about both curriculum and educational customs from as many sources as possible.  These may include the school, other families, or even social networking groups that are available among some school parents. Alternatively, they can have their children contact former or current students from their own culture to discover the norms in the host country to prevent surprises.

Although some parents may resist unfamiliar educational conventions, a genuine attempt to develop an awareness of, and in some cases conform to, local practices can help the child make a smooth adjustment.  In addition to facilitating the transition, only by learning to navigate the system can a parent be confident that their child has the academic experience, relevant special services, and social opportunities that are necessary to thrive in his or her new school.

Conclusion

When a relocating child has been admitted to the school of choice, this may not be the time to breathe a sigh of relief and move on to other aspects of the move.  Differences in social conventions, academic sequences and parental involvement are only a few of many issues that may interfere with a child’s experience, even at the right school.  Doing one’s homework and thinking globally are the best ways to make sure that all aspects of a child’s school experience are aligned to ensure that s/he will flourish during the assignment.

By Elizabeth Perelstein, School Choice International

www.schoolchoiceintl.com

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.

Minimizing Schooling Challenges

Scenario:

You moved a family with three children to London at the start of the academic year.  As a result of the recession, you are moving the assignee home next week.  The family of 5 was transferred on an expat package.  You are not prepared to continue paying the expat allowance until the school year is completed.  The parents are distressed because of their children.  The spouse, who was reluctant to move at the outset because she feared her children’s transitions, is at a loss.

Repatriation and Children: The Social Experience

It is commonly known that repatriation is difficult.  And, while not often recognized, repatriation for children may be as hard, if not harder than it is for adults.  Just as for their parents, children have changed as a result of their time abroad, and so have their friends back home, so fitting in with the old group isn’t easy, and, in fact, may not be possible.  Expectations of the return home are typically high.  For many children, the entire assignment has been spent waiting for this date.  Invariably, hopes are shattered, and the former community doesn’t meet a child’s expectations.

My own daughter wrote the following poem on the plane home anticipating her return:

As thoughts wander in and out of my head
I decide that the best thing to pass the time would be to sleep
Though these aren’t exactly first class seats
they’re good enough to view the clouds and the miniatures below me
Only two hours left here
In suspense
But at the same time knowing how this story would end
Or begin
Excitement circulates throughout my body
knowing that within time
I will be with my heart
Though I haven’t been for what seems like forever
questions
so many
but only for the lapse of time
But for myself too to answer
Have they changed?
Better yet,
have I?
Too much thinking
Taking my own advice
I decide to let
whatever happens happen
Nothing now could ruin my mood
as we descend
down, to the place I once knew
and hope to again
know as home
This piece too descends to its conclusion.   (Sarah Perelstein)

Imagine her disappointment when she found that she had nothing in common with her former friends, her former world felt provincial, and it was “not cool to be smart” in her old school.  My daughter’s experiences, unfortunately, were quite common among children who repatriate to their former home.

Repatriation and Children: The Academic Experience

Among children who repatriate, whether or not they return to their previous town or city, curriculum rarely matches, courses may be taught in a different sequence, and students may find that they lack prerequisites for classes they are about to take.  Other children find that they have already read the books on their reading list, or may be ahead in foreign language.  Teachers at home may be threatened by their advanced levels of knowledge or simply may not know how to teach a child who is out of step with his or her classmates.  For high school students, meeting exit requirements for graduation may not be possible, or may require significant negotiation or manipulation.

The Current Climate:

The present economic climate has caused companies to look carefully at every expenditure, and expatriate packages are easy targets.  Families are being moved home earlier than had been planned, or transferred to local status.

“In recent months, companies have begun recalling expats from multiyear assignments up to 12 months early….The CEO of a Pacific Northwest manufacturer who requested his publicly traded company’s name not be used
is pulling his European division manager home after only eight months of a two-year assignment because the business can’t continue to foot the $500,000 annual bill for his salary and living expenses.*

*Workforce.com, March 5, 2009

These corporate decisions have a huge impact on families with children who have expected to complete an academic year in one location, or had not applied to desired private schools within the necessary timetable.  In addition to the typical challenges that repatriating children face, children moved home abruptly may have even a more difficult time getting into private or specialized public schools that do not offer mid-year admissions.  They may not have the ability to participate on sports teams or in plays or musical groups because these roles already have been filled.  They may lack knowledge or prerequisites to thrive in classes in a different country where a different curriculum is studied.  Even able children who may succeed without a foundation in a given subject may not be allowed to enter a class mid-year if placement testing is required.
While changing curriculum is a challenge for any repatriating child, adequate time gives a family the opportunity to tutor and otherwise prepare children for their new academic program, as well as to seek out alternative school options where the discrepancies may not be as great.  And time is a luxury that sudden repatriations do not permit.

From an emotional standpoint, there are complications involved when repatriation is unexpected as well.  Children may experience shame that the story they told friends when they moved abroad is no longer true.  And, if not prepared carefully, they may feel responsible in some way for the departure.

Got to Go, What to Know:

If you must move a family on short notice mid-year, providing them with an education departure toolkit goes a long way towards relieving anxiety for them, and retaining their loyalty to you.  A toolkit should prepare parents and children with what to expect, and give them an approach for entering their new school environment.

Tips for Emotional Departure Success:

• Say goodbye well;
• Take lots of pictures;
• Revisit favorite places;
• Get all important email addresses;
• Have a party.

Tips for Academic Departure Success:

• Identify key supporters at school and obtain contact details in case family needs anything after leaving:
• Take hard copies of transcripts and know how to obtain soft copies;
• Ask school to write up basis for grading if appropriate;
• Get teacher recommendations while still familiar to teachers;
• Talk to teachers about types of school where child would thrive in new home;
• Bring description of curriculum by subject;
• Gather awards, certificates, or physical evidence of qualifications achieved;
• Bring medical certificates in hand luggage.

Tips for Academic Success on Arrival:

• Have any documents translated;
• Find out health requirements for new school (more than one day before starting) and plan for medical exam in new home;
• Understand age/grade relationships as well as schoolwork/grade relationships;
• Discuss relative merits of age vs. schoolwork for grade placement with head of school;
• Understand curriculum;
• Learn application process and deadlines;
• Advocate for child about entering sports and other extracurricular programs mid-year.

Most of all, parents must understand and take the time to explain to their children that they have done nothing to cause the premature move.  Children have to be able to save face in front of their friends.  Families might develop a script, explaining that economic circumstances have affected everyone worldwide, and for different people, the consequences have played out in different ways.  In some cases, parents have lost jobs, others have moved to new houses, and their family has moved home early.

If a company recognizes the impact of its decisions and policies on families, and provides minimal support during this abrupt transition period, the impact on employee morale and productivity will have a significant impact for a long time to come.

Liz Perelstein is the President and Founder of School Choice International.  School Choice International delivers peace of mind to global corporations and the families they move with a team of 90 experienced consultants on the ground in 50 locations worldwide, including 9 special educators assisting families relocating or repatriating internationally or domestically choose the right schools for their children. School Choice International is recognized as the industry expert, bringing new initiatives to the educational arena.

by Liz Perelstein
President
School Choice International
www.SchoolChoiceIntl.com

International Relocation and School

Moving with children is always difficult, overwhelming parents with guilt. Parents have researched and moved mountains to give their offspring every possible advantage at home. When children have special needs, whether medical or educational, parents worry even more about relocating. Some have devoted their lives to finding the right school placement for their child.  Many have abandoned professional careers and replaced them by this as their life’s work. In all locations good educational options are too few and far between.

When a family of a child with special needs learns of a possible international relocation, the rug literally is pulled out from under them. Although research and treatment actually may be more advanced in the destination country, parents need to learn an entirely different system, understand the cultural context, and rethink best practice when considerable time, energy, and effort already have gone into the project. At the same time, waitlist spaces at schools back home will be lost forever, while obtaining a place in a new suitable educational establishment requires getting at the end of the queue again. This time finding the right school must be done in a country where the family lacks contacts or resources. There may be geographical complications and insurance implications. Sometimes, the move takes a family to a country where treatment of the disability is inferior to practices at home.  Moving to a society less informed about the child’s circumstances, where schools seem inadequate to meet the needs of the child is devastating. In these cases, home schooling, boarding in the home country, or forging an entirely uncharted path may be the only viable solutions.

Diagnosis Amidst a Move

The most complex cases occur when children actually are diagnosed with special needs in the process of an overseas relocation.  Typically this occurs when student experience difficulty in school, but obtain passing grades. Sometimes teachers are aware of a problem which is not recognized at home as long as the child is promoted from one year to the next. If the same child applied to the school s/he attends at his/her current age, s/he may not be admitted, but many moves occur before a learning or other disability causes a complete failure in the current educational placement.  Under the circumstances of relocation, such a student is applying for admission to a new school in a weaker position than the one in which s/he entered the educational system several years earlier.  However, in the new country, parents typically look for schools of the same caliber as the one their child is leaving. Prospective schools in the destination country may request further assessment information before admitting the child, and a diagnosis is made during an already emotional time.

When this happens, families need to come to terms with their child’s educational problem while finding a home, packing and saying good-bye. Mourning the loss of the image they have had of their child is difficult at any time, but amidst the turmoil of moving it is particularly unbearable. Struggling to learn what they can about their child’s learning issues and the new educational system simultaneously is enough to throw a family already under stress into panic.

How to Approach a Move With a Special Needs Child

To families who have children with special needs, whether or not to move is a decision of greater magnitude than for other families. Since the family faces additional stress, it is wise to keep other aspects of the move simple.  Education should be the first priority, allowing the family to figure out this essential aspect of the relocation with as few limitations as possible.  Housing decisions should be deferred, if possible, until after schooling, and other necessary therapies are explored.

Sometimes resources in the public sector are superior to those in the private domain.  However, for families moving from another location, this may present a chicken and egg situation.  In many countries a family cannot register for state schools until a house has been purchased or leased. In addition, the process of obtaining paperwork which allows children to qualify for services, takes significant time anywhere in the world.  Families may need an interim and a long-run solution if they plan to use state or public schools.

Navigating educational systems in a new country is daunting. When immersed in the details of a transfer, it is recommended that the family work with an educational advisor or someone qualified to spearhead the effort, pulling together help that may be available from disparate sources.  With one point person to steer the effort, sources of useful information include:

• Former school–specialists in one country may be familiar with experts in another;
• Research universities & hospitals;
• Advocacy groups;
• Legal documents, check which schools or systems have faced fewest law suits;
• Parent support networks;
• Newcomer organizations;
• Internet searches.

Conclusion

After all information is gathered, parents should make every effort to be realistic about their child and the alternatives.  The best choice for a new school may not mirror the school that their child now attends. If a child currently goes to school in the independent sector, but the new country does a better job with children of similar profiles in the state system, it would be wise to explore both alternatives rather than focusing only on a single possibility.

Moving to a new country may allow a family a fresh, new perspective.  Although replicating the services a family had at home may not be possible, considering all available resources may shed new light on a treatment, therapy or approach that may turn out to be the most valuable aspect of a family’s overseas move.

by Liz Perelstein
President
School Choice International
www.SchoolChoiceIntl.com

Choosing a School When Relocating.

• I want a school just like the one my children are leaving so they don’t have to go through a difficult transition
• Which is the “top” school?
• What is the school with the “best” results?
• My colleague’s children go to the X school?  How can I get my child in?
• We want our child at a school where he will get into a top university – do you have contacts that can help us with that?
• We want a school where the facilities are excellent, and the materials are up to date

These are the kinds of questions we face every day when working with relocating families.  It is natural for parents to be concerned about the welfare of their children, and, in fact, most view schooling as the paramount decision they will have to make in their move.  The school will determine whether the child is happy, makes friends, learns successfully and is prepared for the next level of education, whether it be re-entry upon repatriation or university. Furthermore, schools often become the primary source of social connections for the non-working spouse, and therefore must match the family’s values and be a comfortable community for the entire family.

Despite the importance of educational concerns, these questions can be not only challenging for HR professionals and relocation companies, but quite frustrating, especially during a time of such high anxiety for the family.  In most cases, simply trying to give parents what they are asking for doesn’t work and in many cases simply isn’t possible.  Parents may be asking for inaccessible information. For example, in the US, where education is the prerogative of the states rather than a national curriculum, rankings only can be compared within a state, not between states.  Or data may be unavailable because independent schools are not required to participate in any ranking schemes.  Beyond providing information, HR may be expected to find and successfully utilize connections that are unavailable, or that only can be used on limited occasions when multiple employees are being transferred and have the same school objectives.  Housing also plays a role as it must complement schooling, compounding the disappointment that parents experience and may blame on HR when they cannot seem to match one to the other.

The most successful approach we have found in working with our families is to refocus the attention of the parents, from the school to the child, in order to assess what they are really seeking.  This works for a variety of reasons.

• Most parents can be convinced to talk about their children, even when under time pressure and stress.  Talking about their offspring is calming, particularly compared with thinking about a terrifying unknown like schools in a new area.
• Finding out what is really important to the family, from their values to the child’s strengths, weaknesses, intellectual and extracurricular interests can ensure that the conversation targets schools that are likely to yield a good match rather than those that do not have places or may not be appropriate for a particular child.
• Entering into this dialogue helps parents to be more open to options other than those they initially proposed, as the child is at the heart of the conversation.  This can be helpful when parents have expectations about specific schools to which admission is not going to be possible.

Although parents do not want to sacrifice educational quality in the transition, most can be refocused by direct questions. To parents seeking a top tier school, “Will your child thrive in the top school?” will remind them that this is about their child, not about their colleague’s child.  When a family is fixated on facilities, just a simple,” How old is your child?  Does he care as much about facilities as you do?” can remind them that they will not be attending the school, and that parents tend to care more than children do about buildings, grounds and new equipment.

Once a family is ready to begin a school search, the process can be simplified into the following steps.  Based on the needs of the child, parents should be encouraged to use materials supplied by HR, the relocation company or the educational consultant provided by the firm to assist with the following process:

• Generate a list of criteria based on the child’s needs, strength’s, weaknesses, family values (religious, non-denominational, single-sexed, coed, progressive, traditional, large, small, early childhood vs. ongoing) and geographical logistics;
• Identify a manageable list of schools to consider based on the criteria above, generally a list that can be viewed during the look-see visit;
• Research these schools through the school’s own website, any local reference books, or the internet to determine the ethos as well as basic facts about each school;
• Include a range of schools on the list, such as public, independent, large and small, reach schools as well as safety schools, essentially all that might meet the needs and interests of the child; families can learn as much about what they are seeking from considering schools that do not suit their child as ones that are a perfect fit.
• Call or email the school to find out about availability, deadlines, required testing and the application process;
• Schedule visits for the week of the look-see trip as there is no substitute for seeing with one’s own eyes;
• Ensure that applications and supporting materials are submitted prior to the visit, and that appointments are secured for tours, interviews and other desired appointments;
• Use the interview to find out about the school.  No question is a bad question and this process is not just about getting in, but about finding a good match.

After acceptances are in hand, a thoughtful process should be undertaken before a choice of schools is made.  The purpose of this is to ensure that the family understands the culture of the school they are choosing, how newcomers are welcomed, how curricula between old and new school compare, and how the school assists children who may be behind in some areas or ahead in others.  If possible, families should visit at invited times (open houses, tours, interviews) as well as impromptu times such as drop off, pick up, sporting events, fairs, PTA meetings, plays, concerts or any other times when it is possible to get a real flavor for the school in action.  Families need to know that getting into a school is only half of the process.  It is in their interest to do their homework beforehand to be sure that their children will be successful and that their family will fit in.

Parents are often overcome by guilt about moving their children, and may not be comfortable moving unless they can feel secure about the school decision.  However, a mid-course move actually can be an unparalleled opportunity for families to re-evaluate their children, to assess whether or not the current school is the best learning and social environment for the child at present, and to make an even better choice for the future.  When HR can assist parents to reframe the inevitable into an opportunity for growth, the school search process can go much more smoothly and can actually become a positive aspect of the relocation.

Source: School Choice International

2. Consider all possible options - public/private, local, national and international. Don't narrow your options by approaching the situation with preconceived notions.

4. There is not just 'one' school that is right for your child. There will be many good options; each choice will have pros & cons.  Do your homework. When visiting schools, ask a lot of questions and get as much information as you can.

5. There is no substitute for a visit. Make sure to visit a range of schools which include those you think you want to see as well as those that seem somewhat less obvious.

6. Don't be fooled by scores. Numbers don't tell the whole story. Statistics can be manipulated to make any case.  Test scores often reflect teaching to the test rather than teaching critical thinking skills. Test material, may not challenge the top learners.

7. Facilities matter more to parents than they do to children. Think about what your children really need to have a successful educational experience. In most cases, relationships with teachers and the peer group make a much greater difference.

8. Children in transition have difficulties. What are the support systems when things break down? Is the school proactive along these lines? What kind of communication is built in between faculty and parents?

9. Families who have never moved and are not planning to move have very different needs than children in transition.  Focus on the needs of your child.

10. Be open minded - sometimes a school that you don't think you want is the one in which your child will thrive.

Independent schools in the UK are known as private schools and public schools. The fees for private schools vary substantially and include many boarding school options. Prep schools take children from 8+ years and prepare children for entry to senior school. The Common Entrance Examination is used by most public schools and is taken at the age of 11 (girls) or 13 (boys) and therefore this is a common age when students may transfer from a state school to an independent school. Approximately 7% of children in England are educated at independent schools.