Understanding the International School experience

This piece is a reflection of my understanding of what makes a school truly international. 

When I first walked into an international school about 15 years ago, I was not sure what made it international. My ideas were shaped by what I’d heard or read (Hayden, 2008). International Baccalaureate was the buzzword at the time, and that alone was enough to draw me in. But what really drove me was curiosity. How different could it be from the state curriculum or the central curriculum I knew so well? Was there something special about “international,” or just a fancier label?

With no prior international experience, I somehow got in. It wasn’t expertise that opened the door—it was the confidence and potential my employers saw in me, for which I’m grateful. Understanding the IB curriculum, though, was another story. It took years, lots of head-scratching, and many “aha” moments.

I remember asking my principal during a casual chat, “But what is so international about this whole thing?” He didn’t give a long answer. He smiled, handed me a reading, and said, “Have a look at this—and you’re welcome to form your own perspective of what an international school is.” No grand definitions, no quick answers—just an invitation to think.

At the time, I wasn’t eager to dive into academic readings, and the book sat untouched for a while. But eventually, I picked it up—and got hooked. One reading led to another, and soon I was asking for access to papers and journals. That moment, in hindsight, perfectly captured the essence of international education: it’s not about being told what to think, but being encouraged to reflect, question, and form your own understanding—a very IB approach.

By the end of my first year, after reading and reflecting, I had my own thoughts—and this article is not a definition of an international school, but a perspective shaped by experience and literature.

One of the first things I learned is that there’s no single authority that decides if a school is “international” or sets fixed criteria. Some of the most internationally minded schools don’t even use the word in their name (Hayden, 2008). Being international, I learned, is less about a title and more about an approach.

At the school where I was teaching, we had a large expat population. It made me pause and wonder—are international schools really meant for expat families? And if so, why? That curiosity led me to look into the origins of international schools. International College at Spring Grove, London (1866) is often regarded as one of the earliest examples of an international school (Hayden, 2008). International schools arose for two main reasons: pragmatic and ideological. Pragmatically, rapid changes like easier travel, globalisation, and technology created a growing population of expatriates who needed continuity in education. Ideologically, by 1950, international education had taken on a new dimension: teaching children about shared human heritage, international mindedness, global interdependence, respect and cooperation (Hayden, 2008). 

International schools often offer globally recognised curricula such as the French Baccalaureate, International General Certificate of Secondary Education, International Baccalaureate, or Cambridge programmes, reflecting a shared international outlook rather than a local one (Hayden, 2008). I was in for a bit of a shock when I realised that I had to teach without any prescribed textbooks. At the time, it was hard to wrap my head around—but looking back, I’m so glad I had the freedom and flexibility to shape my lessons around the students instead. I came to realise that this was, in fact, the original intent of the IB—to create a comprehensive curriculum that could be taught in any country and recognised by universities worldwide (Carder, 2006). I had to unlearn many of the ways I had been taught and adopt new strategies to deliver the IB curriculum. Along the way, I began to slowly see the shift—from a teacher-centric classroom to one that was student-centred..

Another thing that stood out was the focus on foreign languages. The school offered Spanish and French as additional languages unlike most national schools that focussed on regional languages. Teaching foreign languages also meant hiring experienced expat teachers. This brought fresh perspectives and demonstrated an internationally minded approach. Of course, factors like work permits and employment policies affected how diverse the staff could be, but having teachers from different cultural and linguistic backgrounds exposed me to multiple ways of thinking and being. Experiencing different cultures firsthand helped me become “interculturally literate” (Heyward, 2002).

Another thing that really stood out was the year-round admissions, so different from national or state schools. I still remember being told a new student was joining my class mid-year—I couldn’t help thinking, “Now? Don’t we close admissions?” To help all students adjust, international schools typically have year-round admissions, counselling, and buddy systems to ease transitions and reduce culture shock (Hayden, 2006). 

Finally, when I sat down with my principal and shared my thoughts, he simply said “ There, you found your answer!”  I later realised how this exercise made me embody various attributes of the IB Learner Profile. 

My experience at Riverstone has been nothing short of international. Riverstone brings together a diverse community, lives the IB philosophy, values languages and multiple perspectives, and encourages learning that brings to the fore the five pillars- academic excellence, international mindedness, leadership, service and wellbeing. 

This reflection is just one perspective and I am keen to learn from and explore other perspectives. I would love to hear your thoughts. Please feel free to write to me at [email protected]. 

Sources - 

Carder, M. (2006). Bilingualism in International Baccalaureate programmes, with particular reference to international schools. Journal of Research in International Education, 5(1), 105–122.

Hayden, M. (2006). Introduction to international education: International schools and their communities. SAGE Publications.

Hayden, M., & Thompson, J. (2008). International schools: Growth and influence. Paris, France: UNESCO.

Heyward, M. (2002). From international to intercultural: Redefining the international school for a globalized world. Journal of Research in International Education, 1(1), 9–32.