Wellbeing in international schools
About the report
Cardiff University School of Psychology and International Educational Psychology Services (IEPS), supported by ISC Research has conducted the first ever research into wellbeing at international schools around the world.
Over 1,000 teachers and leaders from international schools in 70 countries completed the survey which included quantitative and qualitative questions plus interviews. Respondents answered questions on their own wellbeing as a professional working in an international school, and the wellbeing of their students.
The report highlights that:
- Supportive relationships, robust communication, effective support systems and clear, strong leadership are key factors for the establishment and maintenance of staff and student wellbeing in international schools.
- A school's environment, facilities, resources and class sizes do not guarantee that staff or students will be happy or work to the best of their ability, rather it is relationships that impact most on student and staff wellbeing.
- Teachers and counsellors play an active part in the wellbeing of their colleagues and students.
- A sense of belonging is important in international schools. A lack of acknowledgement by the school causes difficulties for staff, and presents barriers to the development of a sense of belonging.
- Frequent and unexplained change causes significant challenges to wellbeing. Clear communication in preparation for change is beneficial.
- Teachers value autonomy highly. They feel respected when they are trusted to do their work independently.
For a complimentary copy of the report please complete the enquiry form.