Creating Supportive Learning Environments for Wellbeing in International Schools
This blog is based on a discussion webinar with guest speakers from international schools and organisations, and provides an overview of some of the key themes discussed. If you’d like to watch the full conversation, please take a look at the webinar recording.
“Wellbeing is no longer optional. Schools that prioritise it build stronger communities, attract and retain talent, and stand out in competitive markets. Today, wellbeing is central to how parents assess schools, how governments shape policy, and how educators define success.” ISC Research
While international education brings exciting opportunities for diversity, connection, and global learning, it can also create its own unique pressures.
Students may join schools mid-year, relocate frequently, or experience uncertainty around identity and belonging, as they may come from a range of diverse backgrounds. Staff may also be adapting to new countries, cultures, and educational expectations, all while supporting learners who have a wide range of different experiences and needs.
Creating supportive learning environments in these contexts requires more than isolated wellbeing initiatives or occasional activities. Instead, it requires an intentional cultural design where relationships, consistency, inclusion and emotional safety are woven into everyday school life.
Wellbeing underpins learning
One of the biggest shifts happening across international education is the growing recognition that wellbeing is not separate from academic success. As with all of us, children and young people learn best when they feel safe, connected and emotionally regulated.
Yet wellbeing can sometimes become positioned as an ‘extra’ alongside the curriculum, rather than embedded within it. Supportive learning environments for wellbeing are not created through posters, themed weeks, or standalone programmes alone. They are shaped through routines, relationships, communication, and the overall culture experienced by students and staff each day.
“Wellbeing is not an add-on, and it should never be an add-on in any of our settings.” Joel Bevans, Director of Teaching and Learning, American International School, Chennai
The structure of the school day, opportunities for connection, predictable routines, and the design of physical environments can all influence how safe, included and supported students feel. Small details matter: how students are greeted in the morning, whether they feel known by adults, and how consistently expectations are communicated can all affect wellbeing and behaviour.
“The environment is an important piece of the puzzle too. So, we have music that comes on as students enter the courtyard, which is right outside my office, and it’s lovely to see students feel relaxed, feel calm, but have those interactions together before they start their day.” Joel Bevans, Director of Teaching and Learning, American International School, Chennai
Supportive environments also help reduce uncertainty, which can be particularly important in international settings where students may already be navigating significant change outside of school.
Relationships create emotional safety
Positive relationships sit at the heart of supportive learning environments. Students are more likely to engage, participate, and communicate when they feel genuinely known, liked, and valued by the adults around them. This goes far beyond surface-level interactions; emotional safety is built through consistent, everyday moments where students experience care, interest, and connection.
“It’s not just about saying hello in the morning; it’s being interested in and caring about those learners.” Pete Tunna, Head of Curriculum, North Zealand School, Copenhagen
In international schools especially, relationships can provide stability during periods of transition and change. For some students and families, school communities may become one of their primary support networks while living away from extended family or familiar environments.
This makes relational approaches particularly important. Taking time to understand students’ experiences, interests, worries and cultural backgrounds helps schools respond in ways that feel individualised and supportive.
“You have to invest time into those relationships and ensure that they’re really tailored to each family and each child.” Clemmie Stewart, Educational Advisor, Riyadh
Strong relationships also underpin effective behaviour support as behaviour is often influenced by how safe, understood and connected students feel. When schools prioritise trust and belonging, they are often better placed to respond proactively rather than reactively, always offering the most effective support.
Consistency and shared understanding matter
International schools often bring together people from a wide range of educational, cultural and social backgrounds. While unifying these diverse experiences is a strength, it also means that expectations around behaviour, communication and wellbeing can vary. Developing a shared understanding across the school community, therefore, becomes essential.
“Clear is kind, and we have to start with that.” Laura James, Head of Inclusion and Play Based Learning, International Curriculum Association
Clear communication, consistent language and predictable approaches help reduce confusion and create psychological safety. Students and families benefit from knowing what support looks like, what expectations exist, and how adults within the school community will respond.
To be clear, this consistency is not about rigid uniformity. Instead, it is about creating a sense of predictability and collective understanding.
“I think it’s also having a common vocabulary. We come from so many different countries.” Pete Tunna, Head of Curriculum, North Zealand School, Copenhagen
Shared language around inclusion, behaviour and wellbeing can help strengthen relationships between staff, students and families, particularly within culturally diverse environments.
Helping students develop resilience
Many international schools operate within high-achieving environments where students can experience significant academic and social pressure. Expectations may come from schools, families or from the students themselves.
While high aspirations are not inherently problematic, ongoing pressure without emotional support can affect confidence, wellbeing and behaviour.
Creating supportive learning environments means helping students develop healthier relationships with challenge, mistakes and setbacks.
“I love failure. I think it’s so important. When I was head of a school in London, we actually introduced, during COVID, Fail of the Week, because the children that I was working with were really struggling with failing online. I think normalising failure is really, really critical.” Clemmie Stewart, Educational Advisor, Riyadh
Students need opportunities to learn that mistakes are a natural part of growth and learning, rather than something to fear.
“It’s okay to fail; it’s my first attempt in learning.” Pete Tunna, Head of Curriculum, North Zealand School, Copenhagen
When schools create psychologically safe environments where students feel able to try, reflect and learn from mistakes, this can reduce anxiety and encourage greater engagement.
Resilience is not built through pressure alone; it develops when students feel supported enough to navigate challenge with confidence.
Staff wellbeing shapes school culture
Supportive learning environments depend heavily on the wellbeing of the adults within them. Educators working within international schools may themselves be balancing relocation issues, workload pressures, cultural adjustment and the emotional demands of supporting diverse school communities.
“There are so many levels of their own wellbeing to get through before they feel like they are serving their students well.” Laura James, Head of Inclusion and Play Based Learning, International Curriculum Association
When staff feel unsupported, overwhelmed or disconnected, this inevitably affects relationships, communication and the wider school culture. Creating cultures where staff feel valued and listened to is essential.
“I’ve always tried really hard to see the person before the colleague.” Clemmie Stewart, Educational Advisor, Riyadh
Supportive leadership, authentic communication and strong staff relationships all contribute to healthier environments for both adults and students, and staff wellbeing should not be viewed as separate from student wellbeing.
Building cultures where people can thrive
Supportive learning environments are not built through one policy, programme, or wellbeing initiative alone. They are created gradually through everyday interactions, consistent approaches and cultures rooted in trust, inclusion and belonging.
When students feel emotionally safe and connected, they are often better able to engage with learning, build relationships and communicate their needs. When staff feel supported and valued, they are more able to create calm, relational and predictable environments where everyone can thrive.
We hope you find this blog helpful. You can watch the full discussion in our webinar on-demand any time.
If you’d like to talk to us about your needs when it comes to supporting behaviour in your setting, please get in touch any time.
