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From the Executive Director
In this issue you will find a rich collection of articles that embrace so many of the topics that concern all of us in international education today. From the power of service learning to the growing and uncertain impact of AI, to inclusion and neurodiversity, to the never-to-be-under-estimated importance of good governance, there is so much to consider in this issue of ET. And, as is always the case, the articles in this issue underscore the rich talents and diversity that define the educators in the EARCOS region. I thank each of them for their contributions to this issue.
I would like to direct your attention to the lead article in this issue, An Empirical Evaluation of Adolescent Anxiety and Depression in International Schools by James Rosow, Karly Knopf and Sean Truman. [Read more]
Edward E. Greene Ph.D.
Executive Director of EARCOS
Featured in this Issue:
An Empirical Evaluation of Adolescent Anxiety and Depression in International Schools: Findings and Implications
By James Rosow, PhD, LP, Karly Knopf, BS, Susan Bernstein, MBA, & Sean Truman, PhD, LP
Over the past fifteen years, a wide range of studies have found that the number of young people suffering from impaired anxiety and depression is increasing at an alarming rate. This pattern of findings has emerged from both nationally representative data in the United States (Centers for Disease Control and Prevention, 2024) as well as from international studies. Racine et al. (2021) conducted a meta-analysis of 136 studies from around the world and found that 20 to 25% of young people report impaired symptoms of anxiety and/or depression. [see page 6]
Board & Member Roles & Responsibilities
By Kristi Williams
Building on the foundational understanding of governance from our first article, it is now essential to break down the board’s specific roles and responsibilities. The board is not just a governing body, but a strategic entity that ensures a school’s future stability and growth. In this article, we will dive into the key responsibilities of a school board—setting direction, managing fiduciary risks, and overseeing management— to highlight how these tasks align with the board’s ultimate goal: ensuring that the school can continue to fulfill its mission in an ever-changing global landscape. Board’s Role The fundamental role of a board is to safeguard the mission and vision of the school and to secure its future. [see page 13]
Action Research
Engaging Host Country National Teachers
By Robert Preston Williams, PhD & Jayson W. Richardson, PhD
Little research has been done on host country national teachers who work in international schools. Instead, existing research has primarily focused on expatriates (Bunnell & Poole, 2023). Our previous investigations revealed stratification between host country nationals and expatriates (see Williams & Richardson, 2023). As such, we talked with 12 Vietnamese host country national teachers across three international schools in Vietnam to better understand their lived experiences. The themes from those interviews are explored below. [see page 22]
Green & Sustainable
Regenerative Education: Teaching and Learning that Heals and Restores
By Kenny Peavy
In a rapidly changing world where traditional education models struggle to keep up with societal and environmental shifts, a new approach is emerging: Regenerative Education. This vision for learning aligns with principles of sustainability, resilience, and holistic development. For educators and parents preparing students for a future filled with challenges and opportunities, understanding regenerative education is crucial. [see page 36]
From Isolated Activities To A Connected Ecosystem
By Aaron Beighle, Ph.D. & Kevin Bartlett
As the moon peeks through the clouds, a Great Potoo perched on a rain-soaked branch, breaks the silence with a low guttural “song” as it looks to feast on insects and beetles. Simultaneously, half a world away in Africa, Ilay, a seven-year-old student in physical education, giggles under the bright sun as she works with her peers to evaluate their progress in creating a multicultural rhythmic routine. Two ecosystems, one in an Amazon forest canopy and one on a Kenyan physical education field. [see page 40]
The Power of Inclusive Education: How Including Neurodivergent and Disabled Students Benefits Everyone
By Lori Boll
When I began teaching internationally in the 1990s, one of my 4th-grade students was asked to leave the school due to reading and writing two grade levels below her peers. Coming from a country where federal law mandated education for all students, this administrative decision was deeply troubling to me. For decades, most international schools were inherently exclusive in their admissions practices, often prioritizing academic performance over inclusion. However, the landscape is now shifting towards greater inclusivity. This evolution, while necessary and beneficial, often encounters resistance from various community members. Board members, parents, administrators, and some faculty may express concerns about maintaining academic standards or resource allocation.
[see page 44]
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East Asia Regional Council of Schools
www.earcos.org