– Kate Fowler, Deputy Headteacher Pastoral at Epsom College, Malaysia and Victoria Pugh, Assistant Director of Accreditation, COBIS
The welfare of students has become a priority for many schools across the globe. Beyond academic success, fostering wellbeing lays the foundation for students to thrive, adapt, and develop into healthy, resilient individuals prepared for life beyond school. International students, in particular, face unique challenges such as cultural adjustment, language barriers, and separation from family, making it vital for schools to create supportive environments tailored to their needs. By addressing student welfare holistically, schools and institutions can empower learners to excel academically, socially, and emotionally.
Research by Lindorff (2020) highlights how effective whole school approaches to wellbeing can positively affect overall academic and personal success. A positive school environment fosters resilience, builds self-esteem, and encourages engagement. However, with students often coming from diverse cultural backgrounds, schools must recognise and address varying expectations and perceptions of welfare. For many, wellbeing extends beyond academic performance to include emotional support, mental health awareness, and a sense of belonging. Schools must balance these factors while maintaining high academic standards, creating a foundation where students can flourish.
Key strategies for promoting student wellbeing
To meet the needs of international students, schools may find the following strategies helpful:
- Cultural responsiveness and inclusivity – Promoting cultural awareness is fundamental in creating a welcoming environment for international students. Celebrating diversity through events, themed weeks, and classroom discussions helps students feel valued and understood. Schools can integrate cultural education into the curriculum, teaching empathy and respect and celebration of difference which goes beyond “tolerance”.
- Proactive mental health support – The rise in mental health challenges globally, exacerbated by factors like social media and the COVID-19 pandemic, underscores the importance of accessible mental health resources. Schools should provide access to counsellors, peer-support networks, and opportunities for open discussions about mental health. Early intervention policies, such as wellness check-ins and open-door practices, can help identify and address issues before they escalate.
- Wellbeing education and curriculum integration – Embedding welfare and wellbeing topics into the curriculum can equip students with essential life skills. Personal, Social, and Health Education (PSHE) programs are instrumental in teaching self-awareness, resilience, and effective communication. These sessions should include discussions on mental health, future planning, and respectful relationships, helping students navigate their academic and personal lives. Teaching students about emotional literacy and the vocabulary needed to identify their feelings and speak about them can be a powerful strategy in supporting them to regulate and communicate their emotions.
- Empowering student voice – Allowing students to contribute to their own well-being initiatives fosters a sense of agency. Platforms such as school councils, anonymous feedback systems, and regular surveys provide students with opportunities to express concerns and suggest improvements. This inclusivity ensures that policies are both relevant and responsive to the needs of the student body.
- Ongoing staff training – Teachers and support staff play a crucial role in promoting welfare and wellbeing. Regular professional development sessions focusing on safeguarding, child protection, and mental health awareness ensure that staff are well-equipped to support students effectively. Training should also emphasise a culturally responsive approach to better address the needs of an international student community and ensure that the entire school community is represented and heard.
- Building community and belonging – For international students, feeling part of a community is essential. Schools can nurture this by organising peer-mentorship programs, buddy systems, and family-style activities that encourage interaction among students from different backgrounds as well as involving parents/caregivers and the local community. A strong sense of belonging not only enhances welfare but also boosts academic performance and social integration.
Epsom College Malaysia, a Member of the Council of British International Schools (COBIS) serves as an exemplary model of how international schools can prioritise student welfare. Guided by the British Government’s statutory framework, Keeping Children Safe in Education (2024), the school has embedded safeguarding and welfare at the heart of its mission. Epsom College was awarded COBIS Beacon Status for its work and commitment to student wellbeing.
Recognising the diversity of its student body, Epsom College emphasises cultural inclusivity and community-building. Initiatives like themed weeks—such as “Mental Health Awareness Week” and “Kindness Week”—celebrate diversity while fostering a supportive school culture. Its PSHE curriculum addresses topics like cultural awareness, mental health, and respectful relationships, providing students with the tools they need to navigate challenges.
A key feature of Epsom’s approach is its robust mental health support system. The school offers an open-door policy, ensuring students can easily access support when needed. A dedicated school counsellor provides professional guidance, and regular wellness activities like “Wellness Wednesdays” focus on holistic health. By prioritising professional development, Epsom ensures that its staff are equipped to deliver high-quality welfare support, further solidifying its reputation as a leader in student well-being.
Creating a global standard for student wellbeing
As the world becomes increasingly interconnected, international schools have a responsibility to set a global standard for student welfare. Schools must adopt a comprehensive approach that considers mental health, cultural diversity, and the unique challenges faced by international students as well as the opportunities that positive wellbeing can bring. The strategies highlighted—such as mental health resources, inclusivity initiatives, and empowering student voice—provide a roadmap for fostering environments where all students can thrive. It is vital that school is a place where young people can feel safe, inspired and empowered to consider and support their own wellbeing whilst knowing that there are people there to support them.
References:
Department for Education (DfE) (2024) Keeping children safe in education 2024: statutory guidance for schools and colleges (PDF). London: Department for Education.
Biography of authors:
Kate Fowler is the Deputy Headteacher Pastoral at Epsom College in Malaysia, a British international co-educational boarding school with a diverse community of 650 students. Now in her third year in this role, Kate is dedicated to fostering student wellbeing and promoting positive behaviour. With extensive experience in both UK and international boarding schools, she has held a range of pastoral positions, including Head of Year, Boarding Housemistress, and Assistant Head Pastoral, where she has developed a thorough understanding of the needs of students in boarding environments.
Victoria Pugh is an experienced senior leader with experience in both international schools and in the UK. She has taught and led across various age phases from nursery to secondary, specialising in Personal, Social, Health and Economic Education (PSHE) and Special Educational Needs and Disabilities (SEND). Victoria has been involved in school improvement as a Specialist Leader of Education for PSHE and pastoral support, having set up networks and professional development opportunities in Herefordshire and Worcestershire.
