COBIS CEO Colin Bell talks to Andy Homden about changes in student population and curriculum, AI, wellbeing and mobile phones as he reflects on the latest COBIS survey report.
Students and demographics
AH: What does the 2024 survey show about student numbers and demographics in COBIS schools?
CB: The first thing to say is that student populations in COBIS schools are stable, if not growing. Over half (58%) of schools who responded to the survey reported an increase in student numbers compared to last year. What is becoming very noticeable, however, is that a significant minority of schools (39%) have seen a notable change to the nationalities that make up their student bodies over the past two years. These changes vary from region to region, but increases in Chinese, Russian, and Ukrainian student numbers seem to be part of an emerging pattern.
The extent to which these changes in school populations are linked to wider geo-political issues is still being worked through, but what the survey also shows is that the impact of geo-political conflict can manifest itself in schools in various ways. More than half of schools who replied (53%) felt that current and recent geo-political conflicts had a significant or moderate impact on their school and community, with a third of schools reporting an increase in anxiety in students as a result of, or linked to, geo-political conflicts. Conflicts and confrontations between students, parental views impacting student behaviour or relationships and confrontations between parents have also been experienced by some schools.
Student destinations
When it comes to where students go after completing Year 13, schools reported that the very large majority of their students (91% in 2024) left to attend university, but, very significantly, only 39% of those leavers went on to University in the UK which is down from 45% in 2023 and 44% in 2022. For students who chose University destinations in countries other than the UK, the cost of university courses in the UK (including the cost of living) remains the top factor believed to influence their decision (63%).
Staffing and recruitment
AH: What about staff? Is recruiting becoming any easier?
CB: There is absolutely no doubt that finding the right teachers is still difficult. 87% of responding schools said that they found it ‘challenging’ in varying degrees to recruit the required quality of teaching staff. However, that figure is actually down from 91% in 2023 and almost all (96%) of respondents report that they are ‘sometimes’ or ‘always’ able to recruit candidates that meet their expectations in the final analysis, which is slightly up from 2023.
COBIS schools are clearly working hard to find good people and there are signs that new ways are being found to attract and retain staff. Some 32% of schools responding say that they were able to offer flexible working arrangements for teaching staff, but a higher proportion (45%) offer flexible working for support and administrative staff. It will be interesting to see how the concept of flexibility goes forward – it is certainly being talked about a lot more than it was a year ago.
Curriculum: wellbeing and AI
AH: As the world changes, schools no longer seem to be restricting themselves to standard examination or national curriculum courses. What evidence do you see of this from COBIS members?
CB: Patterns of change are clearly visible, primarily in the areas of affective and digital learning. You can see how COBIS schools are continuing to adapt their curriculum to meet the changing needs of students. Over the past two years, more than half of responding schools (53%) report that they have increased their focus on wellbeing within the curriculum. A significant minority of schools also report that they are paying more attention to the development of leadership skills (41%), life skills (40%), and digital skills and literacy (40%).
AI is increasingly finding its way into the curriculum: over half of our responding schools (53%) are now teaching students how to use artificial intelligence responsibly and appropriately. This is a very significant increase on last year’s response (25%) when schools were asked about the use of AI for the first time. As a result, the volume of schools merely ‘considering’ training staff abou AI use, developing school polices on AI use, or adapting homework policies in light of AI advances has decreased compared to last year, while the proportion of schools reporting that they are now implementing training and policies regarding AI has increased. Things are clearly moving forward in the area, which is one of significant change and development.
Mobile phones and DEIJB
AH: Are there any other issues or problems that stand out in the 2024 responses?
CB: Firstly – mobile phones. A very large majority of responding secondary schools (85%) indicated that mobile phones are banned entirely or significantly restricted in schools (i.e., handed in upon arrival, or not taken out during the school day).
52% of secondary schools reported that students may bring their mobile phones to school, but they must be kept in their bag/locker or locked in a pouch, while 26% have banned mobile phones outright in school. 30% of secondary schools have amended their mobile phone policy within the last 2 years.
A second source of concern for close to half (46%) of schools is that the local context and legislation was a barrier to progress with DEIJB in their school, although this figure was down from 54% in 2023. Parental expectations (34%) and competing priorities (30%) also makes addressing DEIJB issues effectively difficult.
State of the COBIS union
AH: Looking at the survey results as a whole, what would be your take on the international educational scene – at least as far as COBIS schools are concerned?
CB: The survey indicates to me that COBIS Member Schools are diverse, dynamic and thriving. The 2024 Annual Research Survey report really does demonstrate how they continue to adapt to face the challenges and opportunities of an evolving educational landscape, including priorities such as wellbeing, mental health, responsible use of AI, curriculum reform, teacher supply, DEIJB, and more.
It’s not always easy, and that’s why we are here – to help and empower all British international schools and connecting school communities as they work to develop students who will have a positive impact on society.
Colin Bell is the CEO of the Council of British International Schools (COBIS). He was talking to Andy Homden, CEO of Consilium Education and Editor of ITM.
