Well Being


Editorial April 2024

EDITORIAL, April 2024

Good ideas revisited

Conversations about education these days are dominated by the need for change. In many ways this is absolutely right – everything moves on. Emerging technologies can shoulder some of the load for teachers – fantastic. The environment in which children are growing up is being transformed and we need to respond to changing needs. Quite right.

However, are all the ideas that have been around for some time necessarily outdated and irrelevant as we move into the second quarter of the 21st Century? I don’t think so.

In this April’s edition of ITM Richard Human looks back to 1996 and a school expedition to climb Mt. Kenya. The trip was transformative for all participants as they got to know each other outside of the classroom and did something difficult together. I strongly suspect that 2024 expeditions will all have a similar effect.

Old ideas justified by new research are also interesting. As Smita Bannerjee argues, making handwritten notes with pen and paper is just as good for you today as it has ever been, and now there is the research to demonstrate a positive cognitive effect.

Which brings me to Michael Ter-Berg. It has long been good practice to rule out simple explanations for any possible cognitive difficulties. Always, always, always get hearing and vision checked first if something seems wrong. If possible, screen children regularly so that kids with emerging hearing or vision issues can be referred for a full diagnosis conducted by a specialist quickly. But regular screening is easier said than done, especially, perhaps, in international schools. You know the problems.

Which is why Michael Ter-Berg’s article is my favourite example of a ‘good idea revisited’ for a long time. It has always been a ‘good idea’ to screen for sight and vision if you could. But it has never been easy. What I love about the approach first developed by the researchers at City, University of London, is that it connects an old idea about screening with a new approach made possible by innovative R & D. In this case old and new thinking are combined to make larger scale screening for sight and vision issues possible without schools bringing in very busy clinical specialists. As a result most schools can now screen for vision and hearing difficulties for themselves.

Now – that’s the kind of good idea revisited (and improved!) that I really like and I have no doubt that there are lots of other, older, good ideas out there just waiting to go further with a little bit of help from new technology.

Andy Homden 

Editor, International Teacher Magazine



EDITORIAL, March 2024

What really sets your school apart is a good story

Too many years ago than I care to remember, I was sitting at the side of our little school hall for the weekly primary assembly. There must have been singing – there always was – and then a presentation or two. Certificates were being given out and then a Year 6 boy was called out to receive a medal he had won in an inter-school-sports meet the week before. He beamed as we applauded. At the end of the row where I was sitting a small boy turned to his friend:

“That’s my brother!”

His smile of pride was, if anything, broader than his brother’s. His friends smiled back and a girl in the row in front of him turned around:

“Isn’t that your brother??” Again, smiling, slightly incredulously.

Schools are full of stories. Here the headline story was on stage, but perhaps the real story was going on all around us. The whole community had created an amazing culture in which young people took enormous pride in themselves and each other without any kind of one-upmanship. We had our medals (there was some debate about that!) but most importantly, we had our friends.

Teachers are great story-tellers and, dare I say, yarn-spinners. And schools need their stories – it makes them what they are. However, schools don’t always do so well in sharing their stories. Writing the weekly newsletter piece becomes a chore and an exercise in beating the clock. And then there’s the website and social media: website content can be impressive but soulless. As Martin Skelton argues in this issue of ITM – can we really be that amazing?

So where are the real stories? The stories that will reach and engage different audiences of parents, teachers, visitors (and inspectors?). Stories that will tell them what the school is really all about? The answer is that a school’s stories are all around us. They are about the lesson that has had an unexpected impact and is then discussed in the staffroom. They are about the planning and achievement of an initiative that has worked and improved learning, perhaps in a small way, and not just on a grand scale. They are about the little acts of kindness, humanity and growth that happen every day in a school. The sort of story an enthusiastic member of staff or a student will tell off-the-cuff when I met them while showing a prospective family around the school.

Schools need these stories to be written and shared, on line, in print, in podcasts and on YouTube. It’s just good practice – a win for the school in defining what makes it a great place to be and an opportunity for a member of staff to reflect on something they care about and even learn to do better through the very process of writing things down. A link to a published piece also looks great on a CV!

Sharing these stories is really a form of ‘inbound marketing’ – the kind of marketing that a variety of audiences interested in education prefer and which educators actually enjoy writing, for a number of different reasons.

Even if someone thinks they can’t write this sort of story, they can. Like everything else we learn to do, they need a little time, a little space, someone to suggest what works and what doesn’t work and someone to listen to them.

Sound like anything you enjoy doing already?

ITM Editor, Andy Homden will be talking about ‘Finding your school’s stories’ in the latest Outstanding Schools Webinar on Thursday March 7th at 1:30 pm UK time. 

You can register here.



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Schools and music

Editorial, September 2023

I cannot begin to imagine a school without music. Any school, whatever the age range. Music is as important to 18 year olds as it is to 3 year olds, not to mention all the adults in the school community.

The sound of a choir in rehearsal, of a class enjoying a music lesson, of a band practice, of a pianist and director putting performers through their paces as they all prepare for the latest production, are among the most evocative sounds associated with a school.

It’s true, in general you’ll find a lot of music going on in most international schools.

And yet, do we value music education as we should? It is rarely seen at the centre of the curriculum and although it is regarded as a major component of an extra-curricular programme, music during the school day has become a diminishing experience for many children as they grow older.

Few secondary schools would expect many of their students to choose a university course that would include the study of music.


The idea of music as a ‘luxury subject’ for a handful of extremely talented older students who have somehow managed to fit in a course of instrumental tuition on top of their other studies surely does not serve the majority of our students well. The International Baccalaureate has of course done a great deal to keep the Arts as an essential part of a well-balanced curriculum for children of all ages and this should be applauded. International Educators might also take note of the powerful new preuniversity courses emerging from the UK offered by the University of the Arts, London (UAL).


But surely, all children deserve – and need – more access to a music education than they have now. This is no nostalgic aspiration harking back to a pre-national curriculum ‘golden age’ of music in schools. It is an urgent and modern need. Music affects people in powerful ways. In times when we are increasingly concerned about student and staff wellbeing, music has the power to uplift and inspire. If we are concerned about physical health, it has the ability to get people moving, and, as has been increasingly shown (think of recent TV favourites like The Choir or The Piano) to have a unique ability to bring people together in a wide range of social experiences – in choirs, in bands, in church and simply as individuals enjoying a day out who encounter a street performer and find themselves as part of an impromptu audience on a station concourse. You can see the smiles.

A good musical education enriches the lives not only of music specialists who go onto to become professioanl performers but also of the rest of us who become their audience. The more we experience music, the more we can be transported by the emotion of a musical moment or transfixed by a performer’s skill, because we have ‘had a go’ at playing an instrument, however badly and have come to appreciate just how wonderful their performance is.

More, please!

This month ITM takes a special look at music. The authors of three articles in our first edition of 2023 – 24 highlight its special qualities and in effect invite us to re-evaluate music as one of the most important 21st Century subject areas. The connection between music and resilience is powerfully demonstrated by Anna Azarova when she looks back over 2022 – 23 as experienced by the British International School of Ukraine, while Martin Barraclough, Director of Music at Cranleigh School Abu Dhabi examines the importance of music for developing wider academic skills. Finally, Jordan Laidlow and Dr. Winston Wuttenee tell the compelling story of how music is playing a critical role in facilitating social and cultural reconciliation in Canadian schools..

Music. It’s powerful stuff. Let’s get as much of it into our schools as we can!


Andy Homden is the CEO of Consilium Education, publishers of International Teacher Magazine.




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