Secondary Focus: Wellbeing at secondary schools

From the first contact during the admissions process to the day they graduate, international students benefit most when their wellbeing is placed at the center of school life. For secondary schools around the world, creating a safe, supportive, and proactive environment has become more important than ever.

Kayla Blackmore, Director of Student Life & Wellness at Rothesay Netherwood School in Canada, says preparation begins well before a student even sets foot on campus. “Our enrolment team works closely with each applicant and their family to understand their interests, needs, and goals,” she explains. “This early communication ensures we can provide a smooth transition by sharing important information with our Director of Academics, the advisors, our residential life staff, and our wellness team.”

At Taunton School in the UK, Head of International Admissions Natalie Clatworthy-Cox also emphasizes the importance of readiness before arrival. “Our August pre-sessional courses offer a crucial foundation for international students preparing for life at a UK boarding school in September,” she says. These courses combine study skills and intensive English with “well-being strategies and stress management, academic writing, efficient reading and revision techniques, organization skills and time management, on top of insights into British culture.”

For Bodwell High School in Canada, the relationship with students starts early and involves clear, personalized communication. “We guide them since we meet them – understanding their goals, profile, and expectations,” the Student Recruitment and Counselling teams explain. “Our goal is to build trust and make them and their families feel supported even before students arrive in Canada.”

Declan Millar, Managing Director of High Schools International in Ireland, agrees that early, open communication is critical. “Openness about existing problems is crucial for a successful experience,” he says, stressing that families should feel comfortable sharing any mental health or learning needs before the student arrives so that support can be put in place from the start.

Once students arrive, orientation and integration activities are key to helping them feel at home. Kayla says that at Rothesay Netherwood School, “Each student is paired with an advisor who serves as their primary point of contact and daily advocate,” with house parents and student leaders playing “a vital role” in fostering community.

Image credit: Bodwell High School

Once students arrive, orientation and integration activities are key to helping them feel at home. Kayla says that at Rothesay Netherwood School, “Each student is paired with an advisor who serves as their primary point of contact and daily advocate,” with house parents and student leaders playing “a vital role” in fostering community.

Natalie notes that Taunton School’s buddy system, weekend trips, and house activities help new arrivals settle in to the school and the UK. “We know that it’s not just a new school for our students, but a whole new country and way of life,” she says.

At Bodwell, orientation includes introductions to dedicated counsellors, advisors, and residence staff, creating “a highly personalized approach to encourage and nurture them through their studies.” Students meet key members of staff who can support them.

Image credit: Bodwell High School

HSI takes a hands-on approach during this stage. “We have now employed local student counsellors with more personal links to schools and host families,” says Declan. These counsellors reduce the ratio of students per staff member and focus on regular one-to-one meetings to identify and address any early signs of struggle.

Sustained pastoral care is also a priority. Kayla describes a “strong network that includes the student’s advisor, house parents, and residential student leaders,” with a wellness team, learning strategist, and EAL teachers stepping in if additional support is needed.

Natalie explains that Taunton’s system includes “regular one-on-one sessions with tutors” as well as access to a 24-hour health center staffed by counsellors and mental health nurses. She adds that, “Pastoral care is paramount, with student happiness, health, and safety being our priority.”

Bodwell’s counsellors and teachers maintain close contact with students throughout the semester, “often in their native language,” and ensure that academic progress, personal wellbeing, and family communication are all aligned.

For HSI, support extends beyond the school to include host families. “We devote a lot of time to working with our host families to identify issues and work on solutions,” says Declan.

When it comes to wellbeing challenges, it is evident that academic pressure and mental health concerns are on the rise. Kayla notes “trends related to academic stress, anxiety, and the pressures students place on themselves,” while Natalie points out that “mental health struggles do sadly occur” and require a mix of proactive and reactive measures.

At Bodwell, the team has seen “a slight increase in stress related to academic performance and adapting to a new cultural environment – especially among younger students or those away from home for the first time.”

Image credit: Taunton School

Meanwhile, Declan highlights a significant post-pandemic challenge: “We think that students aged 15/16 on arrival suffered from isolation during the pandemic and have not really learned how to make friendships and how to communicate… many parents do not know how to handle this and are reluctant to engage in conversations.”

A shared theme among educators is the belief that wellbeing should be addressed before problems arise. Whether it’s Rothesay Netherwood School’s limits on mobile phone use to foster in-person connections, Taunton’s small tutor groups and 24-hour health support, Bodwell’s multilingual communication with families, or HSI’s reduced student-to-counsellor ratios, these institutions are investing in structures that put international student welfare first.

As Kayla sums up: “We don’t wait for a problem to surface; instead, we have multiple layers of care and support in place from the moment a student joins our community.” For international families, that commitment can make all the difference in ensuring not only a successful academic experience, but a happy and healthy one too.

Agent Partnerships

Agents play a vital role in bridging the gap between school and home. Kayla says they can “help families understand the importance of staying connected with their child’s school community” and encourage regular communication with advisors, house parents, and other support staff.

Natalie describes the crucial relationship as “a three-way collaboration between the agent, the school, and the family, all working together to ensure the student’s well-being and academic success.” Bodwell values agents who “maintain close contact with both the families and our team, helping us address concerns quickly and collaboratively”.

Meanwhile, for HSI, the expectation is that agents will “be more rigorous in vetting students” and ensure openness about any existing challenges so schools can prepare appropriate support in advance. The relationship between schools, agents, and students remains paramount.