WHY AI MATTERS IN THE CLASSROOM Richard Slade, executive headteacher at Plumcroft Primary School in London, as well as educators and experts from the University of Edinburgh to Century Tech presented their experiences of implementing AI in teaching and learning. Slade discussed his varied
school demographic at Plumcroft and universal budget concerns for schools and how AI is driving efficiency for teachers and some success for students. Examples included reducing
teacher time spent on professional tasks such as planning, preparation and assessment, to providing high quality content that can be better interacted with. For learners, Slade described
multiple powerful benefits at primary school level. These include helping to identify gaps in learning and creating personalised learning journeys. Slade also touched on how AI
is accelerating learning in a more agnostic way, irrespective of where a child is or their chronological age, to achieve and exceed age-related outcomes, as well as providing teachers with detailed diagnostics to help support students. Jonathan Wharmby, computer
science teacher at Cardinal Heenan Catholic High School in Liverpool, highlighted how AI is supporting adaptive learning and critical thinking at his school, as well as reducing teacher workloads and helping to generate sample answers and feedback. “AI potentially gives every teacher
a teaching assistant in their back pocket. We also have the ability for every student to have a personalised tutor in their pocket. That is something we can’t shy away from – we need to focus on that and take this opportunity,” said Wharmby. While attendees agreed that
AI technologies bring immense opportunities they also acknowledged it introduces significant risks, risks that are growing in both scale and complexity. “We don’t want children to
fear AI – but we want them to pause, question and analyse it,” said Caroline Allams, CEO of Natterhub, echoing Bentley’s earlier talk on AI empowerment.
KEY POINTS ON AI SAFEGUARDING FROM CAROLINE ALLAMS
• Broaden the conversation about online safety. It shouldn’t be an isolated topic. It’s an essential extension of our broader responsibility to help children develop digital resilience and critical thinking
• Explicitly teach children about AI. That should include its capabilities and limitations
• Critical questioning needs to become a habit. Encourage children to ask: why am I seeing this content? Who created it? Could this message, or image, be fake or harmful?
• We need support and training for teachers. Teachers need high quality, practical professional development to navigate this evolving landscape confidently, and they must feel equipped to answer challenging questions and establish guidelines on acceptable AI use, how to use these tools safely, and how to report concerns or suspicious content.
• Online safety is a collective responsibility. We must better engage parents and communities to play a role in reinforcing safe habits at home and beyond.
• Everyone should understand how data can be used and potentially misused. Children need to learn how to keep their data private and understand what is appropriate to share and what is personal. Data privacy should be taught early.
• We need to foster a culture of digital citizenship. One that is linked to values of respect, responsibility and resilience.
INTERNATIONAL EDUCATION & SCHOOLS’ FAIR 10-14 Nov 2025 REGISTER NOW!
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GLOBAL MOBILITY MINI FACTSHEET: RELOCATION POLICY DESIGN/IMPLEMENTATION
Education provision in policy design
Employees moving abroad with their families expect children’s education to be addressed. If it is not, this has serious implications for the talent pool willing to relocate internationally.
Organisational support for the education of international assignees’ children is a critical component in international assignment policy design.
THE NEED FOR EDUCATION SUPPORT Language and curriculum differences between the home and host country school systems can present considerable barriers to family mobility. Parents will be concerned that disruption to children’s education might damage examination achievement and future access to further and higher education. The availability and quality of pre-school childcare is also of concern for working parents. Children’s schooling and childcare
availability affect willingness to relocate internationally. This is particularly so when moves to developing or culturally dissimilar countries are involved. Indeed, research
shows that schooling for accompanying children falls within the top five elements in the international assignment compensation package relevant assignment take-up decision.
to the
POLICY ELEMENTS International assignment policies may include a range of benefits associated with children’s education. These include: meeting the costs of school fees for international schools or schools offering the home country’s curriculum in the host location; boarding school fees if children remain in the home country; air fares to reunite parents and children in holiday periods; costs of additional
expenses
(such as books/music lessons); home to school travel costs; fees associated with school search consultants; nursery/pre- school fees; fees to maintain education continuity until critical stages are reached on repatriation.
COST CONCERNS/POLICY REDUCTIONS The costs associated with the provision of school fees and associated expenses are a dynamic issue. Organisational practice continues to change as employers juggle the competing pressures of cost containment while facilitating assignee mobility. Employers
have reduced the of educational support level available. For
example, some employers have imposed limits on international school fees that will be funded, expecting parents to make up any difference if they select more expensive education provision than funded in policy. When employees paid for private
education in the home country, employers may only fund the difference between these costs and costs in the host country. Boarding school costs and additional expenses are less likely to be funded.
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CHANGES TO MOBILITY STRATEGIES & ASSIGNEE PROFILES There has been increasing emphasis on using unaccompanied short-term and flexible assignments. This minimises disruption to children’s schooling as partners and family remain in the home country. While this has cost benefits, such mobility is damaging to family relationships. This strategy also reduces the talent pool from which employers can select assignees. The proportion of assignees taking
children with them on assignment has also fallen. This reflects a change in assignee profiles reflecting a higher proportion of younger, childless, assignees.
EQUITY & TALENT ISSUES Research shows that the provision of education support encourages mothers to accept assignments. Cutting back on school fee payments reduces mothers’ willingness to
relocate internationally.
This has implications for gender equity. Reducing children’s education support
might lead to direct cost savings but at the expense of an assignee resourcing strategy that precludes/excludes talented staff that place their children’s education and future careers ahead of their own.
GLOBAL EDUCATION
AI
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GLOBAL MOBILITY MINI FACTSHEET: EMPLOYEE & FAMILY SUPPORT
School search
Finding the right school for children in another country can be a stressful experience for parents.
Making the right choice has long term consequences for children’s
education
and wellbeing. The support available from specialist
school search and education
consultants can prove to be invaluable. Research indicates that identifying and
arranging suitable education for children is one of the top ten most stressful events experienced by international assignees when relocating abroad.
THE NEED FOR SCHOOL SEARCH ASSISTANCE When international relocation involves moving family members, locating an appropriate
becomes the top
school for the children priority as families
cannot agree on the location of where their housing options might be until the school places are secured. Living in temporary accommodation
can act as a stop gap but is not ideal for those with children who need to settle in and achieve a structured routine. While
employees are taking time to try to find appropriate schooling, their focus on their employment duties can be affected. Employee productivity rests upon settling in quickly and effectively. Help with finding schools is considered to be invaluable by international assignees. The use of school search and education consultants with expert local knowledge can help to provide both a positive employee experience and assist the business to reap the reward of higher assignee productivity.
TOO MANY CHOICES? Established international assignment destinations may offer a wide variety of school options for relocating families making it difficult to reach the right decision. Many schools may appear appropriate and choosing between them can prove difficult. Identifying suitable schools that offer curriculum presents
an appropriate
another issue for relocating parents. By meeting with the family and
assessing children’s needs, school search/ education consultants and can help match each child to a school’s ethos and curriculum.
TOO LITTLE CHOICE? Newly emerging economies and more remote or
with admissions. They are experienced in dealing with schools directly and facilitating the entrance processes.
SPECIAL EDUCATIONAL NEEDS Children with special educational needs may require specialist education facilities. Parents can be assisted by expert consultants to identify how individual needs can best be addressed through available educational provision.
ORGANISATIONAL POLICY SUPPORT Organisational international assignment policies will typically contain some support for children’s education. Funds may be made available for parents to use on specialist educational services. Organisations might have
preferred
suppliers in place or local contacts who can provide school search/education services to relocating parents. School search consultants typically
will have links with other suppliers who offer home search services. In some cases, consultancy firms offer both school and home search within a package of destination services. This is valuable as it means that school and home search activities can operate in tandem, helping to speed up the settling-in process.
challenging locations may
offer little in the way of choice resulting in a stressful period while education possibilities are evaluated.
Personal
tutoring and online educational provision might be a possibility with options identified by local experts. Moving part
way though the
school year can prove to be especially problematic should parents find that school places have already been filled. School search/education consultants can be particularly valuable in assisting
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