transitions and their challenges, and how the children of globally mobile families need to develop extra strategies and skills to cope. Valerie Besanceney says international schools
have been seeing a higher demand for professional development in addressing transitions and are now emphasising general well-being and mental health in addition to academic continuity. “While international schools aim to equip students
with skills for global citizenship and cross-cultural understanding, many of these young people also need guidance in understanding their own identity and journey as an international student in order to build confidence,” she says. As a result, schools are engaging in conversations and providing support to help students navigate their transitions effectively. “As an organisation we have long talked about the
challenges that come with mobility for students. How it affects their learning, and how we can how we can ensure that they can really reap the benefits of a global mobile lifestyle, but also have an international education and provide them with life skills that they can use to adapt throughout any transition,” she explains. “One of the things that did grow out of the pandemic
is a more honest and thoughtful conversation about how these transitions affect children. Previously, schools and the parents were more focused on what the academic transitions would be for a child and how they could best support them through that,” she says. “Now they are also seeing that if the emotional
wellbeing of the child isn’t addressed first, then there’s no point in addressing all the other academic elements. We have a duty of care to support our students’ and our children’s mental health and equip them with the strategies and skills that they will need now and later in life.” The demands and expectations of the younger
generation in the workforce are also very different from before, and as these global children leave school, they will have a novel approach to their work and their career.
HOW CAN COMPANIES ATTRACT SCHOOL LEAVERS AND SATISFY THE NEW GENERATION? Indeed, these digital natives have many of the technology-savvy skills that employers are looking for. However, in order to attract them, many organisations will need to rethink the employment proposition that they are currently offering. Companies will need to respond to this new demand
with a flexible, open workplace that offers real inclusion and a genuine work-life balance. “For the younger generations, there is less focus on the
traditional vertical career ladder and more emphasis on having these different experiences, moving around, and enjoying different roles and challenges,” says Demetra Marcantonio. “As a result of the war for talent, we are seeing
organisations look more closely at their internal talent and the internal workforce and start to get better at matching the demand and supply of skill.” The young people of today have high expectations
and expect a great deal of flexibility from their employer, says Ann Ellis. “I can’t see companies making employees return to
the office full time,” she says. “The work life balance is so much more important than it was to previous
Above: Keynote panel speakers – Demetra Marcantonio, Valérie Besanceney & Ann Ellis
21
generations. Young people want to feel that they can enjoy their lives as well as do their work. They want to work fewer hours and move around to make the most of opportunities. “They are tech savvy and they are very conscious
of wanting to work for a company that matches their values. They are looking for an employer who can demonstrate equality, inclusion and diversity, and as a result of the global skills shortage, they do have the upper hand and they will be the ones that really tell us what the future will be.” Demetra says the young people of today are
expecting have high expectations and expect a great deal of flexibility. “The work-life balance is so much more important than it was to previous generations,” she says. Valérie points to the ongoing efforts by international national
and schools to introduce policies and
conversations around diversity, inclusion, and equity, and the role of schools in equipping students to continue these conversations and practices as they enter the workforce. “Conversations are crucial to everything that is
related to transitions and helping students understand their identity better,” she says. “Many of these children will not have one single answer for the question, where do you belong, but they will need to feel like they are in an environment where they do feel safe and heard.” We are seeing students creating their own personal
definition of success, which is certainly not the same as the past few generations. The international schools are getting better at having those conversations. It is not that the younger generation want to work less efficiently, they just want a better balance of life and work, and technology can help them.”
THINK GLOBAL PEOPLE INNOVATION
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