Running through each of these elements is a focus on culture and cultural adjustments, digital transitions, and inclusion (through diversity, equity and anti-racism). These nurture the all-important sense of connection and belonging underpinned by the normalisation of help-seeking behaviours. Kate Rigg explains what


the model looks like in practice, including around the pillar of wellbeing: “For example, if you take a cross-cultural view of help-seeking, there’s literature now that mentions how interventions developed for one socio-cultural context, eg white, affluent American or European, are not necessarily appropriate when dealing with people from different cultural contexts with different needs, interests and desires. “If a clinician is talking to a


student from Asia for example about their mental health, it’s much better to avoid physiological terms, like stress, and talk instead in terms of wellness. That’s what we mean by cultural adjustments.” At Luanda International School


in Angola, secondary counsellor, Kristen Rosenfield, is engaging the school’s board and community by sharing resources and training, including parent and alumni engagement, to embed transitions- care and life skills at every opportunity. It also measures the success of its programmes.


“We don’t need to reinvent


the wheel,” she says. “There are resources and lesson plans we can share and there are opportunities for parents to engage when they are on campus to stagger that transitions- care information throughout high school, rather than it being loaded in the final year or two of school. “Of course, we’ve also heard of the


importance of alumni involvement,” continues Kristen Rosenfield. “I’ve found the connection meeting between the most recent graduating alumni class and my current seniors, a conversation we usually have in March, so useful. Even though the alumni are giving the same message that I am, they are much more credible sources of information on that culture shift and transition to university and the dos and don’ts than I could ever be.” With change a constant in today’s


workplace, schools and globally mobile populations, these important moments of connection and reconnection reinforce a sense of belonging, identity and resilience in one seamless journey. Supported by better transitions-care in universities, all these links throughout individual education journeys better equip young people with the skills they need to thrive throughout their life. These are all transferable to working life, and an individual’s engagement with, and the fulfilment of, their own and their future employer’s goals.


“ One of the really big themes we identified in our research is the big gap between schools and universities. Both wanted to develop stronger partnerships, learn from each other about international students’ needs, and wanted to coordinate support so that international students can have a smoother transition.”


KATIE RIGG, THE COUNCIL OF INTERNATIONAL SCHOOLS (CIS)


CIS has a list of questions for universities to guide thinking on the types of transitions-care support on offer, including around learning differences and accessibility for students with disabilities. It also has resources for students, parents and school counsellors to inform thinking on making positive transitions. For more information, please visit www.cois.org


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GLOBAL EDUCATION WELLBEING HIGHER EDUCATION


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