by Alissa Kordprom
Introduction
Student well-being and inclusion are at the heart of nearly every international school’s mission today. A quick tour of any school website will reveal an institution’s desire to create compassionate, driven and well-rounded students. The same tour will inevitably be interrupted by pop-up recruitment advertisements aimed at showcasing what becoming a student at these fine, world-leading establishments will look like. For many international schools, the concept of “growth” serves a dual purpose: the development of the student’s mind and the expansion of the institution itself. While this blend of education and business may seem natural, it often comes with challenges. Marketing strategies that push narrow, static definitions of success can inadvertently alienate students who don’t fit within these confines, leaving them feeling disenfranchised or unseen. However, these goals of educational and organizational growth don’t have to be at odds. By reimagining how success is defined and promoted, schools can create an environment where both can coexist. This exploration offers real-world examples of initiatives designed to ease these tensions, creating a more inclusive atmosphere that supports and empowers every student.
The Issue
As the number of international schools worldwide continues to grow, school leaders understand the importance of marketing strategies to secure enrollment and retention rates, which are vital for a school’s sustainability. From posting university matriculation lists and showcasing prestigious awards won by students at high-stakes competitions, to celebrating the number of 5’s on AP exams or 45’s in the IB Diploma Program, schools often focus on promoting their top achievers to maintain parents’ trust, attract new families, and stay competitive. These achievements also justify the fees that sustain the recruitment of top educators and the development of state-of-the-art facilities and programs.
It is crucial to remember that these posts are seen not only by prospective families, but also by our current students. In many Asian countries, particularly in my context of South Korea, academic achievement and personal success often seem to be equated with the same benchmarks highlighted in our marketing strategies. The emphasis we place on achieving these high standards may strongly contribute to the intense pressure our students already feel outside of the classroom, and is something we must strongly consider. For instance, suicide has remained the leading cause of death among young South Koreans aged 10-24 since 2011, with rates nearly doubling in the past two decades (Jung).
The Danger
This raises a serious question: Do our prestigious marketing strategies unintentionally harm our students? When we post on LinkedIn, Facebook, Instagram, and other platforms, we are neglecting the many diverse and dynamic members of our learning community. If our students cannot see themselves reflected in our social media posts, and we are primarily showcasing the chosen few who have received external recognition, then we strongly need to reconsider the message we are sending. Setting unrealistic expectations for success can contribute to an increase in stress, can foster a toxic competitive culture, and can cause our students who diverge from these constructs to feel inadequate or marginalized.
Possible Solutions
At my school, we have implemented several small yet impactful practices to ensure that all students feel valued and recognized:
1.Weekly Student Recognitions
Each week, our teaching teams select two students from each grade level who have exemplified one of our School Learning Outcomes (SLOs), and we publicly recognize their efforts in our weekly community newsletter. While we have traditionally highlighted academic achievements, we now place a stronger emphasis on acknowledging students who demonstrate exceptional character and resilience. Whether it’s supporting a friend in need or persevering through a personal challenge, we aim to ensure that every student feels seen and valued for their unique contributions, and we take pride in celebrating their efforts. For example, during a recent adventure day trip, one of our students, initially hesitant and anxious about participating, not only overcame her own fears but also went on to support her peers who were struggling. By the end of the trip, she had emerged as a leader within her group, showing remarkable resilience and empathy.
2.Inclusive Access to Opportunities
Many school programs, such as student council or ambassador roles, traditionally require academic or leadership qualifications. This often results in the same group of students being honoured repeatedly. To counter this, we’ve ensured that we have other leadership opportunities available that are accessible to all students. For example, our club presidents and officers are nominated and selected solely based on the passion and drive they bring to their club’s purpose, regardless of their academic performance or prior accolades. This shift has enabled a broader range of students to engage in meaningful leadership roles and be recognised for their contributions.
3.University Admissions Transparency
In the past, our school chose not to display university destinations at graduation, hoping to reduce the stigma around “non-prestigious” schools. Discussing this with students and parents, we found that many felt proud of their university choices, regardless of perceived prestige. In 2024, we gave students the option to include their university on their graduation slides, and over 70% chose to do so. Students expressed gratitude for the recognition of their accomplishments, which further helped challenge traditional perceptions of success.
4.Celebrating Student Growth
Whether a student wins a competition, creates a piece of art, or writes a short story, we celebrate their accomplishments. One example is that we offer an open platform where students can come and take their pictures with an administrator, and with their permission, we share their achievements in our weekly newsletters. This practice ensures that success is not limited to high-profile awards but encompasses a range of personal milestones, both within and outside the school environment. Another example is that our teachers write celebration emails to our students and parents for the successes they have inside the classroom, rather than just focusing on the things they need to improve on for academic success. It’s important to note that these shared successes aren’t limited only to academics. The emails often highlight the little things students do to support their peers, how they help create a positive and enjoyable learning environment, or simply how they demonstrate kindness and good character. These moments, while sometimes small, are powerful indicators of the kind of people our students are becoming, and we take pride in celebrating them.
While these practices may not be revolutionary, they have gradually helped reshape the image of what success looks like at our school. While marketing strategies that highlight impressive achievements will remain an integral part of international schools’ branding, they ultimately should not overshadow the individuality and worth of each student. The true measure of a school’s success lies not just in the accolades it collects, but in its ability to uplift every student and help them realize their full potential.
If you’re seeking actionable advice as an international school leader, with a focus on fostering a people-centred culture and enhancing the overall school environment, consider readingLeading Your International School: Practical Steps to Make Your People Count. This book offers valuable tips and strategies for international leaders to consider, no matter your school’s location or context.
Jung, Min-ho. “Suicide Remains No. 1 Cause of Death Among Young Koreans.” The Korean Times, 9 July 2024, https://www.koreatimes.co.kr/www/nation/2024/09/113_375593.html. Accessed 9 October 2024.
Alissa Kordprom is the High School Principal, Korea International School, Jeju Campus
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Next week’s Principal’s Blog is written by Sue Atkins, Founder and CEO of Sue Atkins Parenting Author, Speaker & Broadcaster; Parenting Expert on BBC Radio, including the Today Programme & Woman’s Hour, BBC; Parenting Expert for Disney Family UK, Walt Disney Television; Parenting Expert on ITV ‘This Morning, ITV
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