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Where Small Schools Make a Big Difference
Afriend once told me that when she dropped her child off at a small boarding school for the first time, she was nervous. Would her child be happy? Would teachers really notice if he was struggling? A few weeks later, she received a call from a dorm parent; not about grades, but to share how her son had helped a younger student who was homesick. That moment reminded her of why she chose a small boarding school in the first place: in these close-knit communities, every student is seen.
That’s the quiet magic of small boarding schools. While the world often celebrates size and scale, these schools prove that intimacy and belonging can be just as powerful. They are places where relationships come first, where character matters as much as test scores, and where tradition and innovation meet in thoughtful ways. Of course, the challenges are real. How do you compete in a global education market while keeping that nurturing atmosphere intact? How do you bring in the latest digital tools without losing the human touch? These are not easy questions, but they’re the right ones to ask.
In this issue, we explore these very questions. Our cover story features an exclusive oped by Christopher Herman, Head of School at Garden School, who writes about Honoring Tradition While Pursuing Innovation. His reflections remind us that moving forward in education isn’t about abandoning the past but about carrying the best of it with us. Alongside his perspective, we’ve gathered stories, interviews, and case studies from schools worldwide that show how educators are redefining what a small boarding school can be today.
As you flip through these pages, think about this: what do we want schools to give our children beyond academics? Resilience? Empathy? A sense of belonging? Small boarding schools may just hold the answer. At K12 Digest, our goal is to keep these conversations alive, because education is never static, and neither should our thinking about it be.
Enjoy Reading.
Sarath Shyam
HEAD OF SCHOOL, GARDEN SCHOOL
HONORING TRADITION WHILE PURSUING INNOVATION
CHRISTOPHER HERMAN
48
ADMIN PERSPECTIVE
FOSTERING ACADEMIC EXCELLENCE AND STUDENT WELLBEING
James Kemp, Deputy Head of School, Mooltripakdee International School
60
PERSONALIZED LEARNING, GLOBAL CITIZENSHIP: A FRAMEWORK FOR THE MODERN CLASSROOM
Nam Ngo Thanh, Vice Principal, Tập Đoàn BCONS
66
IS AI TAKING OVER OR JOINING IN?
Joshua Levenson, Executive Headteacher, St. Andrew’s Catholic Primary School
ACADEMIC VIEWS
INSPIRING YOUNG MINDS THROUGH INNOVATIVE EDUCATION
Michelle Jane, Principal, Sayfol International School, Kuala Lumpur
72
COVER STORY COVERCOVERSTORYSTORY CHRISTOPHER HERMAN
HEAD OF SCHOOL, GARDEN SCHOOL
HONORING TRADITION WHILE PURSUING INNOVATION
As a leader of IB World schools, Kim Green is committed to creating strong connections across the learning continuum through impactful leadership, a strong curriculum that leads to mastery, and mindful and inclusive practices. She believes that leadership networks that synergistically deploy agile methodologies and courageously take risks to positively impact wellbeing and learning outcomes ultimately unlock human potential and collective intelligence, enabling innovation to be embedded into the fabric of the school community.
Prior to holding her role as Executive Principal at Kristin School, New Zealand, she held the role of Head of School, Director, Head of Secondary /Secondary Principal and MYP Coordinator in four different IB World Schools (Laos, Bangladesh, Qatar and Vietnam).
Kim is an IB Educator and has led national teaching and learning projects in New Zealand. Kim holds a Master's in Educational Leadership, Bachelor's Degrees in both Education and Social Science, and Diplomas in Teaching and Management, is an Independent Concept-Based Curriculum and Instruction Consultant, and a Cognitive Coach. In 2014, she published ‘Re-thinking Leadership Development in Schools’.
Recently, in an exclusive interview with K12 Digest, Kim shared insights on the role of technology in supporting student learning and achievement, personal role models, significant career milestones, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Organizations often feel that to remain viable in a fluctuating market, wholesale change is required. The landscape in the field of education has faced dramatic disruption in the last five to ten years, and the pace of change is only intensifying with new technologies and evolving expectations. Schools, therefore may be tempted to drop everything and reinvent how they approach the work of cultivating the next generation, but that approach may be short-sighted.
Though innovation is essential, especially in moments of disruption, there is a long history of practices, approaches, and theories of learning to honor and guide us as we decide where to go next as a field. Children in our schools are well served if we embrace new approaches to teaching and learning and stay informed of the growing understanding of how the brain engages with new information while simultaneously finding ways to respect established and effective methodology. Balance is important because it enables us to preserve the best of what has come before while
While we ask children to conceptualize at higher levels than ever before, traditional methods for building foundational skills remain effective for launching children into that higher-order thinking
continuing to iterate and consider the evolving role of the teacher, student, and school.
Though some older methods may no longer apply, not all traditional approaches are flawed. For example, in core subjects like reading, math, and writing, where skills are sequential, structure is key. Research into phonological development is old with systems penned by individuals like Neuropsychologists Sam Orton and Anna Gillingham working its way into classrooms nearly 80 years ago. Look back to Euclid and the ancient Greeks to see math instruction focused on core arithmetic, logic, and reasoning. The rules and form of grammar, sentence structure, and spelling are nearly unchanged for hundreds of years. While we ask children to conceptualize at higher levels than ever before, traditional methods for building foundational skills remain effective for launching children into that higher-order thinking.
Yet, many traditional methods do not leave room for the diversity of learners in today’s classrooms. They also do not center the student and their interests in curriculum. Teachers know engagement matters perhaps more than anything. This is not new knowledge. Back in the 80’s, researchers Deci and Ryan from the University of Rochester developed their theory of motivation which showed the importance not only of competency, but of teacher and student relationships and the value of agency. Traditional classrooms made little room for student autonomy and mostly applied universal thinking to instruction in a one-size-fits all model. In today’s schools, the classroom that does not center the students cannot effectively engage them.
Similarly, we should reconsider the role of the teacher. As we move away from the sage on the stage model and increase student voice, the role of the teacher is shifting to facilitator and guide. Experts like Cognitive Psychologist Dan Willingham and author Ted Dintersmith show us a very effective classroom can be one where children work harder to draw conclusions while teachers feed them insights along the way instead of telling them how to do it. Problem based learning therefore may result in deeper learning. Similarly, Authors like David Yaeger posit educators should adopt a mentor mindset and step down off the stage to support the learning process rather than dictate it. Specific to Math, educational researchers like Jo Boaler and Dan Meyer are focused on process over accuracy, on wrestling to draw conclusions, and argue the real learning is in the development of thinking habits, not in right answers.
And yet, even as the voice of the teacher should decrease in the classroom, it should become more prominent in the schoolhouse. Harvard’s Graduate School of Education says that for school change to be most effective, teachers need to take meaningful leadership roles in how their institutions design and implement programs. Schools have historically left decision making up to an oligarchy of administrators and treated educators more as foot soldiers working on the front line than as intellectual equals with important contributions to share. A more enlightened school increases teacher voice at the decision-making table while it increases student voice in the classroom.
Finally, advancing technology has put our field in a state of perpetual change and innovating is critical as we leverage all opportunities
We
do not need to discard traditional and effective techniques; instead, we can integrate them with modern approaches like student centered, project-based, problem-based, and multi-modal teaching and learning experiences
associated with new tools and conditions. Innovation is essential for preparing students for this evolving world by equipping them with the skills and mindsets needed to adapt and thrive. As many standards focus on lower-level skills and recitation of rules, we can leverage the many technologies available to encourage creative and critical thinking and personalize learning. Five years ago, we learned that while change is hard, it is possible when embraced. During the pandemic, schools quickly recognized the need for substantial change in how they deliver instruction and engage students. The classroom was changed forever, and we were gifted with the opportunity to reevaluate what was worth bringing forward from the past and what we ask of children and teachers in perpetuity.
We do not need to discard traditional and effective techniques; instead, we can integrate them with modern approaches like student centered, project-based, problem-based, and multi-modal teaching and learning experiences. We can teach core skills to students who will then use them in the future to become autonomous stewards of their own learning. To strike this balance, schools will need to engage educators, students, and parents in the process of creating the vision for what school can be. As we iterate on something as critical as education, let’s look to places like Stanford Design School that argue it is easier and more effective to ask the user about the product they want rather than tell them what we made for them without their input. But let’s strive for a thoughtful balance of the best of what we already know about learning as we reconsider the changing role of the student, teacher, and school.
MUST-WATCH SMALL BOARDING SCHOOL-2025
NEW SUMMIT ACADEMY COSTA RICA
Helping Young Minds Connect Inward and Act Outward
When the first group of students arrived at New Summit Academy Costa Rica in 2005, they didn’t just step into a school but literally helped build one. With cabins to paint, desks to assemble, and a student handbook to write, those early students who are now affectionately known as the “golden group” worked side by side with the school’s five co-founders. Their goal was to create something different. A place that went beyond traditional education. A place where young men could grow into confident, capable adults, ready to navigate life with purpose. Dr. Heather Tracy, Co-Founder and Executive Director says, “These families didn’t just want their sons to earn a diploma. They wanted them to build competence and confidence. They were looking to create an environment that would support that growth in a more intentional way.”
The first campus, tucked into a quiet mango farm, became a testing ground for a new kind of education. Days were filled with academics, but also with shared meals, conversations, music, art, and exploration. Students and staff lived and learned together, like an extended family. The school’s immersive, relationship-based model began to take shape; built around connection, community, and experiential learning.
Dr. Heather Tracy, Co-Founder and Executive Director
Over time, that small beginning grew into something far-reaching. In 2012, the school moved to a purpose-built campus in a nearby neighborhood. Today, New Summit Academy is staffed by more than sixty educators and professionals, including the same five founders who still serve as department heads.
The school’s mission has remained constant: to provide a dynamic, strength-based education that supports both academic and personal growth. The impact of that mission has expanded well beyond the high school years. In 2012, The Bridge Costa Rica was launched as a gap year program for young adults, followed by the Supportive Immersion Institute in 2016 to train others in the school’s unique approach.
Costa Rica itself plays a vital role in this story. With its peaceful values, natural beauty, and welcoming culture, it provides a meaningful backdrop for growth. Students don’t just attend school here, as they live, engage, contribute, and learn in ways that shape their worldview. They leave with certifications, service hours, artistic and leadership experiences, and a deeper understanding of themselves and the world. “Our students graduate with real-world experiences already under their belts. They’ve traveled, lived abroad, learned a new language, and developed the tools they need to thrive in college and beyond,” Dr. Tracy explains.
New Summit Academy was never part of anyone’s long-term plan. It began with a need, an
Today, New Summit Academy stands as a model of what’s possible when education is built on trust, collaboration, and a deep belief in human potential
idea, and a shared leap of faith. Today, it stands as a model of what’s possible when education is built on trust, collaboration, and a deep belief in human potential.
A Purpose-Driven Approach to WholeStudent Growth
At New Summit Academy, the work begins with a simple but powerful mission: to support students in becoming healthy, motivated, and capable global citizens. That mission is not a statement on a wall. It’s a guiding framework that informs every interaction, every class, and every experience on campus. “We nurture and empower students toward healthier lifestyles through processing experiences and solving
problems. The goal is to help them become more relationship-based, goal-driven, and resourceful,” explains Dr. Tracy.
The school’s programs are built around three core departments: Academics, Experiential Education, and Personal Growth. While each department has its own focus, they are intentionally designed to work together. Every student is supported by an interdisciplinary team that brings different perspectives and consistent care. This collaboration helps students grow
emotionally, socially, and academically, with no one part of their development left behind.
The foundation of the school’s work is a holistic model. This means staff consider the whole person, not just grades or behavior. They meet each student where they are and help them build the skills they need for lifelong learning. The team at New Summit Academy recognizes that no two students are alike, and they don’t expect them to be. Whether a student is managing anxiety, struggling with time management, or
Everything at New Summit Academy is designed to serve a greater purpose. Whether it’s a lesson plan or an Aventura, each part of the experience is aligned with the school’s core mission
trying to build social confidence, the approach is the same: tailored support rooted in trust, patience, and consistency.
“We practice what we call humanistic individualization. That means we adapt our strategies and activities to meet the unique needs and strengths of each student,” shares Dr. Tracy. At the same time, students are encouraged to understand the importance of community. They learn how to build strong relationships, take responsibility, and contribute meaningfully to the world around them. Throughout all programming, the school focuses on developing core 21st-century skills. These include self-governance, collaboration, communication, resilience, creative problemsolving, and global citizenship.
What sets New Summit Academy apart is its model of Supportive Immersion. Students are encouraged to fully engage in every experience, whether it’s a science class, a group discussion, a service project, or a cultural exchange. But they are never expected to do it alone. Trusted adults are there to guide, support, and challenge them in ways that help them grow at their own pace. “Each experience is carefully scaffolded to move students forward. We build in opportunities that support emotional, social, and academic development, all at the same time,” adds Dr. Tracy.
In practice, this means that even routine parts of a student’s day are approached with intention. A classroom discussion is not just about content; it’s about practicing communication and critical thinking. A homestay visit isn’t only about cultural exchange; it’s a chance to build empathy, flexibility, and independence.
Everything at New Summit Academy is designed to serve a greater purpose. Whether
it’s a lesson plan or an Aventura, each part of the experience is aligned with the school’s core mission. It’s this level of integration and consistency that creates meaningful change for students, especially those navigating complex personal challenges.
Meeting Students Where They Are
New Summit Academy serves bright, capable young men, ages 14 to 18, who may have struggled to thrive in more traditional school settings. These students aren’t failing. They’re often overwhelmed, anxious, or burned out. Many carry the weight of perfectionism, mood challenges, executive functioning difficulties, or social stress that interferes with learning and growth. “Our students are curious, creative, and full of potential. They just need the right environment to reconnect with their strengths and practice new strategies for moving forward,” says Dr. Tracy.
Most students come from across the United States, though recent enrollments include students from Canada and Europe as well. While each brings a unique story, many share common traits such as attention and learning differences, anxiety, depression, or a history of unhealthy coping mechanisms. Some are navigating family stress, while others are seeking relief from highly competitive school cultures. What draws them together is a desire for something better. They may not know what it looks like yet, but they want to regain momentum. They often show strengths in leadership, empathy, athletics, or the arts. They have values and a sense of purpose waiting to be rediscovered.
With a maximum of 26 students on campus at any time, New Summit Academy is able to provide an experience that is both structured
and highly individualized. Students follow a shared schedule, but no two experiences are exactly the same. The small size allows for deep relationships, tailored support, and a close-knit community that sees and values each student for who they are.
Teachers are more than instructors. They serve as advisors, mentors, club sponsors, and trip leaders. Staff across all departments, from therapists and student life mentors to kitchen and facilities teams, know each student personally. This level of connection builds trust, accountability, and a sense of belonging that’s hard to find elsewhere. Dr. Tracy states, “We create space for students to reflect, reengage, and grow at their own pace. There’s no one-size-fits-all solution here. We focus on helping students reconnect with themselves, develop healthy routines and practice skills they can take into the next stage of life.”
Students typically stay for one academic year, though the minimum enrollment is six months. During this time, they’re immersed in academics, experiential learning, personal development, and the therapeutic benefits of life in Costa Rica. They learn how to manage challenges and take ownership of their growth. The goal is not to “fix” them, but to help them build the mindset, skills, and confidence needed for their future.
When they leave New Summit Academy, students transition in many directions; some return home to finish high school, others move on to traditional boarding schools, take gap years, or head directly to university. Wherever they go, they leave with a clearer understanding of themselves and with tools they know how to use.
Students also play an active role in shaping their school experience. Through student council, clubs, and peer mentorship, they propose ideas, co-create projects, and help guide school culture. Weekly
When they leave New Summit Academy, students transition in many directions; some return home to finish high school, others move on to traditional boarding schools, take gap years, or head directly to college
meetings with school leadership ensure that their voices are heard in real time. In the classroom, small group sizes allow for personalized learning that supports diverse learning styles and helps rebuild academic confidence. Teachers design lessons with Multiple Intelligences in mind and meet students where they are to scaffold skill development, while encouraging curiosity and ownership of one’s learning process.
Beyond academics, students take part in activities like sports, surfing, filmmaking, music, service learning, and leadership opportunities, all without the pressure or competition often found in larger schools. Every student is encouraged to participate and grow. The community’s small size also allows for a more relational approach to structure and supervision. Staff guide students through real-world situations in a way that encourages independence while offering consistent support. This balance of freedom and responsibility is a key part of the school’s culture.
Finally, the all-male setting creates space for students to focus inward to explore identity, build
confidence, and engage with others without the distractions or pressures sometimes present in co-ed environments. “Our size allows us to know each student’s personality, interests, and growth process. That’s what makes it possible to meet them where they are and help them move forward with more optimism and confidence,” affirms Dr. Tracy.
Designing an Education That Works
New Summit Academy offers a fully accredited U.S. college preparatory curriculum for grades 9 through 12. As an independent school accredited by Cognia, the academy grants high school diplomas and supports students in earning core academic credits alongside a wide selection of elective courses. These include psychology, music production, documentary filmmaking, culinary arts, and cultural immersion studies.
The academic model is built on one clear principle: students learn best when they feel engaged and supported. The team uses the framework of Multiple Intelligences to teach to
As an independent school accredited by Cognia, New Summit Academy grants high school diplomas and supports students in earning core academic credits alongside a wide selection of elective courses
engage various learning profiles. Whether a student learns best through movement, visual tools, language, or social interaction, teachers co-create strategies that work for them. “Our students aren’t here for passive learning. They’re part of a process that helps them understand what works best for them and guides them to build competence which leads to more confidence and resourcefulness,” says Dr. Tracy.
Small class sizes, typically averaging six students, make it possible to personalize the experience. Lessons are designed to spark curiosity and connect learning to real-life goals. In this setting, beyond completing assignments, students are participating in thoughtful discussions, collaborating on projects, and learning how to think critically.
Academic support is integrated throughout the day. Students are paired with a team of advisors who meet with them weekly to review academic progress, set goals, and identify next steps. Teachers coach students in note-taking, time management, organization, and study strategies. Daily study halls are a safety net that provides structure and accountability without the need for
micromanagement. Through this model, students develop the executive functioning and selfdirection needed for success beyond high school. For many, the shift is significant. They move from feeling overwhelmed and discouraged to becoming more independent and capable of managing their academic responsibilities.
“We’re not just focused on helping students catch up. We’re preparing them to move forward, with skills that matter in college, in careers, and in life,” says Dr. Tracy. Students graduate from New Summit Academy with more than academic credits. Their portfolios often include 75 or more hours of community service, Spanish language proficiency, and hands-on experience through cross-cultural travel. Many also earn SCUBA and Wilderness First Aid certifications and complete projects in film, music, and research that reflect real intellectual and creative growth.
College planning is handled with the same individual focus. Families and students work with staff to explore post-secondary options that reflect the student’s goals, whether that
means enrolling in a university, taking a gap year, or pursuing other meaningful experiences. The flexible academic model supports credit recovery, graduation planning, and even acceleration when appropriate.
Learning Through Real-World Experience
Experiential education is the backbone of New Summit Academy. Through cultural immersion, adventure travel, and service learning, students connect with the world beyond the classroom. Each experience is intentionally designed to support academic, emotional, and social development.
The setting of Costa Rica provides natural opportunities for learning across cultures. Students live and learn within a diverse community of faculty and staff from countries including Costa Rica, the United States, Nicaragua, Argentina, Trinidad and Tobago, and the Dominican Republic. Spanish is part of the daily culture with bilingual mentors, and local holidays such as Día de las Culturas and Día Nacional de las Mascaradas are celebrated together.
Cultural immersion goes beyond campus. For a few hours every Sunday, students can join Costa Rican host families who open their homes and share meals, routines, and family traditions. These homestay experiences help students build real relationships while practicing the language in a natural setting. It also helps them gain perspective and understand how different people live and think. “These are the kinds of experiences that shape our students’ worldviews. They learn how to listen, connect, and adapt when outside of their comfort zones. That’s what real learning looks like,” explains Dr. Tracy.
Adventure travel is another signature part of the program. Through a series of Aventura expeditions, students explore rainforests, rivers, mountains, and coastlines across Costa Rica. Each trip has a specific learning focus, and students progress through four core journeys, ending with a multi-day hike to the country’s highest peak, Cerro Chirripó. Along the way, they build resilience and leadership while earning certifications such as Wilderness Advanced First Aid and SCUBA.
These experiences are not only about challenge and exploration. They are carefully designed to help students reach academic and therapeutic goals. Skills like teamwork, adaptability, respect of our environment and problem-solving are practiced in real situations where students are fully engaged and supported.
The school’s service learning program brings students into the heart of local communities. Projects range from teaching English and preparing meals to environmental cleanups and building repairs. Some are one-time events, others are ongoing partnerships. Each experience helps students take on meaningful roles and see the value of contributing to a greater good.
“Our motto is: Connect with what is in you to contribute to the world beyond you. That’s exactly what we want our students to walk away with,” shares Dr. Tracy. Experiential education is not a break from academics but a vital part of it. Each trip, project, or cultural experience is aligned with classroom goals, personal growth objectives, and skill-building milestones. Students are asked not just to participate, but to reflect on what they’ve learned, how they’ve changed, and what comes next. Through this approach, students don’t just build memories. They develop a stronger sense of identity, confidence, and global awareness.
The impact lasts well beyond their time at New Summit Academy.
Supporting Growth Beyond the Classroom
At New Summit Academy, personal growth is seen as an ongoing process that happens in real time through daily interactions, shared experiences, and a strong, supportive community. Emotional wellness is not treated as a separate track. Instead, it is integrated into every part of a student’s experience. The school’s approach is rooted in a strengths-based, holistic perspective. Staff focus on helping students build self-awareness, resilience, and
confidence. Dr. Tracy says, “We’re not here to fix students. We’re here to help them understand themselves and develop the tools they need to succeed on their own terms.”
Each student works with a team of academic advisors, licensed therapists, and student life mentors. Together, they co-create a Healthy Lifestyle Plan that reflects personal goals and strategies for growth. This plan focuses on emotional awareness, executive functioning, healthy routines, and relationship-building skills.
One of the most valuable tools for growth is the community itself. Students live and learn together. Through structured activities like Community Council Meetings, they practice open communication, give and receive feedback, take responsibility for their actions, and develop creative growth strategies. These forums encourage empathy and accountability, problemsolving, and help students feel seen and heard.
The school’s clinical team includes six masters-level therapists who are closely involved in every aspect of student life. They don’t stay
Experiential education is the backbone of New Summit Academy. Through cultural immersion, adventure travel, and service learning, students connect with the world beyond the classroom
behind office doors. Instead, they participate in academic support sessions, outdoor expeditions, service learning, and recreational activities. This direct engagement allows them to build trust and provide support that is both timely and personal.
Daily life at New Summit Academy also includes a strong emphasis on physical wellness. Students are guided in building healthy routines that include balanced nutrition, regular exercise, and adequate sleep. A wide range of activities— from surfing and soccer to yoga and CrossFit— are available each day, giving students plenty of options to stay active and grounded. These healthy habits form the foundation for emotional regulation and long-term well-being. “We teach students how to take care of themselves. Not just
academically, but emotionally and physically as well,” affirms Dr. Tracy.
Experiential learning continues to play the central role here. Each Aventura, service trip, cultural activity or sports game is designed to push students slightly out of their comfort zones. These experiences are paired with therapeutic goals and regular reflection, helping students understand what they’re learning about themselves and how they’re growing.
The result is a deeper, more lasting form of personal development. Students begin to recognize their patterns, adjust their mindset, and take ownership of their choices. They leave with a clearer sense of who they are and how to move forward.
A Day in the Life of a Student
At New Summit Academy, no two students follow exactly the same schedule. The daily structure is built around the idea that the school’s job is to structure healthy routines, provide interesting options, and set expectations for participation. On their own side of the equation, students thrive when they have the agency to choose how to meet expectations based on their interests and personal goals.
Each week, students co-create a personalized schedule with their advising team. This plan includes academic classes, health and wellness activities, creative projects, community events, and therapeutic check-ins. The goal is to help students build practical skills like time management and organization, while also learning how to make choices that align with their personal goals.
A typical day might begin around 6:30 or 7:30 a.m., depending on a student’s natural rhythm. Some students start early with a workout, a
New Summit Academy’s daily structure is built around the idea that students thrive when they have the flexibility to shape their own routines, while still being supported by consistent expectations
morning run, or a visit to the local farmer’s market. Others may ease into the day and schedule their physical activity later. “We give students choices and want them to feel ownership over how they meet their goals,” says Dr. Tracy
After a healthy breakfast prepared by in-house chefs, students move into the academic portion of the day. From 8:30 a.m. to noon, they participate in hands-on, college-prep classes that emphasize active learning. Whether conducting science experiments, filming for a history documentary, or practicing Spanish in conversation with locals, students are engaged in work that feels meaningful and relevant. A mid-morning break with fresh fruit and Costa Rican coffee gives everyone a moment to recharge.
Afternoons include one more class and a study block, which students use for completing assignments, getting tutoring, or working on executive functioning goals. From 3:15 to 6:00 p.m., students take part in interest-based activities like surf club, basketball, guitar lessons, personal fitness, or therapy sessions. These hours are
intentionally flexible so that students can pursue both structured and creative outlets.
Evenings are reserved for shared meals, connecting with families, small group therapy sessions, and student-led clubs. Students also have access to a wide range of creative and recreational spaces, including a recording studio, documentary editing stations, a graffiti wall, a teaching kitchen, and athletic facilities. These resources reflect the school’s commitment to supporting students beyond academics.
Weekends offer even more variety. Cultural outings, adventure-based trips, and student-led events like tournaments, beach visits, or service projects are planned with input from the Student Council. On Sundays, newer students explore the region through guided excursions, while others participate in the Homestay Program, spending the day with a local family to practice language and deepen cultural understanding.
This student-centered structure is designed to help young people build confidence in making decisions, taking initiative, and
managing their time. It encourages them to live with intention and purpose, not just while at school, but in preparation for the challenges they’ll face after graduation.
Growing Together as Families
At New Summit Academy, student growth is not something that happens in isolation. Lasting change often begins with individual progress, but it strengthens when families grow alongside their child. The school is intentional about creating space for both independence and connection, so students and parents can begin building healthier relationships from a place of mutual understanding.
As students step into a new environment and gain confidence away from home, families engage in a parallel process of reflection and
learning. “We believe that meaningful growth happens not only for students, but also within their family systems,” says Dr. Tracy. This dual focus allows students to build autonomy while parents receive guidance and support for their own journey as their child matures.
Each week, students have scheduled video calls with family members. These calls help maintain emotional connection without disrupting the student’s focus on day-to-day growth. In parallel, parents work closely with their child’s personal growth coach or therapist through weekly or bi-weekly coaching sessions. These meetings create opportunities to understand progress, practice communication skills, and work through challenges in real time.
Families are also invited to participate in inperson workshops in Costa Rica throughout the year. These gatherings focus on rebuilding trust, improving communication, and creating plans for what comes next. The family transition workshops are especially important toward the end of the program, helping everyone prepare for a healthy and confident return home. Students also return home between terms to practice applying the skills they’ve learned, giving families a chance to reconnect in a familiar setting.
To offer continued support, the Clinical Director leads a weekly parent support group over Zoom. This gives parents a space to reflect and build community with others who understand what they’re going through. Families are also supported by transition coaches after graduation to make sure the growth doesn’t stop once their child leaves campus.
Over time, these efforts lead to meaningful, lasting change. Parents begin to see their child not through a lens of past struggles, but as
New Summit Academy is intentional about creating space for both independence and connection, so students and parents can begin building healthier relationships from a place of mutual understanding
someone capable, growing, and ready to move forward into young adulthood. The school’s work with families is guided by the belief that stronger relationships are built through consistent support and understanding, shared goals, and effective communication. The results speak for themselves. As Dr. Tracy shares, “After twenty years, we’ve witnessed countless transformations in the students we serve; it’s genuinely hard to choose just one or two.”
Still, the words of alumni families offer a window into what that transformation feels like. One parent described how their son, once struggling to find purpose, returned home with a sense of direction and emotional maturity they had never witnessed before. They attributed this transformation to the school’s unique environment where learning was meaningful,
relationships were authentic, and growth was celebrated every step of the way. Another parent shared that what set New Summit Academy apart wasn’t just the academics or therapeutic support, but how the school nurtured a sense of confidence and self-worth in their child. According to them, the program helped their son realize that he was more than his challenges, as he was capable, insightful, and ready to lead his life with integrity.
The most powerful stories often come full circle. Recently, three alumni from the class of 2022 returned to Costa Rica to visit campus. When asked what they wanted to do that day, they answered simply: “We just want to hang out with people.” They spent the afternoon sharing stories, catching up over lunch, and reconnecting with staff and students. One had started his own personal training business.
Another was finishing his degree in Biology. The third was entering his second year of university, training to become a social worker. When asked about his personal transformation, one of them said, “I used to say no to everything. Now I say yes.” These are the kinds of changes that can’t be forced. They’re the result of consistent support, time, challenge, and care. And they remind us of the possibilities when a young person is given the chance to grow and when a family grows right alongside them.
Staying True While Moving Forward
As New Summit Academy marks its twentieth year, the focus remains clear: to keep growing while staying true to the values that shaped the school from the beginning. Long before concepts like student well-being and holistic learning
As New Summit Academy marks its twentieth year, the focus remains clear: to keep growing while staying true to the values that shaped the school from the beginning
became widespread in education, they were already part of the school’s DNA. Today, these principles still guide every decision, ensuring students are supported, challenged, and prepared for a changing world. “Our vision for the future is rooted in our past and we will continue leading by example, showing that real-world engagement, student wellness, and agency belong at the heart of a meaningful education,” states Dr. Tracy.
The world continues to change rapidly, especially with new technologies reshaping how people live and work. For many schools, this means scrambling to adapt. But at New Summit Academy, that evolution has always been part of the mission. Over the past two decades, the school has built a flexible and future-focused learning model that blends traditional academic structures with more creative and personalized approaches.
While New Summit Academy students currently travel to Panama as part of their experiential learning, plans are underway to resume trips to former destinations like Peru, Belize, Guatemala, South Africa, and Cuba
This innovation hasn’t gone unnoticed. Faculty and leadership are regularly invited to share their expertise at conferences like the Small Boarding Schools Association (SBSA), the UK-based Boarding Schools’ Association (BSA), and the Independent Educational Consultants Association (IECA). Upcoming speaking engagements include The Association of Boarding Schools (TABS) and the Young Adult Transitions Association (YATA), reflecting the school’s growing influence in educational leadership circles.
At its core, New Summit Academy continues to operate as a dynamic community of learners. The academic and experiential programs work together to create a model where students build critical thinking, creativity, and confidence. Each student is encouraged to take part in learning that feels relevant, practical, and deeply personal. With strong mentoring and structured support, they’re developing skills to succeed not only in school, but in life beyond it.
Looking ahead, the school is expanding its focus on meaningful transitions after high school graduation. Students explore a range of pathways, from traditional boarding or day schools to apprenticeships, vocational training, and higher education. The Bridge young adult gap community in Costa Rica is one example of how students can continue their growth process after high school by exploring internships, study abroad university courses, and more autonomy in learning life skills like budgeting, cooking, socializing, and healthy technology management.
Another step forward includes more focus on multimedia portfolios to represent lived
experiences and reflections of growth to complement other more traditional products like essays, grades and test scores. These personalized profiles will serve as a valuable resource for future college applications, job searches, or internships.
One of the most anticipated developments is the school’s renewed focus on international travel. While students currently travel to Panama as part of their experiential learning, plans are underway to resume trips to former destinations like Peru, Belize, Guatemala, South Africa, and Cuba. These global experiences deepen cultural understanding and help students see themselves as part of a wider world.
The school is also investing in its Costa Rican campus. Plans are in place to expand athletic facilities and create new interdisciplinary learning spaces. These additions will further enrich student life and learning, making the campus experience even more engaging and supportive.
Finally, staff retention continues to be a point of pride. Nearly 30 percent of the team has been with the school for 15 to 20+ years offering consistency in mission implementation. At the same time, New Summit Academy is welcoming new educators who bring fresh energy and diverse perspectives to the campus.
Two decades in, New Summit Academy remains focused on what matters: giving students the skills, confidence, and clarity to move forward with purpose. With a strong foundation and a clear vision for the future, the school is well-positioned to continue making a difference, for students, families, and education as a whole.
A Call to Action: We Must Do Better for Our Children, Our Students
Michele Gay, Founder and Executive Director, Safe and Sound Schools
Michele Gay, founder and executive director of Safe and Sound Schools, is an internationally recognized leader in comprehensive school safety. After the tragic loss of her daughter, Josephine, in the Sandy Hook School shooting, Michele turned her grief into action, dedicating her life’s work to protecting and educating school communities. As the primary author of the Safe and Sound Schools Comprehensive Framework for Safety Planning and Development, she provides practical guidance across six key pillars: emergency management, community engagement, physical safety, mental and behavioral health, school climate, and overall wellness. A trusted subject matter expert, Michele’s voice and inclusive approach foster collaboration among administrators, multidisciplinary teams, school resource officers, parents, and leaders at the local, state, and federal levels.
As a teacher, I connected with the same love of learning that my family – many of whom were educators before me – had cherished for generations. As a mother, I hoped that when I sent my daughters to school, they would feel that same sense of safety and love.
On December 14, 2012, tragedy struck our town, Newtown, Connecticut. My youngest daughter, Josephine Grace Gay, was among the 26 children and educators whose lives were taken at Sandy Hook School that day.
That was my call to action.
As I grieved, I co-founded an organization called Safe and Sound Schools. It was a way
to rekindle hope, driven by the belief that we must do better. It was how I chose to take action for our children, our schools, and our communities. It was how I would carry on in Josephine’s memory.
Sadly, as we have seen so many times this school year, our schools continue to experience challenges. We have all seen the headlines reporting on threats, tragic incidents of violence, and a deepening mental health crisis among our youth. This affects every aspect of students’ lives—at home, in classrooms, on playgrounds, and in the digital spaces where so much of their social interaction now takes place.
We must provide supports before students reach a crisis point and develop pathways for prevention, particularly for those at risk of turning to violence
While technology can be a powerful tool for learning and connection, it has also created vast spaces where students’ anxieties are amplified. Cyberbullying, harmful content, and negative social comparisons deepen feelings of isolation, anxiety, and depression.
A Global Youth Culture study found that 60% of young people report experiencing depression, 66% struggle with anxiety, and 35% have had suicidal thoughts. The CDC reports that nearly one in five high school students seriously considered suicide in the past year. According to Mental Health America, 16.39% of youth ages 12-17 experienced at least one major depressive episode in the past year.
These statistics are more than numbers—they represent real lives and real children attempting to navigate a world that is increasingly complex. The mental health crisis is affecting this and future generations, along with the families, communities, and schools in which they live.
This must be our call to action.
Instead of asking “why” after tragedies strike, we must ask: How do we prevent them? How do we ensure our children never have to face such horrific realities?
The answer lies in early identification and intervention. We must provide supports before students reach a crisis point and develop pathways for prevention, particularly for those at risk of turning to violence, whether toward themselves or others.
This requires a comprehensive, multi-faceted approach, inclusive of collaboration among schools, families, communities, policymakers, and students themselves. Schools are uniquely positioned to lead this effort.
Students spend more than six hours a day, nine months out of the year, in school. Educators are often the first to notice changes in behavior, hear concerning remarks, or see subtle signs that something may be wrong. At the same time, our schools are overwhelmed. Chronic understaffing, limited training opportunities, and scarce mental health resources prevent many schools from meeting their students’ growing needs.
So, what can be done to help schools champion these needs?
First, we must address the root causes. Students’ mental health struggles often stem from physical and emotional abuse, bullying, substance abuse, and basic needs like housing and food insecurity. While schools cannot solve these problems alone, they can play a critical role in identifying and supporting students who face them. We must remember that students’ basic needs, including safety, must be secured before they can thrive academically.
Second, in addition to critical physical security measures like metal detectors, cameras, and panic buttons, schools need the resources to support students’ mental health. This includes increasing access to counselors and mental health professionals, while also providing educators with sufficient, evidence-based training to recognize early warning signs. Schools must also foster a culture where students feel safe, valued, and connected—where they know they have trusted adults and peers they can turn to for support.
Third, we must prioritize both physical and digital safety. More than spoken words
Schools must also foster a culture where students feel safe, valued, and connected— where they know they have trusted adults and peers they can turn to for support
and observable behaviors, our children now convey their thoughts and emotions through keyword and phrase search, email, text, social media, and other electronic engagement. We need to meet them where they are and leverage technology in ways that proactively supports their safety and wellbeing. While the digital world can pose risks, it can also offer opportunities for early identification, as well as lifelines in the form of mental health resources, online support groups, and educational tools.
Today, technical solutions can monitor digital spaces at scale, flagging signs of violence, selfharm, or other concerning behaviors that may not be immediately visible to educators. These tools offer round-the-clock support, complementing the vigilance of school staff while helping to prevent threats before they escalate.
The Secret Service has found that 74% of school shooting tragedies were predicated by online clues. For the sake of our children, we need to use tools that help us see those clues.
Additionally, the data gathered from these solutions can foster collaboration within the community, raising awareness and enabling broader partnerships to address these issues. Schools, parents, caregivers, and students can work together to establish healthy boundaries around technology use, ensuring students are equipped to navigate the digital world safely.
This is not a crisis we can afford to put off, especially when the solutions are within reach. We must answer this call to action and be proactive about identifying, and stopping, school violence.
We owe it to our children, our students, to do better—today, tomorrow, and every day.
How to sell to schools: as VC and federal funding dries up, international edtech markets hold the key
Michael E. Spencer, CEO and Founder, Global Expansion Strategies
The end of ESSER funds and a venture capital chill mean startups must look beyond the US for sustainable revenue, scalability and success.
We hear it again and again: the US K12 education system is in crisis.
Spending per student has more than doubled over the past 40 years, but achievement has not. Covid-19 catch-up, which could take decades, is the latest blow. Many schools are now beset with budget cuts, teacher shortages and chronic absenteeism. It’s all bubbling up into an ‘epic crisis’. So it’s no surprise that edtech startups look at this – a massive market of 4 million teachers and 50 million kids attending elementary through high schools –and see a chance to make a difference.
But it’s not so straightforward. Unfortunately, K12 entrepreneurs too often fall into the trap of what I call a ‘build it and they will come’ mentality, where they focus on refining their pedagogical product and acquiring users at the expense of sales and distribution. These companies have strong solutions, but they frequently flounder in
With more than 30 years’ experience in the K-12 EdTech sector, Michael E. Spencer is CEO and Founder of Global Expansion Strategies, a Silicon Valley-based growth, advisory and investment firm that works with education companies to expand globally. He is also a sought-after investor, board member and advisor for innovative and high-growth EdTech ventures. Michael Spencer has a proven track record of creating and scaling successful EdTech businesses globally, as a CEO, founder, board member, advisor, mentor and executive. All have achieved 100%+ growth year-over-year since inception, received multiple awards for innovative education technology, and secured Series A and B rounds of funding as well as successful exits. He is a published author and speaker on topics such as international expansion, global market entry, international capital raise, large-scale blended learning implementations and exit strategy development.
Your product’s value is dependent on how many users you can impact, which is dependent on how costeffective it is for you to acquire and retain users
a dead sea of startups trying to actually sell to schools. As passionate as these entrepreneurs are about their users and the impact they are trying to create, they don’t spend enough time growing new users at scale in a cost-effective manner or implementing monetization strategies that will build a sustainable business. Put simply: they go bust before they can make that difference.
Strong headwinds ahead in the US
After twenty years in this sector, I still see startups implementing the same monetization strategies as the incumbent players that have dominated for decades: they pitch district administrators with a top-down sales approach. This means you’re either selling to the school (‘B2B’) or expect the school to push its use down to the end user – teachers and students (‘B2B2C’). While this model has been successful for some startups (notably BrightBytes, MasteryConnect and Canvas by Instructure), it has two problems. It is slow and it is expensive.
Sales cycles in US K12 are infamously bureaucratic, and seasonal; the majority of schools run on budgets and do not make year-round purchases. In such a fragmented landscape – around 13,000 public districts, 100,000 public schools and 30,000 private schools – it is challenging to reach your target users (students/teachers), who often differ from actual purchasers (parents/schools/districts). Even if a product does manage to catch the eye of the right person in the district administration, approval processes are long and cumbersome.
In the past, VC funding offered a decent chance to build up a cushion with some runway. Not anymore. Whether we look at data from
HolonIQ or Oppenheimer or Pitchbook, total VC investments in 2024 are down sharply from a peak of $20 billion in 2021 to a projected $5 billion this year, an eight-year low. Valuations are down, round sizes are down and number of deals are down.
And now, the fateful day is drawing near. ESSER III – the last tranche of $190 billion in federal pandemic funds for K12 education – must be committed by the end of September. School leaders are already preparing the chopping block for tools and services that are nice to have but not a necessity, and those that fail to show usage and efficacy.
Every K12 entrepreneur should pay heed. How will edtech adjust now that we’ve returned to pre-pandemic levels of investment before the market was awash in relief funds and buoyed by record-low interest rates?
Selling to international schools
Most companies I meet are obsessively focused on products, believing they can figure out the business model later. This is shortsighted. Your product’s value is dependent on how many users you can impact, which is dependent on how cost-effective it is for you to acquire and retain users. So you need to start thinking about a selling strategy that can create scalable, recurring revenue from day one.
This means building a resilient business model that can withstand market fluctuations – unlike B2B, or even B2C. For many earlyto mid-stage edtech companies, a more efficient path to strategic growth is adding an international B2B strategy, using strategic channel partners or school operators to facilitate sales into large international school networks, a model that I call B2O.
International schools move faster, have more streamlined procurement processes and are less price sensitive, which makes B2O a better route to scalable, stable and diversified revenue. It can supercharge your product by providing a route to paid large-scale pilots. And according to a recent report by Google for Education, 80% of the world’s demand for education over the next 30 years will be concentrated in Asia and Africa. But the best bit? The same tactics used to acquire US education decision-makers can be used to attract global education decision-makers as well as parents – faster.
Create channel partners
The challenge for companies eyeing entry into these markets is understanding local education needs and leveraging local expertise to get a foot in the door. Selling to schools requires strong relationships, and it’s tough for startups to hire a sales team that can build a rapport with decision-makers in multiple geographies simultaneously.
Teaming up with channel partners to accelerate the process can create a win-win situation: the channel partner can leverage their network, using local representatives with extensive experience in the specific education context, and startups can secure a pipeline of sales without incurring significant upfront investment.
At Global Expansion Strategies, I’ve seen companies supporting more than 15m students and 1.5m educators at 30,000 schools worldwide, with multiple large-scale pilots and school implementations throughout LATAM, SE Asia, the Middle East and the US. One company specializing in social-
Sales cycles in US K12 are infamously bureaucratic, and seasonal; the majority of schools run on budgets and do not make year-round purchases
emotional learning, which generated around $500,000 in first-year revenue using a USfocused B2B strategy, saw a 5x increase in year 2 from adopting a B2O strategy, to $2.5m – and they’re on track to double that this year.
A tipping point
These are the kinds of metrics that will be required to survive now that the era of easy money and market-driven growth is ending. As a general rule, buyers and investors want to see:
A diverse revenue base – too much concentration of revenue in any one customer (or through any one channel partner) may spook buyers since it only takes one relationship to sour for the company’s revenue streams to suffer;
Attractive revenue growth – revenue growth rates are strongly correlated to valuation multiples; Transparency and predictability of revenue – clear visibility into revenue data and where future growth is coming from is critical for helping investors feel comfortable.
K12 edtech is at a tipping point. AI means companies can build products faster than ever and the barriers to entry are lower than ever, which makes go-to-market king. Startups with connections to the most students, teachers and schools have a significant advantage in terms of co-developing edtech products, getting early users to facilitate rapid iteration and, perhaps most importantly, gaining traction by reaching their target audience faster.
Personalized Learning, Global Citizenship: A Framework for the Modern Classroom
Nam Ngo Thanh, Vice Principal, Tập Đoàn BCONS
Nam Ngo Thanh is an educational leader, innovator, and advocate for equity-driven, holistic learning. Currently serving as the school leader in Vietnam, he brings over a decade of experience in school leadership, teacher training, and educational transformation. Nam is the co-founder of the Vietnam Innovative Educators Foundation (VIEF), a professional network of over 157,000 educators committed to advancing technology-enhanced and student-centered teaching practices nationwide. He is also the founder of impactful initiatives such as Five Safe Fingers, a global child protection program, and Kindness Everyday, which promotes emotional well-being in schools. Nam has received multiple international accolades, including the Top 50 Global Teacher Prize Finalist and the Asia Educator of the Year Award. As a Microsoft Innovative Educator Fellow and global education speaker, he champions inclusive policies and systemic change in education. Nam’s work is grounded in the belief that education must be both empowering and compassionate—equipping learners not only with knowledge, but with resilience, empathy, and the confidence to shape a better world.
In a recent interview with K12 Digest, Nam Ngo Thanh discussed his experience with technology, innovation, and education. He shared his views on integrating technology meaningfully into the classroom, Teaching methodologies, personalized learning, interdisciplinary instruction, and many more.
Let’s start at the beginning — what inspired you to pursue a career in education, and how has your journey evolved over the years?
From a young age, I was captivated by a single question: “Can learning be more meaningful than memorization?” I grew up in Vietnam at a time when education was often delivered through rigid lectures and rote learning. As
a student, I found myself disengaged, even though I deeply valued the idea of learning. This tension—between the potential of education and the reality I experienced—sparked a quiet determination in me. I didn’t know it then, but that dissatisfaction was the beginning of my lifelong journey in education.
When I became a teacher, I carried with me both curiosity and a sense of responsibility.
Technology should never replace what makes education human—it should extend our ability to listen, relate, and empower learners to co-create knowledge within a community of care
I didn’t want my students to feel what I had felt: boredom, pressure, and distance from the material. I started experimenting—infusing creativity, technology, and real-world connections into my lessons. Tools like Microsoft Teams, Minecraft Education Edition, and collaborative global projects became my way of turning the classroom into a place of exploration and joy.
But as my classroom evolved, so did my vision. I realized that to make lasting change, I needed to reach beyond the walls of one school. This led me to launch initiatives like Five Safe Fingers (focused on child protection) and Kindness Everyday (promoting empathy in schools), and to co-found the Vietnam Innovative Educators Foundation (VIEF),
a community now connecting over 157,000 teachers nationwide.
Over the years, I’ve transitioned from teacher to principal or academic director, from project initiator to system-level advocate. Today, I serve as Vice-Principal of B.School, where I lead efforts to integrate well-being, sustainability, and equity into our core curriculum. I am also pursuing a Ph.D. in Education—continuing to refine my understanding of how we can design systems that heal, empower, and uplift every learner.
Looking back, it wasn’t a single moment that inspired me, but a series of quiet realizations—each one pulling me deeper into the belief that education, when done with heart and purpose, can be the most powerful
Innovation is not about introducing flashy tools, but about cultivating agency, trust, and a shared sense of purpose among teachers
tool for transformation. My journey has been one of constant evolution—from questioning the system to becoming someone who works to reimagine it.
Over the course of your career, what experiences have most significantly shaped your philosophy as an educator and innovator?
Over the years, my philosophy as an educator and innovator has been deeply shaped by my experiences in teacher mentoring, international collaboration, and leading systemic change within schools. Mentoring educators across both urban and rural areas of Vietnam revealed to me that innovation is not about introducing flashy tools, but about cultivating agency, trust, and a shared sense of purpose among teachers. I saw how even the most under-resourced classrooms could transform when teachers felt empowered and supported. Meanwhile, participating in global education programs in countries like Finland, India, and the U.S. broadened my worldview and helped me internalize the importance of cultural relevance and adaptability in educational reform—what works in one context must be thoughtfully localized in another. Within my own schools, one of the most defining moments was leading the integration of social-emotional learning and well-being into the core academic curriculum. This process showed me that students flourish not only when they achieve academically but when their mental health, emotional resilience, and relationships are nurtured. These experiences taught me that sustainable innovation comes from the intersection of empathy, equity, and shared leadership—where every voice in the
learning ecosystem, from students to teachers, is heard and valued.
You’re known for integrating technology meaningfully into the classroom. How do you approach blending digital tools with pedagogy in a way that enhances—not replaces—human connection in learning?
For me, technology is never the starting point—it’s the amplifier. I begin every integration of digital tools by first asking a pedagogical question: What kind of learning experience do I want students to have? Only when I’m clear on the objective—whether it’s collaboration, reflection, critical thinking, or empathy—do I select the technology that best supports that goal. This mindset ensures that tools never overshadow the human core of teaching and learning. For example, when I want to foster peer dialogue, I might use technology to let students record and respond to one another in a way that feels safe and authentic, especially for those who may be shy in live discussion. When building global awareness, I turn to virtual exchanges and co-created projects that allow students to connect emotionally with peers from different cultures—not just learn about them in theory. What keeps these experiences grounded in human connection is the way I facilitate: guiding conversations, posing reflective questions, and making space for vulnerability and voice. I also coach teachers to view themselves not as content deliverers, but as curators of connection—even in digital spaces. In short, I believe technology should never replace what makes education human. It should extend our ability to listen,
relate, and empower learners to co-create knowledge within a community of care.
Teaching methodologies have evolved dramatically in recent years. What approaches do you find most effective in today’s diverse and dynamic classrooms? In today’s diverse and dynamic classrooms, I find that the most effective teaching approaches are those that interweave project-based learning (PBL), social-emotional learning (SEL), and experiential, context-driven pedagogy aligned with students’ realities. At the primary level, abstract content often becomes meaningful only when learners can see its relevance to their own lives. For instance, at B.School, we designed a cross-subject project around the theme “Our Green Neighborhood,” where students from Grades 3 to 5 explored science (recycling, energy use), math (data collection), and language arts (report writing and public speaking) through hands-on fieldwork and community interviews. This helped them apply knowledge, develop communication skills, and see themselves as active citizens. At the same time, I’ve prioritized integrating SEL as a core part of classroom culture—beyond isolated lessons. Through our “Kindness Everyday” initiative, teachers build routines that promote gratitude, emotional regulation, and peer empathy, often starting the day with checkins or story-based discussions about real-life ethical dilemmas. Additionally, I emphasize context-sensitive pedagogy, particularly for rural and underserved areas where access and background vary significantly. For example, instead of prescribing fixed lesson plans, I support teachers to adapt national curriculum content using local stories, student interests, or
Students flourish not only when they achieve academically but when their mental health, emotional resilience, and relationships are nurtured
community challenges—whether it’s learning math through market scenarios or discussing water safety in flood-prone regions. These approaches ensure that learning is not only effective but equitable, joyful, and empowering. In my view, a truly modern classroom is one where students are not passive receivers of knowledge but co-constructors of meaning— intellectually engaged, emotionally grounded, and socially aware.
How do you ensure your students remain active participants in their learning process, especially in digital or hybrid learning environments?
Ensuring that students remain active participants in their learning—especially in digital or hybrid environments—requires intentional design, not just of content, but of student roles, routines, and relationships. At the primary level, I have found that structure and autonomy must go hand in hand. In our school’s hybrid learning model,
we begin by training teachers to create clear yet flexible learning pathways, where students understand not only what they are learning but why it matters and how they can make choices along the way. For instance, during a science unit on environmental conservation, students were offered multiple formats to explore the topic—some joined virtual expert talks, others created digital posters or short videos based on their local observations. This kind of structured choice fosters agency and motivation. I also ensure that each lesson cycle includes opportunities for self-reflection, peer feedback, and goal-setting, using simple digital tools like Padlet, ClassPoint, or collaborative slides. In addition, we maintain real-time emotional check-ins and learning journals, which help teachers identify disengaged students early and re-engage them through supportive conversations or differentiated tasks. Beyond the tools, what sustains student participation is a strong classroom culture—where mistakes
are welcome, curiosity is rewarded, and every child’s voice is heard. Even in online formats, I encourage teachers to maintain face-toface rituals: greeting students by name, using breakout groups for peer work, and closing lessons with personal reflections. By embedding these human-centered elements into our digital frameworks, we ensure that students don’t just consume content passively but take ownership of their growth— academically, socially, and emotionally.
What role do students play in shaping your teaching practices? Have you had a moment where student feedback or behavior reshaped your approach?
Students have always played a central role in shaping my teaching practices—not just through formal feedback, but through their engagement, struggles, questions, and even silence. I view every classroom interaction as a form of dialogue, and I pay close attention to how students respond emotionally and behaviorally to what and how we teach. One defining moment came early in my leadership when I introduced a school-wide interdisciplinary project with a very structured framework. While many students performed well, I noticed that a group of younger learners became disengaged—they followed instructions but showed little curiosity. After informal conversations and classroom observations, it became clear: the design left too little room for imagination and too much focus on product over process. That moment pushed me to rework how we scaffold student autonomy. We revised the framework to include more open-ended phases where students could propose their own ideas, conduct local interviews, and decide how to present findings. The shift was profound—not
only did their creativity bloom, but their sense of ownership grew. Since then, I’ve embedded student voice as a design principle across all projects. We include student reflections in planning meetings, run student advisory panels for school events, and even invite student representatives to co-create classroom agreements with teachers. I believe that when students are seen as co-authors of their learning journey, they rise to the responsibility. Their feedback, both spoken and unspoken, keeps us grounded and reminds us that great teaching is not about delivering perfect lessons—it’s about being in constant conversation with those we serve.
From your perspective, what trends in education—such as AI, personalized learning, or interdisciplinary instruction—are most likely to influence the next decade of teaching and learning?
I believe the most influential trends in education will be the convergence of AI-powered personalized learning, interdisciplinary instruction grounded in real-world challenges, and the growing emphasis on student wellbeing as a core educational outcome. AI will undoubtedly transform how we understand and respond to learner diversity. With the ability to analyze individual learning patterns, identify misconceptions, and adapt content in real time, AI-powered platforms will enable teachers to move from generalized instruction to targeted intervention. However, to avoid the risk of depersonalization, I believe the human teacher’s role as a mentor, guide, and ethical compass will become even more crucial—not less.
Change doesn’t always come from big reforms—it often starts with one teacher who believes, one student who is heard, or one community that dares to reimagine
Equally transformative is the rise of interdisciplinary instruction, especially in the context of global issues like climate change, public health, or digital citizenship. The boundaries between subjects are becoming less relevant to students’ lives. I have seen powerful learning emerge when students explore a topic like “community resilience” through the lenses of science, social studies, and civic action. These approaches develop not just knowledge but critical thinking, empathy, and systems awareness— skills that are increasingly essential in a volatile, uncertain world.
I also see the shift toward prioritizing student well-being—mental, emotional, and social—as a defining trend. In Vietnam and across the globe, the pandemic has underscored that academic success means little if learners are not mentally healthy and emotionally resilient. Schools will need to move beyond seeing well-being as an “add-on” and instead embed it into curriculum, teacher training, and policy. As someone leading initiatives like Kindness Everyday and Five Safe Fingers, I see well-being not as separate from learning, but as the foundation that makes deep, sustained learning possible.
The future of education lies in our ability to balance advanced technology with deep humanity, to teach across disciplines while nurturing inner resilience, and to prepare learners not just for tests—but for life.
Collaboration is key in today’s educational landscape. What strategies should we use to work effectively with other educators, institutions, or education-focused organizations?
In today’s complex educational landscape, effective collaboration requires more than just goodwill—it demands intentional structures, clearly defined roles, and a culture of shared
learning. One strategy I’ve found particularly impactful is building collaboration around a problem, not just a program. When schools and educators come together to solve a clearly defined challenge—like bridging learning gaps postpandemic or integrating well-being into daily routines—they become more invested, and the collaboration becomes outcome-driven rather than symbolic. Another approach is to create safe spaces for professional dialogue across hierarchies. As a school leader, I’ve facilitated regular cross-functional learning circles where classroom teachers, administrators, and specialists engage in reflective practice, peer observation, and joint planning. These forums not only improve instructional coherence but also flatten organizational silos that often hinder collaboration.
Moreover, time and recognition must be embedded into the system—teachers and staff can’t collaborate meaningfully if it’s treated as “extra work.” That’s why we build collaboration into the weekly schedule, allocate shared planning time, and publicly celebrate successful partnerships— whether between grade levels or with external partners. When working with outside organizations, especially NGOs or policy-driven bodies, I prioritize setting shared indicators of success from the beginning and ensuring that local voices— teachers, students, even parents—are part of the conversation. Collaboration, to be transformative, must be both horizontal and inclusive, empowering every stakeholder to lead from where they are.
In your leadership role, how do you support teacher growth while maintaining high expectations for student outcomes?
Supporting teacher growth while ensuring strong student outcomes requires a balance between trust
and accountability, coaching and autonomy. As a school leader, I view teachers not as implementers but as professional learners and designers. I begin by creating a culture where continuous improvement is normalized, not feared. For example, we embed regular peer observations, not for evaluation but for reflection, where teachers receive structured feedback from colleagues and set their own growth targets. I also differentiate professional development based on teachers’ experience, interests, and classroom context— offering pathways in instructional leadership, digital pedagogy, or inclusive education. At the same time, I hold high expectations by aligning individual teacher goals with schoolwide learning outcomes, ensuring coherence
and focus. One approach I find effective is using student work and learning data as a shared lens for professional conversations. Rather than evaluating teachers in isolation, we reflect on student progress together and co-create solutions. This fosters a shared ownership mindset: when teachers feel valued, supported, and intellectually challenged, they raise their own bar—and that inevitably lifts student achievement.
How do you ensure equity is more than a concept and becomes a daily practice in your school community?
To move equity from theory to daily practice, I believe it must be embedded in every level of decision-making—from classroom
Equity isn’t a single event or workshop—it’s about building systems that notice and respond to difference every single day
Leadership in education is not about having all the answers—it’s about asking the right questions, listening deeply, and choosing courage over convenience
instruction to staff meetings, from curriculum design to resource allocation. In our school, we begin by asking equity-focused questions when planning any initiative: Who benefits? Who might be left out? What barriers might exist? At the instructional level, I support teachers to apply differentiated strategies, using formative assessment to identify gaps early and adjust pacing or grouping. We also conduct regular equity audits of student participation in school activities—ensuring that children from disadvantaged backgrounds, or with learning differences are represented and supported.
Importantly, we include families and students in these conversations, creating feedback channels where their voices influence programming. I also advocate for inclusive leadership structures— empowering emerging teacher leaders, especially from underrepresented groups, to co-lead school initiatives. Equity isn’t a single event or workshop—it’s about building systems that notice and respond to difference every single day. For me, it means creating a school where every child feels seen, every teacher feels heard, and every decision reflects a commitment to fairness and belonging.
What message would you like to share with fellow educators and future education leaders?
If I could share one message with fellow educators and aspiring education leaders, it would be this: Never forget that behind every data point is a child with dreams, fears, and potential—and our role is to protect that humanity while guiding them toward growth. In a world racing toward digital transformation and standardization, we must be the ones who hold space for empathy, creativity, and dignity in learning. Leadership in education is not about having all the answers—it’s about asking the right questions, listening deeply, and choosing courage over convenience. Whether you’re teaching in a classroom, leading a school, or shaping policy, remember that the smallest act of care can ignite the greatest transformation. Change doesn’t always come from big reforms— it often starts with one teacher who believes, one student who is heard, or one community that dares to reimagine what education can be. Be that person. Create that space.
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Inspiring Young Minds through Innovative Education
Michelle Jane, Principal, Sayfol International School, Kuala Lumpur
Hi Michelle. What inspired you to become an educator, and what motivates you to continue making a positive impact on students’ lives?
I was inspired to become an educator by teachers and sports coaches who guided me throughout my education. What motivates me is witnessing a students growth – not just academically, but also their social, emotional and cultural development. Seeing a child understand something new, make better decisions, and evolve into a well-rounded
individual is what drives me to make a positive impact every day.
What do you love the most about your current role?
As a principal of an international school, what I love most about my role is the opportunity to cultivate a positive learning environment for both students and teachers. I enjoy fostering a culture of growth, inclusivity. Seeing teachers thrive, students discover their potential and bringing the school community together to
Seeing a child understand something new, make better decisions, and evolve into a well-rounded individual is what drives me to make a positive impact every day
With over 20 years of experience, and a distinguished career spanning several continents, Michelle began her journey as a Physical & Outdoor Education teacher in New Zealand before extending her horizons to England, and thereafter to Asia.
The past 12 years in Malaysia has seen her making a significant impact in senior management roles. As a leader, Michelle is committed to mentoring, coaching, and fostering a positive learning environment. She believes in nurturing students’ soft skills, values, community, and teamwork, as well as the pursuit of academic achievements. Her philosophy emphasizes the importance of physical activity and its role in developing well-rounded individuals.
Recently, in an exclusive interview with K12 Digest, Michelle shared insights on the most significant challenges facing educators today and how they can be addressed, personal role model, significant career milestones, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
create a meaningful learning experience is truly rewarding.
What do you think are the most significant challenges facing educators today, and how can they be addressed?
One of the most significant challenges facing educators today is the impact of technology and mobile phones in the classroom. While technology can enhance learning, it also brings distractions, shortens attention spans, and can negatively affect students’ social skills. At my school, we have implemented a structured approach to manage this challenge. Every classroom has a phone bag where students place their phones upon entry, minimizing distractions and helping them stay focused on learning. While teachers still integrate technology into lessons when appropriate, this system ensures that devices are used with purpose rather than as a constant presence. Globally, many countries are recognizing the need for stricter phone policies in schools. New Zealand has recently implemented a nationwide ban on phones in schools to improve student focus and social interaction. This highlights the growing awareness of the issue and the importance of creating learning environments where students can develop critical thinking and interpersonal skills without the constant pull of technology.
Can you share your vision for the future of education, and how you see schools evolving to meet the needs of 21st-century learners?
My vision for the future of education is a system that prioritizes meaningful, studentcentered learning over rote memorization and excessive standardized testing. Schools must
evolve to meet the needs of 21st-century learners by focusing on skills that prepare students for real-world challenges, collaboration, and lifelong learning. One key shift is the increased emphasis on group projects and collaborative learning. The modern workplace requires teamwork, problem-solving, and communication, so classrooms should reflect this by integrating more peer-driven activities. When students work together to solve complex problems, they develop essential skills like leadership, negotiation, and adaptability.
Another crucial evolution is the reduction in traditional assessments. While evaluations are important, an overemphasis on standardized testing often limits creativity and critical thinking. Schools should move toward more dynamic forms of assessment, such as portfolios, presentations, and project-based evaluations, which better reflect a student’s understanding and application of knowledge.
Lastly, education must incorporate more real-world learning opportunities. This means stronger connections between the classroom and practical experiences—internships, mentorship programs, community projects, and problemsolving scenarios based on real-life challenges. By engaging with authentic experiences, students gain a deeper understanding of their subjects and see the relevance of their education beyond the classroom.
What do you think are the most important skills or qualities that students should develop during their time in school?
I believe the most important skills and qualities that students should develop during their time in school go beyond academics— they should prepare them for life.
Resilience – The ability to face challenges, adapt to setbacks, and keep going despite difficulties is essential. Encouraging students to embrace mistakes as part of the learning process helps them develop a growth mindset.
Teamwork – Collaboration is a fundamental skill in both academic and professional settings. Learning how to work effectively with others, share responsibilities, and contribute to group success prepares students for future careers and personal relationships.
Compassion – Understanding and empathizing with others fosters a positive and inclusive school culture. Teaching kindness, respect, and emotional intelligence helps students build strong, meaningful connections in their communities.
Communication – Whether through speaking, writing, or listening, effective communication is key. Students should be able to express their ideas clearly, engage in discussions, and actively listen to different perspectives.
Leadership – Leadership is not just about taking charge—it’s about inspiring others,
making decisions, and taking responsibility. Schools should provide opportunities for students to lead, whether through student councils, group projects, or extracurricular activities.
Developing Ideas & Creativity – Innovation and problem-solving are crucial in today’s world. Encouraging students to think critically, generate new ideas, and explore creative solutions helps them develop the confidence to tackle real-world challenges.
By fostering these skills, schools can help shape well-rounded individuals who are not only academically prepared but also equipped with the emotional intelligence, adaptability, and leadership qualities needed to thrive in any future path they choose.
How do you foster a positive and inclusive school culture, and what strategies do you use to promote student well-being?
Fostering a positive and inclusive school culture requires a proactive approach that ensures every student feels safe, supported,
Schools must evolve to meet the needs of 21stcentury learners by focusing on skills that prepare students for real-world challenges, collaboration, and lifelong learning
By engaging with authentic experiences, students gain a deeper understanding of their subjects and see the relevance of their education beyond the classroom
and valued. At our school, we implement several key strategies to promote student wellbeing such as Anti-bullying programs, regular talks from experts, in-school counselors, mental health app, and an open-door policy.
By integrating these strategies, we create an environment where students feel secure, respected, and empowered to thrive—not just academically, but emotionally and socially as well. A positive school culture is built on strong relationships, support systems, and a commitment to every student’s well-being.
Where do you see yourself in the next 5 years?
This is probably one of the hardest questions to answer—I really don’t know exactly where I’ll be in five years. However, what I do know for certain is that I will still be working to make a meaningful impact on the lives of future generations.
Whether that means continuing in my current role, taking on new leadership opportunities, or contributing to education in a different capacity, my passion for helping students grow and shaping a positive learning environment will remain at the core of whatever I do. My focus will always be
on fostering a school culture that empowers students, supports teachers, and prepares young minds for success beyond the classroom.
What advice would you give to new educators just starting their careers?
My advice to new educators is simple: don’t be afraid to ask for help. We have all been in your shoes, and just like we encourage students to ask questions, teachers need to be reminded of this too. Teaching can feel overwhelming at times, but you don’t have to struggle alone. Lean on the people around you—colleagues, mentors, and school leaders—because education is a team effort. Everyone started somewhere, and most experienced teachers are more than happy to share advice and support you along the way.
Also, remember that your voice matters. If you don’t know something, ask. If you don’t agree with something, share your thoughts. Education thrives on fresh ideas, and as a new teacher, you bring a unique perspective that can contribute to positive change. Your ideas are valuable, and your passion for teaching will make a difference. Stay open to learning, be adaptable, and most importantly—enjoy the journey!
Fostering Academic Excellence and Student Wellbeing
James Kemp, Deputy Head of School, Mooltripakdee International School
James Kemp is an experienced international school leader, educational consultant, and published writer. Currently the Deputy Head of School at Mooltripakdee International School in, he has over 15 years of experience in education across the UK, South America and South East Asia. Passionate about leadership through service, he believes in fostering both academic excellence and student wellbeing. A strong advocate for teacher development and innovation in education, James also writes articles offering insights for parents and educators. Outside of work, he enjoys watching rugby, chess, and travelling with his family.
Recently, in an exclusive interview with K12 Digest, James shared insights on the role of technology in education and how it has impacted teaching and learning, his favorite quote, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi James. What drives your passion for education and leadership, and how do you stay motivated?
Education is not just about academics; it’s about shaping well-rounded, resilient individuals who are equipped to navigate an ever-changing world. My passion stems from a deep belief in the power of education to transform lives. I am particularly driven by the idea that wellbeing is just as important as academic success—students who feel supported and valued achieve more and develop a lifelong love of learning.
What keeps me motivated is the impact I see every day—whether it’s a struggling student gaining confidence, a teacher growing in their practice, or a school community coming together to support one another. Leadership, to me, is about service, and when I focus on supporting others, I find endless motivation.
What do you love the most about your current role?
As Deputy Head of School at MIS, I love the opportunity to make a meaningful difference
Education is not just about academics; it’s about shaping well-rounded, resilient individuals who are equipped to navigate an ever-changing world
in both students’ and teachers’ lives. The role allows me to drive strategic initiatives, mentor educators, and ensure that our students receive not only a high-quality education but also a strong foundation in wellbeing and personal growth. Seeing our students thrive academically while also developing as individuals is incredibly rewarding.
What do you believe are the most significant challenges facing educational leaders today, and how can they address them?
One of the biggest challenges is balancing academic rigour with student wellbeing. In an era of increasing academic pressures, digital distractions, and mental health concerns, leaders must prioritise holistic development rather than just results. Another challenge is the rapid evolution of technology, which is reshaping how education is delivered. Leaders must be adaptable, fostering a culture of lifelong learning among staff and students alike.
The key to addressing these challenges is strong, empathetic leadership. Educational leaders must model resilience, encourage innovation, and build a supportive school culture. By listening to students, teachers, and parents, and being open to change, we can create environments where everyone feels valued and motivated to excel.
Can you share your thoughts on the role of technology in education, and how you’ve seen it impact teaching and learning?
Technology is a powerful tool that, when used effectively, enhances learning and engagement. AI, for example, offers incredible opportunities for personalised learning, but it also requires careful implementation to ensure ethical
use and critical thinking. At MIS, we embrace technology while maintaining a balanced approach—digital tools should support learning, not replace fundamental skills like problemsolving and human interaction.
One of the most positive impacts I’ve seen is how technology allows for differentiated instruction. Students can learn at their own pace, access resources tailored to their needs, and develop digital literacy skills that will serve them in the future. However, it’s crucial that educators guide students in using technology responsibly and critically.
How do you balance your personal and professional goals, and what role do your passions play in your work?
As a school leader, it’s easy to become consumed by work, but I believe that maintaining a balance is essential—not only for personal wellbeing but also to model a healthy approach to work-life balance for staff and students. My passion for leadership through service means that I invest deeply in my work, but I also ensure I take time for my own development and interests.
I enjoy writing about education, which allows me to reflect on best practices and share insights with a wider audience. Additionally, I make time for family, travel, and personal pursuits like chess and watching rugby, which help me stay energised and focused. I am lucky to live in a beautiful part of the world, so there is always somewhere new to visit and great places to relax.
Is there a particular person you are grateful for who helped get you to where you are?
There have been many, but one person who stands out is a mentor I had early in my career,
Technology is a powerful tool that, when used effectively, enhances learning and engagement
who taught me the value of leading with integrity and empathy. They emphasized that true leadership isn’t about authority but about service—empowering others to succeed. That philosophy has stayed with me throughout my career. Also, my parents, whom I am still very close to, despite living so far away.
What does the term “authentic leadership” mean to you?
Authentic leadership means leading with integrity, empathy, and a genuine commitment to the people you serve. It’s about being
transparent, staying true to your values, and creating an environment where others feel safe to be themselves. Authentic leaders don’t just focus on policies and strategies—they invest in relationships, listen actively, and inspire others through their actions rather than just their words.
What is your favorite quote?
“Leadership is not about being in charge. It is about taking care of those in your charge.” – Simon Sinek. This quote perfectly encapsulates my leadership philosophy—true
Authentic leadership means leading with integrity, empathy, and a genuine commitment to the people you serve
leadership is about service and responsibility rather than authority.
Where do you see yourself in the next 5 years?
I see myself continuing to grow as an educational leader, potentially taking on a Head of School role or working in a broader capacity to support school improvement and teacher development. My ultimate goal is to help create educational environments where student wellbeing and academic excellence go hand in hand. I also hope to expand my writing and consulting work, sharing insights that help other educators navigate the evolving landscape of education.
What advice would you give to individuals looking to break into educational leadership or consulting?
First, focus on your impact in the classroom— strong leaders are first and foremost excellent teachers. Seek opportunities to take on responsibilities beyond your immediate role, whether through mentoring, curriculum development, or leading initiatives.
Secondly, develop a mindset of continuous learning. Leadership isn’t about having all the answers—it’s about asking the right questions, learning from others, and staying adaptable. Finally, lead with purpose and authenticity. If you focus on service, the rest will follow.
Is AI taking over or joining in?
Joshua Levenson, Executive Headteacher, St. Andrew’s Catholic Primary School
As we consider the role of AI in our lives, one quote has kept popping up on my echo-chamber social media feeds: “I want AI to do my laundry and dishes so that I can do art and writing, not for AI to do my art and writing so that I can do my laundry and dishes” (Joanna Maciejewska). I get the point of this, but is this why I am looking for AI to continue its march into the fabric of our lives and our world? Honestly, the last thing I want is a 7-foot robot stomping around my house doing
my laundry and dishes. My house isn’t like stepping into Apple HQ, but I do have a robot vacuum, called Wrigley, and he gets in the way as it is. We don’t need AI in our lives to help with our vacuuming and dishes - we already have automated products for that.
So as we think about whether we just want AI to do the stuff that we feel is a waste of time and help us have more time to do the things that we really enjoy, we need to think about whether we want AI to be the equivalent of a 7 foot giant by your side, or maybe something else.
AI needs to be more like that supportive and helpful colleague you were thinking of, there to share the load and do the heavy lifting
Joshua Levenson is an Executive Headteacher in London, leading a highly successful primary school celebrated for its exceptional performance and strong community ethos. He supports leadership development and school improvement across London, mentors new headteachers, and collaborates with universities on teacher training. Passionate about global citizenship and inclusive education, Joshua integrates innovative strategies to enhance engagement and learning behaviour. As an educational consultant and school inspector, he is committed to fostering excellence and values-driven leadership in schools.
The one quote which I feel is most enlightening on how to use AI has come from the acclaimed educational leader, Emma Nolan - “AI is like a great colleague.”
Think of the best colleague you’ve ever worked with for a moment. They probably helped, collaborated, led on tasks, supported with projects, but if you used their skills to do every aspect of your role, then you probably didn’t need to be there at all. If this amazing colleague (Actual or AI) did EVERYTHING, then you become unnecessary, and it is a full takeover. AI needs to be more like that supportive and helpful colleague you were thinking of. This colleague is there to share the load, maybe do some of the heavy lifting, and can free you up for the thinking and designing, and other cerebral aspects. If this is how you are using AI, then this is a productive use of AI.
A NY Times article that shows just how powerful this way of thinking can be is Not a Coder? With A.I., Just Having an Idea Can Be Enough by Kevin Roose. The author had a bit of ‘know-how’ and lots of ideas on what he wanted the apps to do, but not the technical capabilities or the time to turn these ideas into apps. However, between him and AI, they produced a range of apps. Using AI as a coding colleague to build apps has opened up a whole new world. This also chimes in with the thinking of the leading AI educator, Dan Fitzpatrick - “we need AI to help with our doing, not our thinking.”
However, for students (and adults), this often isn’t how they want to use it. Students want the right answer to a question and they want it immediately, and the question of whether they used AI ‘a little or a lot’ isn’t the greatest consideration. Try convincing a teenager that using AI to just get the right
answer, right now isn’t what they want to be or shouldn’t be doing. The issue is much bigger than convincing students that they can’t use AI to write brilliant answers to questions, though. Trying to produce the best answer shows that this is an education system that only values the correct answer. It isn’t valuing the working out, or the process, or the reading and referencing. Maybe we are asking the wrong questions? Or maybe we are tunnelling our students down an alley where they just want to find the quickest way to get an answer, as opposed to wanting to develop their knowledge on the subject.
I’ll return to the ‘doing, not thinking’ angle though. If WE can use AI to write our letters, plan our lessons, and assess our students, then why can’t our students use it to help them write an essay or two? Again, this would just be AI taking over and not joining in. In short, we need to move more towards using AI like that supportive colleague or the ‘helpful student who knows a lot of answers’, and prioritise making sure our students are supplementing their knowledge, not substituting their knowledge.
The CEO of a multi academy trust in the UK, John Grove, says that for school improvement visits, you are already doing everything you have been working on since the last visit, so the hard work has been done, but it is wise to ‘make it slick’ before any visitors come in. Maybe AI is also our magic wand and our ‘Mary Poppins effect’. On a task, if you do a portion and AI tidies it up, polishes it, it doesn’t have to do the last touch, but if between the both of you, you make the task look brilliant, then this may be the best way to use AI. AI is adding to your team, not deleting you from the team. Welcome them in! Collaboration is key!
