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Research performance and rankings

Te Herenga Waka—Victoria University of Wellington is New Zealand’s top-ranked university for intensity of high-quality research.

Our rankings

Te Herenga Waka—Victoria University of Wellington is in the top 1% of the world’s universities for 15 subjects and in the top 2% for 27 subjects in the latest QS World University Rankings.

These international subject rankings for 2024 reconfirm the University’s strong global standing thanks to the quality of our research and teaching and the reputation of our academics across many areas.

Outstanding quality

Victoria University of Wellington has an overall rating of Five Stars Plus—the maximum possible in the QS Stars University Ratings system.

According to QS, “Five Stars Plus-rated universities go above and beyond excellence, consistently delivering exceptional performance in every single category. From outstanding student satisfaction to cutting-edge research, they set the gold standard for higher education… Research is another pillar of strength, with groundbreaking work and strong collaborations pushing the boundaries of knowledge.”

Our university is one of only 23 in the world to achieve this outstanding rating. It’s a mark of our exceptional performance across multiple indicators, including academic reputation, campus facilities, and international diversity, support, and collaborations.

Find out more about what QS stars and ratings mean.

Leading the research field

As well as our global rankings, the University is number one for research intensity in the latest six-yearly assessment of the Performance-Based Research Fund (PBRF), New Zealand’s main measure of research quality.

The University has a higher proportion of academics conducting high-quality research than any other university in the country.

The most recent PBRF quality evaluation of New Zealand universities shows we have more than 850 staff actively involved in research and 66 percent of those are operating at the highest levels (rated either A or B).

The University has more A-rated researchers than any other New Zealand university in eight subject areas:

Earth Sciences
English Language and Literature
Foreign Languages and Linguistics
History, History of Art, Classics and Curatorial Studies
Music, Literary Arts and Other Arts
Philosophy
Political Science, International Relations and Public Policy
Theatre and Dance, Film, TV and Multimedia.

Our Faculty of Law is the number one law school in New Zealand for both its proportion of A-ranked researchers and A- and B- ranked researchers combined.

We are in the top three universities for number of A-rated researchers for:

Computer Science, IT and Information Sciences
Ecology, Evolution and Behaviour
Law
Māori Knowledge and Development
Molecular, Cellular and Whole Organism Biology
Pure and Applied Mathematics
Sociology, Social Policy, Social Work, Criminology and Gender Studies.

Victoria University of Wellington’s outstanding PBRF performance in humanities and social sciences reflects its robust commitment to these disciplines, which are crucial to the University’s vision of cultivating global citizens capable of critical and creative thinking.

Global recognition

Wellington School of Business and Government leads the world as one of an elite group of commerce faculties worldwide that hold the Triple Crown of international accreditations of EQUIS, AACSB (Business) and AMBA.

The QS rankings results include one subject in the top 50 in the world—Linguistics.

We have nine other subjects in the top 100 of the QS World Rankings by Subject:

English Language and Literature
Performing Arts
Theology/Divinity and Religious Studies
Development Studies
Hospitality and Leisure Management
Law
Library and Information Management
Politics and International Studies
Geography.

Victoria University of Wellington has five further subjects in the top 150—History, Sociology, Psychology, Earth and Marine Sciences, and Geology—and six further subjects in the top 200—Modern Languages, Philosophy, Accounting and Finance, Communication and Media Studies, Education, and Geophysics.

Amongst Aotearoa New Zealand universities, the University is ranked first in three subjects—Linguistics, Library and Information Management, and Politics and International Studies.

https://www.wgtn.ac.nz

The International Baccalaureate (IB) Personal Project is a capstone project for students in their final year of the Middle Years Programme (MYP). It involves students independently exploring a subject of personal interest over an extended period, culminating in a tangible product and a reflective report. This project allows students to consolidate their learning, develop essential skills, and gain confidence as lifelong learners.

Why the IB Personal Project is Important in Preparing Young People for Real Life

The IB Personal Project is a transformative experience that equips students with the skills and mindset needed to navigate real-life challenges. By engaging in self-directed inquiry, students learn to manage their time, conduct research, think critically, and solve problems creatively. These skills are not only valuable in academic settings but are also essential for success in higher education and beyond.

One of the key aspects of the Personal Project is its focus on Approaches to Learning (ATL) skills, such as communication, collaboration, self-management, and reflection. These skills are crucial for personal and professional growth, as they enable students to work effectively with others, manage their responsibilities, and continuously improve themselves.

Moreover, the Personal Project encourages students to take responsibility for their own learning. This sense of ownership fosters independence and self-confidence, preparing them to face the uncertainties and complexities of the real world. By setting goals, planning their work, and reflecting on their progress, students develop a proactive and resilient approach to learning and life.

Real-Life Examples Across the Globe

Real-life examples highlight the tangible impact of the IB Personal Project. In India, students at DPS International School have tackled issues like refugee housing by creating foldable emergency shelters using 3D printing technology. Another student developed a zero-budget natural farm, promoting sustainable farming practices in their community.

In Angola, a student from Luanda International School organized donations for Congolese refugees, providing essential supplies to over 35,000 individuals in need. This project exemplifies how the Personal Project can mobilize communities and address urgent humanitarian issues.

In the UK, a student developed a recycling program within their school, reducing plastic waste and educating peers on environmental responsibility. In the US, a student launched a mental health awareness campaign, creating workshops and resources to support their peers’ well-being.

Examples from Cyprus and Dubai

In Cyprus, a student developed a coastal cleanup initiative, engaging local communities and schools in efforts to reduce plastic pollution on beaches. The project raised awareness about environmental conservation and promoted sustainable practices.

In Dubai, a student created a digital platform to connect small businesses with potential investors. This project not only provided valuable resources for local entrepreneurs but also fostered a sense of community and economic growth.

Student Feedback Perspectives

Anna, India: “Working on the emergency shelter project was a life-changing experience. It taught me how to use technology for social good and helped me understand the importance of sustainable solutions.”

Sami, UK: “Developing the recycling program made me realize the power of individual actions in combating environmental issues. It was incredibly rewarding to see my peers get involved and make a difference.”

Noura, Dubai: “Creating the digital platform for small businesses allowed me to apply my tech skills in a meaningful way. It also taught me a lot about entrepreneurship and community support.”

Cultivating Global Citizens

These examples illustrate the diverse and meaningful contributions students can make through their Personal Projects. By addressing real-world issues and engaging with their communities, students enhance their learning and develop a sense of global citizenship. They become not just learners but active participants in solving global challenges.

In essence, the IB Personal Project is more than just an academic requirement; it is a comprehensive learning experience that helps students develop the attributes of the IB learner profile, such as being principled, reflective, and open-minded. These attributes are essential for becoming adaptable, responsible, and engaged global citizens.

By providing students with the opportunity to explore their passions, apply their knowledge in meaningful ways, and reflect on their experiences, the IB Personal Project prepares them to thrive in an ever-changing world. It is a vital component of the IB curriculum that ensures students are well-equipped to meet the challenges of the future with confidence and competence.

In a recent report by Dr. Charalambos Vrasidas, Dr. Sotiris Themistokleous, Center for the Advancement of Research & Development in Educational Technology (CARDET) it was reported that Cyprus has made great progress in the implementation of the 2030 Agenda.

We all know education is one of the the most efficient means to promote the 2030 Agenda. Providing quality education is not only the basis of the specific the Cyprus Agenda for 2030 but underpins the successful implementation of all targets. With education you develop leaders who are ready for the 21st century, confident, critical thinkers, great communicators, collaborators and above all creative in problem solving and innovation.

The 2030 Agenda has a long horizon for implementation in part because it speaks to a need to transform societal practices. There is no doubt in my mind that education is the most effective means to build these skills and competencies, that will become the change agents and provide the innovation required for the Goals 2030.

According to the Government’s recent review a main aim was to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. In other words they are recognising that we are all born with unique gifts and talents – lets as educational leaders now motivate and inspire.

There is no doubt that Cyprus has made significant progress in its implementation, because many of its targets are linked with EU policies and the framework of its Education and Training 2020 (ET2020).

The educational policy of Cyprus is based on the values of equality, inclusivity, creativity, innovation and lifelong learning. How wonderful. Cyprus still provides free and easily accessible education to everyone at all education levels (pre-primary, primary, secondary general and secondary technical and vocational education and training), without discrimination.

Regarding primary education, schools include children with mixed academic abilities and several ethnic groups (including migrants and refugees). A true intercultural and multicultural ethos.

To support and enable the smooth integration of foreign pupils into the education system, an intensive programme of learning Greek as a second language is also provided.

Perhaps now time to look at introducing the IB https://www.ibo.org/programmes/ where programmes encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development developing students who work effectively and willingly in collaboration with others, principled, acting with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Cyprus invests 6 percent of its GDP on education, which is one of the highest expenditures compared with other EU countries! The money is there …

Education to promote sustainable development has also improved, however, the skills and knowledge needed by teachers to promote sustainable development really need a focus on if the impact is to become embedded.

The Ministry of Education and Culture is also undertaking initiatives and actions regarding the promotion of human rights education, gender equality, the promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity. Schools participate in programmes and progress is made. This is commendable.

Teacher training has improved, with a new professional learning system for teachers and teaching both in elementary and secondary education. One of the remaining challenges is the teacher evaluation process and the framework with which teacher tenure will be evaluated.

Regarding special education, although progress has been made, and several schools receive support and resources such as specialized teachers, care assistants, special equipment and educational materials, a lot more needs to be done.

The Trends in International Mathematics and Science Study 2015 (TIMSS 2015) international study revealed that primary students performed quite well in mathematics and less good in science.

The proportion of low achievers in Cyprus is the largest in the EU for mathematics (43%) and science (42%), and it is the third largest for reading (36%) according to results from the OECD’s Programme for International Student Assessment (PISA 2015). The results for Cyprus have further deteriorated compared to 2012 in all tested areas, placing the country well below OECD and EU averages.

Cyprus – PISA, Science – 5, Reading, – 6, Mathematics, – 3. 60 points below average and 123 points below Singapore.

https://www.oecd.org/pisa/pisa-2015-results-in-focus.pd

There is an urgent need to redesign the curricula, establishing indicators where learmers can succeed, with a comprehensive action plan for improving student learning outcomes at all school levels.

Action is required to put Cyprus at the top of PISA again. We have the skills and capacity in our society.

After all, recall Socrates, our ancestor, born in Athens in the 5th century BCE where Athens was a center of learning, with sophists and philosophers traveling from across Greece to teach rhetoric, astronomy, cosmology, and geometry.

There is no doubt that every parent still wants their child to attend a school where their child can achieve the best academic success.

What success looks like is now becoming clearer to us as educational leaders as the universities and employers are looking for students with innovative skills and talents as well as academic results. It seems to be a perception that Cyprus is “slow” to innovate in education, in digital citizenship, in inspiring our children to become innovative learners. there is still an emphasis on defining academic success with how much students learn, their results, their grades, their certificates, by the number of hours doing homework the child does at night and by the number of private tuitions.

Defining Academic Success

So with the changing and developing landscape worldwide, with our young now more inquiring, with globalisation, the explosion of digital technology – the how do we define academic success? Some schools still speak about how hard it is to achieve a grade, A levels, GCSE, A*, 45 at Diploma, many still measure how many students get these grades as a measure of academic success and celebrate their school by the number of high achieving students.

Redefining Academic Success
Thinking skills

The business community is now looking for different skill sets in its youngsters as it innovates much more rapidly than its source of leaders – schools!

To be able to provide the community with youngsters who will lead and make an impact to society we should not be preparing our children to lead their learning based on challenge, reading and evaluating articles, media, resources from the internet, the environment. Most important we should inspire them to understand concepts, to dig deeper, to thinking critically, to not accept anything on face value without challenge, rather than the repetition of similar problems over and over again until they are able to ‘pass the test”.

As educational leaders, we should define what we see as our roles in learning and teaching. We should be driving learning with imaginative, inspiring and creative challenges, with questioning that challenges real depth thinking and promotes insight, with rich opportunities for deep dialogue, discussion and reflection?

Companies are now looking for individuals who can think critically thinking, solve problems innovate and work independently. An ideal learner perhaps should show enthusiasm, focus, and a real understanding of their strengths and weaknesses – with the ability to take targeted actions to improve. As leaders of learning, it’s our responsibility to inculcate these values, right?

Role of the Teacher and Measuring Academic Success

Where there is collaboration, interaction and meaningful real life connections there is a deepening understanding of the world. Where there is innovation, enterprise in learning styles, learners becoming so resilient that they no longer depend on the teacher, but they can effectively find out things for themselves, where students can use technology to further their learning where they can think critically about all their research. At an academically-rigorous school, students feel both success and challenge on a daily basis. In the classroom, there are high levels of student engagement and challenging learning activities, creative, inspiring …. After all, learning should also be fun, right?

There is flexibility in learning / lesson planning with a real focus on conceptual understanding, there is flexibility in grouping and ungrouping students within classes to ensure that effective relationships drive and inculcate conceptual understanding rather than just listening to the teacher dictating factual knowledge. There is be no adherence to a textbook – which after all, becomes out of date months and in some cases days after publication, but an open recognition of inquiry based learning using multiples of resources.

Testing is important but not as a judgment of the child. It is important for teachers be able to gather data and assess where the child is in their learning journey, just like a doctor diagnoses his patients, which will better inform the treatment, in our case our teaching and learning. It’s about finding ways that we can provide a child with additional guidance if they require it. It’s about reviewing the curriculum to drive learning not forcing the curriculum into the child.

So perhaps redefining academic rigour should be about the level of opportunity we provide for students to take their learning into their own hands, in and beyond the classroom? After all, we are preparing them for the real real-world without the protective classroom and school environment. It’s important that the questions and challenges we design for our learners lead to deeper curiosity and that we challenge students to connect concepts across all subjects. It’s important that we reinforce the skills of comprehension, application, analysis, synthesis, evaluation — using the knowledge they acquire in their learning journeys. After all, if learning isn’t applicable to the real world, what is this ‘education’ all about?

There is also no doubt that when a child is able to look objectively at their own strengths and areas for improvement rather than comparing themselves with others this maximises their own learning through self motivation, and personal goals and challenges. Ownership and determination kick in.

Are we ready to redefine educational success?

So if we are to have an impact on education lets talk progress not about the end of the journey. Lets talk about the quality of the teaching and learning not the results of the test. Lets talk about the deeper learning that is happening every day, every minute, world-leading learning opportunities. Lets redefine authentic learning so that tour youngsters can make a difference to the community and the world and being able to articulate the style of learning that is relevant to them, to become innovators who can applying their learning to real life situations and as a result be happy positive learners.

There is no doubt that all schools strive to provide an outstanding learning environment where all students emerge as happy confident learners with the skills to be able to secure a good future academically, become confident life-long learners, and develop personal leadership skills to lead their own learning but also use learning to become service minded individuals with an international perspective.

Taking action …

We have the educators, we have the leaders, we have the experience, I would be keen to hear from fellow educational professionals on what they see as the key areas that we can innovate in upgrade education in Cyprus. Lets all now start to work together … lets share ideas and release our innate acumen in educational leadership.

“Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught.” — Oscar Wilde

Learning is fundamentally an act of vulnerability. It is an acknowledgement that what one knows is not sufficient, and that new information and new thinking about that information is needed …

In an age where instant gratification reigns supreme, cognitive patience—the ability to engage in deep, prolonged thought—seems to be fading.

This trend poses a significant challenge for educators striving to cultivate critical and creative thinking in their students.

As Dr. Tassos Anastasiades, Vice Principal at New Generation Private School, I have seen firsthand the urgency of this issue and the need for innovative strategies to counter it.

Cognitive patience is essential for developing critical thinking and creativity. It allows students to dive deeply into subjects, explore multiple perspectives, and arrive at well-reasoned conclusions.

However, the fast-paced nature of modern life often leads students to seek quick answers and immediate results, which undermines their ability to think deeply and creatively.

This issue is further exacerbated by the proliferation of AI tools such as ChatGPT, image generators, and coding assistants. While these technologies offer tremendous potential, they also bring concerns that students may become passive consumers, relying on automation rather than developing their own original ideas.

One effective strategy to foster cognitive patience involves encouraging students to engage in open-ended inquiry.

By asking questions that require more than superficial responses, educators can prompt students to explore topics in greater depth and engage in meaningful discussions.

Additionally, teachers can model thoughtful reflection by demonstrating slow, deliberate reasoning and articulating their thinking processes.

This practice helps students develop their own reflective habits and appreciate the value of taking time to think through problems.

Structuring learning over time also reinforces the importance of effortful recall instead of quick memorization.

Techniques such as spaced and retrieval practice emphasize the need for students to revisit and recall information periodically, which aids in deeper understanding and retention.

Another key approach is to allow students to sit with uncertainty and problem-solve before offering immediate corrections.

This fosters resilience and independent thinking, as students learn to navigate complex problems on their own.

Furthermore, designing activities that embrace struggle can be highly beneficial. When students are given opportunities to iterate, refine, and develop ideas without the fear of failure, they build perseverance and learn from their mistakes.

This approach emphasizes the learning process over instant success, encouraging students to value effort and growth.

While the concerns about AI stifling creativity are valid, it is essential to strike a balance between leveraging the benefits of AI and fostering independent, critical, and creative thinking in students.

By thoughtfully integrating AI into the educational process and encouraging active engagement, educators can help students develop the skills they need to thrive in an increasingly complex world.

AI should be seen not as a replacement for human creativity, but as a tool that, when used wisely, can enhance and enrich the learning experience.

In conclusion, the disappearance of cognitive patience is a pressing issue that requires immediate attention from educators. By fostering a culture of deep, reflective thinking and embracing innovative teaching practices, we can empower the next generation of learners to thrive in a world that values patience, resilience, and adaptability.

As we continue to innovate and adapt our teaching practices, we can ensure that AI becomes a catalyst for creativity and critical thinking, rather than a hindrance.

Thank you and warm regards,

“Inspire to learn, learn to innovate, empower to lead”

Dr. Tassos Anastasiades
Vice Principal
New Generation Private School
Tel. +973 17235000 | +973 77235000
Fax +973 17721986
www.ngisbahrain.com

I hope this article meets your needs for LinkedIn! If you need any further adjustments, please let me know.

By Dr. Tassos Anastasiades

“Educating Everyone” delves into the concept of Relational Inclusion, urging schools to rethink traditional views on mental health and behaviour.

It questions conventional behaviour management approaches that have been in place since the start of compulsory state education and introduces inclusive strategies to understand the root causes of behavioural challenges.

This book provides practical insights and tested strategies for educators to create a nurturing environment, benefiting all students.

In his article on Relational Inclusion, Anthony Benedict provides a profound exploration of creating supportive and inclusive learning environments.

This article has greatly influenced my own thinking as an educator and leader, prompting deeper reflection on effective strategies, particularly for students with social, emotional, and mental health (SEMH) needs ([Benedict, n.d.](https://schoolsweek.co.uk/how-to-create-a-culture-of-compassion-and-repair/)).

In this analysis, I will delve into Benedict’s focus on the transformative power of relationships and discuss how it offers a compelling and practical framework for educators.

Understanding Relational Inclusion

Relational Inclusion is about building strong, positive relationships within the entire school community. It’s a conscious and sustained effort to foster genuine connections between students, teachers, and staff, creating a palpable sense of belonging where every individual feels valued and understood.

This sense of belonging is absolutely paramount, especially for students with SEMH needs, who often benefit enormously from a consistently supportive and understanding environment. For example, a simple “check-in” at the start of the day, where a teacher greets each student individually and asks how they are feeling, can make a huge difference to a student who might be struggling. This simple act of connection can signal care and create a sense of safety.

Benedict rightly highlights the dramatic improvements in behaviour, attendance, and engagement that result from prioritising Relational Inclusion.

These improvements aren’t merely coincidental; they’re a direct consequence of cultivating a positive and supportive school climate.

Behaviour improves as students feel more connected and understood, reducing the need to act out or disengage. Imagine a school where restorative practices are used to address conflict, focusing on repairing relationships rather than simply punishing misbehaviour (Hopkins, 2011).

Attendance increases as students feel a sense of belonging and value within the school community, making them want to be present.

A school that celebrates student achievements, both big and small, and actively involves families in school life is likely to see improved attendance (DfE, 2019). Engagement in learning flourishes as students feel safe, supported, and motivated to participate.

Think of a classroom where students are given agency in their learning, where their voices are heard and their ideas are valued, and where collaborative learning is encouraged (Sir Ken Robinson, 2015).

Benedict’s observations resonate strongly with my own experiences and research, underscoring the crucial role of belonging in student success. When students feel genuinely connected and valued, they are far more likely to thrive, both academically and socially.

The How of Relational Inclusion

What particularly struck me about Benedict’s article was his emphasis on the how of Relational Inclusion. It’s not enough to simply pay lip service to the importance of relationships; we must actively and intentionally cultivate them.

Benedict’s work rightly underscores the need for proactive strategies, systemic support, and a shared commitment from the entire school community.

This means moving beyond simply reacting to problems and instead proactively building relationships through consistent effort and well-designed strategies.

Key Reflections

The Importance of Context

While the fundamental principles of Relational Inclusion are universal, their implementation must be carefully tailored to the specific context of each school.

Understanding the unique needs and challenges of the student population, the staff expertise, and the existing school culture is absolutely essential for effective implementation.

A school in a rural setting, for instance, might need to consider different strategies for engaging families than a school in a busy city.

The Role of Leadership

School leaders play a pivotal role in fostering a genuine culture of Relational Inclusion. They must not only model the behaviours they expect from others but also provide the necessary resources and support, and create robust systems that actively promote connection. Leaders set the overall tone and create the conditions for Relational Inclusion to flourish.

The Power of Collaboration

Relational Inclusion is not something that can be achieved in isolation. It will require genuine collaboration among teachers, staff, administrators, students, families, and the wider community. It is, by its very nature, a collective endeavour that requires buy-in and active participation from all stakeholders.

The Need for Ongoing Evaluation

I suggest that it is vital to continuously evaluate the effectiveness of Relational Inclusion initiatives. This will involve gathering data on student outcomes, actively seeking feedback from all stakeholders, and making adjustments as needed.

Regular and thorough evaluation will ensure that efforts are effective and allows for continuous improvement and refinement of practice.

Moving Forward

Providing Professional Development

What is required is high-quality professional development opportunities for educators on the core principles and practical applications of the concept of Relational Inclusion.

Advocating for Systemic Change

We as leaders need to advocate for policies and practices that support and embed Relational Inclusion at the local and national levels.

I firmly believe that Relational Inclusion has the potential to transform education.

By genuinely prioritising relationships, we can create schools where every single student feels valued, supported, and empowered to reach their full potential.

I am deeply grateful to Anthony Benedict for sharing his valuable insights and inspiring me to continue this crucial work.

His article has provided a robust framework for my own thinking and practice, and I am eager to contribute to the growing movement of educators who are passionately committed to creating more relational and inclusive learning environments for all.

The world of international education is dynamic and complex, presenting unique opportunities and challenges for schools striving for excellence.

My own journey across diverse cultural and geographical contexts, from the UK to China and beyond, has provided invaluable insights into the intricacies of this landscape. Working with schools in locations like Dubai, Shanghai, Kosovo, Nigeria, Zambia, and Malaysia has reinforced the importance of tailored solutions and a deep understanding of the specific needs of each community.

This experience has shaped my consultancy approach, focusing on collaborative problem-solving and sustainable growth.

One of the most critical areas I address in my consultancy work involves supporting international school boards in navigating the multifaceted demands of their roles. These boards play a pivotal role in shaping the future of their institutions, and their effectiveness directly impacts student success.

Through my work with schools undergoing accreditation (KHDA, Cambridge, American, British curriculums, CIS, etc.) and those seeking to enhance their overall performance, I’ve identified several key areas that consistently require attention:

Guiding Principles for Effective School Boards:

Strategic Clarity: A clearly articulated vision and strategic plan are essential.

My consultancy helps boards define their long-term goals, align their resources, and develop actionable roadmaps for achieving their objectives. This includes facilitating strategic conversations and ensuring buy-in from all stakeholders.

Governance Excellence: Effective governance structures are the foundation of a successful school. I work with boards to clarify roles and responsibilities, ensuring a clear distinction between governance and management. This includes developing robust policies, fostering transparency, and promoting accountability.

Cultural Responsiveness: International schools serve diverse communities, requiring a deep understanding of cultural nuances. My consultancy helps boards develop inclusive policies, address language needs, and cultivate intercultural competence among staff. This involves facilitating workshops, conducting cultural audits, and providing guidance on creating a welcoming and equitable environment for all.

Educational Innovation: In today’s rapidly evolving world, schools must embrace innovation to prepare students for future success. I work with schools to explore new pedagogical approaches, integrate technology effectively, and foster a culture of continuous improvement. This includes facilitating workshops on personalized learning, blended learning, and other innovative educational strategies.

Financial Sustainability: Sound financial management is crucial for long-term viability. My consultancy services include supporting boards in developing sustainable financial models, diversifying revenue streams, and ensuring responsible resource allocation. This often involves conducting financial reviews, developing fundraising strategies, and providing guidance on budget management.

Community Engagement: Building strong relationships with parents, students, and the wider community is essential. I help schools develop effective communication strategies, foster parent involvement, and create a sense of shared ownership. This includes facilitating community forums, conducting parent surveys, and providing guidance on building strong school-community partnerships.

My approach to consultancy is grounded in collaboration and a deep understanding of the unique challenges and opportunities facing international schools. I believe that by working together, we can create learning environments where every student can thrive.

My passion for education, coupled with my global experience and expertise in school leadership, accreditation, and innovation, allows me to provide tailored solutions that empower schools to achieve their full potential.

I am committed to supporting international school boards in navigating the complex landscape of education and creating a brighter future for students around the world.

education #internationalschools #leadership #innovation #globaleducation #wellbeing #accreditation #teaching #learning #eduleader #schoolboards #governance #consultancy

I am delighted to share that I have recently completed my certificate in Gestalt Therapy, a journey that has profoundly influenced my approach to educational leadership. Immersing myself in the principles of Gestalt Therapy has not only enriched my personal development but has also provided invaluable insights into leading a school community with greater awareness, empathy, and effectiveness. This newfound perspective emphasises the importance of being fully present, understanding the interconnectedness of experiences, and fostering an environment where every individual’s contribution is valued. I am excited to explore how these principles can benefit school leaders and transform our educational spaces into vibrant communities of growth and learning.

Embracing Wholeness: A School Leader’s Journey with Gestalt Therapy

Dr Emily Clarke had always been dedicated to education. As the newly appointed headteacher of Horizon Secondary School, she faced numerous challenges—disengaged students, overburdened teachers, and a community losing faith in its education system. Despite her extensive experience, Emily felt something was missing in her leadership approach.

One evening, while exploring her late mentor’s collection of books, she stumbled upon a volume on Gestalt Therapy. Intrigued by its holistic and present-focused philosophy, she delved deeper. Gestalt Therapy, she discovered, is a form of psychotherapy that emphasises personal responsibility and awareness of one’s experiences in the present moment. It encourages individuals to understand their emotions, thoughts, and actions as parts of a greater whole.

As Emily immersed herself in the principles of Gestalt Therapy, she began to reflect on her leadership style. She realised that she often concentrated too heavily on exam results and administrative tasks, losing sight of the immediate needs and potentials of her students and staff. She was addressing issues in isolation rather than recognising the interconnectedness of the school’s ecosystem.

Inspired, Emily decided to transform her approach:

1. Cultivating Self-Awareness: She started by examining her own perceptions and biases. Being fully present allowed her to notice how her stress influenced her interactions. This heightened self-awareness enabled her to respond thoughtfully rather than react impulsively.
2. Enhancing Communication: Emily initiated open forums where teachers and students could share their experiences without fear of judgement. She fostered honest dialogue, emphasising that every voice mattered. This nurtured a culture of trust and transparency.
3. Adopting a Holistic Perspective: Recognising that each member of the school community was part of a larger whole, she began to see patterns. For example, a student’s disruptive behaviour was not merely a disciplinary issue but a signal of deeper emotional needs.
4. Promoting Personal Responsibility: She empowered her staff and students to take ownership of their actions. By highlighting how each person’s choices impacted the wider community, individuals became more accountable and motivated to contribute positively.
5. Facilitating Growth and Integration: Emily implemented programmes that integrated emotional well-being with academic learning. Mindfulness sessions, collaborative projects, and community service became integral parts of the curriculum.

The effects were remarkable. Teachers reported feeling more connected and valued. Students became more engaged, showing enthusiasm not just in academics but in extracurricular activities and community events. The school transformed from a place of mere instruction to a vibrant community of learning and growth.

Benefits for School Leaders:

• Enhanced Self-Awareness: By understanding her own emotions and behaviours, Emily became a more empathetic and effective leader. Self-aware leaders can better navigate the complexities of school administration and foster a positive environment.
• Improved Relationships: The emphasis on authentic communication strengthened relationships between staff, students, and the broader community. This led to increased collaboration and a more cohesive school culture.
• Holistic Decision-Making: Viewing the school as an interconnected system enabled Emily to make decisions that considered the well-being of all stakeholders. This holistic approach can lead to more sustainable and impactful outcomes.
• Empowered Teams: Encouraging personal responsibility empowered teachers and students to take initiative. Empowered teams are often more innovative, motivated, and committed to the school’s vision.
• Effective Problem-Solving: Understanding the root causes of issues, rather than just addressing symptoms, allowed Emily to tackle challenges more effectively. This proactive approach can save time and resources in the long run.

Conclusion

Dr Emily Clarke’s journey illustrates how the principles of Gestalt Therapy can enrich educational leadership. By focusing on the present moment, embracing the interconnectedness of experiences, and fostering a culture of awareness and responsibility, school leaders can inspire meaningful change.

Implementing Gestalt principles helps school leaders:

• Develop Greater Self-Awareness: Enhancing emotional intelligence leads to more mindful interactions and decision-making.
• Build Stronger Relationships: Authentic communication fosters trust and collaboration among staff and students.
• Create Positive School Cultures: Emphasising holistic well-being nurtures an environment where everyone feels valued and included.
• Enhance Problem-Solving Skills: Understanding the broader context enables leaders to address underlying issues effectively.
• Foster Community Empowerment: When individuals take responsibility, the collective efficacy of the school community strengthens.

By embracing the wholeness of experiences, school leaders can navigate the challenges of modern education and cultivate schools where both students and teachers thrive.