Captain of the Seven Seas: Navigating the Choppy Waters of Engaging Diverse Families in International Schools

So, you’re in the world of international education, working to engage families from diverse backgrounds. Welcome! As a Third Culture Kid (TCK) and an educator who’s spent nearly a decade working in international schools across Indonesia, Cambodia, and now Ghana, I’ve seen firsthand that connecting with families from all over the globe is both challenging and rewarding. Think of yourself as the captain of a ship with passengers from all around the world, each bringing their unique customs, expectations, and values on board. Your mission? To create a community where everyone feels welcome, heard, and involved.

But here’s the reality: engaging families in international schools isn’t as simple as sending out a newsletter in multiple languages. Connecting with parents who come from diverse upbringing means understanding and respecting the cultural nuances that shape their perspectives on authority, time, communication, and involvement. But don’t worry—you’ve got this, and I’m here to share the lessons I’ve learned on this multicultural journey.

Power Distance: Respecting Authority (or, When to Call Them “Sir”)

When I first started working in international schools, I learned quickly that different cultures view authority in very different ways. In high power-distance cultures, like those I encountered in Indonesia and Cambodia, parents tend to show a strong respect for authority figures. Here, the role of a teacher or principal carries a certain level of reverence, and families may feel reluctant to question or challenge school decisions openly. In contrast, families from lower power-distance cultures, like in parts of Europe or North America, often see teachers as partners and feel comfortable voicing concerns directly.

As an administrator, understanding these differences is crucial. When meeting with parents, especially those who may come from high power-distance cultures, consider taking a warm, approachable stance. Start with an invitation to share their thoughts and emphasize that their perspectives are valued. This simple gesture can bridge the gap for families who might otherwise feel hesitant to speak up.

Takeaway: Build trust by recognizing the varying comfort levels families have with authority. Make space for feedback in a way that respects their cultural norms. An open invitation to share can go a long way toward helping families feel empowered to engage.

Time Perception: Some Families Run on “Island Time” (and That’s Okay)

From my years in Indonesia, I learned that not everyone shares the Western sense of punctuality. In some cultures, especially in more relaxed, communal societies, time is flexible. Events don’t always start on the dot; instead, they flow with the natural rhythm of life. In Ghana, I’ve found that flexibility is often valued over strict schedules, with the idea that quality interactions matter more than precise timing.

For administrators, understanding these differences can help you avoid frustration and foster a more welcoming atmosphere. When planning events or meetings, allow for a bit of flexibility in start and end times. Consider open-house-style events where parents can drop in when it’s convenient. And if a family arrives late or misses a meeting, reach out with understanding rather than disappointment, and offer to reschedule.

Takeaway: Flexibility with time can make a big difference. By adapting to different time perceptions, you make your school feel more welcoming to families who may not follow a strict schedule.

Communication Styles: Some Parents Will Spell It Out, Others Prefer a Gentle Hint

In high-context cultures like those I encountered in Qatar and parts of Indonesia, communication is often indirect, relying on context and subtle cues rather than explicit statements. In these environments, a parent might hint at a concern rather than state it outright. In contrast, low-context cultures, like those in Western countries, value directness. If there’s an issue, it’ll be shared openly and straightforwardly.

As a school leader, this means adopting a flexible communication style. For families who are more indirect, listen carefully to what’s unsaid and ask open-ended questions like, “How do you feel your child is adjusting?” For those who prefer directness, be transparent and to the point. Balancing these styles helps you connect with families in a way that feels natural to them.

Takeaway: Tailor your communication style to meet families where they are. Being receptive to indirect cues and open to direct conversations will help build stronger relationships.

High- and Low-Context Communication: When Families Need the Details (and When They Need a Personal Touch)

In high-context cultures, relationships and shared understanding play a big role in communication. A family from a high-context background might expect a personal invitation to school events, feeling more comfortable with face-to-face interactions where rapport can be built. Meanwhile, families from low-context cultures often appreciate clear, detailed information upfront, whether it’s through newsletters, emails, or schedules.

To create an inclusive communication approach, offer both detailed, written information and opportunities for face-to-face engagement. Send out clear, comprehensive emails with event details, but also consider making a quick call to families who may need that personal connection to feel welcomed.

Takeaway: Combining clear written communication with personal invitations ensures no family feels left out or disconnected. This balance helps everyone feel informed and included.

Language Support: Breaking Down Barriers, One Word at a Time

Language can be a huge barrier to engagement. In Indonesia and now Ghana, I’ve worked with families who spoke a variety of languages, some of whom had limited English proficiency. Language support, like translated documents and interpreters, goes beyond simple courtesy; it’s about making families feel truly connected.

Consider building a “language support team” of bilingual staff and parent volunteers who can help with translations or serve as interpreters during events. This team can be instrumental during parent-teacher conferences, helping non-English-speaking families feel involved and comfortable.

Takeaway: Language support shows that you’re committed to inclusivity. A simple offer of translation services can make all the difference in building trust and connection.

Cultural Celebrations: Bringing the World Together on Campus

In international schools, cultural events are more than just fun—they’re an opportunity to build a sense of belonging for everyone. Hosting a multicultural festival or international potluck brings the entire school community together to celebrate their unique identities. In Indonesia, these events often became highlights of the school year, allowing families to share their food, traditions, and stories, while students learned to appreciate cultures other than their own.

One of the best ways to make these events meaningful is to let families take the lead. Ask them how they’d like to contribute, whether by showcasing a traditional dance, cooking a favorite dish, or sharing a custom from their country. This involvement gives families a voice and helps them feel more connected to the school community.

Takeaway: Cultural events allow families to connect and share their heritage, fostering an inclusive community. By letting families take the reins, you give them a sense of ownership and belonging.

Conclusion: Building Bridges Across Cultures, One Family at a Time

My experiences as a TCK and an international educator have shown me that connecting with diverse families is an art, not a science. From the subtle power dynamics in Qatar to the flexible time norms in Indonesia, each cultural nuance brings something unique to the table. For international school administrators, understanding and adapting to these differences can make all the difference in building a welcoming, inclusive community.

Engaging diverse families isn’t just about following a checklist; it’s about creating genuine relationships. It’s about understanding that each family has its own rhythm, its own values, and its own way of communicating. So, the next time you’re planning an event or sending out an invitation, remember that little adjustments can go a long way in making everyone feel at home.

In the end, a school community that embraces diversity isn’t just better for students—it’s a stronger, richer community for everyone. And when you get it right, you’ll find that you’re not just bringing families on board; you’re building a family that stretches across cultures, continents, and classrooms.