When a student arrives from another country, they may have a social and academic buddy.

 A language buddy helps them build their English skills. Ideally, this is someone from the same background who has successfully learned English, acting as a role model while strengthening their own skills. 

However, a buddy with strong English can also encourage the new student to use English more at school. 

I have been Head of Year 10 into Year 11 for many years and have found success in pairing new Year 10 students with Year 12 buddies who share their country and language of origin. 

The older buddy has experienced the same transition and has navigated both academic and social challenges successfully. Their ability to empathise and offer guidance provides a level of support that I, as a teacher, cannot.

This empowers both parties. 

Once a student has developed enough English proficiency, they can become a mentor to a younger student, such as a primary school pupil. 

This is a powerful and rewarding experience. 

By supporting someone who is just starting their language journey, the mentor builds confidence, strengthens their own skills, and gives back to the school community. The younger student benefits from having a role model who understands their challenges and can provide guidance in a supportive way.

I had four students in my year group who were right on the fringes, not just of the year group but of the whole school community. They had recently moved from China and found solace in one another’s friendship, but were becoming increasingly distant. They had low participation in school events and were not part of any extracurricular clubs. They sat in a corner of the cafeteria during break and lunch and mingled very little.

In a staff briefing, I reached out to the secondary teaching community and invited staff to have lunch with the students. 18 people signed up! 

Over a term, the four students had lunch with the staff, and it was surprising how successful this was. The students became more enthusiastic and softened. It was such a valuable way to learn more about them, and all it took was 30 minutes of each staff member’s time.

Encouraging EAL students to join Co-Curricular Activities (CCAs) is essential for helping them feel more connected to the school community. 

Finding a passion outside of the classroom can significantly boost their confidence and language skills, as it provides a natural environment for them to practice English in a less formal setting. 

.A strong, supportive push to participate in activities they enjoy can make a big difference in their overall school experience, both socially and academically. 

This is also a chance to be creative. For example, I recently created an opportunity for a Year 10 student with a strong passion for Science, allowing them to become a student leader for the KS3 Science Club.

In my Belonging Audit, I aim to understand the connections a new student feels at school. Adjusting to a new environment can be overwhelming, especially for those experiencing their first time abroad or coming from a very different education system.

One key question in the audit asks: "I have at least one teacher I can talk to if I need support." Students respond on a Likert scale from Strongly Disagree to Strongly Agree. A small number of students selected "Strongly Disagree," which allowed for a straightforward intervention—pairing them with a teacher they could build a trusting relationship with.

Weekly check-ins with a staff member who speaks the same language provide invaluable support for EAL students, offering them a safe space to express any challenges they may be facing. 

These sessions foster a sense of security and help bridge any language barriers, ensuring students feel heard and understood. Having a staff member who shares their language not only makes communication easier but also builds trust, helping the student feel more comfortable in navigating school life. 

These regular check-ins can be used to discuss academic progress, emotional wellbeing, or any cultural adjustments, providing an essential opportunity for personal connection and tailored support. 

Including EAL students in year group and whole-school assemblies is vital for fostering inclusion and building confidence. 

For example, they might present part of an assembly in their home language, share elements of their culture, or participate in interactive games that incorporate their language. 

They could also showcase music or other skills, allowing them to shine without the pressure of using English. This not only helps EAL students feel valued and connected to the school community but also encourages cultural exchange and boosts their self-confidence. 

A language society in an international school is important because it gives students opportunities to celebrate their language and culture. 

It allows them to share their traditions,  through events, performances, and language exchanges. 

This helps students feel proud of their heritage while also teaching their classmates about different cultures. 

Click here for the dedicated part of this website focused on International Days/ Week. 

I encourage as many students as possible to get involved in the International Award (IA), as it’s an amazing opportunity for personal growth on so many levels. 

Not only does it help build confidence, but it also offers a chance to develop English skills in a real-world context while connecting with students from different cultures. Once students are on board, you can play a role in choosing group members, creating a dynamic and supportive environment. 

The hiking, cooking, and camping activities over several days offer a unique chance for students to form new friendships, strengthen existing ones, and experience different cultures firsthand.

Emily Bryson has created a clear and practical infographic that offers helpful foundations for communicating with students or parents whose first language is not English. 

Her work is rooted in empathy and accessibility, providing simple, effective strategies that educators can use to build trust, reduce anxiety, and ensure all voices feel heard and understood.