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Welcome to the Autumn/ Winter 2026 edition of International School Parent magazine. There is something about autumn that always feels like a time of transition. The new school year is settling into its rhythm, routines are taking shape and, somehow, the end of another year is already on the horizon. Change is also a theme running through many of the stories in this edition. Our children are growing up in a world being reshaped by technology, AI and changing ideas about how we live, learn and work. As parents, we may not always have all the answers - but we can help give our children the skills, confidence and support they need to navigate what comes next. In this issue, we explore growing up in the digital age, from sharenting and safeguarding to the online influences facing teenage boys. We also look at human skills, multilingualism, parent-teacher conversations and how we can help all young people thrive. Education remains at the heart of International School Parent. We speak with Nicolas Péjout, Director General of Ecolint, and Daniel Crabtree, Executive Head of Geneva English School, and explore new approaches to learning and preparing students for their futures. And because family life isn’t only about school, we head to beautiful Lake Lucerne for some autumn family adventure inspiration too. I hope you find something in these pages that makes you think, starts a conversation or simply inspires you. Wishing you and your family a wonderful autumn and winter.
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6 10 Lake Lucerne: Designed for Family Adventures 12 Business Skills for a Changing World: How ISL Is Teaching Tomorrow’s Leaders Today 16 Meet the Executive Head Daniel Crabtree - GES 20 Sharenting, AI and Safeguarding: Questions Parents Need to Ask 24 Growing Up with Multiple Languages: The Florimont Approach 28 Building Healthy Men: Helping Teenage Boys Navigate the Manosphere 32 Faster, Higher, Stronger – Together: Why a Trip to the Olympic Museum is the Ultimate Family Experience 34 Choosing for the Future: Why Human Skills Matter More Than Ever 36 No German? No Problem: A New Path into the IBDP at SIS 38 Where a Passion for Food Becomes a Career for Life 40 Queer Joy: Helping LGBTQI+ Young People Thrive, Not Just Cope 44 Hospitality Education Is a Passport Beyond Hotels 46 Designing the Future: A Leading Design University Takes Real-World Learning into High School 48 Childhood, Rewired: Growing Up in the Digital Age 52 Healthy Plants for Healthy People 54 Big Questions of a Life Abroad – “What if my child is being bullied and I don’t know how to protect them here?” 58 It Takes a Village: Supporting Young People’s Mental Health Together 62 More Than a Meeting: Making the Most of Parent-Teacher Conferences Contents Meet the Director General Nicolas Péjout - Ecolint
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Contributors
Cath Brew Cath Brew is a global LGBTQ+ education facilitator and mentor who helps parents, schools, and businesses to see queerly, and get confident with navigating diverse genders and sexualities cross-culturally. Martin Coul
Karlijn Jacobs Karlijn Jacobs is the founder of Expat Valley and Ombudsperson for Global Children and Families. A
former Children and Family Therapist and internationally mobile parent, she helps families navigate the invisible side of relocation: relationships, parenting, education, career, and wellbeing. Dr Mecky McNeil
Martin Coul is the founder of OTII, helping organisations and schools better understand and
Dr Mecky McNeil is a British-trained GP and HealthFirst’s Director of Well-being and Mental
support well-being. His work spans psychosocial risk, menopause, mental health literacy, grief, workplace culture and schools, with a particular focus on the subjects people often find hardest to talk about. He also hosts The Hushed podcast, heard in nearly 70 countries. British-born and Swiss-based, Martin allegedly cooks the best burger you’ll ever taste. Mariann Csoma
Health. She has been part of ensa’s English-language programme since its launch in Switzerland, working as English Instructor Coordinator, Lead Instructor Trainer, instructor and course- content contributor, and she co-authored the English adult and youth manuals. Hester MacDonald Hester Macdonald is a garden designer, writer, broadcaster, garden guide for Switzerland and Europe, and the founder of the Swiss Gardening School, based in Nyon. She has a particular interest in edible gardens, historic gardens and a passion for helping her students and clients make the most of their green space. Sandra Steiger Sandra Steiger is the Education Advisor at TutorsPlus and has been working in education since 2006 as an English teacher and Teacher Trainer. During her time at the International School of Geneva, she held a variety of roles including EAL teacher, Service Learning Programme Coordinator, Homeroom Mentor and Head of Year. She is also the mum of very active twin boys.
Mariann is a supervisor and consultant specialising in child safeguarding and whole-school wellbeing.
With a background in child psychology and more than a decade of experience in international education, she has served as both Safeguarding Lead and Head of Pastoral Care. She is also the creator of Metafora, a communication tool designed for professionals working in mental health and education. Philippa Dobrée-Carey Philippa Dobree-Carey is a writer, award-winning author and safeguarding specialist who supports families through key school and life transitions. She shares practical, compassionate parenting guidance focused on wellbeing, mental load, and raising teens and young adults. She is the creator of The Mamaholic Monthly on Substack and the author of From High School to Uni and The Essential Job Search Guide for Students .
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MEET THE DIRECTOR GENERAL
Congratulations on your appointment. What was it about Ecolint that inspired you to take on this new role? What attracted me first and foremost was its purpose. There are very few educational institutions that combine such a remarkable heritage with a mission that feels so relevant to the world we live in today. Ecolint was founded more than a century ago with one ambitious purpose: education for peace and international understanding. Today, as our societies face geopolitical tensions, technological disruption, climate change and growing inequalities, I believe that mission has become even more important. I was also attracted by Ecolint’s combination of academic excellence, student flourishing, pedagogical innovation and extraordinary international diversity. During the recruitment process, I met students, staff, parents, alumni and members of the Board, and was struck by the commitment people feel towards the school. I quickly sensed that Ecolint is much more than an institution; it is a community with a strong sense of purpose and belonging. Ecolint has a remarkable legacy as the world’s first international school and is guided by its mission of educating for peace. In today’s world, what does that mission mean to you personally? For me, educating for peace is something we practise every day through the way we teach young people to understand one another, engage with difference, think critically and act with courage and responsibility. Our mission is to help students develop the knowledge, skills, values and attitudes they need not only to succeed academically, but to become thoughtful citizens and enlightened future professionals. At Ecolint, students encounter different languages, cultures, nationalities and perspectives every day. Learning to listen, disagree respectfully, challenge assumptions and find common ground is itself an education for peace. In a world that can sometimes seem increasingly fragmented, this international openness is something I consider profoundly precious. In your appointment announcement, you highlighted AI, climate change,
INTERNATIONAL SCHOOL OF GENEVA (ECOLINT) Nicolas Péjout
With more than a century of history behind it, the International School of Geneva (Ecolint) has played a pioneering role in international education. Now, as Nicolas Péjout takes on the role of
Director General, he is looking at how the school can build on that remarkable heritage while responding to a rapidly changing world.We spoke to him about educating for peace, preparing students for an age of AI, the lessons he brings from higher education and why belonging lies at the heart of a thriving international school.
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“A community like Ecolint is something we create together.” social inclusion and geopolitical
are helping them gradually construct the intellectual, personal and social resources they will draw upon throughout their lives. You have spoken about building on Ecolint’s strengths while further enhancing its academic excellence, impact and long-term sustainability. How do you balance continuity with innovation? I don’t see continuity and innovation as opposites. The question is: what must we preserve because it is fundamental to who we are, and where must we evolve because the world around us is changing? Ecolint has exceptionally strong foundations: its mission, international character, academic reputation, pedagogical heritage and, above all, the expertise and commitment of its people. A school with more than a century of pedagogical innovation behind it – and which was the birthplace of the International Baccalaureate – has a responsibility to remain agile, forward- looking and responsive to a changing world. That means continuing to innovate in teaching and learning, engaging
the future means giving them the tools and confidence to navigate uncertainty.
transformation as key challenges for education. Which do you believe will have the greatest impact on today’s students, and how can schools prepare them? It is difficult to isolate one because these transformations are interconnected. However, AI is probably the one whose impact students – and teachers – will experience most immediately, and whose consequences we are only beginning to understand. I see AI as an extraordinary opportunity, but certainly not as a substitute for learning and teaching. The more technology can provide information or automate certain tasks, the more important human qualities become: critical thinking, curiosity, creativity, judgement, collaboration, empathy and the ability to distinguish reliable knowledge from misinformation. Schools have a responsibility to teach students to use AI intelligently, ethically and critically. At the same time, climate change, inequality and geopolitical instability remind us why education must develop responsible citizens. Preparing students for
Having worked extensively in higher education, you’ve seen first-hand the skills and qualities young people need beyond school. Has that perspective influenced how you think about education at school level? Very much so. I sometimes describe it as a kind of educational “reverse engineering”. Having spent many years working with students from the age of 18 onwards, I have seen what helps young people flourish when they enter university and, later, professional life. Strong academic foundations matter enormously, but knowledge alone is not enough. I have consistently seen the importance of curiosity, adaptability, teamwork, self-confidence and the ability to transform ideas into action. One balance I value particularly is between ambition and humility; another is between having bold ideas and possessing the discipline required to implement them rigorously. School is therefore not simply about preparing students for the next examination or university application. We
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critically with evidence and embracing the opportunities offered by technology. For me, innovation in education must always serve a clear purpose: to improve learning, support student flourishing and strengthen the long-term sustainability of our school. International schools bring together families from many different cultures, backgrounds and experiences. What makes an international school community truly thrive? Belonging. Diversity is an extraordinary asset, but diversity alone does not automatically create community. A community thrives when people feel they can bring their identities and perspectives with them while also feeling part of something larger than themselves. That requires openness, curiosity and mutual respect. It also requires a willingness to listen to perspectives that may be very different from our own. One idea I have emphasised since arriving is that we are one school across our three campuses in Geneva and Vaud, while recognising the individual character of each. Trust is equally important. Students learn best when they feel safe, known and supported, and the same is true of the adults around them. A flourishing school community combines high expectations with care. Looking ahead, what do you hope parents will say about Ecolint five years from now? I would hope they say, first of all, “My child flourished here.” I would want parents to feel that their children received an exceptional education: academically ambitious, intellectually stimulating and deeply human. That their teachers knew them, challenged them and helped them discover what they were capable of. I hope they will say that Ecolint prepared their children exceptionally well for university or whatever comes afterwards, but also for life: that they became confident, curious and independent thinkers. I would also like parents to see Ecolint as a school that remained true to its extraordinary heritage while continuing to lead in pedagogy, international education,
experiences. We have high aspirations for every student. We want them to fulfil their potential academically and personally, while developing the confidence, curiosity, independence and empathy to engage meaningfully with the world around them. Most importantly, I would encourage new families to participate. Ask questions, meet people, attend events, engage with the school and share your perspectives with us. A community like Ecolint is something we create together. Our ambition is that every family, wherever they come from and whichever of our three campuses they join, very quickly feels: this is our school.
the responsible use of technology and educating for peace. Finally, I hope they will say that Ecolint was not simply the place their children attended, but a community to which their family genuinely belonged. Finally, for families joining Ecolint for the first time, what would you most like them to know about the community they are becoming part of? I would tell them that they are joining a school with an extraordinary history, but also a lifelong community, bringing together people from an exceptional range of countries, cultures, languages and
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Open the next chapter at Ecolint > Three campuses in Geneva and Vaud > From Early Years through Secondary School > Bilingual education in a truly international community representing over 140 nationalities > Personalised learning guided by passionate, experienced teachers who inspire academic excellence > A nurturing, student-centred environment where every child is encouraged to discover and fulfil their potential > Outstanding, state-of-the-art facilities set within beautiful green campuses > A rich and diverse programme of extracurricular activities that supports every student’s interests and talents
admissions@ecolint.ch www.ecolint.ch
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INTERNATIONAL SCHOOL PARENT SUMMER 2026 | 10
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nature, 500 metres above the lake, has been welcoming families since 1873. The Kids Club is conveniently tucked next to the Alpine Spa, where qualified child- minders run daily activities, craft
mornings and hands-on creating for children aged three to 12, from 10 am to 7 pm.
Budding pâtissiers can get their hands covered in cocoa at a chocolate-making masterclass with Pastry Chef Damián Carini and his team, while the more curious can head down the valley to see how mountain milk becomes Swiss cheese. Screens stay in the suitcase, save for the resort’s 69-seat private cinema, a nod to its Goldfinger past (Sean Connery stayed here while filming in 1964), which runs family screenings with treats. A playground close by, plus dedicated pool sessions, means younger siblings are catered for, and babysitting can be arranged for evenings that call for grown-ups only. ROOM TO ROAM Beyond the Kids Club, the real draw is the 70 kilometres of trails threading through meadow and forest: walkable, bikeable and traffic-free. Families cycle together, take on gentler loops with younger children, or head out with a guide to learn about the mountain’s ecosystem. For older children with a taste for engineering, or just a healthy appetite for a thrill, the Hammetschwand Lift, Europe’s highest outdoor elevator, does not disappoint, while the Cliff Walk beyond it offers views that make even the most unimpressed teenager put their phone away. Rooms matter here, too. The two-bedroom family suites keep everyone on the same floor, with no corridor walk required just to say goodnight. TIME APART, TOGETHER When the children are entertained, the Alpine Spa is close enough for parents to slip away for an hour. What Bürgenstock Resort understands, and what makes it
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INTERNATIONAL SCHOOL PARENT SUMMER2026 | 11
BUSINESS SKILLS FOR A CHANGING WORLD: HOW ISL IS TEACHING TOMORROW’S LEADERS TODAY
in an environment where thoughtful risk is encouraged and ambitious ideas can be developed with expert support. “Young people are increasingly exposed to large language models in their learning and everyday lives. ISL students have followed a bespoke AI curriculum about the functioning, ethical, and transparent use of AI and how it can be leveraged as a learning tool. We are acutely aware that learning only occurs when students think deeply about a specific topic. Our continued goal is to design experiences that harness the power of AI without the cognitive offloading young people risk when using AI to support their thinking.” – Simon Foley, Secondary School Principal and Head of the ISL’s AI group PUTTING IDEAS INTO PRACTICE At the centre of this approach is ISL’s Impact Hub, launched last year as a
As artificial intelligence reshapes the workplace and career paths become less predictable, parents are asking an increasingly important question of schools: will academic success be matched by the judgement, adaptability and leadership skills young people need to thrive? Today’s students are likely to enter a world that rewards more than knowledge alone. They will need to recognise problems, work with people who think differently, test ideas, learn from setbacks and adapt when circumstances change. These are business skills, but they are also life skills. At the International School of Lausanne (ISL) , the response is built around a straightforward principle: young people should not have to wait until university or their first internship to discover how innovation works. They need opportunities to practise it while they are still at school,
dedicated environment for innovation, collaboration and entrepreneurship. Its significance lies less in the technology it contains than in the behaviours it is designed to develop. Mindset sessions encourage emotional resilience, calculated risk-taking and learning from setbacks, while practical workshops introduce design thinking, project management, entrepreneurship and AI integration. Mentorship gives students access to industry expertise as they move from developing an idea towards execution. This matters because leadership is difficult to learn in the abstract. A lesson can explain project management; a live project reveals what happens when a brief is unclear, a deadline proves unrealistic or a team has not agreed how decisions will be
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innovation, sustainability and project management. The value was in seeing how different disciplines come together around a shared problem, and how classroom knowledge can translate into practical decisions. “As AI and emerging technologies are changing classrooms and workplaces so rapidly, human skills matter more than ever. ISL gives students space to practise critical thinking, collaboration and resilience by tackling real problems together.” Marco Bruce, Head of Innovation and Entrepreneurship
projects with postgraduate students at EPFL. Both introduce challenges that extend beyond technical knowledge. Robotics requires experimentation, shared responsibility and the resilience to redesign when a promising solution fails. The Earth Prize asks students to consider environmental problems that are technically complex, socially urgent and constrained by real-world considerations. Students have also explored the commercial innovation process through a visit to Nestlé Health Science’s Lausanne research and development centre. Bringing together students from science, business and design pathways, the visit introduced areas including medical nutrition, clinical research, product and packaging
made. In one session led by Tomoko Yokoi, a senior researcher and adviser at IMD Business School’s Global Center for Digital and AI Transformation, students moved from defining a problem to creating design- thinking prototypes in just 40 minutes. Working with limited time and imperfect information encouraged them to identify what mattered, make decisions and improve their ideas through feedback. FROM CLASSROOM THEORY TO REAL-WORLD DECISIONS ISL’s partnerships give students further opportunities to apply their learning. They participate in The Earth Prize, an international environmental innovation competition, and collaborate on robotics
ACADEMIC RIGOUR AND FUTURE-READY SKILLS
Preparing students for an uncertain future does not mean moving away from academic
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rigour. At ISL, the two are intended to reinforce one another. The International Baccalaureate continuum develops research, critical thinking, time management, communication and international- mindedness from the early years through to the Diploma Programme. The Impact Hub then provides additional settings in which students can put these capabilities into practice. Among ISL’s Class of 2026, all 87 candidates obtained the IB Diploma, achieving an average of 36 points compared with a worldwide mean of 30.9. Almost 30% scored between 40 and 45 points, and one student scored the highest possible score of 45/45, one of only 1% worldwide to do so. Academic outcomes open doors, but readiness for what comes next extends beyond grades. Projects and leadership experiences give students opportunities to demonstrate initiative, sustain commitment, work through disagreement and reflect on how their decisions affect others. “These skills are not just learned through
“Mentorship gives students access to industry expertise as they move from developing an idea towards execution.”
experience at ISL, but are explicitly taught. Students learn, practise, and adapt to real- life experiences which are grounded in their subject areas.” Sarah Gifford, High School Principal
Reference: World Economic Forum - Future of Jobs Report 2025: Skills Outlook: https://www.weforum.org/publications/ the-future-of-jobs-report-2025/in-full/3-skills-outlook/ aims to give students the confidence and capabilities to help shape whatever comes next. languages and cultures can make collaboration more complex, but it also reflects the environments many students will encounter beyond school. No school can predict the jobs its youngest students will eventually hold. What schools can do is prepare them to keep learning as technology, workplaces and society evolve. By connecting academic study with entrepreneurship, mentorship and real-world problem-solving, ISL
PREPARING FOR WHAT COMES NEXT
For parents, the goal is not that every child becomes an entrepreneur. It is that students begin to understand how they respond when the answer is not known in advance. Can they frame a useful question? Listen to different perspectives? Build consensus? Respond constructively when an idea is challenged? Use AI as a tool without outsourcing their own judgement? ISL’s international community adds another dimension. Working across
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Feel the Olympic spirit. The flame is yours. this story and many more to explore olympic museum
Quai d’Ouchy 1 1006 Lausanne Suisse
Calgary 1988: Helmet belonging to Dudley STOKES (JAM), who was part of the Jamaican bobsleigh team’s debut.
@olympicmuseum olympics.com/musee
MEET THE EXECUTIVE HEAD GENEVA ENGLISH SCHOOL Daniel Crabtree
Congratulations on your appointment. What inspired you to take on the role of Executive Head at GES? Exactly what brought me here five years ago: a school that combines academic excellence with a caring, supportive international community. That commitment runs throughout the school, from our Early Years Foundation Stage to our A-level programme. One of the great joys of working at GES is meeting children and their families when they join us at the age of three, then watching those students progress through the school and prepare for university. With GES now part of Inspired Education Group, we have the stability, resources and investment to build on these strengths and take the school forward. It’s an exciting time for GES. Your career has included teaching, pastoral leadership and preparing students for competitive university courses. How have those experiences shaped your approach to school leadership? I followed the A-level pathway myself, studying five A Levels before going on to read Biological Sciences at Oxford University. I also studied the history and philosophy of science, which allowed me to explore interests beyond science alone. After graduating, I knew I wanted to pursue a career in education. I began teaching A Levels at a sixth-form college before moving into school leadership in the UK, where my focus was on providing an excellent academic education and helping every student achieve their potential. I then had the opportunity to join GES and establish its A-level programme, working with students, families and colleagues to develop the school’s academic ambitions. That experience has led me to my current role, where I bring the same commitment to academic excellence and individual student success to the leadership of the school as a whole. GES offers an English educational pathway from preschool through to A Levels. What are the benefits of that continuity? One of our great strengths is that we welcome children from the age of three and can support them throughout their educational journey, right through to
As Daniel Crabtree takes on the role of Executive Head at Geneva English School (GES), he brings together a commitment to academic excellence and a belief in the importance of
knowing every child as an individual.We spoke to him about his journey into education, guiding students from their first days at school through to university, supporting families through transitions and his ambitions for GES’s next chapter.
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“Taking the time to get to know each student helps us understand their individual needs, recognise their strengths and support them in fulfilling their potential.” university preparation.
For example, a student interested in medicine might choose biology, chemistry and mathematics, while someone considering law might focus on English, history and French. Students can specialise in a smaller number of subjects or, where appropriate, take up to five A Levels. This flexibility allows us to tailor each programme to the individual, helping students build on their strengths while keeping their future ambitions in mind. You have emphasised that every child and family is known individually. What difference does that make to the learning experience? I think this is one of the first things parents would identify as special about GES. Our teachers and school leaders know every child and family personally. Nobody is a stranger. Our primary classes typically have around 14 or 15 students, giving teachers the opportunity to understand each child’s starting point and provide the right balance of support and challenge. As an international school, we welcome
we develop a deeper understanding of each student’s strengths, interests and aspirations, allowing us to provide the right support and challenge as they grow. For families more familiar with the IB Diploma, what should they understand about the A Level pathway? A Levels allow students to choose a combination of subjects that reflects their strengths, interests and ambitions for university. We start by looking at where each student hopes to go next, considering their intended degree course and the entry
In the early years, social learning is central to our approach, with children learning in a bilingual environment that combines English with a strong French- speaking element. As they progress, our phonics programme provides a foundation for reading, writing and language development. Our primary curriculum offers a broad education, combining core subjects with humanities, technology and the arts.
Students then move into Key Stage 3, where we continue
to follow the English National Curriculum while bringing an international perspective to subjects such as history, geography and languages. These
requirements of universities in different countries. From there, we help them select the subjects that will support their
years provide a foundation for GCSEs and,
subsequently, A Levels. Throughout this journey,
plans.
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including local Swiss schools, the process begins with the family’s first enquiry. We invite them to visit, offer taster days and introduce students to their future classmates and the English curriculum, helping them become familiar with their new environment before they start. We don’t rush this process. The first month is particularly important, and our admissions team, transition team, Head of Secondary and I stay in close contact with families to make sure each child is settling in well. Our priority is that children feel happy, comfortable and supported. Once they have that sense of security and belonging, they can focus on their learning and begin to thrive. GES has recently joined Inspired Education Group. What opportunities does this create for the school? GES and Inspired Education Group share a strong commitment to academic excellence and high aspirations for every student. Joining the group gives us access to greater resources, infrastructure and investment, providing a strong foundation for the school’s future development. It also opens valuable opportunities for our teachers to connect with colleagues across an international network of schools,
exchange ideas and learn from educators working with different curricula and approaches. For our students and families, this means we can continue to develop and enrich the educational experience at GES while preserving what makes our school special: the individual attention, close relationships and supportive community that are central to who we are. Finally, what would you most like families considering GES to take away from this conversation? First, that every child and every family is known by name. That personal connection is fundamental to who we are. Second, that we have high academic aspirations for every student. We work hard to ensure that each child makes progress, builds on their strengths and achieves their potential. And finally, that GES is a happy place to learn, where children feel supported and enjoy coming to school. Choosing a school is one of the most important decisions parents make, and we take that responsibility very seriously. Above all, we want families to look back on their decision to join GES and feel that it was a positive and rewarding choice for their child.
children from a wide range of backgrounds and educational experiences. Taking the time to get to know each student helps us understand their individual needs, recognise their strengths and support them in fulfilling their potential. That personal approach extends to families, too. Our teachers and leadership team are accessible to parents, whether they have a question, need advice or simply want to discuss how their child is getting on. We understand that choosing a school is one of the most important decisions parents make, and we take that responsibility seriously. Moving schools can be a significant transition, particularly for families arriving from abroad or moving from the Swiss system. How does GES support students through that process? The key is careful preparation and close communication between our teachers, pastoral team and families. For students moving from primary to secondary school, one of the biggest changes is the shift from having one main class teacher to working with several subject specialists. Close collaboration between our primary and secondary teachers helps us support children through this transition. For those joining us from other schools,
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SHARENTING, AI AND SAFEGUARDING: Questions Parents Need to Ask
WRITTEN BY PHILIPPA DOBRÉE-CAREY, AUTHOR OF FROM HIGH SCHOOL TO UNI
Sharing photos of our children has become an everyday part of family life, particularly when loved ones live far away. But as technology evolves, so do the risks.A few simple questions can help families share those precious moments while protecting their children’s privacy.
A few years ago, my daughter gave me one of those parenting moments that stays with you. We had spent the day on the beach in Hawai’i during a family trip. Like many parents living far from families and friends, I sent a photo of us sunbathing and playing in the waves to the family WhatsApp group. Within seconds, my daughter was telling me off: “You should have asked me first.” At the time, I thought she was overreacting. It wasn’t Facebook or Instagram. It was a private family message. But she was right. Without thinking, I had made a decision about her digital identity without asking her. Many of us have done it. Parenting can
be isolating, particularly for international families. Photos help grandparents watch children grow up from another country. They keep friendships going. And they let us share the moments we are proud of, whether that is a winning goal or a role in the school play. There is nothing strange or irresponsible about wanting to share these things. The issue is that the risks have changed. Those of us born in the 70’s and 80’s joke that we don’t have a digital footprint that could embarrass us. (Well, apart from that annoying friend who somehow uploaded high school photos of us with braces, Sun-in highlights and a terrible perm). Our children do not have that luxury. Their online presence may have
started on the day they were born - created by the people who love them most. Most parents understand the issues around sharing images. An old photo may embarrass their child later. Images could be copied, used in bullying or shared more widely than intended. Privacy is only part of the problem. Once something is online, it can be very difficult to remove completely. As a safeguarding professional and a qualified investigator in sexual exploitation, abuse and harassment, I am increasingly concerned about what happens after
“Without thinking, I had made a decision about her digital identity without asking her.”
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a photograph is shared. It’s no longer a question of simply who can see it, regardless of whether your account is set to private or public. It is what someone might do with it. A photo can reveal more than your child’s face. It may show their recognisable school uniform, favourite playground, sports club, or a street sign. One single photo may reveal very little. But a collection of images, gathered over time, can show routines, relationships, locations and family habits. Artificial Intelligence has made it quicker
and easier to collect, analyse and use information that has already been gathered. AI hasn’t invented these risks - they existed long ago. People have always been capable of impersonating, manipulating and targeting victims. AI has simply made the process faster and available to far more people. Then there is synthetic media. Family photos can be altered or used to create convincing fake images without a family’s knowledge. You may have heard this described as “nudification”. There are apps capable of creating sexualised deepfake
images from an ordinary photo. It’s a disturbing subject, and not one any parent wants to imagine. However, pretending it does not happen does not make it less relevant. Young people need to understand that a photograph shared online can be copied and altered without them knowing. That doesn’t make them responsible for abuse or misuse of their image. The responsibility always lies with the person doing the harm. But children need an understanding of the risk - before they learn about it in a far more upsetting way.
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Schools have a part to play too. Their websites, newsletters and social media pages celebrate students’ achievements with the best intentions. They also raise questions that parents are entitled to ask: • Where are photographs stored, and for how long? • Who can access them? • Do third-party companies process or store the images? • What will the image be used for? • What happens when a child leaves the school? Schools take physical safety seriously through visitor procedures, secure sites and recruitment background checks. Children’s data deserves the same care and attention. The UK’s Information Commissioner’s Office has made children’s privacy a priority. Parents should expect schools and organisations to be clear about how children’s information is collected, stored and shared. We all like to record family moments and celebrate our children’s achievements. We’ve also got enough to manage with packed lunches, World Book Day costumes, and locating a full, clean sports kit. This is not about making parents feel guilty for sharing a photograph. Before sharing a photo, take ten seconds to decide whether it needs to be shared at all and ask yourself: • Does this image reveal where my child is, what they do regularly, or where they are likely to be at a particular time? • Am I sharing this because my child will value the memory later on, or because I want the moment witnessed? • Could I perhaps share the story without showing their face? When children are old enough, involve them in the decision. Consent does not suddenly appear at the age of eighteen. And it’s not just about agreeing which school prom photo you can post. It’s about creating awareness of the risk and consequences through everyday conversations, starting with “Are you happy for me to send this to Grandma?” “Would you mind if I put this on the family group chat?” “What would you prefer?”. This demonstrates that their image belongs to
“Artificial Intelligence has made it quicker and easier to collect, analyse and use information that has already been gathered. ”
them too. The message is not “never share a photograph of your child”. It is to treat that image with the same care you would give any other personal information. We teach our children to protect passwords, PINs or personal details. Now we need to include their image in that conversation too.
If you’re interested in learning more, here are some useful links: https://ico.org.uk/for-the-public/ the-children-s-code-and-children-s-online- privacy/ https://www.iwf.org.uk/annual-data- insights-report-2025/emerging-and- persistent-harms/ai-generated-child-sexual- abuse-material/
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Naturally bilingual – from Pre-Kindergarten to International A Levels Academia Schools supports people from Pre-Kindergarten through to the end of Secondary School and beyond. We assist children, young people and adults with their individual learning processes and do all we can to help them achieve their goals – in Basel, Winterthur and in Zurich. Find out more at www.academia-schools.ch
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Growing Up with Multiple Languages: THE FLORIMONT APPROACH
separate tracks, they can evolve in response to a student’s progress and areas where further consolidation is needed. This recognises that children do not all become bilingual in the same way or at the same pace. A student may need additional time to develop academic French, for example, while continuing to strengthen their English. One English-speaking family describes discovering the value of this approach: “We naturally assumed that the Bilingual English pathway would be the best choice for our child. We eventually discovered that the French-language pathway allowed our child to develop very strong academic French while continuing to develop English to a high standard.” The aim is to develop the skills children need to learn successfully in both languages and to build a strong, relatively balanced level of proficiency over time, rather than simply ensuring they spend an equal number of hours using each. LEARNING TO THINK IN TWO LANGUAGES At Florimont, students do not simply learn French and English; they increasingly learn through French and English. Both are subjects in their own right, but also languages through which students explore concepts, build knowledge and learn across the curriculum. As they progress, students develop the vocabulary and language skills needed to describe, compare, explain, form hypotheses and present arguments. This allows them to engage with increasingly complex ideas in subjects such as science, history and geography. The distinction matters. A child who
Bilingual education is about more than learning to speak two languages. At Institut Florimont , a flexible approach helps students develop the skills to learn, think and express themselves across languages, while recognising that every child’s journey is different. For families choosing an international school, bilingual education can open up a world of possibilities. Yet what does it really mean for a child to become bilingual? Is it a matter of spending equal time learning in two languages, or is there more to the process? At Institut Florimont in Geneva, bilingualism is understood as a journey that develops throughout a child’s education. Rather than aiming for a strict 50/50 division between French and English, the school focuses on building strong linguistic foundations at each stage, adapting its approach to students’ individual needs. BUILDING STRONG FOUNDATIONS In Florimont’s early years, children alternate between French-language and English-language days, with an emphasis on speaking and listening. Additional support is provided in either language where needed. As students move into primary school, French remains the foundational language for developing essential learning skills, particularly literacy. Children are then encouraged to transfer these skills progressively into English, drawing on what they already know as they develop confidence in both languages. The school’s Bilingual French and Bilingual English pathways also allow for flexibility. Rather than operating as entirely
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speaks English confidently with friends may still need support to interpret a scientific text or explain a mathematical concept in English. Developing academic language is therefore an important part of the learning process. This approach continues through to the school’s three secondary qualifications: the French Baccalaureate, Swiss Maturité and International Baccalaureate (IB). Language development is adapted to the particular academic demands of each pathway. German, introduced in primary school, adds another dimension to students’ multilingual education, with its role developing according to their chosen academic route. Languages do not develop in isolation. A reading strategy learned in French, for example, may help a student approach a text in English, while understanding a concept in one language can support learning it in another. Florimont’s teachers encourage these connections through shared approaches to reading, writing, academic vocabulary and subject knowledge. This ability to draw on a child’s full linguistic repertoire, sometimes referred to as translanguaging, allows students to build on what they already know in one language to support learning in another. Bilingual resources can provide further bridges, helping students access challenging concepts while gradually developing greater independence in the language of instruction. This allows students to continue engaging with demanding academic content as their MAKING CONNECTIONS BETWEEN LANGUAGES language proficiency develops. The school also recognises the importance of languages spoken at home. In an international community where children may arrive with two or three languages already forming part of their lives, these languages are valuable foundations for further learning and an important part of their identity. One family whose child arrived in preschool speaking Arabic, but neither French nor English, describes how language support helped their child build confidence: “The school also encouraged us to continue speaking and enriching Arabic at home. We came to understand that our
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child’s home language was an asset on which to build their multilingualism.” For families, this is an important message: maintaining a home language can be part of a child’s multilingual development, rather than something that competes with learning French or English. A PATHWAY SHAPED AROUND EACH CHILD There is no single profile of a bilingual learner. Some children arrive fluent in French and new to English; others speak English confidently but need to strengthen their French. Some are already bilingual, while others are learning both languages alongside a third language spoken at home. Whatever the case may be, Florimont offers a dedicated team of specialists that work with each family individually to build the most appropriate linguistic journey for their child. Florimont responds through regular assessment, flexible pathways and targeted support. English-language provision includes proficiency groups and support for the academic language needed across different subjects. For students developing their French, Français Langue de Scolarisation (FLSco) focuses on the language of schooling: understanding instructions, reading academic texts, reasoning in mathematics and explaining ideas clearly.
As Caroline Gorin, Bilingualism/ Multilingualism Coordinator at Florimont, explains: “For me, multilingual education at Florimont starts with a strong anchor in French. French is part of the school’s history, but it also gives our students the language they need to connect with the community around them. From there, our aim is not to fit every child into the same definition of bilingualism, but to build on the languages they already have, understand what they need next, and help them use their full linguistic repertoire to learn, think and grow.”
Teachers across subjects contribute to this work, supported by professional development in approaches that make learning accessible to students studying through an additional language. Families are also involved in discussions about their children’s linguistic development and future educational plans. Ultimately, Florimont’s approach looks beyond fluency in French and English alone, recognising that multilingual education is about building on each child’s linguistic strengths and preparing them to thrive in an increasingly interconnected world.
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