Category: Insights & Ideas

Written by Keith Clark, Head of International Appointments

The average tenure of leaders in international schools is a major challenge for our sector. It is difficult to be entirely sure of the data, but we believe that for heads of school, a little over two years is the most reliable figure. That may be shocking, but for many of us, it is not surprising. Is there another field – except perhaps football management – where leadership is so fragile? And in what other sector is depth of experience so under-valued? 

Against this backdrop, what advice can we give – not only to candidates but also to schools? And how can we break a cycle that can easily become self-perpetuating and drive down the quality of leadership? 

Working in the international school sector is a privilege. It is a sector characterised by quality, innovation, commitment and international-mindedness. The coming together not only of nationalities and cultures but also curricula and pedagogies can be a force for good in a world where that is sorely needed. However, a sector that has the potential to deliver so much requires clear-sighted leadership – leadership that is effective, collaborative, open-minded and, crucially, stable.   

The most successful schools – however we choose to measure success – typically have leadership stability. Our colleagues in RSAcademics’ Consultancy Services team have identified a trend in their UK research: a direct correlation between parental satisfaction and strong, effective and stable leadership. We will all know plenty of instances internationally where the opposite is true – where constant leadership turnover leads to wider staff instability, parental dissatisfaction and a poorer offer to students; it also costs schools money. I would go so far as to say that the international sector could start to become swamped by mediocrity if we don’t start reversing the current trend.    

A shared responsibility 

We often attribute leadership turnover to systemic problems, governance issues and challenging external contexts. Without doubt, these are major factors. However, from our vantage point of appointing senior leaders into international schools – reviewing many hundreds of applications every year and speaking to even more candidates and contacts – we can identify something else. We see a culture of short-termism for which the leaders themselves and the schools that appoint them must share some responsibility.  

Part of the problem lies in the patterns established during international teaching careers. Fixed-term contracts are a way of life but have also become an excuse. “Reason for leaving: End of contract.” Well, actually, it’s not – a contract can be renewed. We regularly encounter candidates who have served for a decent period in a school or two in a national system, but then move internationally and race through a series of one- and two-year appointments. That continues through middle leadership and into senior leadership. When we question it, the common refrain is: “I had achieved all I could.” Really? In two years? In a school environment that is hard-wired to operate on an annual cycle?  

This matters when we see careers made up of a succession of short-term appointments, and it matters when we see schools that are changing heads every year or two. Some schools may not care or may even use short-term appointments to avoid rewarding longevity or investing in staff, and these are probably also schools that will not spend time or money on recruitment. But most in the sector know that these patterns impact on quality. 

We seem to have a culture in which teachers and leaders think that moving on after a single contract is the norm and the way to progress. Some may appreciate the itinerant lifestyle. However, our sense from those hundreds of conversations every year is that for many it is a source of unhappiness, even if they put a brave face on it, rationalise it and explain every move in painstaking detail.  

Exceptions 

It is important to say that a short-term position here or there is not the issue. We know that poor governance can often be a reason to move. Our Upwards and Onwards report, for which our colleague Chris Edwards spoke to 75 serving principals, identified this very clearly. However, Chris also found some of those principals acknowledging that, with more due diligence, they might have foreseen the challenges. In some cases, they were so eager for their next step up the ladder that they did not make a reasoned assessment of what they were getting into. This becomes another part of the cycle: leaders who go into a role with the mindset that if it doesn’t work out, it’s only for a year or two.  

There are other very good reasons for the occasional quicker-than-expected move. Family illness has become a more frequent factor since the pandemic. Sometimes, a family does not settle, no matter how much consideration they gave to a move. And there will be unforeseen circumstances: a change of school ownership, national policies or regulatory change, visa issues, conflict or civil unrest. Occasionally, a job may be genuinely short-term – an interim role or an appointment to deliver a time-defined project.  

These are perfectly-valid exceptions. What should concern us more is that significant parts of our sector – those seeking appointment, those doing the appointing – are neglecting the importance of depth of experience and sustained impact in a role. Breadth appears to be prioritised at the expense of depth.  

Breaking the cycle 

There are practical consequences of a career of short-term appointments. Why should a school believe its appointee will stay for longer this time? Then there is the challenge of verifying a career history: how much reference checking will assure a school that those moves have been as explained? And a career of many moves will require even more safer recruitment vigilance.  

There are deeper-rooted challenges. A school may want a new head to bring stability, carry a community through change, address systemic challenges, build long-term ownership of a strategy, embed a culture of continuous improvement or forge sustainable community links. How can that school be confident if its appointee has not demonstrated sustained impact elsewhere – regardless of their long CV list of achievements? And how can a candidate be realistic about their abilities if they have not stuck in a role for long enough to see the real consequences of their leadership? 

There is a message to schools and to leaders here about valuing depth of experience, leadership longevity and evidence of sustained impact. We don’t want schools to start ruling out promising candidates because of an occasional blip – we sometimes have to fight a candidate’s corner in these situations. But we do hope more schools will look harder at experience. And we hope that more leaders will want to put down deeper roots, understand the joy and satisfaction that comes from seeing their impact over time, and recognise that they will need experience to equip them for bigger challenges in the future.  

The continuing growth of the sector, sometimes in markets where recruitment is challenging anyway and with schools of varying quality, makes matters even tougher. There are not enough good leaders to go around. That should also make it more important for schools to invest in those who will stay, and for leaders to recognise the value of the investment and trust placed in them.  

Unless we break the cycle, there is surely a risk to what so many people work so hard to achieve in international schools.  

Our advice to candidates, therefore, is to look hard and carefully – if you can, discuss a job in detail before you apply – and genuinely seek that longer-term commitment. You will be making yourself a better leader and contributing to a changed mindset in the sector. In an article last year for those looking to break into leadership, I opened with an anecdote about a middle leader who had asked about preparing for senior leadership. The best thing, I said, will be to stay where you are for another two or three years. This committed, intelligent leader had assumed the opposite, bringing home to me the need to reset the single-term contract culture. The relief in his face said it all. “My family will be so happy,” he replied. 

 

Over the past few months, we have had the privilege of speaking with a great many Heads, Bursars, Marketing and Admissions Directors, Governors, and Development Directors about their concerns and successes. While each school is navigating its own path, many are grappling with balancing the books, future-proofing pupil numbers, and keeping staff motivated. Some are even planning significant expansion. But one common theme across all of these conversations is: “What are other schools doing?” In this article, we share some of these conversations (anonymously, of course) and explain how RSAcademics is assisting schools. 

Joining a school as a new leader 

As a new Head, one of the many tasks on the to-do list is gauging the temperature of the parent body. The very start of headship is an ideal time to seek frank and honest feedback about parents’ perspectives, priorities, concerns, and grievances, as well as what they most value and cherish. Typically, a new Head might hear from ‘loud voices’ or observe isolated incidents, which are unrepresentative. Conducting thorough research with current families adds context and delivers facts rather than relying on anecdotal feedback. It also sets a positive tone with parents. Parents often make comments such as: 

“Pleased that the new Head is doing this survey and excited to see consistent improvement being prioritised.” 

“We have been impressed with the openness and honesty that the new Head has shown, and this survey is an example of that.” 

Schools appreciate that our tailored surveys paint a detailed picture of parent views using a mix of rating-style and open, free-text questions. They find it invaluable to have the findings presented and discussed by experienced consultants who provide sector context and guidance on next steps. One recent new Head shared: 

“Our experience with RSAcademics was really excellent. Their tailored approach to our staff and parent surveys not only yielded invaluable insights but also fostered a positive approach to forward planning. The team’s professionalism, responsiveness, and expertise were especially noteworthy, and we’re grateful for the meaningful impact their work has had on our strategic planning.” 

Winning families over and then keeping them 

Pupil recruitment and retention questions have dominated our conversations and work so far this year. 

Recruitment 

• “How do we ensure parents join us and then stay through to our senior school or Sixth Form?” 

• “What are parents really looking for from a school in this area, and do we deliver those aspects better than others?” 

• “We would like to feel more reassured that our marketing and admissions functions are at the top of their game.” 

Schools have also approached us with specific issues:  

• Is there a trend towards flexi-boarding?  

• Why are a higher-than-expected number of families leaving early this year?  

• Would expanding our nursery feed through to pre-prep entries?  

• We’ve heard that another local school offers a warmer and more personalised admissions process than we do—is that true?  

How we answer these questions 

Invariably, the help we offer in these situations comes down to the right blend of art and science.  

We spend time with school staff to hear their views on the issues and talk to groups of relevant parents, and often pupils, asking carefully crafted questions to get under the skin of the one-line answers often offered to the school if they ask parents themselves.  

Other more quantitative methods are used to stress-test what changes may be possible and where to best prioritise the school’s resources. We have been supporting schools with stakeholder research for over 20 years and our database of benchmark data is unrivalled. This, combined with the deep knowledge and expertise of our consultants, gleaned from our immersion in the sector, means you can be assured of a relevant, actionable report.  

Any advice we give you is unique, tailored to your particular situation. 

Retention 

Attracting and keeping a few more families at key entry points can make a significant difference to the bottom line. This is particularly important for all-through schools that carefully shepherd parents from nursery and pre-prep through to Sixth Form while also appealing to new families in Years 3, 7, and 12. 

Focusing on Sixth Form, shaping Sixth Form is on the agenda for many school leaders who are considering how best to prepare students for life beyond school with the right skills, experience, and character development. Are these bigger aims critical, or is it more about the Sixth Form freedoms, facilities, and university applications that still drive the choice to stay?  

What we do 

Conducting focus groups with students and bespoke survey research with parents leads to a better understanding of what changes will have the most impact and real content for marketing. Our skilled consultants work sensitively in partnership with families to enable you to get to the heart of what will create a compelling proposition. 

Investing in understanding the attitudes and perceptions of all year groups is particularly important, because positive advocacy is the single most influential factor in your marketing. However, sixth form pupils and families are the group that you want to leave school as your greatest advocates and future supporters. 

Understanding the local, or wider market 

Schools tend to have individual questions about their local area, but all schools want to feel well-informed about how things have already shifted and have at least a well-educated picture of how they might shift again in 5 or 10 years’ time. Essentially: 

• “What impact will declining birth rates have on us in the next few years?” 

Entry point discussions are still very prominent and we are helping to answer questions such as:  

• How do recent school mergers affect my pupil recruitment profile? 

• What is the sustainability of our boarding model? 

• Can I attract families from other, more affluent areas? 

How we answer these questions 

We use highly developed demographic profiling and market scan tools. The quantitative results, including catchment area maps and data tables, from these analyses are provided in a user-friendly and personalised report.  We do the work for you and our reports always address the ‘so what’ questions. But there is no substitute for discussing the implications with our senior consultants, which is included as part of our service. 

The team at a London senior school, a recent client seeking a detailed understanding of its market, wrote: 

“RSAcademics undertook an important research project for us.  They were a pleasure to deal with and produced work that was comprehensive and insightful.” 

Parent expectations – on the rise or just changing?

Although most of the survey work that we do in schools shows there are many happy and appreciative parents, recent conversations with school leaders indicate that parent expectations are becoming more strongly expressed. They want, and sometimes demand, more staff visibility and contact and certainly much more detailed information about how their child is achieving in school, in all senses. 

How we help

A good survey is an important first step to help ‘size’ the concerns—are they shared by many or a few—and to better understand the reasons behind the requests. Sometimes there is more the school can do, but often there is a gap in perception. Understanding the difference is key. We can then help develop an appropriate communication strategy that is seen as positive by parents but also manageable by busy school staff. 

Many of the conversations we are having with schools are focused on gaining a better understanding of the right balance of provision, for example: 

• How much technology use in school is right?  

• How do parents feel about it versus the educational benefit and the investment required?  

• What is the best approach to SEN support in terms of the proportion of pupils in school, the type of support required, and how it is paid for?  

There are no easy answers, but our research and analysis provides evidence and a potential route map for schools to confidently design the best plans and policies to take forward for their school. 

Staying on top of changing parent needs as new parents move from Generation X to Gen Y (Millennials) and then looking ahead to Gen Z (iGen) is of real value. Each group differs in their attitudes to parenting and education and our latest thought leadership brings this to life. When we present these insights and what they mean for day-to-day life in education to schools and school groups, there is inevitably an ‘a-ha’ moment for many school staff in the audience who recognise these shifts in their own school parent body. We will share more about our findings in a future newsletter. 

Strategy development 

For a small number of schools, this year has been extremely tough, and frankly, the stark question of “can we survive?” has been posed to our team.  For a great many others, the question is more typically “how can we reduce costs and retain our position in the market?”  

A thorough review of current operations, cost base, the school’s position in the market, and the possible options is critical. 

We are uniquely placed to undertake these types of reviews, with our team of strategists, financial consultants, academic leaders and marketers who are experts in independent schools and the sector. 

A recent review at one school involved consideration of a range of quite fundamental changes, including a merger or removing Sixth Form. One Governor wrote: 

“As a Governing Body, we realised that our school’s current position was untenable and the school needed to change if it was to survive. We approached RSAcademics, which completed a Competitor Survey that provided good intelligence into the wider sector and the local market and identified different solutions for us to consider. The report was highly insightful and provided the options we needed to consider together with the necessary information to make a decision.  RSAcademics’ knowledge, insight, and support were essential to our making progress with these changes.” 

We work incredibly hard and smartly to be the intelligent and honest partner with all schools as they grapple with difficult questions and reach informed decisions. 

What our client schools tell us 

Our clients consistently praise our approach and the impact of our work. They remark on our knowledge and experience, our genuine interest in them and their school, and our warmth. 

“The team really got to know the school and staff well and were very understanding and sensitive to where we were on our journey. The result of the consultation was extremely helpful and has already had a big impact at the school.” 

“The promise of great service is always beguiling to busy Heads and senior leaders, but sometimes promises turn to dust. RSAcademics are the only company I have found in eight years as Head who are 100% reliable, and who deliver a 5* performance every time. Their team are experienced, knowledgeable and pay attention to the details that matter. I recommend them unreservedly as educational consultants.” 

We are committed to helping schools succeed by providing expert advice, strategic insights, and a warm, people-driven approach. If you have any questions or need assistance, please do not hesitate to contact us.

Find out more about how we can support you and your school and request further information. 

By Cat Sutherland-Hawes and Sarah Chapper: Senior Admissions and Marketing Consultants 

“This year, more than ever, with so many changes and unknowns, it’s essential to get those numbers right.” 

It’s the start of another term and for anyone involved in Admissions and Marketing, it’s the big one. Exams have either happened or are about to, interviews are scheduled and then it’s the best time – offers and acceptances and building that new year group. It is exciting but also a huge responsibility, felt this year more than ever with so many changes and unknowns. How will people react to VAT on fees? Will you see a downturn in acceptances? These are questions we can’t answer, so we need to do all we can to ensure we get those numbers right. So how do we do that? 

“Families might be more cautious this year – if they’re spending more, they want to be sure they’re making the right choice.” 

We use data. We use all the data from previous years to determine how many pupils we interviewed, how many offers we made, and what the conversion rates were. Take an average of the last three years (five if possible but remember some years were slightly skewed by Covid, so three is fine!), and this year, if you can, conduct more interviews and make more offers. Families are likely to be cautious and shop around more. If they are spending more money, they want to be even more confident they are making the right choice. Try to build in some slippage – people accept and pay their deposit in February/March, who knows if they will still be able to pay fees by September – and remember when they accept, they may not yet know next year’s fees and that can make a difference. No matter how popular a school is or how long its waiting list is, it will have slippage. So over offer and have a safety net. 

“The waiting list can be a ‘second wave of offers’ – stay warm and keep families engaged.” 

Along with your safety net, the waiting list is important. If you can have a reliable waiting list, which your Admissions Team can keep warm, that will stand you in good stead later. Keep in touch with these families and keep them on board. Think about the wording of that letter, it’s often good to think of a waiting list in terms of a second wave of offers. Parents don’t always understand how hard it is to determine likely conversion, so try and help them by explaining that you can’t go over numbers, so you make a first wave of offers, and those holding waiting list places are a second wave. Yes, it’s hard to get away from the feeling of being second best, but if you’re a bit more transparent, it can help. And crucially be warm; have someone in the team working with them, updating them, encouraging them – be warm and keep them warm.  

“Create a memorable interview experience – children often choose based on how they felt during the interview.” 

Before offers go out, there is the interview. Make your interview experience as enjoyable as you can for the children. Very often, they have a favourite school at this stage, but there are countless stories of children changing their minds because they enjoyed their interview so much. Make sure you only use encouraging and engaging staff and brief them on each child. Having Sixth Formers around to talk to parents and children can be very effective, the children can often be very nervous at this point and this can help to put them at ease. 

When those offer letters go out, ensure you include one for the child, too—from the Head—a hand-signed letter or a card—a printed card of the school which they can keep—saying well done and we very much hope you will decide to join us. Increasingly, children are forming part of the decision-making process, and they should feel included. In our experience, that little extra touch by post can have real influence.  

“Clear messaging and clear communication channels are vital.”

When offers are out there, make sure everyone who is engaging with offer holders (and waiting list holders) has clear messaging to work with and a clear channel of communication for parents – do they talk to Admissions/Head of Year/Deputy Head Pastoral about concerns? Put this in your communications, let parents know who the first point of contact is and ensure they get a swift response. Parents often have lots of questions at this stage and they will compare schools and how they respond, as well as talk to others about it. 

All communication should be clear, while warm and persuasive, giving families the information they need with clear timescales. There is nothing wrong with a gentle personalised reminder now and then to offer holders, reminding them of the closing date but also offering a meeting/chance to chat. You might want to invite them to an event, for example a theatre performance or a concert. 

“Use your most welcoming staff and pupils for your offer holder visits.”

Offer visits to the school, either individual or in groups. On the day, make sure there’s hot chocolate for the children along with coffee and tea and put out your most welcoming staff and pupils – Sixth Formers are good here – and choose your routes carefully. If it’s meant to be school in action, make sure it’s not really school inaction, i.e. no empty classrooms, and everyone is engaged. Make sure the Head is there to talk to parents at the end and answer any questions. Parents expect schools to hold an Offer Holders’ evening. Don’t make that too long, with some speeches but not many as the children are often bored and tired at the end of the day. Question and answer panels of current students can be highly effective, but you need good facilitators to deal with any over-enthusiastic Year 7 answers or fill in any gaps. Tailor your refreshments to the children, for example, serving small slices of pizza afterwards – they’ll remember that.  

Use your feeder school contacts. A good Admissions Team will have direct contact (usually the Director of Admissions) with feeder school Heads. Talk to them about their candidates to get a flavour of likely acceptance/intentions. And, in fact, talking to them before offers too is always helpful. And talk to your competitors – parents think we don’t do that, but again, Directors of Admissions will have good channels of communication with counterparts locally. Not least, it can be a stressful time and having a chat with someone going through the same can really help.  

It’s stressful, yes, but it is also so exciting and rewarding. Remember the joy of getting that acceptance and offering that waiting list place. Enjoy it, good luck, and we’re here to help with detailed, individual conversion strategies. Every school is different, and one size does not fit all, but we hope this general outline helps. 

If you need any support with your admissions processes, we are here to help. Contact us via email and your query will be shared with the relevant team. 

Over the last few months, RSAcademics and Grant Thornton have been working together to provide information and opportunities for colleagues across the sector to join webinars and ask questions in relation to the removal of VAT exemption. This article distils the information shared at the most recent webinar.

Please do not hesitate to get in touch with either RSAcademics or Grant Thornton if we can be of further assistance. Contact details can be found at the end of this article. 

Key updates on VAT legislation

The recent budget clarified the VAT measures for independent schools, set to take effect from 1st January. Schools will need to register for VAT if they expect to charge VAT on tuition and other fees. Certain previously exempt categories are now subject to VAT, altering financial planning and cash flow needs. Additionally, the timeline for other changes, like increased employer National Insurance rates (April 2025) and adjustments to business rate relief, requires schools to plan ahead.

Grant Thornton’s VAT expert, Irena Scullion, highlighted several critical points about this transition. Among the most urgent are deciding when to register for VAT and managing how VAT may impact tuition, staffing, and overall operational costs. For many schools, the responsibility of collecting VAT will necessitate adjustments in accounting practices, including new methods for managing payments and invoices.

Immediate considerations for schools

The immediate focus should be on registration.  This must be completed by 1^st January to avoid penalties for late registration. For most schools, invoicing and payment processes will need revision to align with the new requirements. Communicating these changes transparently with parents will help maintain trust and address any concerns about increased costs.

Another key point discussed was cost management. Schools must evaluate their spending to optimise VAT recovery on certain expenses. For instance, while nursery education remains VAT-exempt, VAT paid on inputs for nursery education may not be reclaimable. Similarly, schools providing English as a foreign language have an exemption, which is relevant for institutions serving international pupils. Each of these aspects needs thorough review to ensure accurate accounting and compliance.

Managing parental communication

One of the core themes of the discussion was the importance of clear communication with parents. As schools prepare to apply VAT to fees, ensuring parents understand that this is a government-imposed tax, not a fee increase set by the school, is crucial. There was some concern that parents may view VAT-driven increases as arbitrary. Therefore, it is essential to clarify that this is a legislative change affecting all independent schools.

Where possible, schools should also clarify how the introduction of VAT might influence fees in the long term. With parents understandably concerned about their financial commitments, schools will benefit from sharing specific actions they are taking to manage costs efficiently, thus reducing the VAT impact where feasible.

Strategic long-term planning

In addition to the immediate steps required, we also discussed essential long-term strategies. As VAT will impact income from certain periphery revenue streams, such as facility lettings, schools must evaluate the VAT implications of these activities. Schools may opt to ‘tax’ or exempt specific income sources, depending on their financial circumstances and lettings clients. For example, income from sports facilities and event spaces may require a VAT evaluation to ensure compliance.

Governors are encouraged to review their VAT strategy regularly. This involves looking at VAT impact in key operational areas like catering, capital goods, and staff expenditures. Furthermore, the approach taken in VAT applications will likely become a topic of interest for HM Revenue and Customs (HMRC) inspectors, especially as they are expected to expand their inspections within the education sector.

Supporting staff through change

Changes in VAT and employer’s National Insurance may cause some concern among staff. We encourage governors and senior leaders to communicate openly about how VAT will affect school operations and any potential impacts on staffing or services. We recommended that you include staff in these discussions to alleviate uncertainties and build support across the school community.  HR advice and support will also be important if staffing changes are required.

Practical financial adjustments

Cashflow was a recurring theme in the webinar, especially as VAT registration shifts schools into the position of tax collectors. To manage this transition, schools should consider adjusting invoicing schedules to align with their VAT reporting periods. This will reduce potential cashflow disruptions from VAT payments due to HMRC before fees have been collected in full.

There were several questions around “partial exemption” for VAT recovery and the potential circumstances where schools may be able to claim back a portion of VAT on costs associated with both VAT-exempt and taxable services. The specifics of this approach will vary based on each school’s unique services and structure. Therefore, obtaining specialist advice is essential.

Preparing for HMRC inspections and compliance

With increased oversight expected, it is prudent for schools to be audit ready. As a matter of routine and best practice, schools need to have clear records of decisions taken and supporting documentation to ensure consistency in financial practices. Schools can expect HMRC inspectors with specific expertise in education to review VAT filings in the future. Preparing well for this by aligning on a standard VAT approach will benefit schools and ensure minimal disruption should an inspection occur.

If you would like to speak to experts at RSAcademics or Grant Thornton, please email the contacts below.

Heather Styche-Patel                                                 Irena Scullion
CEO, RSAcademics                                                    Director, Grant Thornton
heatherstyche-patel@rsacademics.com                irena.mj.scullion@uk.gt.com

 

Recordings of the webinars can be accessed here:

Webinar 1: What we have learnt and what is to come

Webinar 2: What we have learnt from the final legislation

Both Grant Thornton and RSAcademics are here to help. Below are links to summary documents highlighting relevant services from each organisation to support you in the coming weeks and months:

• RSAcademics services 
• Grant Thornton services 

By Kathryn Humphreys, All-in Education Associate and Director of Project Resilience (Neurodiversity consultancy)

Independent schools have always been at the forefront of educational innovation, offering tailored, high-quality education that reflects the needs of their pupils and the expectations of parents.   

Today, the rise in neurodiverse pupils presents an exciting opportunity for independent schools to lead once again, this time in inclusive education. 

Neurodiversity is no longer an emerging issue—it is a key aspect of the modern educational landscape. Independent schools are uniquely placed to harness the latest research to create environments where every pupil can flourish.  

The Growing Need for Inclusion: A Call for Change 

Recent data shows that approximately 12% of pupils in independent schools have some form of Special Educational Needs (SEN), including neurodiverse conditions like autism, ADHD, and dyslexia.   

With many independent schools priding themselves on personalised learning, smaller class sizes, and pastoral care, there is great potential to create truly inclusive environments that meet these pupils’ needs.   

However, there is also a growing recognition traditional approaches to behaviour and classroom management are not always equipped to support neurodiverse learners. What has worked for years may no longer be the most effective way forward.  

The world of educational research has evolved dramatically, and what we know now about neurodiversity, makes us question many of our longstanding beliefs about children’s behaviour. Behaviour management approaches that rely on punitive measures—rooted in outdated research from 70-120 years ago—are often not only ineffective for neurodiverse pupils but can exacerbate their challenges.  

As senior and executive leaders of independent schools, there is an opportunity to make a profound impact by embracing the latest neuroscience and evidence-based strategies. This paradigm shift requires stepping back and examining the assumptions we’ve carried forward from our own education, teacher training, and societal norms. 

Challenging Our Beliefs: Why a New Approach Matters 

At the heart of this shift is a need to rethink how we understand behaviour, especially in neurodiverse pupils. Many of us have been trained to view certain behaviours as problems to be “fixed” or “disciplined” away.  

However, modern neuroscience tells us that behaviour is often a form of communication—particularly for neurodiverse children. When a pupil is overwhelmed, anxious, or dysregulated, it is less a case of wilful defiance and more about unmet sensory, emotional, or cognitive needs. 

For neurodiverse children, traditional classroom settings, which prioritise compliance and uniformity, can create environments where they feel misunderstood or overwhelmed. This can lead to behavioural challenges, not because they are unwilling to comply, but because their brain’s wiring does not allow them to thrive in such an environment. 

The research from the last 20 years is clear: neurodiverse pupils require approaches that work with their brain, not against it.  

Schools that embrace strategies based on the latest findings in developmental psychology and neuroscience are seeing improved attendance, engagement, and behaviour, along with reduced anxiety and Emotional Based School Avoidance.  

This change isn’t just about responding to the challenges of neurodiverse pupils—it’s about adopting more empathetic and scientifically grounded practices that benefit all pupils.  

The Way Forward: Science-Backed Solutions 

Independent schools, with their commitment to excellence and innovation, are well-positioned to adopt cutting-edge approaches that enhance inclusion. Several science-backed strategies are available to transform how neurodiverse pupils are supported: 

Emotion Coaching 
Emotion coaching is one of the most effective tools for helping pupils manage their emotions, particularly those with neurodiverse conditions. Research shows that implementing emotion coaching in schools can lead to a 92% improvement in positive behaviour and reductions in behavioural incidents.  
 
By helping pupils understand and articulate their emotions, emotion coaching fosters better relationships between teachers and pupils, while also equipping staff with tools to de-escalate conflicts effectively. For senior leaders, supporting staff to develop these skills can enhance overall school climate and teacher wellbeing.

Nonviolent Communication (NVC) 
Nonviolent Communication builds empathy and understanding, which are key to creating inclusive environments. In an independent school context, where relationships are central to pupil success, NVC has been shown to reduce classroom conflicts by 34%​.  
 
This approach aligns well with the values of many independent schools, where pastoral care and personal growth are integral to the pupil experience. By fostering a culture of empathy, senior leaders can ensure all pupils—especially those who are neurodiverse—feel supported and understood. 

Emotional Regulation 
Emotional regulation is a crucial skill for both staff and pupils. Teachers who can model emotional regulation provide an example for pupils to follow, reducing disruptive behaviours and creating a more harmonious classroom atmosphere.  
 
This is particularly important for neurodiverse pupils, who may struggle to self-regulate without adult guidance. Schools integrating emotional regulation practices see significant improvements in behaviour, with research showing a 40% reduction in disruptive incidents.  

Leading Neurodiversity Inclusive: Empowering Your School’s Journey 

All-in Education and Project Resilience work together with schools to audit provision for neurodiverse pupils and provide training for staff. The growing number of neurodiverse pupils presents independent schools with an opportunity to lead the way in inclusive education. Leading Neurodiversity Inclusive, a program developed by Project Resilience, equips senior leaders with the knowledge and practical tools to create inclusive environments that benefit all pupils.  

This course draws on the latest research in neuroscience, psychology, and education, providing actionable strategies that work with pupils’ natural needs. 

But the support doesn’t end with training. In collaboration with All-in Education, Project Resilience offer a suite of services tailored to the needs of independent schools, including: 

• Neurodiverse Audits: Comprehensive assessments of school policies and support services to ensure alignment with the best practices for neurodiverse pupils. 

• Consultancy Services: Strategic guidance to help schools implement changes that support neurodiverse pupils, their teachers, and their families. 

• Training Programs: Workshops and professional development sessions that build staff expertise in emotion coaching, nonviolent communication, and emotional regulation. 

• Parent Support: Guidance for parents on how to navigate the challenges of supporting neurodiverse children,  and fostering stronger home-school partnerships. 

This is a moment for leadership. Independent schools have always set the standard in education, and the rising tide of neurodiversity is no exception. By embracing this paradigm shift, schools can not only maintain their reputation for excellence, but also create a truly inclusive environment where every pupil can thrive—regardless of neurotype. 

Conclusion 

As independent school leaders, there is an exciting opportunity to lead the sector in adopting inclusive, evidence-based strategies for neurodiverse pupils. The latest research tells us that traditional approaches to behaviour and classroom management are no longer sufficient.  

By embracing modern science and shifting our understanding of behaviour, we can create an environment where all pupils—neurodiverse and neurotypical—are supported to succeed. 

If you want to know more about the services we provide and how we can support your schools, please get in touch by emailing info@allineducation.co.uk 

References 

1. Department for Education SEN Statistics, 2023 
2. NEU Report 2023 
3. Independent Schools Council (ISC), Special Educational Needs Statistics, 2022 
4. European Publisher study on emotion coaching, 2020 
5. Sec-Ed, Student Wellbeing Report, 2021 
6. Frontiers in Psychology, Nonviolent Communication Impact, 2021 
7. Journal of Child Psychology, Emotional Regulation Strategies, 2022 

By Johan Jensen, Founder and Director, All-in Education    

At All-in Education, we believe that embedding Equality, Diversity, and Inclusion (EDI) into the fabric of a school’s operations is not only the right thing to do—it’s also a smart business strategy. Our work helps schools thrive by positively impacting key areas like profitability, marketing and admissions, and recruitment and talent management. 

We understand that financial headwinds and EDI don’t usually make best friends. We’ve seen EDI deprioritised on several occasions because of economic challenges. Organisations often don’t recognise the critical link between inclusion & diversity and organisational performance – if they did, they’d always prioritise it. This is particularly important for independent schools right now.

Boosting profitability through EDI 

In today’s competitive education landscape, schools prioritising EDI are better positioned for long-term financial success. The Schools we work with that embrace inclusive practices and systems tend to see improved student engagement. By creating a learning environment where all students and their families feel valued and a sense of belonging, schools can improve retention and improve overall student satisfaction, thereby directly supporting sustainable growth and profitability. 

Marketing and admissions – a competitive edge 

Parents today are increasingly seeking schools that reflect their values—especially when it comes to inclusion and diversity. All-in Education helps schools position themselves as leaders in EDI, a powerful differentiator in the market. Our strategies help you effectively communicate your commitment to diversity, equality and inclusion, making your school more attractive to a wider range of families and international markets. This enhances your reputation and broadens your appeal, driving both admissions and retention.

Enhancing recruitment and talent management  

Attracting and retaining top talent is a challenge for many schools. An inclusive workplace culture, where staff from diverse backgrounds feel supported and empowered, is crucial for creating a high-performing team. Our tailored EDI programmes help schools improve their recruitment processes, remove barriers to inclusion, and create a working environment where everyone can thrive. This results in stronger staff retention, higher job satisfaction, and a more dynamic and innovative teaching staff. 

At All-in Education, we believe that by integrating EDI into every aspect of your school’s operation—from admissions to staff development— we help you not only meet today’s expectations but exceed them. The result is a school that attracts diverse talent, promotes innovation, and ultimately achieves greater financial sustainability. 

For support with embedding Equality, Diversity, and Inclusion (EDI) into the fabric of your school, please email info@allineducation.co.uk 

By Johan Jensen, Founder and Director, All-in Education    

In 2016, I decided to leave a senior role at a successful education charity that delivered leadership development programmes to challenging schools across the UK. My decision was driven by my passion for Equality, Diversity and Inclusion and a desire to set up my own EDI consultancy –the start of what would become All-in Education.     

As many people who have started up their own business will identify with, in those early days, I was constantly thinking about my new endeavour and inclusion and diversity – everywhere I looked, anyone I talked to and everything I read was centred around EDI. On my way to a meeting one day, standing on a platform at Old Street tube station, close to where I live in London, I looked around at the other people waiting for the next train. I saw an abundance of diversity in the people around me, i.e. people who looked and perhaps behaved in a different way from me.     

I remember starting to smile and taking some pride at this evidence of the diverse and inclusive life I believed I was living. However, soon after this slightly self-congratulatory thought, and as I reflected more, I hit on a more humbling realisation when I asked myself, “But is this diversity reflected in my innermost circle of friends and colleagues?”. The answer was no.     

This was when I realised that I was living in what I have since termed an Inclusion Illusion – just because I believe inclusion and diversity is a good thing doesn’t mean that I surround myself with people who are different to me. I am not alone in living an Inclusion Illusion. I believe people tend to consciously and unconsciously prefer people similar to us, be it in educational background, gender, or ethnic background, among other characteristics – it’s called homophily, the love of the same.   

At All-in Education, we believe that the Inclusion Illusion is the biggest barrier to inclusion and belonging in schools and how they are run – in curriculum development, student engagement, organisational culture, recruitment, retention and talent management. We have seen that the Inclusion Illusion is also the hardest barrier to inclusion to break down. It requires leaders and teachers to purposefully change direction towards difference (or diversity). This isn’t easy, but it’s essential if a school wants to become more inclusive and diverse. Many academics and writers have talked about the natural phenomena of homophily and how it shapes our relations and structures (see for example, ‘Birds of a Feather: Homophily in Social Networks’ 2001 and Patricia Hill Collins on intersectionality).    

All-in Education works with school leaders who are committed, or at least strive to be committed to increasing diversity amongst their staff population. As we work with them through training and consultancy, they start to see how the Inclusion Illusion fundamentally impacts who they’re likely to recruit, who they are likely to promote, and who they’re more likely to provide professional development opportunities to – Advancing candidates and staff who are like them.   

When our clients see the impact of the Inclusion Illusion in all its forms, they also see that it doesn’t serve them well and start to actively change both behaviours in themselves and other staff, and in the systems that help to uphold the Inclusion Illusion. We have partnered with schools to remove barriers to inclusion for staff and pupils since 2018, and we have a proven track record of interventions and work with schools that create more inclusive and diverse work and learning places, such as:   

• Increase in the overall number of high-quality applications to staff vacancies  

• A significant increase in applications from ethnic minority candidates  

• A 15% increase in appointments of ethnic minority staff  

• An increase in the feeling of belonging among all staff   

• A stronger student voice which has increased student engagement     

The journey so far of All-in Education has been one of continuous learning, growth, and transformation. From my initial realisation on the Old Street tube platform to the deep and meaningful work we now do with schools, it’s clear that breaking down the Inclusion Illusion requires both reflection and action.  As microcosms of society, schools have a unique responsibility to create environments where diversity thrives—not just in appearance but in practice and culture. The changes we’ve seen in our partner schools—more diverse staff, increased engagement, and a stronger sense of belonging—demonstrate that purposeful shifts towards inclusion are not only possible, but essential for the future of education.   

As All-in Education continues to support school leaders and staff in creating inclusive learning environments, we remain dedicated to our mission: ensuring that the principles of Equality, Diversity, and Inclusion move beyond rhetoric and become a lived reality in every school. To find out more about our work, please contact us via email.