When we think about school governance, issues like safeguarding, financial oversight, or strategic planning usually top the agenda. Yet in today’s interconnected world, one of the most pressing risks facing international schools is less visible but just as serious: cybersecurity.
Over the past few years, schools worldwide have increasingly been the target of cyberattacks. From ransomware shutting down entire networks to data breaches exposing sensitive information, the threats are both real and costly. In the UK, for example, the Harris Federation – a group of 50 government funded schools – suffered a ransomware attack that disabled its systems. Although they refused to pay the ransom, restoring their infrastructure cost reportedly cost around half a million pounds.
Why does this matter to international schools? Because the vulnerabilities are the same everywhere. International schools hold large amounts of sensitive data – from student records and medical details to staff information and financial accounts. Their global profiles, diverse communities, and sometimes less centralised IT structures can make them especially attractive to cybercriminals.
This is not just a technical issue for IT teams. Cybersecurity is fundamentally a leadership and governance issue. When a breach occurs, the critical decisions – whether to pay a ransom, how to communicate with parents, how to rebuild trust – sit squarely with senior leadership and boards. As one expert put it, governors must “do the thinking before you need it.”
Board members don’t need to be technical experts, but they do need to ask the right questions of school leadership:
- Does our school have a cyber risk mitigation strategy?
- How are we protecting sensitive data, and who is accountable for monitoring this?
- Have we run through scenarios highlighting what we would do if an attack hit tomorrow?
- Is cybersecurity embedded in our risk register, with mitigation and insurance in place?
A breach that exposes personal data or disrupts operations can damage not only the school’s systems but also its standing in the eyes of parents, students, and accrediting bodies.
Cybersecurity should also be understood in a way that is similar to safeguarding: everyone in the school community has a role to play. Strong passwords, phishing awareness, and safe data practices are cultural habits, not just technical protocols. Boards should be looking for assurance that leaders are embedding this culture across staff and students.
There is also a governance balancing act to consider: the trade-off between security and accessibility. Systems must be robust enough to keep intruders out, but not so restrictive that they paralyse learning or administration. Boards should be seeking evidence that school leaders are navigating this tension thoughtfully and sustainably.
Preparation is key. Building relationships with external cyber experts in advance, investing in training for staff, and ensuring that insurance policies are up to date can dramatically reduce the impact of an attack. When an incident occurs, the speed and clarity of the response will determine whether it becomes a temporary disruption or a reputational crisis.
For board members, the message is clear. Cybersecurity is not optional, and it cannot be delegated away. Asking challenging questions, ensuring strategies are in place, and keeping the issue alive on the board agenda are essential steps to protect students, staff, and the wider community.
In an age where international schools face as many digital risks as physical ones, boards have a duty to stand guard at the digital gates.
Three Questions Every International School Governor Should Ask About Cybersecurity
- Risk & Strategy – Does our school have a cyber risk mitigation strategy, and is cybersecurity embedded in our risk register?
- Accountability & Culture – Who is accountable for cybersecurity at the senior level, and how are staff and students being trained to build a culture of awareness?
- Preparedness & Response – If an attack happened tomorrow, do we know who would make the key decisions, how we would communicate with parents, and how quickly we could recover?