Internationally mobile families frequently face school transitions during their children's education. Whether relocating within Portugal, responding to curriculum needs, or seeking better school fit, understanding the transition process helps minimize disruption and maximize success. This comprehensive guide addresses the practical realities of switching international schools mid-education.
The Application Process for School Transfers
Transferring between international schools requires completing the full admission process as if applying as a new student. Schools cannot transfer acceptance decisions between institutions—each school independently evaluates whether a student fits their community and can succeed in their program.
Required Documentation
Application packages for transfer students mirror those required from external applicants, with additional emphasis on previous school performance. The completed application form, submitted online or via PDF through the school's website, requests comprehensive information about the student's educational history, family background, language proficiency, extracurricular interests, and reasons for seeking transfer.
Academic transcripts from all previously attended schools provide the foundation for placement evaluation. Schools require official reports covering the most recent 2-3 years, showing grades in all subjects, grading scale explanations, and school official seals and signatures. Transfer students should request multiple official sealed copies from their current school before departure, as obtaining records after leaving can prove difficult.
Recent teacher recommendations carry significant weight in transfer applications. Schools typically require two recommendations—one focusing on academic performance and capabilities, another addressing character, behavior, and social integration. Recommendations must be recent, ideally from the current academic year, and many schools provide specific forms or accept general letter formats. Request these before announcing your departure to ensure cooperative support from current teachers.
Student documentation requirements include passport copies, birth certificates (apostilled and translated if foreign-issued), Portuguese NIF (tax identification number), and residence permit or visa documentation. If transferring from another international school in Portugal, some schools require a financial clearance letter confirming no outstanding tuition debts remain.
Parent documentation includes proof of Portuguese address through rental contracts, utility bills, or residence certificates from the Junta de Freguesia. Bank reference letters may be required for enrollment contracts. Valid passport or ID copies and Portuguese NIF for both parents complete the documentation package.
Application fees ranging from €50 to €500 must be paid when submitting transfer applications. These non-refundable fees cover administrative processing costs regardless of admission outcome. Major schools charge varying amounts: St. Julian's requires €1,000 (called registration fee), CAISL €500, Oeiras International €250, and Oporto British €70.
Entrance Assessments and Interviews
All transfer applicants undergo entrance assessments evaluating current academic level, English language proficiency (critical for English-medium schools), learning support needs, and academic gaps requiring remediation. Assessment format varies by age and school.
Primary-age transfer students typically complete 2-4 hour assessment days including mathematics evaluation, English language assessment (reading, writing, listening, speaking components), and informal observation during play or group activities. Schools evaluate social skills, communication abilities, and how children interact with peers and follow instructions.
Secondary transfer students face more rigorous academic testing across multiple subjects including mathematics (algebra, geometry, problem-solving appropriate to applying grade level), English (reading comprehension, essay writing, grammar, vocabulary), science (biology, chemistry, physics concepts), and sometimes additional subjects like foreign languages or humanities depending on the applying grade level and curriculum.
Students applying for demanding programs like IB Diploma or A-Levels undergo particularly thorough evaluation. Schools assess not only academic capability but also motivation, work ethic, time management skills, and intellectual curiosity necessary for success in these rigorous programs.
Assessment results typically arrive within 10-20 business days, though timing varies based on application volume, complexity of student needs, and whether the school requires additional information. Peak application periods (November-February for September entry) may experience longer processing times.
Student interviews accompany assessments, with format varying by age. Primary students engage in informal conversations during assessment days, discussing favorite subjects, hobbies, books they enjoy, and what they like about school. Secondary students participate in formal 15-30 minute interviews with admissions staff or section heads, exploring academic interests, extracurricular involvement, goals and aspirations, understanding of the curriculum they're applying for, reasons for wanting to attend the school, and how they handle challenges or adapt to new situations.
Parent interviews occur simultaneously, typically on assessment day. Schools discuss family educational philosophy and values, expectations for the school and child's education, support the family can provide for homework and learning, previous school experiences and reasons for leaving, plans for length of stay in Portugal, and how the family will support their child's transition. These interviews assess whether family values align with school culture and whether parents will constructively participate in the school community.
Timing Your School Transfer
Strategic timing significantly impacts transition success. International schools in Portugal demonstrate more flexibility than Portuguese public schools for mid-year transfers, but certain periods optimize both availability and child adjustment.
Optimal Transfer Windows
September and October represent ideal transfer timing, aligning with the natural school year start when class groups form and teachers establish routines. New students joining at the beginning integrate more easily into peer groups that are themselves newly configured. Academic content begins fresh, avoiding gaps from missed earlier material. School support systems like orientation programs and buddy systems operate at full capacity during this period.
January offers a secondary optimal window at the start of the second term or second semester. While established class dynamics present more integration challenge than September, this timing allows students to complete their previous school's first term, avoiding mid-term disruption. Academic content typically begins new units or topics at term breaks, reducing continuity challenges. Transfer spaces may be more available than September when fewer families relocate.
Timing to Avoid
Mid-term transfers during October-December or February-May present the most challenges for student adjustment. These periods require joining established peer groups with developed friendships, entering ongoing academic units requiring catch-up on missed content, arriving during high-stress examination or assessment periods, and experiencing limited school support as resources focus on current students.
Examination periods prove particularly problematic. Transferring during IGCSE, A-Level, or IB assessment windows creates unnecessary stress and academic disadvantage. Students preparing for major qualifications need stability, not transition disruption.
Planning Timeline
Successful transfers require 2-6 months advance planning depending on school competitiveness and time of year. For September transfers to competitive schools (St. Julian's, CAISL, Oeiras International, Oporto British), begin applications 12-18 months in advance. These schools maintain waiting lists even for transfer students, particularly for popular entry points like Year 7, Year 9, and Year 12.
For January transfers or less competitive schools, 3-6 months advance planning typically suffices. Mid-year spaces open more frequently due to unexpected family relocations, though availability remains less predictable than September intake.
Applications submitted during peak periods (November-February for September entry) experience longer processing times. Schools receive high application volumes during these months, extending assessment scheduling and decision timelines from typical 2-4 weeks to potentially 6-8 weeks.
Curriculum Continuity and Academic Transition
The degree of disruption a school transfer causes depends heavily on curriculum alignment between previous and new schools. Understanding these dynamics helps families choose transition paths that minimize academic impact.
Same-Curriculum Transitions
Transferring within the same curriculum system—British to British, American to American, or IB to IB—produces minimal academic disruption. Curriculum content alignment remains strong with similar scope and sequence, subject coverage, assessment methods, and terminology. Students continue progressing along the same educational pathway with familiar structure and expectations.
British curriculum transfers demonstrate particularly strong continuity. The National Curriculum framework followed by most British schools in Portugal ensures students moving from Year 4 at one school to Year 4 at another encounter similar content, teaching approaches, and assessment styles. Key Stage transitions within the British system (between KS1, KS2, KS3, KS4, and sixth form) proceed smoothly when both schools follow British examination boards like Cambridge International or Edexcel.
American curriculum transfers maintain consistency through grade-level standards and expectations common across international American schools. While individual schools may use different curricular materials (different math or reading programs), core content standards ensure students aren't missing fundamental concepts when transferring.
IB program transfers offer perhaps the strongest continuity given the globally standardized IB framework. A student in IB Primary Years Programme (PYP) Year 4 receives essentially the same inquiry-based learning approach whether at a school in Lisbon, Porto, or anywhere else worldwide. The structured IB Middle Years Programme (MYP) and rigorous IB Diploma Programme (IBDP) maintain even stronger standardization, with internationally prescribed assessment criteria and subject requirements.
Cross-Curriculum Transitions
Transferring between different curriculum systems—British to IB, American to British, or any other combination—presents more significant challenges requiring careful evaluation and potential intervention. Curriculum content gaps emerge because different systems emphasize different topics at different ages, use different teaching approaches and assessment methods, and organize subjects differently.
Schools receiving transfer students from different curriculum backgrounds conduct thorough placement evaluations assessing what content the student has covered, what gaps exist relative to their target grade level, whether the student possesses prerequisite knowledge for upcoming content, and what English language proficiency exists if transitioning from non-English instruction.
Based on assessment results, schools may recommend several support strategies. Grade placement one year below age-appropriate level allows students to fill gaps while building confidence in the new system, though families often resist this perceived setback. Conditional placement at age-appropriate level with mandatory tutoring or support classes addresses specific gaps while keeping students with age peers. English as an Additional Language (EAL) support helps students who can speak English conversationally but struggle with academic English required for subject learning. Subject-specific tutoring in mathematics, science, or other areas where curriculum sequencing differences created knowledge gaps provides targeted assistance.
Critical Transition Points
Certain grade levels present particular challenges for curriculum transitions requiring extra attention. The Year 9 to Year 10/Grade 9 to Grade 10 transition marks the beginning of formal examination preparation (IGCSE, high school courses) where previous curriculum gaps become more consequential. Students must possess solid foundational knowledge to succeed in these more rigorous programs.
The Year 11 to Year 12/Grade 10 to Grade 11 transition into IB Diploma, A-Levels, or advanced high school years represents the most challenging transfer point. These programs require specific prerequisite courses or knowledge. Late transfers may find themselves ineligible for desired subject combinations or requiring additional preparation years. Schools carefully evaluate whether students possess the academic background and maturity necessary for success in these demanding programs.
Early childhood transitions between ages 3-6 generally prove easier than later transfers despite curriculum differences. Young children adapt more quickly to new teaching approaches and social environments. Academic content at these ages focuses more on developmental skills than specific curriculum coverage, allowing greater flexibility in placement.
Supporting Your Child Through School Transition
Academic continuity represents only one aspect of successful school change. Social and emotional support prove equally critical for helping children navigate transition stress and thrive in their new environment.
Before the Transfer
Visit the new school if possible, allowing your child to see facilities, meet teachers, and observe classroom environment. Many schools offer trial days or shadow opportunities for prospective transfer students, providing invaluable comfort with the new setting. If relocation prevents advance visits, virtual tours and video calls with admissions staff help familiarize children with their future school.
Maintain open communication about the transition, discussing both challenges and opportunities honestly. Children often harbor fears about making friends, keeping up academically, or fitting into established peer groups. Acknowledging these concerns while highlighting positive aspects—new activities, interesting programs, or improved facilities—creates realistic expectations without dismissing legitimate worries.
Request detailed curriculum information from the new school, understanding what topics your child will encounter initially and what prerequisite knowledge they should possess. If gaps exist, consider tutoring during the months before transfer to build confidence and prevent early struggles that can undermine adjustment.
Connect with other families who have children at the new school through parent associations or school-facilitated introductions. Children meeting future classmates before the first day reduces first-day anxiety and creates familiar faces in unfamiliar surroundings.
During the Transition
Work closely with both schools during the transfer period. Ensure complete transcript transfer including all assessment records, individualized education plans if applicable, medical or behavioral information the new school should know, and immunization documentation. Incomplete records delay enrollment or create placement uncertainties.
Communicate any special needs, learning differences, or support requirements clearly to the new school. Most international schools in Portugal offer learning support for dyslexia, ADHD, processing disorders, and other learning differences, but early disclosure ensures appropriate services begin immediately rather than after struggles emerge.
Maintain consistent home routines despite school transition stress. Predictable family schedules, homework support, and emotional availability help children feel secure even as their school environment changes. Avoid making multiple major life changes simultaneously if possible—moving house, changing schools, and parents starting new jobs all at once overwhelms children's adaptation capacity.
Monitor academic progress closely during the first term, communicating regularly with teachers about how your child is adjusting. Early intervention prevents small struggles from becoming larger problems. Most schools expect a 3-6 month adjustment period for transfer students, but significant ongoing difficulties may require additional support services.
Social Integration Support
Peer relationships often concern children more than academic transitions. Parents can facilitate social integration by encouraging participation in extracurricular activities and clubs where interests rather than academic history form connections. Sports teams, art programs, music ensembles, and after-school clubs provide natural friendship-building opportunities.
Arrange playdates or social activities outside school with new classmates, particularly during the first few months. Hosting groups of children at your home for activities helps your child develop friendships in comfortable surroundings. Avoid forcing social connections, but create opportunities for relationships to develop naturally.
Stay connected with your child's social experiences without hovering. Ask open-ended questions about friends they're making, groups they're joining, and activities they enjoy. Watch for signs of social struggles like reluctance to attend school, lack of social plans outside school hours, or negative self-talk about peer relationships. Most children experience temporary social adjustment challenges, but persistent difficulties may require school counselor involvement.
Buddy programs offered by many international schools pair new students with established peers who help navigate practical matters like finding classrooms, understanding school procedures, and joining lunch groups. Encourage your child to utilize buddy support without becoming dependent, gradually developing their own social networks.
Language Considerations
Even transfer students coming from English-medium schools may experience language adjustment when curriculum terminology, teaching styles, or classroom expectations differ. British schools use subject-specific vocabulary unfamiliar to American-curriculum students. IB programs employ unique terminology around inquiry, action, and reflection. Academic English proficiency—reading textbooks, writing essays, understanding complex lectures—requires different skills than conversational English.
Most international schools offer English as an Additional Language (EAL) support for students who need assistance accessing curriculum through English instruction. While often considered support for non-native English speakers, EAL services benefit any transfer student struggling with academic language demands regardless of English fluency. Don't hesitate to request EAL evaluation if your child shows difficulty comprehending texts, expressing ideas in writing, or following complex verbal instructions.
Financial Considerations for School Transfers
School changes carry financial implications beyond tuition differences between institutions. Understanding the complete cost picture prevents unwelcome surprises and enables proper budgeting.
Application and Enrollment Costs
Application fees for transfer students range from €50 to €500 per school application, paid regardless of admission outcome. Families applying to multiple schools simultaneously—a recommended strategy for competitive situations—face cumulative application costs of €200-1,500.
If accepted, new registration or joining fees apply. These one-time fees charged to all new students range from €1,000 to €5,000 depending on school. St. Julian's charges €4,200, CAISL €1,953 (annual building fee for five years), and many other schools €1,500-3,000. Families cannot avoid these fees even when transferring mid-year—schools charge new student fees to all entering families.
Some schools charge capital levies or development fees—additional charges supporting facility improvements and maintenance. These may be one-time fees or annual charges. Oeiras International School recently implemented a mandatory capital levy policy affecting new enrollments. Verify whether capital levies apply to transfer students and what amounts you'll face.
Timing and Refund Considerations
Mid-year transfers create tuition overlap periods where families pay two schools simultaneously. If transferring in January, you've typically paid full-year tuition to your current school (due in August or September) while new schools require prorated tuition for the second term. Most international schools don't refund unused tuition except in cases of family relocation outside Portugal, and even then, refund policies vary significantly.
Review both schools' refund policies carefully before finalizing transfer timing. Some schools refund unused term tuition if notice is provided before specific deadlines, others retain full annual tuition regardless of departure timing. Factor potential non-refundable tuition loss into your financial planning.
Security deposits paid to current schools may be refundable upon departure, but schools often retain deposits to cover any outstanding charges, damages, or incomplete obligations. Request deposit return timelines in writing and understand what conditions must be met for full return.
New School Cost Structure
Each school's fee structure differs, requiring careful comparison. Some schools include meals in tuition, others charge separately (€800-1,200 annually). Transportation costs vary from €2,000-4,000 per year depending on distance and route. Uniform requirements and costs differ—some schools require extensive uniform programs costing €300-500 initially, others have minimal dress code requirements.
Extra-curricular activity fees, technology requirements (mandatory laptops at some schools), and material fees add to base tuition. Schools may require specific textbooks (€150-400 annually), art supplies, sports equipment, or musical instruments. Review complete fee schedules including all ancillary costs, not just tuition figures, to accurately compare total family expense between schools.
Administrative Requirements and Documentation
Proper documentation ensures smooth enrollment completion and prevents delays that could affect start dates or placement.
Transcript Management
Request official transcripts from your current school well before departure—ideally 4-6 weeks in advance. Schools require time to compile comprehensive records including all subject grades, attendance records, standardized test results, assessment data, teacher comments, and any behavioral or disciplinary records. Request multiple sealed official copies (3-5 copies recommended) as you'll need transcripts for the new school, potentially for future transfers, and for your own records.
Ensure transcripts include clear grading scale explanations. International schools evaluate placement based partially on previous academic performance, but different schools use different grading systems (British percentage marks, American letter grades, IB 1-7 scale, narrative assessments). Transcripts should explain the grading system used and what constitutes strong, average, and weak performance.
If transferring from Portuguese public schools to international schools, request the cadastro escolar (official school record) from your current school. This document provides comprehensive academic history required for enrollment in new schools. English translation may be necessary if the new school doesn't have Portuguese-speaking staff capable of evaluating records.
Medical and Health Documentation
International schools require up-to-date immunization records for all students. Portugal follows the Portuguese National Vaccination Program schedule, but international schools often require additional vaccinations common in other countries. Bring complete immunization documentation showing all vaccines administered, dates, and healthcare provider information.
If your child has any medical conditions, allergies, or requires medication during school hours, provide detailed medical information and emergency action plans. Schools need physician documentation explaining conditions, required treatments, emergency procedures, and medication administration protocols. This information protects your child's health and ensures school staff can respond appropriately to medical situations.
Students with diagnosed learning differences or special educational needs should transfer all educational psychology reports, individualized education plans (IEPs), accommodation plans, and therapy reports to the new school. Complete documentation helps the new school understand your child's needs and implement appropriate support services immediately rather than requiring new evaluations that delay assistance.
Portuguese Residence Documentation
All students enrolling in Portuguese schools—international or public—must provide proof of Portuguese residence. Acceptable documentation includes rental contracts showing Portuguese address, utility bills in parent names, residence certificates (atestado de residência) from the Junta de Freguesia, or property deeds if you own your home. Recent documents (within 3 months) carry most weight.
Foreign residents need valid residence permits or documentation of pending applications. While some schools accept enrollment with visa applications in process, most require confirmed legal residence status before enrollment finalization. Ensure your residence permit application includes all family members and remains valid throughout your child's school enrollment.
Both students and parents need Portuguese NIF (número de identificação fiscal) tax identification numbers. Schools use NIF for all official documentation, enrollment contracts, and financial transactions. Obtaining NIF through Finanças offices or authorized representatives takes minimal time but should be completed before beginning school applications.
Special Situations and Considerations
Certain family circumstances create unique transfer challenges requiring additional planning and support.
Transferring with Special Educational Needs
Most international schools in Portugal provide learning support services for students with learning differences including dyslexia, ADHD, processing disorders, and specific learning disabilities. However, support capacity varies significantly between schools. Some maintain comprehensive learning support departments with specialist staff, while smaller schools offer limited support requiring outside specialists.
When transferring students with learning support needs, research target schools' support services thoroughly before applying. Request meetings with learning support coordinators to discuss your child's specific needs, what services the school can provide, whether additional outside support will be necessary, and what costs apply for support services beyond basic provisions.
Some schools charge additional fees for intensive learning support or one-on-one assistance. Understand cost implications and whether your budget accommodates both tuition and support fees. Don't assume support services are equivalent between schools or that effective support at one school guarantees similar support at another.
Transfer comprehensive documentation from current support providers including recent educational psychology evaluations, IEP documentation, progress reports, accommodation plans, and therapy records. New schools use this information to understand needs and implement appropriate support quickly rather than waiting for new evaluations.
Mid-Cycle Examination Year Transfers
Transferring during IGCSE years (typically ages 14-16, Years 10-11), A-Level years (ages 16-18, Years 12-13), or IB Diploma years (ages 16-18) requires extreme caution. These programs involve multi-year curriculum sequences with external examinations at the end. Starting IGCSE at one school and completing at another creates complications with examination registration, coursework continuity, and subject alignment.
If you must transfer during examination years, choose schools offering identical examination boards. Transferring between two British schools both using Cambridge International examinations maintains continuity, while transferring from a Cambridge school to an Edexcel school creates complications as examination specifications differ. For IB Diploma students, all IB schools follow identical curriculum, but individual subject availability varies, potentially forcing subject changes that disadvantage university applications.
Consider delaying transfer until after examination completion if possible. Transferring after completing IGCSEs (end of Year 11) or starting fresh in IB Diploma or A-Levels at a new school (beginning of Year 12) avoids mid-program disruption. While this creates temporary geographic inconvenience, it protects your child's academic outcomes and university application competitiveness.
Leaving Portugal—Onward Mobility Planning
International school transcripts are well-recognized globally and transfer easily to schools in other countries. When leaving Portugal, request official transcripts showing all completed work, sealed by the school registrar, and obtain multiple copies for future school applications.
Curriculum portability varies by system. IB programs demonstrate the strongest portability, offered at over 5,000 schools in 150+ countries, ensuring your child can continue the same curriculum almost anywhere. British curriculum schools exist worldwide, particularly throughout UK, Commonwealth nations, and international school communities globally. American curriculum availability is more limited outside the United States but present in major international school hubs.
University applications while in educational transition require careful management. Students applying to universities from Portuguese international schools should work closely with university counselors experienced with internationally mobile families. Maintain complete records including all transcripts from all schools attended, IB assessment records (internal assessments, predicted grades, final results), standardized test scores (SAT, ACT, AP, A-Levels, IB), school leaving certificates, and immunization records. These documents travel with you and facilitate smooth university application processes regardless of where you ultimately reside.
After the Transfer—Settling In
The work doesn't end when enrollment completes. Supporting your child during the settlement period proves critical for long-term success at the new school.
First Term Expectations
Most schools and educational professionals consider 3-6 months a normal adjustment period for transfer students. During this time, academic performance may dip slightly as children adapt to new expectations, social integration requires active effort, and temporary stress or anxiety about school is common. Understanding these expectations prevents over-reaction to normal adjustment challenges.
Maintain close communication with teachers during the first term through regular email contact about your child's progress, attendance at parent-teacher conferences, and proactive discussion of any concerns that arise. Teachers appreciate parents who engage constructively in their child's education without becoming demanding or intrusive.
Establish clear homework routines and academic support systems at home, ensuring your child has quiet study space, dedicated homework time, and parental availability for questions or encouragement. Consistency in home academic support helps children maintain performance during school transition stress.
Building School Community Connection
Your own integration into the school parent community supports your child's adjustment. Attend school events, parent coffees, and community activities even if initially uncomfortable. International school communities consist largely of expatriate families who understand transition challenges and generally welcome newcomers warmly.
Consider volunteering for school activities, parent association roles, or classroom support if time permits. Involvement helps you understand school culture, meet other families, and demonstrate to your child that you value their new educational community.
Join parent communication channels including WhatsApp groups for your child's class or grade level, school social media groups, and parent association email lists. These channels provide practical information, social connections, and community resources that ease family transition.
Long-Term Success Indicators
By the end of the first term or second term, successful transitions typically show clear indicators. Academic performance stabilizes at levels comparable to pre-transfer performance, your child spontaneously mentions friends and social activities, school attendance happens willingly without resistance, and your child engages in extracurricular activities demonstrating comfort and belonging.
If difficulties persist beyond six months—continued academic struggles, persistent social isolation, ongoing school avoidance, or significant behavioral changes—consider requesting school counselor involvement or seeking outside educational psychology consultation. Most transition challenges resolve with time and support, but some children require additional assistance adapting to significant educational changes.
Making the Decision: Is Transfer Right?
Before initiating a school transfer, carefully evaluate whether the disruption justifies the anticipated benefits. Not all dissatisfaction warrants school change, and some challenges resolve with time and communication.
Questions to Consider
Can current school concerns be addressed without transfer? Many issues families identify as requiring school change actually respond to communication with teachers, accessing existing support services, or adjusting parent expectations. Before committing to transfer, discuss concerns with current school administration and explore resolution options.
Will the new school definitely better serve your child's needs? Research thoroughly to confirm the target school actually provides superior services, support, or opportunities rather than simply offering different challenges. Sometimes "grass is greener" thinking motivates transfers that ultimately disappoint because new environments bring their own difficulties.
Does transfer timing work academically and socially? Consider your child's age, current curriculum position, and social development when evaluating transfer timing. Transfers during particularly sensitive developmental periods or critical academic moments may cause more harm than waiting for natural transition points.
Can your family manage the financial and logistical demands? Honest assessment of application costs, enrollment fees, tuition differences, potential overlap periods, and administrative burden prevents starting transfer processes you cannot complete or that strain family resources excessively.
What does your child think about changing schools? Age-appropriate input from your child provides crucial perspective. While parents make final decisions, children's feelings about leaving friends, starting over socially, and managing new academic environments deserve consideration. Reluctant children may struggle more with transitions than those excited about change opportunities.
Key Resources and Next Steps
Families considering school transfers benefit from systematic research and planning approaches that reduce stress and improve outcomes.
School Research Process
Visit multiple schools before deciding on transfer destination, attending open houses and campus tours when offered. Many schools accommodate individual family tours for transfer applicants, allowing personal interaction with admissions staff and administrators. Compare complete fee structures including all enrollment costs, annual tuition, mandatory extras, and transportation expenses. Review curriculum details and progression pathways to ensure alignment with your child's educational needs and university destination plans.
Read recent parent reviews and feedback through international school parent associations and expatriate community forums, though remember that individual experiences vary and one family's difficulties don't necessarily predict your experience. Request current parent contacts from schools' parent associations—most schools facilitate connections between prospective families and current families who can provide honest, informal perspectives.
Application Strategy
Apply to 2-3 schools simultaneously rather than sequential applications to increase likelihood of acceptance and provide choice between offers. Multiple applications require higher upfront investment in application fees but prevent delays if your first-choice school denies admission or has no available spaces.
Prepare complete documentation packages before beginning applications, ensuring all transcripts, recommendations, passport copies, and residence proof are organized and available. Complete applications process faster and demonstrate family organization and commitment.
Schedule assessments strategically, avoiding clustering assessments too close together which can stress children and prevent optimal performance. Space assessments 1-2 weeks apart when possible, allowing children to approach each evaluation fresh and focused.
Decision Making Framework
When multiple schools offer admission, evaluate offers systematically using consistent criteria including total annual cost comparison, curriculum alignment with family plans, commute time and transportation options, available support services matching child's needs, school size and community feel, and extracurricular programs of interest to your child.
Visit accepted schools again after admission to see them through "enrolled family" rather than "prospective family" lens. Some schools present differently during recruitment than during actual attendance. Speaking with current families, observing pick-up and drop-off procedures, and attending school events as prospective enrollees provides valuable insight.
Trust your instincts about school culture and community fit. Beyond academic programs and facilities, school culture profoundly impacts student experience. Choose schools where you and your child feel welcomed, understood, and supported rather than prestigious institutions that feel uncomfortable or misaligned with family values.