78 MAY-JUNE 2026 | THE FOREIGN SERVICE JOURNAL EDUCATION SUPPLEMENT In stable educational environments, teachers typically recognize early warning signs—persistent reading struggles, difficulty retaining phonetic patterns, inattentiveness beyond developmental expectations—and begin structured interventions. In contrast, internationally mobile students are often described in each new school as “still adjusting,” “new to the curriculum,” or “still learning the language of instruction.” These explanations, while sometimes accurate, can unintentionally delay the identification of dyslexia or ADHD until academic demands increase dramatically in later grades. By the time formal identification occurs, the child may already have experienced years of avoidable academic frustration, erosion of Internationally mobile students are often described in each new school as “still adjusting,” “new to the curriculum,” or “still learning the language of instruction.” confidence, and widening achievement gaps. Another complication is the uneven availability of psychoeducational evaluation services across postings. Some international locations have limited access to qualified evaluators or require families to travel internationally for testing, creating logistical and financial barriers that further delay diagnosis. Even when identification occurs, intervention continuity may be interrupted by the next transfer cycle, forcing families to rebuild support systems repeatedly. Addressing this challenge requires systematic planning. Foreign Service institutions and international schools can help by implementing universal early screening protocols that follow students across postings, maintaining portable digital learning profiles, and
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