EDUCATION SUPPLEMENT 84 MAY-JUNE 2026 | THE FOREIGN SERVICE JOURNAL learning-support programs, executiveskills coaching, and advisory systems, while others rely primarily on classroom accommodations. Families frequently find themselves renegotiating accommodations—extended time, structured assignment tracking, organizational check-ins—every time they move. This repeated reestablishment of support systems can create periods during which the student is academically unsupported, reinforcing the cycle of difficulty. Effective support during the middle school years requires portability of services and expectations. A standardized executive-function support framework—shared across international school networks—would allow learning plans to travel with the student rather than being re-created from scratch at each post. Additionally, explicit instruction in executive skills should be treated not as remediation but as a core developmental curriculum, benefiting both neurodivergent and neurotypical students navigating complex academic transitions. Given the fact that these support structures do not exist at every post, deliberately connecting with online resources and management of these skills as a family can help improve outcomes. Grades 11–12: High Stakes and the IB Diploma Challenge Perhaps the most consequential transition for Foreign Service students occurs in grades 11–12, particularly in schools offering the IB diploma program. A student whose coursework changes mid-program—or who must switch from the full diploma to course certificates— may appear academically inconsistent despite a strong underlying performance. This section—Summer Camps & Programs—will help Foreign Service families who are seeking a safe, fun-filled summer experience, domestically or abroad, for their children. Watch for Our Camps & Programs Advertising Section To advertise, contact long@afsa.org today! Summer JAN-FEB 2027 ISSUE! (Continued from page 80)
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