96 NOVEMBER-DECEMBER 2025 | THE FOREIGN SERVICE JOURNAL EDUCATION SUPPLEMENT Impact and Support It is important to recognize the impact that these challenges may have on a student. Feeling pressure to adapt to a new school setting and prove their academic competency is not uncommon. Parents and schools can provide support by acknowledging how the transition affects the student. Academic advising and student support services are available to help. Haynes points out that the goal is “leaving well to arrive well,” and that many schools offer transition programs or dedicated orientations to help both the students and parents. International guidance counselors familiar with Foreign Service students may share the principles of the stages of transition and the importance of building a RAFT or using a RAKE. The RAFT is about leaving well: Reconciliation, Affirmations, Farewells, and Think Destination. It involves making time to resolve any conflicts or unfinished projects, showing gratitude and saying thank you, prioritizing proper goodbyes, getting excited for a new experience, and preparing for what lies ahead. Using the RAKE model—Reconciliation, Affirmation, Keep in Touch, and Explore—helps guide and encourage students and parents to arrive well. “The three most important things to provide a receiving school in the U.S. are the names of courses, credits awarded, and grades earned,” says Sharp. “It is also imperative for parents and students to review the state graduation requirements to make sure the student is in line for an on-time graduation.” Sharp also notes that FCCPS, for example, will start the registration process without a permanent address on file since they are accustomed to working with Foreign Service families. Parents can begin communicating with FCCPS schools two to four
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