The Foreign Service Journal, December 2007

oarding schools — residential schools where students live as well as attend class — are not a typical choice for most Americans. In this country, young peo- ple usually live at home and attend a pub- lic or private day school until they go to college, start work, marry or otherwise begin their own adult lives. Those of us in the Foreign Service community, however, are increasingly considering and choosing boarding schools as an option for our children in high school or even middle school. There are several factors that play into this shift. Many parents and educators believe that continuity in both the aca- demic program and the peer group is most desirable during the high school years. Historically, the Foreign Service has acknowledged this concern and built some flexibility into the assignment system, including extensions at posts and in Washington for educational reasons. In recent years, because of the sharply increased demand for Foreign Service staffing and the shift toward a more expeditionary model of diplomacy, this flexibility is increasingly unavailable. Consequently, some parents are deciding, often at consider- able personal effort and expense, to send their children to boarding school to allow them to finish high school in a sin- gle setting, with the same curriculum and the same group of friends. Also, more and more postings are unaccompanied, to places where family members are not allowed for security reasons. For the increasing number of tandem couples and single-parent families, this adds an additional layer of com- plication to educational planning for their children. Most families want to avoid taking the chance that their child’s high school career might be interrupted by an evacuation. Some posts do not have an American curriculum or English-language school, or parents believe that the available options do not offer a program broad and strong enough to support college admissions in today’s competitive climate. Other families find that their children have special learn- ing needs that cannot be easily accommodated overseas. And in some cases young people have developed a passion, interest or talent that requires specialized nurturing by expert teachers or coaches. The boarding school option can offer continuity and security, and be a good educational and social match for a particular student. In such an environment, a young person can develop excellent study habits and put down roots in a way that might not be possible with frequent moves. The downside is the sadness both parents and children must con- tend with as the result of a premature separation of the nuclear family and the distance, perhaps continents, that may lie between them. Criteria for Success The most critical factor in the success of a boarding school experience is the correct fit between student and school in a variety of areas. Parents often ask for a list of the “best” boarding schools. There is no such thing. Which boarding school is best depends on the characteris- tics and interests of the student and the circumstances of the family. The most obvious factor in school choice is the academic profile of the student. There are boarding schools that are extremely competitive with regard to admissions and academ- ically tough once a student has enrolled. Some young peo- ple thrive with competition. Other students, equally bright, may be happier and do better in a setting that emphasizes cooperative learning and self-paced instruction. Some teens T HE B OARDING S CHOOL O PTION : A T ENT FOR A G LOBAL N OMAD F OR FS FAMILIES , A BOARDING SCHOOL EDUCATION HAS MUCH TO RECOMMEND IT . H ERE IS AN ASSESSMENT OF THE OPTION AND TIPS ON HOW TO GET THE MOST OUT OF IT . B Y P AMELA W ARD S CHOOLS S UPPLEMENT Pamela Ward is a regional education officer in the State De- partment’s Office of Overseas Schools. She was formerly the education and youth officer in State’s Family Liaison Office. B 66 F O R E I G N S E R V I C E J O U R N A L / D E C E M B E R 2 0 0 7 Continued on page 69