It was with interest that I read an article on Tes recently that noted how many teachers over the age of 50 have left the teaching workforce in England. I am one of them.

I have not left teaching itself, though, and instead, I now work at an international school, as head of history and politics at Harrow International School Hong Kong. Writing that is still slightly surreal, not least how fast everything has moved since I first raised the idea with my wife.

“Is this a mid-life crisis?” was her not unjustified reply.

But in reality, after years in England in an unpretentious provincial independent school, it was time for a change: new cultural experiences, different teaching challenges and, yes, greater financial rewards.

Learning the ropes

Although I started the role in August 2022, when preparations for moving came, Hong Kong was still grappling with Covid and, as a family, we made the difficult decision that my wife and daughter would remain in the UK in case the situation worsened again.

This left me to navigate the move to Hong Kong on my own - an experience both overwhelming and exciting in equal measure.

Thanks to support from the school, from practical tips about life in Hong Kong to ”business-as-usual” meetings on management targets that helped me to understand my role, the move took place and I began teaching IGCSEs and international A level in September last year.

A new classroom culture

Perhaps the most notable change from the life I had left behind was not being in a foreign country or the timezone, but the actual teaching in the classroom.

Being based in South East Asia, the majority of our students are, unsurprisingly, Asian. The students are motivated and want to do well but cultural differences meant I had to learn to adapt my pedagogy accordingly.

For example, as many research papers and books have discussed, Asian students are more likely to be deferential to teachers and fearful of losing “face” in front of others than one would typically expect from Western students.

This made for some very quiet debates and class discussions when I first started at the school, and I initially thought they were not enjoying the lessons when, in fact, my students were waiting for me to offer my opinions out of respect.

The school was very supportive here, though, with an Inset day offering advice from more experienced staff on how to navigate the subtle cultural differences when teaching, advice that has proved invaluable.

A growing trend

While the above is only representative of my move abroad, it is clear from discussions I am having with former colleagues or friends of friends in teaching that many others are looking at similar moves, even in their later careers.

I have no wish to make life harder for my colleagues in England when it comes to retaining talented teachers, but I can certainly say the opportunity to move and work abroad is one any teacher thinking of a change should consider.

Indeed, the headteacher of Harrow International School Hong Kong, Ann Haydon, argues that given many job markets use the opportunity to work abroad as a major selling point to entice workers into their sector, teaching should be no different.

This may appear a threat to schools in England but a longer view should be taken - teachers who move abroad may leave the sector, yes, but they remain in the profession and gain a wealth of new skills that they can bring back to the UK in the future.

Indeed, my new school is proud of the fact many staff have grown their careers here and gone on to headships and deputy headships both internationally and back in the UK.

Schools that still overlook candidates returning from abroad should drop this view, and fast.

Of course, upending your life to move overseas is not easy, but as summer looms and many teachers reflect on their careers and what lies ahead, the international circuit is something I can wholeheartedly endorse.

David Tuck is head of history and politics at Harrow International School Hong Kong