Starting at any new school is always tough but the transition to international teaching can be an especially daunting one - whether for an experienced teacher moving to a new country, or especially for a teacher new to the international scene.

After all, not only do you have to learn a new school and its rhythms, meet new colleagues and the pupils you will be teaching, but there are new cultures, potentially unfamiliar languages and the very different expectations of parents, students and colleagues.

However, the last thing anyone wants is a new hire feeling out of place and leaving early - not just for their career journey but for the school’s stability, too. So how can leaders identify and support those teachers who may otherwise struggle?

1. Focus on the individual

Job performance and personal wellbeing go hand in hand. As such, leaders or line managers should prioritise informal check-in meetings early and regularly.

These sessions hopefully reveal that new staff are making friends and building support networks, but it is important to listen for signs that staff are struggling.

For example, are there new staff who are working really late - do they need to be there until 7 or 8 every night? Make sure these staff understand we are not looking for perfection.

As a senior leader, trust your middle leaders - they have a closer eye on new colleagues than you can have. Finally, don’t assume if staff say everything is “fine” that it actually is…we all want to make a good impression. Probe a little more deeply.

2. Don’t always focus on food and wine

In international schools with significant yearly recruitment, it’s essential to provide diverse social opportunities for new staff to connect.

While some colleagues will naturally bond over drinks at a pub or bar, it’s crucial not to overlook those who might not participate in these settings - whether owing to family commitments, cultural preferences or personal choices.

To create an inclusive community, offer a range of social activities early in the year that cater to various interests and lifestyles: bowling nights, quiz evenings or cultural excursions, for example.

This allows everyone to relax and get to know each other in a comfortable environment, setting the stage for a strong, united staff team.

More from international schools:

• The 5 Rs of leadership that are key for staff retention
• IB unveils new exam rules to tackle time zone cheating
• Education reforms must embrace technology’s power

3. Mental health matters

The stress of uprooting one’s life can compound or reveal mental health issues. During induction, it is crucial that the school demonstrates an understanding and empathy towards mental health.

Clearly signpost available resources, such as school counsellors and support available through health insurance. Many international insurance packages now include a counselling allowance - make sure staff know about these benefits.

Most importantly, emphasise that mental health issues are separate from job performance, and provide safe, confidential channels for staff to share concerns with school leadership.

4. Provide space for teachers to teach

Allow your teachers to focus on what they do best: teach. In the early stages, everything else should take a backseat.

At my previous school, we exempted new teachers from documenting planning during their first term, allowing them to concentrate on classroom work. Provide gentle reminders for essential admin tasks and respond with empathy if something is missed.

To set teachers up for success, consider offering weekly organisation meetings with a middle leader during the first term. This support helps new staff manage the administrative demands that come with working in an international school.

5. Support staff in parent interactions

Navigating parent meetings can be a daunting task for new international teachers, especially when adjusting to different cultural norms and expectations.

To ease this transition, provide new staff with support from experienced colleagues. Having a seasoned mentor or co-teacher join parent meetings can offer guidance and boost confidence.

Additionally, collaborative planning for these first interactions helps new teachers understand school-specific practices. Incorporating cultural norms training into the induction process ensures they are well-prepared to build strong, positive relationships with parents.

6. Use mentors

Providing opportunities for your second-year teachers to interact with first-year teachers can be really helpful to show new teachers they are not the only ones to have found things tough and that they, too, can stick it out.

You can also use feedback from teachers each year to guide your induction and onboarding process for incoming staff.

By ensuring they are well-prepared and informed, and through displaying empathy when they struggle, we lay the groundwork for successful, collaborative relationships with students and staff alike for years to come.

John McEnhill is head of junior school at Viet Nam Tinh Hoa supported by NLCS International, an IB school