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What Is Digital Balance and Why Does It Matter for Children Today?

Posted on by Gary Ly

The question is no longer whether children should use technology, but how they can use it in a healthy and balanced way. 

Screens are now a permanent part of childhood. From learning and friendships to play and creativity, technology is woven into almost every aspect of a child’s daily life. Yet for many families, facing this reality can feel overwhelming. Setting boundaries around screen time, understanding digital behaviours, and knowing how to start the right conversations at home are challenges that parents face more than ever before.

The Third Space: Children’s Digital Reality 

According to Pahl and Rowsell (2005), in the framework of Literacy and Education, children today live across three spaces: school, home, and the digital space. The third space (or third place) is a hybrid learning and identity-building environment where the informal, cultural literacies of the home intersect with the formalised, institutional literacies of school. This third space is where friendships are maintained, creativity is expressed, and much of modern learning takes place. Teaching digital literacy begins with helping children understand what kind of space the digital world actually is. Unlike the first two, it has no physical walls, no natural closing time, and no built-in supervision.

The third space model, according to Pahl and Rowsell (2005). 

Research from Rideout et al. (2022) confirms that daily entertainment screen time for children aged 8 to 12 averages over 5.5 hours, while teenagers exceed 8 hours, with these figures nearly doubling over the past decade. The American Psychological Association and other experts emphasise that the quality and nature of content (active versus passive) are more critical indicators of impact than total time. As Ms Mili put it during the workshop, we cannot lock the door to the third space, but we can teach children how to navigate it. This is the heart of digital balance.

 

Regarding screen time, the quality and nature of content (active versus passive) are more critical indicators of impact than total time.  

 

What is Digital Balance?

To understand digital balance, it helps to look at how much has changed. In 1990, a child’s everyday toolkit included heavy textbooks, handwritten diaries, a Walkman, a landline phone, a physical map, a camera, and board games. Today, every one of those tools has a digital equivalent: Google, Notes apps, Spotify, WhatsApp, Google Maps, Instagram, Minecraft, etc. The tools have changed. The human needs behind them have not. Children still need connection, creativity, learning, and play. Their devices are simply where they go to meet those needs now.

Ms Mili Manek leading the Digital Balance Parent Workshop at AHI’s Primary Campus, helping families build practical strategies for healthier screen time habits. 

 

Digital balance is the foundation of digital literacy: the ability to use technology with awareness, intention, and critical thinking 

This reframing was at the heart of Anne Hill International School (AHI)’s “Digital Balance” Parent Workshop, held on 7th May 2026 and led by Ms Mili Manek, Mental Health Counsellor and Educator with over 20 years of experience. As Ms Mili explained to parents, their devices are not their distractions. They are a destination for all the physical and human needs that children once met through physical tools. Understanding this changes the conversation entirely.

Explore highlights from the previous Emotional Resilience workshop, led by Ms Mili Manek

 

Digital Drainers and Digital Fillers

Not all time spent online supports a child’s wellbeing. One of the most practical frameworks introduced during the workshop was the distinction between digital drainers and digital fillers.

Digital drainers are passive, reactive, or emotionally depleting forms of screen use. Doom-scrolling, for example, creates a shallow, compulsive loop that research associates with increased anxiety and boredom rather than genuine satisfaction. Exposure to trolling or rage-bait content has been linked to heightened anger, low self-esteem, and emotional dysregulation in children and adolescents (Smith, 2025).

Parents sharing their perspectives on Digital Trainers and Digital Fillers while participating in the interactive “Build or Break” game during the Digital Balance Workshop at AHI (May 2026) 

Digital fillers, on the other hand, are forms of engagement that genuinely nourish children. Creative coding, digital art, learning a new skill through video tutorials, and connecting with a grandparent overseas via video call are all experiences that support wellbeing, social connection, and cognitive development, even when they happen on a screen.

Teaching children to recognise what drains them and what fills them is one of the most important digital literacy skills they can develop, and one that begins with everyday conversations at home. This is worth building early. The digital habits formed during childhood have a tendency to persist into adolescence and adulthood, and awareness, once cultivated, tends to grow with the child.

From Policing to Mentoring: A Shift in Approach at Home

One of the most common patterns Ms Mili described during the workshop is what she called the Thought-Emotion-Behaviour Cycle. This is the loop many parents find themselves in around screens:

  • Thought: “They’re always on that device. They’re irresponsible. They’re addicted to screens.”
  • Emotion: Helplessness, anger, or fear, and often, guilt.
  • Behaviour: Arguments, shouting, or shutting the conversation down entirely.

The result is more conflict and less connection, with no real change in the child’s digital habits. As Ms Mili explained during the workshop, this cycle does not begin with bad intentions. It begins with a thought that goes unchecked, and understanding that is the first step toward breaking it.

Thought-Emotion-Behaviour Cycle 

The shift Ms Mili encouraged is from policing to mentoring. Rather than reacting to screen use with control or confrontation, mentoring means stepping into the role of a guide. This is someone who sets boundaries with empathy, explains the reasoning behind expectations, and keeps the relationship with the child at the centre. In practice, this looks like:

  • Acknowledging what the child is doing before redirecting, rather than immediately taking the device away.
  • Explaining why a boundary exists, such as the importance of sleep, rather than simply enforcing it.
  • Involving children in setting their own screen time boundaries, so they develop ownership over their digital habits rather than just compliance.
  • Staying curious about what children are doing online, rather than assuming it is harmful.

Research on authoritative parenting consistently shows that this approach produces better long-term outcomes for children’s self-regulation and digital wellbeing than control-based responses alone (Zulkarnain et al., 2025). Children who are mentored gradually develop the internal skills to manage their own screen time, which is ultimately the goal.

 

Digital Balance at School: Intentional, Not Accidental

A balanced approach to children and technology does not begin and end at home. Schools play an equally important role, and the most effective learning environments treat digital use as purposeful and guided rather than incidental.

In practice, this means technology is used as a tool for learning rather than passive consumption. Digital experiences such as research projects, creative digital storytelling, and collaborative presentations are integrated with discussion, reflection, and real-world application. They sit alongside rich offline learning, such as daily reading with physical books, hands-on science experiments, outdoor exploration, and unstructured social play.

AHI students working on hands-on projects during Science Week 2026, reflecting the importance of rich offline learning experiences alongside purposeful digital engagement. 

This balance reflects what developmental researchers describe as the importance of varied learning environments for healthy childhood development. Brown’s (2009) research on play highlights that unstructured, offline activity remains irreplaceable for developing creativity, emotional regulation, and social intelligence, capacities that no screen can replicate on its own.

The goal is not to limit what technology can offer children. It is to ensure that digital literacy develops alongside, and not at the expense of, the full range of human capacities they need to thrive.

The WE of Digital Balance: School and Home Together

Perhaps the most important insight from Ms Mili’s workshop was also the simplest: Digital balance is not a solo effort.

It is not us versus them, and not us versus the device. It is a WE, grounded in the connection, consistency, and mentoring that children, parents, and schools build together. When families and schools hold the same expectations and maintain open conversations, the guidance children receive becomes coherent and trustworthy rather than pulling in opposite directions.

Ms Mili and AHI parents exchanging ideas and experiences on Digital Balance, creating a warm and collaborative environment built on connection and shared insights. 

That coherence matters because the children growing up today are the first generation for whom the digital world has always existed. How they learn to navigate it will shape every aspect of their lives, and digital balance gives them the tools to do so with awareness and confidence, both online and off. That is the kind of well-rounded, globally minded, lifelong learner that this moment in childhood calls for, and it is something school and families can only build together.

 

Book a School Tour to discover how your child can grow in our caring community.



References:

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Penguin Books.

Rideout, V., Peebles, A., Mann, S., & Robb, M. B. (2022). Common Sense census: Media use by tweens and teens, 2021. Common Sense. https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf

Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. Paul Chapman.

Smith, S. (2025, 3 November). Inside the psychology of doomscrolling: Why it happens and how to stop. Middle Georgia State University. https://www.mga.edu/news/2025/11/middle-georgia-state-university-facultyQandA-psychology-of-doomscrolling.php

Zulkarnain, Z., Tarmidi, T., Purwasih, E., & Bochaver, S. N. (2025). Parenting styles, loneliness and problematic internet use among adolescents: A cross-sectional analysis. Journal of Education Culture and Society, 16(1), 231–49. https://doi.org/10.15503/jecs2025.2.231.249

 

 

Nurturing Global Citizens at Anne Hill International School

Posted on by Gary Ly

At Anne Hill International School, global citizenship and intercultural learning are implemented across all aspects of school life, from the curriculum to community events and daily interactions. AHI students are encouraged to explore different perspectives to grow into open-minded, globally aware individuals who could thrive in an interconnected world.

 

What is Global Citizenship Education

 

According to UNESCO, global citizenship is:

“The understanding that we are connected not only to one country, but also to a wider global community, where individuals can contribute positively through their mindset and everyday actions” (UNESCO, 2026).

Global citizenship education equips students with the knowledge, skills, and values to engage with global challenges such as climate change, poverty, sustainability, and inequality. It helps learners become adaptable, collaborative, and critical thinkers in an increasingly global society.

For young people, it promotes respect, tolerance and appreciation of diversity. It also helps them understand how their actions impact others, while building confidence, teamwork, communication, and problem-solving skills. These experiences support personal, educational and future professional growth. (Yassin, 2026).

As Parry (2025) highlights, international schools are uniquely positioned to develop global citizenship through multicultural environments that expose students to different perspectives from an early age, compared to a more local context.

Global Citizenship Education at the Heart of AHI’s Guiding Statements

As part of our guiding statements, we are committed to nurturing globally minded learners who are confident, compassionate, and culturally aware. By aligning our curriculum and learning experiences with UNESCO Sustainability Goal 4.7 on Education for Sustainable Development, we equip students to engage positively with the world.

These principles shape how we teach, connect, and grow as a diverse learning community. Through meaningful learning experiences, students develop the understanding, skills, and perspectives needed to thrive in an interconnected world.

At Anne Hill International School, global mindedness lies at the heart of everything we do.

 

From Global Educators to Globally Minded Learners

Coming from diverse cultural and professional backgrounds, AHI educators play an important role in nurturing global citizenship education within the school community. Through real-life stories and cultural discussions drawn from their own international experiences, teachers inspire students to become more open-minded, adaptable, and globally aware. They also serve as authentic role models, demonstrating what it means to be true global citizens in today’s interconnected world.

Beyond the classroom, teachers also contribute to teaching the co-curricular activities, as well as organising school events, creating authentic opportunities for collaboration and cultural exchange.

Nurtured by an international faculty, students develop critical thinking, confident communication skills, and a deeper appreciation for diversity.

 

A Diverse Team of Global Educator at AHI (Data analysed in May 2026)

 

The connection between Global Citizenship Education with the ICA curriculum   

At AHI, global citizenship is embedded within the International Primary Curriculum (IPC). Through engaging thematic units, students explore subjects such as science, history, geography, humanities, and the arts from international perspectives.

The IPC encourages inquiry-based learning, allowing students to make meaningful connections across subjects while developing collaboration, communication, and intercultural understanding. They are also exposed to global issues, diverse cultures, and different perspectives through classroom learning, reading programmes, and co-curricular activities.

Students further apply their learning through engaging projects and exit points. For example, in the Year 1 Treasure Island Exit Point, students apply their geography knowledge through map reading, explore history through pirate stories, experience science through learning how earth, sun and the moon helps navigation, and build international understanding by learning about different ways of life and cultures around the world.

Year 1 students admiring the treasure they have discovered during the Exit Point “Treasure Island” (April 2026)

Learning in a Truly International Community

AHI students come from more than 30 different nationalities. AHI students do not need to travel overseas to begin experiencing the richness of a multicultural world. Every classroom becomes a miniature version of the global community, where children grow up surrounded by diversity from their very first years of life.

From a very young age, AHI students naturally learn that people may look, sound, think, and live differently from themselves. They encounter different hair colours, skin tones, accents, beliefs, traditions, and perspectives as part of their everyday learning environment. These differences are not presented as something unusual, but simply as a natural reflection of the world we live in.

Beyond academic learning, students at AHI are encouraged to cultivate kindness, compassion, and a sense of responsibility towards the wider world. Even at a young age, they begin to understand that the world is vast, interconnected, and filled with opportunities for them to make a positive difference.

Our Students Come from All Around the World

 

Bringing Global Learning to Life  

Each academic year, Anne Hill International School organises around 30 events that give students meaningful opportunities to explore different cultures. Signature events such as International Day promote intercultural learning through cultural booths, performances, collaborative activities, and shared celebrations.

Beyond the classroom, students participate in assemblies, World Book Day, and cultural celebrations such as Diwali, Songkran, and Tết. These experiences spark curiosity, encourage active participation, and deepen students’ appreciation of different cultures and traditions.

Students also take part in events that celebrate diversity and inclusion. During Anti-Bullying Week, they join activities such as Odd Socks Day and Old Shoes Day. By wearing fun, mismatched socks and shoes, students learn that differences should be valued and respected. These activities encourage kindness, individuality, and the confidence to stand up against bullying.

Our international mums and dads also help nurture globally minded learners through language and cultural sharing. On International Mother Language Day, parents introduced nine different languages through interactive activities and cultural experiences. Their contributions helped students appreciate linguistic diversity and gain a deeper understanding of the multilingual world around them.

Students performing during Tet Celebration 

Our student showcasing his socks 

A parent teaching how to count in Malay using UNO cards

Through intercultural learning, diverse educational experience, and strong partnerships between educators, families and the wider school community, AHI students are guided to become respectful, adaptable and socially responsible global citizens.

 

Book a School Tour to discover how your child can grow in our caring community.


References:

Parry, G. (2025b, March 12). Breaking Down Barriers: How international schools can Promote true Global Citizenship. Global Services in Education. https://www.gsineducation.com/blog/breaking-down-barriers-how-international-schools-can-promote-true-global-citizenship

 

What you need to know about global citizenship education. (2026c, February 12). https://www.unesco.org/en/global-citizenship-peace-education/need-know

 

Yassin, F. (2026, May 15). What is global citizenship for young people? thewaveclinic.com. https://thewaveclinic.com/blog/what-is-global-citizenship/

 

Understanding Safeguarding – What Parents May Not Know

Posted on by Gary Ly



Keeping children safe is everyone’s responsibility — and it starts with understanding what safeguarding actually means.

According to the World Health Organisation (WHO), six in 10 children under five years of age are still exposed to forms of child maltreatment. The consequences extend far beyond childhood and can ultimately slow a country’s economic and social development (WHO, 2026).

These realities highlight why safeguarding must be an ongoing commitment embedded in school culture, staff training, family partnerships, and clear reporting structures. It begins with every adult in a child’s life knowing what to look for and how to respond appropriately.



Students learning in a respectful, inclusive environment supported by a strong school safeguarding culture and child protection framework

Safeguarding vs. Behaviour Management: Understanding the Difference

One of the most important distinctions in child safeguarding is understanding when a situation calls for behaviour management and when it calls for a safeguarding response. The two require very different approaches.

Behaviour management focuses on the process of guiding and influencing an individual’s or group’s actions. It utilises proactive techniques and psychological frameworks to minimise disruptive actions, encourage positive habits, and create structured, supportive environments in classrooms, clinical settings, and the workplace (Keenan, 2025). Child safeguarding, on the other hand, focuses on protecting children from harm, promoting their well-being, and responding appropriately to concerns about their safety or welfare.





Mr Noel and Ms Aundrea (AHI Vice Principals) leading the Coffee Morning session on safeguarding at Anne Hill International School on 1st April 2026

At Anne Hill International School (AHI), this distinction was a key theme during our April Coffee Morning on “Safeguarding at AHI”, led by Vice Principals Mr Noel and Ms Aundrea on 1st April 2026. They explained to parents that behaviour issues and safeguarding concerns are not the same. Educators and caregivers must first identify the nature of the situation. This helps them respond most appropriately and effectively to protect the child. A one-size-fits-all response may not meet the child’s actual needs.

Recognising Signs of Abuse: Why Patterns Matter

Children rarely disclose harm directly. More often, signs a child needs safeguarding support emerge gradually as patterns of behaviour over time rather than single, obvious incidents.

The Adverse Childhood Experiences studies, conducted by the Centres for Disease Control and Prevention (2026), demonstrate that early experiences of harm, neglect, or instability have measurable impacts on brain development, emotional regulation, and long-term health. Children who receive timely safeguarding support, however, show significantly better outcomes.



By noticing changes in behaviour, distress, social challenges, and ongoing patterns, we can better recognise when a child needs support

This is why safeguarding training places strong emphasis on consistent observation. As shared during AHI’s Coffee Morning, children’s behaviour is not always a one-time reaction. Sometimes, it reflects a repeated pattern that needs attention. A recurring change in mood can be a sign. Unexplained absences can also raise concern. Some children may withdraw from friends or become less engaged in class. A single incident may not seem serious on its own. However, repeated changes over time may show that a child needs support. Recognising these patterns is a core skill in recognising signs of abuse and neglect, and is something both school staff and families play a role in observing.

How Schools Handle Safeguarding Concerns: The Process

Effective safeguarding in schools follows a clear, consistent school safeguarding process to ensure every concern is handled fairly and thoroughly. At AHI, this process follows four structured stages:

Listen → Record → Report → Act

At the centre of this process is the Designated Safeguarding Lead (DSL), a trained staff member responsible for managing all safeguarding concerns within the school. The DSL coordinates with relevant authorities, ensures careful follow-up at every stage, and leads the school’s response according to established safeguarding policy.



Safeguarding begins with listening, reporting, and taking appropriate action through clear procedures led by the DSL, with careful follow-up every step of the way

A strong safeguarding policy is built on several key principles. First, all concerns are taken seriously, even when they may initially appear minor. Information is then shared only on a need-to-know basis, with confidentiality handled appropriately. Any actions taken must be proportionate and followed up, stage by stage. Staff who receive proper safeguarding training understand that safeguarding is not about making quick judgements or assumptions. Instead, the priority is to ensure that every child receives the right support at the right time.

The Role of Home – School Partnership in Safeguarding

Child safeguarding is not the school’s responsibility alone. Parents and caregivers are key partners in keeping children safe, and open, trusting communication between home and school creates the complete picture. What a teacher observes during the school day, combined with what a parent notices at home, gives both parties a far more accurate understanding of a child’s well-being. This is why it is so important to share concerns early, communicate openly, and avoid spreading rumours.

Effective communication does not just connect us; it protects our children.

Research by Lloyd et al. (2023) found that children in families with open communication practices were significantly more likely to disclose concerns early, before situations escalated. With that in mind, Mr Noel shared several practical tips for parents on how to talk to children about safeguarding at home:

  1. Stay calm: A composed adult response reassures children that it is safe to keep talking.
  2. Avoid assumptions: Listen fully before concluding.
  3. Reassure children about speaking up: Let them know they will not be in trouble for sharing concerns.



Through open conversations, empathetic listening, and thoughtful questions, parents can create safe and trusting environments for children at home and at school

When Safeguarding Concerns Turn Out to Be Misunderstandings

It is important to acknowledge that not every safeguarding concern leads to a serious child protection issue. As discussed at the Coffee Morning, what may seem serious at first can sometimes be a misunderstanding or a friendship conflict that simply needs guidance and support from caring adults on both sides. This is why safeguarding processes are so important. Through careful listening, appropriate checks, and thoughtful follow-up, schools can take concerns seriously without overreacting.



By raising concerns early, communicating openly, and avoiding rumours, families and schools can work together to better support children’s well-being

Safeguarding is a shared responsibility between schools and families. It requires ongoing care, communication, and commitment. By keeping children’s well-being at the centre of every decision, we build not just safer schools, but stronger, healthier communities.

Book a School Tour to discover how your child can grow in our caring community.



References

How Assemblies at AHI Help Promote Intercultural Learning

Posted on by Gary Ly

 

At Anne Hill International School (AHI), assemblies are where our students come together to celebrate their learning and listen to news and updates. They also provide opportunities to appreciate the community, celebrate achievements, and engage in discussions around meaningful topics. These experiences go beyond academics, helping to educate our students to be respectful, responsible and creative learners. Furthermore, AHI assemblies nurture future global citizens who understand and appreciate diversity.  

Embracing AHI Values

Assemblies play an important role in reinforcing the AHI values of empathy, respect, humility, ethics, resilience, communication, adaptability, collaboration, and critical thinking. These values shape our student’s character and guide them towards becoming global citizens. By practising these values in real situations, students learn to view the world from a broader perspective, which strengthens intercultural learning and helps them connect meaningfully with diverse cultures. 

Assemblies such as the Anne Hill Values Assembly, United Nations Day Assembly, and World Kindness Day Assembly provide opportunities for students to practise these values. The United Nations Day Assembly introduces students to the principles recognised internationally, encouraging them to become adaptable communicators across cultures. The World Kindness Day Assembly highlights empathy and respect, encouraging students to practise kindness in their daily lives. As a student‑led event, it demonstrates resilience and collaboration, showing how students take ownership of their learning.  

Together, these assemblies provide a powerful platform for intercultural learning and the development of global citizenship, while embracing the AHI values that guide our students every day. 

Teachers introducing the member states of the United Nations (UN) to students during the UN Day assembly 

Students introducing the meaning behind World Kindness Day Assembly 

Celebrating Cultural Diversity 

Understanding and respecting different cultures is a key foundation of global education at Anne Hill International School. By celebrating festivals in assemblies, students discover traditions from around the world and gain opportunities for intercultural learning. Assemblies such as the Mid‑Autumn Festival, St Patrick’s Day, Songkran, Diwali, and Vietnamese Teachers’ Day introduce practices from different cultures and highlight values such as respect and gratitude. These occasions allow students to see, experience, and learn from the customs of others, building their knowledge and appreciation of diversity. 

Students performing in traditional outfits that represent their own cultures during the Mid‑Autumn Assembly 

Students performing a festive dance during the St Patrick’s Day assembly 

Students sharing what Diwali means during the Diwali Assembly  

With more than thirty nationalities represented at AHI, diversity is reflected in every assembly. Experiencing festivals across cultures helps students develop empathy and respect as they compare different practices and values. This cultural exchange encourages them to recognise both differences and common ground, fostering a broader perspective and a global mindset. Through these assemblies, students learn that diversity strengthens community and enriches learning, preparing them to become global citizens who embrace intercultural understanding. 

 

Fostering Creativity and Joy in Learning  

For our students, assemblies are moments where imagination and learning come together in fun ways. They give children the chance to step outside the classroom and try new things. On World Book Day, students and teachers dressed up as their favourite book characters, turning the assembly into a colourful celebration of stories. This playful activity encouraged a love for reading and showed that learning can be exciting and enjoyable. 

Our Public Speaking Competition gave students another way to shine. Our students shared poems with their classmates and parents. Some chose well‑known pieces, while others wrote their own. Standing on stage gave them a chance to practice speaking clearly and confidently. Assemblies like this help students express themselves both visually and verbally, helping them build confidence, creativity, and communication skills. By mixing fun with learning, students become more curious and find joy in their studies. These experiences help them grow into caring learners who value diversity and intercultural understanding, preparing them to take their place as global citizens.  

Our winners of the Best Costume Award during the World Book Day assembly 

A student sharing a poem about firefighters during an assembly 

Parents as Partners 

At Anne Hill International School, assemblies are enriched by the involvement of families. Parents are always invited to attend, encourage their children, and witness their performances during assemblies. Their presence strengthens the bond between home and school, giving children confidence and allowing parents to be present in their learning journey. 

Parents also support the organising of assemblies such as Sakura Hanami assembly, Diwali assembly and St. Patrick’s Day assembly. These contributions help bring traditions and perspectives that broaden students’ understanding of diversity. 

Whether it is attending, encouraging, or supporting, parents are true partners in our assemblies, helping us build meaningful experiences that connect home and school. 

Parents capturing their children’s dance during the St. Patrick’s Day Assembly 

Japanese mothers dancing with their children at Sakura Hanami Assembly 

Parents gathering for a thank‑you breakfast, recognising their support in assemblies and school events throughout the year 

Each assembly is a stepping stone, nurturing creativity and shaping students into global citizens. By carrying forward values of collaboration, diversity and responsibility, students learn that intercultural understanding is built daily through respect, empathy and community. 

 

Learn More About School Life at AHI  

Take a look at our Events Calendar and discover the activities we have planned.

World Harmony Day at AHI: Families Exploring Global Cultures

Posted on by Gary Ly

Last Saturday, 18 April, Anne Hill International School welcomed families to its April Open Day: World Harmony Day. Families brought energy to the campus. Kids tried new experiences, parents enjoyed the booths and food, and everyone joined in the activities. Teachers and staff also connected with families, sharing about learning and community. These conversations gave parents a clearer picture of how Anne Hill International School celebrated diversity and promoted world harmony. 

The event was not simply about showcasing facilities. It was about culture, diversity, and the joy of discovery. Families had the chance to see how our international school nurtures learners to explore the world, enjoy new perspectives, and grow into confident global citizens. 

Flavours of the World 

One of the highlights of the day was the wide range of food and beverage booths, all served free of charge. Families tasted authentic flavours from around the world — mango sticky rice from Thailand, Vietnamese spring rolls, Japanese takoyaki, Korean fried chicken, Mexican tacos, Frozt popsicles and Passio drinks.  Parents and children enjoyed moving from booth to booth, discovering how culture can be shared through food. The variety of flavours reflected the diversity of our community and showed how harmony can begin with something as simple as sharing a meal.

Flavours of the world, all in one place

Exploring New Ways of Learning

At Anne Hill International School, we believe education is most meaningful when learning happens through play and discovery. During the April Open Day, children had the chance to join a variety of activities. Booths featured STEM (Science, Technology, Engineering and Mathematics) experiments, art and craft, football, dancing, and chess, each led by trusted extra-curricular partners who guided children with care and enthusiasm. With this variety of activities, parents were able to watch their children try out new skills and discover fresh interests.

A huge thank you to MindX, Nuvi, Chess Plus, Fox Football, and Bee Star for their incredible support. Their contributions helped make World Harmony such a meaningful and fulfilling experience.

Two learners practicing calm focus with every move

Children discovering how to focus, move, and have fun with the TikTok Dance Challenge 

Our coach from FOX Academy sharing football tips with a participant 

Creative Expressions of World Harmony 

Following the theme, children joined activities that reflected unity and world harmony. One of the most popular activities was the ‘Unity in Diversity’ flag coloring board. This was where participants painted flags from around the world. It encouraged children to express multicultural perspectives and reinforced the idea that at AHI, every country is valued as part of one global community.

Another highlight was the lively ‘Golden Bell’ pop quiz, which challenged learners in a spirit of friendly competition. Questions such as ‘Which country is home to the pandas?’ and ‘Which country is shaped like a high‑heeled boot?’ sparked curiosity and laughter while teaching fun facts about different nations.

Together, these activities showed how world harmony can be celebrated in creative and accessible ways. They reminded families that learning about world cultures builds respect, curiosity, and a sense of belonging.

Student participating in the flag painting activity 

Students joining in the “Golden Bell” quiz

Gaining insights about AHI Academic & School Life

Throughout the morning, families were also welcomed by Mr. Sean O’Maonaigh, Head of School, and the Academic Leadership Team.

Following this warm welcome, we hosted curriculum workshops where our teachers shared about our curriculum. Besides sharing key information about subjects like Mathematics, English, and Science, our teachers also highlighted how the International Primary Curriculum is being integrated into teaching and learning. By opening our classrooms to families, we ensure they gain a clear understanding of what and how their children are learning the AHI way.

Head of School Mr. Sean connecting with families, sharing insights on learning at Anne Hill

Participants listening attentively during the curriculum workshop

 Alongside the workshops and presentations, parents also enjoyed guided campus tours and admissions consultations. These activities gave them a closer look at how Anne Hill International School nurtures learners in a supportive and diverse environment. Conversations with staff and current families highlighted the school’s commitment to cultivating a community. This is what we aim to make every child feel valued and inspired to explore their potential.

Parents chatting with our admissions team, discovering how Anne Hill supports every child’s journey

 

A Living Example of Diversity and Harmony

World Harmony Day at Anne Hill International School was more than just an Open Day. It was a chance for families to come together, share food, enjoy activities, and celebrate the cultures that make our community special. Children laughed, played, and discovered new ideas, while parents saw how diversity can enrich everyday learning.

The event showed that Anne Hill International School is not only a place where children study but also a home where they grow with care and respect. By learning about different cultures and values, our learners are encouraged to be curious, kind, and confident. They are guided to become global citizens who understand and appreciate the world around them.

Learn More About AHI News 

To explore what is coming up next, take a look at our Events Calendar and discover the activities we have planned.

 

  

International Day 2026 at AHI – A Celebration of Cultures and Community

Posted on by Gary Ly

On 3 April 2026, Anne Hill International School (AHI) Primary Campus hosted a vibrant festival of colours, music and traditions as we celebrated International Day. This annual event is one of the most anticipated highlights of our school calendar, bringing together students, parents and teachers to celebrate. With more than 30 nationalities represented, International Day 2026 offered a joyful opportunity to learn, share and connect through culture. 

 

Global Citizenship Through International Day 

At AHI, International Day is more than a celebration. It complements our curriculum on global citizenship and intercultural learning by encouraging students to respect diverse perspectives, communicate across cultures, and engage with global challenges. Through this experience, they develop intercultural awareness and grow into compassionate, well informed global citizens. They also learn to understand the connections between cultures and environments.

 

The Country Parade: A Showcase of Diversity 

International Day 2026 at Anne Hill International School began with the lively Country Parade, a highlight that filled the campus with pride and excitement. Our AHI students carried their flags high, representing more than thirty nationalities across our diverse school community. In addition, one or two students from each country wore traditional costumes, creating a colourful display that celebrated cultural identity and belonging.

As the MC announced, “Watch as our students represent nations from all corners of the globe in their stunning traditional costumes,” the audience responded with smiles and applause. Moreover, parents, teachers, and students enjoyed the Country Parade together, applauding warmly as each flag was raised. Every performance and costume told its own cultural story. They reflected the global diversity and warmth that make Anne Hill International School’s community truly special.

Sharing her feelings about the day, one parent expressed:

“The best part is seeing the energy of the cultural performances, the pride in the Country Parade, and the creativity within the booths. It’s a beautiful showcase of what happens when our parents and the school collaborate to create something truly magical for the children.”

 

 

An Australian student proudly holding her flag during the Country Parade 

Two young Japanese students dressed in their traditional outfits 

Highlights from the Stage 

Following the Country Parade, the stage at Anne Hill International School came alive with cultural performances that celebrated our diverse school community. Families and students worked together to share traditions, creating a truly international atmosphere. Moreover, the variety of performances reflected the global diversity of our learners and the pride they take in their heritage.

There were many kinds of performances, ranging from Korean dance and Taekwondo to lively Indian rhythms, heartfelt Russian singing, and a graceful Indonesian dance. In addition, Vietnam stood out with the famous bamboo dance. The steady beat of the bamboo and the careful steps of the dancers drew loud applause. This performance showcased teamwork, tradition, and joy, quickly becoming one of the highlights of the celebration.

Japan followed with an energetic performance that combined movement and music. Both parents and students danced together, filling the stage with excitement and laughter. As a result, the atmosphere was lively, and many in the audience captured the moment on their phones to remember how the performance brought everyone together.

Each performance added something unique, demonstrating the creativity and pride of our learners and families. Taken together, they reflected the cultural richness of our global school community and the spirit of celebration that makes International Day at Anne Hill International School so meaningful. 

 

Vietnamese parents sharing traditional songs and dance together on stage 

 

Japanese mothers and students are bringing energy and joy to the stage with their performance 

 

Global Booths and Cultural Discoveries 

Anne Hill International School was transformed into a colourful celebration of international culture as sixteen booths filled the campus with creativity and excitement. Each booth offered something unique, from authentic food and handmade crafts to traditional games and cultural storytelling. This allowed students, families, and the wider school community to explore, learn, and enjoy the richness of global diversity in one joyful setting.

Countries represented included Vietnam, India, Korea, Japan, Bangladesh, Thailand, Indonesia, Russia, the USA, France, Germany, Singapore and Malaysia, Mexico, Kazakhstan, and Australia. Each booth contributed to a truly global celebration.

As one student joyfully shared, “I like all the booths because they are all so yummy!”—a simple yet heartfelt reflection that captured the excitement of the day.

 

The India booth showcased vivid colours and handmade decorations, reflecting the richness of Indian culture 

The Pad Thai from the Thailand booth was a hot favourite, showcasing flavour and tradition in every bite 

 

The USA booth offered refreshing lemonade, a simple treat to cool down during the celebration 

 

The Indonesia booth showcased traditional shadow puppetry, highlighting artistry and cultural heritage 

 

An Interactive Global Journey 

To make the experience more engaging, students carried their own International Day “passports” – special cards used to collect stamps at each booth. As they explored different countries and cultures, they completed their passports and later redeemed them for a special gift. This turned the day into a journey across countries and cultures.

Families joined in too, voting for their favourite booths through QR codes. This added an interactive and modern element to the celebration. These activities encouraged everyone to participate fully and created a sense of connection across generations.

 

 

A student almost completes their “passport”, one step closer to exchanging it for a special gift 

 

As the event ended, votes were carefully counted, and the AHI community gathered in anticipation of the results. Congratulations to this year’s winners: Korea Booth (1st Place), Indonesia Booth (2nd Place), Vietnam Booth (3rd Place), and Japan Booth (Most Loved Award). While not every booth received an award, each one stood out for its creativity, dedication, and the heartfelt effort invested by our families. This made the celebration even more meaningful.

A parent also shared their feelings about the celebration, saying: “It’s really nice seeing so many different traditions and cultures, the food is so special too.” 

 

The award ceremony united parents and students, celebrating creativity and diversity  

We extend our sincere thanks to all parents and families for your incredible effort, creativity, and enthusiasm. Your contributions brought cultures and traditions from around the world to life on campus. As they continue their journey, they will nurture curiosity, embrace diversity, and grow into global citizens in the future.

 

Learn More About AHI News  

Stay connected with the latest stories and updates from Anne Hill International School.   

Visit our AHI News section  to explore upcoming initiatives, discover exciting school events, and engage with meaningful community projects.   

Join us today and be part of the journey!  

Introducing BatOnRoute Safe: Enhancing School Bus Safety and Communication

Posted on by Gary Ly

At Anne Hill International School (AHI), the safety and well-being of our students is always our top priority. Every decision reflects our commitment to creating a secure, supportive environment for the whole community. To build on this commitment, we are introducing BatOnRoute Safe, a new school bus management app that will make journeys safer and communication smoother for families who use our bus service. 

What Is BatOnRoute Safe? 

BatOnRoute Safe is a mobile application created specifically for schools to help parents track bus routes in real time, receive timely updates, and securely authorise designated persons for pickups. These features keep families connected and informed throughout their child’s daily journey to and from school. In addition, they reinforce clear and reliable communication between home and school. By bringing together practical technology and care, BatOnRoute Safe gives parents greater peace of mind and makes school transport safer and more reliable. 

Key Features for Parents  

BatOnRoute Safe offers a range of practical tools designed to make school transport safer and easier for families. Parents can track the school bus route in real time and view estimated departure and arrival times, helping them plan pickup and drop-off schedules with confidence. The app also provides instant notifications and updates from the bus team, ensuring that families are always informed of any changes or important messages. In addition, parents can report student absences directly through the app, streamlining communication with the school. For added security, BatOnRoute Safe includes a feature that allows parents to authorise designated persons to collect their child, giving families peace of mind that pickups are handled safely and reliably. 

 

 Partnering for safer journeys: AHI and BatOnRoute Safe 

 

Implementation Timeline 

To make sure the launch of BatOnRoute Safe is smooth and effective, the rollout will happen in two phases. This gradual approach lets us test the system carefully, gather feedback, and build confidence among families before it becomes part of daily school life.

The first phase will take place from March to April 2026. During this time, the app will be piloted on selective buses. This stage helps us refine operational procedures and make sure everything works smoothly.

Once the pilot is complete, we will move into the second phase. In this stage, BatOnRoute Safe will be gradually introduced across all school buses. Families will have the chance to get familiar with the app, ask questions, and share feedback. By the time the next academic year begins, the system will be fully adopted. As a result, every student will benefit from safer journeys and clearer communication between home and school.

The AHI School Bus where student safety always comes first 

As this project moves forward, we will continue to share updates with parents in a timely manner. Detailed instructions on how to use the application will be provided at each stage, making the transition smooth and straightforward. This journey is not just about technology, but about building stronger connections between families and the school. With BatOnRoute Safe, we look forward to creating an even safer and more connected transportation experience for our students and their families. 

 

Learn More About AHI News 

Stay connected with the latest stories and updates from Anne Hill International School.  

Visit our AHI News section to explore upcoming initiatives, discover exciting school events, and engage with meaningful community projects.  

Join us today and be part of the journey! 

AHI Roadshow 2026 Recap – Joyful Easter Moments & Community Spirit

Posted on by Gary Ly

On 4th April, Anne Hill International School (AHI) hosted the Easter Fun Roadshow at Estella Place mall in Ho Chi Minh City. The event welcomed more than 300 families and created a joyful space where children, parents and the wider community came together. It was a chance to celebrate Easter through play, creativity and cultural exchange. The Roadshow, one of the most anticipated family events of the year, offered a mix of performances, workshops and interactive experiences. In addition, the programme featured Zumba sessions and traditional dances by Indonesian and Korean students, showing the diversity and energy of the AHI community.

Performances That Captured the Crowd

The Easter Fun Roadshow at Estella Place was a true celebration of community spirit and joyful learning. The Zumba session became the highlight, with lively music filling the mall and children dancing with enthusiasm. Parents joined in as well, creating a heartwarming scene of families moving together and sharing laughter.

Zumba instructors brought the energy to the stage, leading the crowd in a joyful dance session 

Kids enjoying the rhythm and movement at the Zumba session 

Our Anne Hill International School students proudly performed traditional dances from Indonesia and Korea, showcasing both their cultural heritage and their talent. Their performances were graceful and engaging, and the audience responded warmly by clapping along and showing appreciation for the creativity on stage.

The excitement grew with a Taekwondo demonstration that impressed the crowd with its power and precision. A TikTok dance performance added a modern spark, drawing children to copy the moves while parents encouraged them from the sidelines. These moments transformed the shopping centre into a vibrant hub of family fun, where every smile and cheer added to the celebration.

A graceful performance by Korean dancers in traditional costume, bringing culture to life 

A young Taekwondo student demonstrates strength with a powerful board-breaking punch 

TikTok Dancers sharing the joy of movement with children 

A Day of Family Fun and Learning

The Roadshow was designed to welcome every age group, making sure preschoolers, primary and secondary students all found something to enjoy. Children took part in hands-on activities including clay modelling, colouring, Jesmonite crafts, bracelet making, face painting, robotics play and interactive Science Talk sessions. Each activity gave them the chance to explore, create and learn in ways that felt exciting and accessible.

A moment of concentration as a child blends Jesmonite to begin their creation 

Two children concentrating as they carefully create their bracelets 

Young artists concentrating on their creations during the drawing activity 

A moment of concentration and fun as a boy plays with his remote robotic car 

While their children enjoyed the activities, parents had meaningful opportunities to connect with our admissions team. These conversations gave them deeper insight into how Anne Hill International School nurtures growth beyond the classroom. They also added a thoughtful dimension to the day, showing how fun and learning can go hand in hand.

Our admission officer patiently answering questions and clearing doubts 

The claw machine became a favourite attraction. Children lined up eagerly to test their luck and win plush toys and prizes. Mascots such as Bumblebee and the Easter Rabbit wandered through the mall, greeting families, posing for photos and sharing smiles that lit up the crowd. Meanwhile, science talks, pop quizzes and bingo games kept the atmosphere lively, giving families plenty of reasons to stay engaged. Frotz ice cream and Nuvi milk were also available, redeemable with vouchers given to kids who joined any activity. Parents and children moved easily from one activity to the next. The sound of laughter and cheers carried through Estella Place, making the whole space feel festive and fun.

AHI students having fun while testing their skills at the claw machine 

A joyful moment as the Bumblebee mascot connects with kids during the event 

Reflections from Families and Organisers 

What truly stood out was the sense of connection that the Roadshow created. As our Senior Event Executive at Anne Hill International School, Ms. Ngan reflected:

“The highlight was seeing incredible engagement from both children and parents. From TikTok dances to the claw machine, every activity created joyful connections. Student performances were especially meaningful. They showcased our diverse community and the strong bond between Anne Hill and its families. It was heartwarming to see everyone come together in such a lively, meaningful way.”

Parents also shared their appreciation, noting how much the event meant to their families. One parent expressed: 

“I think it was very well planned, with many different activities for my child to enjoy. It was wonderful to see my child so engaged and happy throughout the day.”

Together, these reflections show what Anne Hill is truly about: joyful learning, meaningful family connections, and a community that celebrates every moment together.

 

Thank You to Our Partners 

We would like to thank all our partners — Nuvi, Global Art, Mee and More, MindX, Zumba and Click K — for their support in making the Easter Fun Roadshow 2026 possible. Their contributions made a real impact and helped bring the event to life.

Most importantly, we want to thank all the families who joined us. Your smiles, energy, and participation are what made the day truly memorable.

 

What is next -World Harmony Day 

The celebrations do not stop here. We invite you to join us at our upcoming Open Day – World Harmony Day. It will be a time when cultures, communities and families come together in joy and harmony.

The event will take place on 18 April 2026, from 9:00 to 11:00 in the morning, at our Primary Campus, 31 Giang Van Minh, An Khanh Ward, Ho Chi Minh City. 

You can register now through our Open Day Registration link. 

To explore what is coming up next, take a look at our Events Calendar and discover the activities we have planned.