As another school year draws to a close, summer arrives with a welcome shift in pace—and a priceless opportunity for parents to reconnect with their children.
Yet, with empty calendar pages comes a subtle challenge: how do we make this extra time truly count? Without a bit of intention, the weeks can easily drift by.
To help you shape a summer that is both refreshing and meaningful, Anne Hill International School is pleased to share a few thoughtful ideas for your family.
Making the Most of Summer with Your Child
Stepping Outdoors: Sunshine, Movement, and Shared Joy
Summer is the perfect time to spend more hours outdoors, enjoying the fresh air and the simple joy of unstructured play. Families can head to a nearby park for a weekend picnic, go for a bike ride together, or enjoy an active outdoor game as a group.
Photo: AHI Preschoolers enjoying open air in our signature grass field.
These moments bring children a sense of ease and refreshment, a welcome contrast to the pressures of the school year. Sunshine and fresh air have also been shown to support children’s physical and social and emotional development.
As a family, you might create a simple summer “check-in” list together. There is no need to travel far — parents can put together a list of green, open spaces nearby with clean air, and simply dive into outdoor activities with their children!
Volunteering Together: Cultivating Kindness and Connection
During the school year, students may have already taken part in charity trips organised by the school — and there is no reason this spirit of giving should pause just because summer has arrived.
To make summer volunteering more meaningful, parents can start by talking with their children about what these activities mean to them and how they see their own role in helping others. Encourage them to suggest their own ideas — there are countless ways to make the world a little better, and children often surprise us with what they come up with.
It could be as simple as an afternoon spent picking up litter in the park, helping a neighbour fix something around the house, or organising a fun little workshop for younger children. It could also mean venturing further, with a visit to an SOS village outside the city. Since children are free from the constraints of a school timetable, summer is the perfect season for these bold, creative ideas.
Photo: AHI Secondary students donating Christmas gifts to St. Joseph’s Charity School in 2025.
Through these experiences, children learn empathy in a tangible, lasting way. And when families volunteer together, kindness becomes a shared value — showing children that spending quality time on something meaningful can be its own kind of joy.
Nurturing a Garden: Quiet Lessons in Patience and Care
Watching a tiny seed push through the soil is one of the most rewarding everyday miracles a child can experience — yet during the busy school year, there may be little time to enjoy it.
Tending to a small windowsill garden or a backyard patch teaches children about science, the life cycle of a tree, and the quiet beauty that green brings into our lives. As they measure daily growth, water fragile leaves, and wait patiently for blossoms, children develop a gentle curiosity and a deeper appreciation for the rhythms of nature. In terms of values, this simple activity teaches consistency and the importance of patience in a fast-paced world.
Photo: AHI Preschoolers nurturing their own Eco Garden on campus.
To deepen these lessons, parents can take their children to a botanical garden or forest to experience nature firsthand, or read books and watch films about trees and the importance of greenery in our cities. This helps children see trees not just as plants, but as friends — before, naturally, they start dreaming of growing their own little forest at home.
Documentary Evenings: Igniting Curiosity and Thoughtful Dialogue
Rainy afternoons or quiet evenings provide a wonderful backdrop for cozy documentary nights.
Exploring topics like deep-sea wildlife, space exploration, or ancient history opens up whole new worlds right from your living room.
You can also refer to some recommended lists on the internet, including an IMDb list of over 300 documentaries and educational series for kids — covering science, nature, history, and world cultures, from Bill Nye and Cosmos to nature films like Winged Migration. It is a great starting point for families looking to mix screen time with genuine learning.
Photo: A variety of engaging digital content that supports children’s learning.
Rather than passive screen time, these shared viewing experiences spark wonder, encourage big questions, and lead to lively family discussions that keep young minds actively engaged.
Local Excursions: Turning the City into an Open Classroom
Learning does not pause when the school doors close—it simply changes scenery.
Our Year 4 Students’ Trip to Saigon Zoo and Botanical Gardens: Learning Through Nature.
A family trip to a local museum, art gallery, science centre, or historic site turns a summer day into a hands-on adventure.
For families in Ho Chi Minh City, children can explore nature at farms and parks such as Thảo Cầm Viên Sài Gòn, Green Noen Farm in Củ Chi, Vườn Xoài in Đồng Nai, or Bò Cạp Vàng Tourist Area in Đồng Nai. For a mix of learning and fun, kids can also visit museums like the Ho Chi Minh City Museum, the Áo Dài Museum, the Vietnam Museum of Nature, or the Fine Arts Museum.
For a deeper dive into culture and history, families can visit historical places such as the Independence Palace, Saigon Central Post Office, Notre-Dame Cathedral, the Vietnam History Museum, the Ho Chi Minh Museum at Nhà Rồng Wharf, Bửu Long Pagoda, Vĩnh Nghiêm Pagoda, or Lăng Ông Bà Chiểu.
These short excursions bridge the gap between textbook knowledge and real-world discovery, encouraging children to observe, ask questions, and see learning as an exciting lifelong pursuit.
At Anne Hill International School (AHI), we believe that preparing future generations to address emerging challenges requires an educational model that fosters both intellectual advancement and learning through experience. True education goes beyond textbooks and examinations – it shapes character, builds confidence, and equips students to engage meaningfully with the world around them.
The adoption of a holistic approach reflects our commitment to a more comprehensive vision of education and student development, one that values academic excellence alongside the personal, social, and emotional growth every child deserves.
About Holistic Education
Education that Nurtures the Whole Child
Holistic education focuses on developing the whole child, helping them grow into confident, well-rounded individuals who can contribute positively to their communities. (Drew, 2026). It recognises that students need opportunities to grow intellectually, emotionally, socially, physically, and morally in order to thrive. This approach moves beyond memorisation and test performance, emphasising meaningful learning experiences that help students understand themselves, build positive relationships, and develop a sense of purpose.
Beyond Academic Achievements
As a result, holistic education places equal importance on academic knowledge and essential life skills. Students are encouraged to develop critical thinking, creativity, emotional intelligence, communication, and collaboration skills through experiential learning and self-discovery. By valuing personal growth alongside academic success, holistic education aims to nurture confident, well-rounded individuals who are motivated to learn throughout their lives.
The learning environment plays an important role in supporting this approach. Rather than focusing solely on instruction, classrooms are designed to be welcoming, flexible, and student-centred. Learning spaces may include movable furniture, collaborative work areas, quiet reading corners, outdoor learning environments, and personalised learning stations that cater to different needs and learning styles. These features create a supportive and engaging atmosphere that encourages exploration, collaboration, and independent learning while fostering students’ confidence, social-emotional development, and academic success (Wideman-van der Laan, 2024).
Classrooms should be welcoming, flexible and student-centred to support a holistic education.
Another notable aspect of holistic education is its emphasis on physical wellbeing. Recognising that a healthy body supports both learning and daily life, holistic education encourages regular physical activity and health education to promote students’ overall development (Zhao et al., 2023).
Increasingly Embraced by Schools Worldwide
As academic knowledge alone is no longer sufficient to prepare students for a rapidly changing and interconnected world, schools are increasingly appreciating holistic education. Research has highlighted the need of skills such as critical thinking, creativity, collaboration, communication, and social responsibility to succeed in the future alongside subject knowledge (American University, n.d.).
Growing awareness of student wellbeing has also contributed to the popularity of holistic education. By supporting students’ emotional, social, and physical development alongside academic learning, schools can create environments that promote both personal growth and academic achievement (Global Partnership for Education, 2023).
In addition, holistic education aligns with growing international recognition that education should support the development of the whole child. Organisations such as UNESCO advocate educational approaches that nurture cognitive, social, emotional, physical, and ethical development, helping students become lifelong learners and active contributors to society (UNESCO, 2021; American University, n.d.).
By nurturing students’ emotional, social, and physical development alongside academics, schools can foster both personal growth and academic success.
Proven Practices at AHI
At AHI, holistic education lies at the heart of the school’s vision to nurture “well-rounded, globally-minded, lifelong learners.” This reflects a commitment to developing students not only academically, but also personally, socially, and emotionally. By helping students understand themselves, engage with the wider world, and build the skills needed for a changing future, AHI aims to prepare learners for success both in school and beyond.
This approach is trusted by families and has contributed to positive outcomes in students’ confidence, wellbeing, engagement, and overall development.
The Key Role of IPC
AHI students are encouraged to explore their interests, but they are also intentionally exposed to a broad range of subjects, cultures, ideas, and experiences. The International Primary Curriculum (IPC) plays a key role in supporting this approach. Alongside academic learning, the IPC promotes personal and international development through values such as resilience, empathy, collaboration, and respect. Students are encouraged to understand different perspectives, explore global issues, and consider their role within a wider international community.
This ensures that academic success is developed alongside character, social responsibility, and personal growth.
IPC encourages students to explore global issues and consider their role within a wider international community.
Connecting with the Real World
As Mr Benjamin Cracknell (Vice Principal – Lower Primary) explains, one of the key purposes of education is to expose students to a wide range of experiences, ideas, and opportunities, helping them discover their interests, strengths, and passions while also developing an understanding of what may not resonate with them.
Research also recognises that children learn most effectively when they can connect new knowledge to real experiences (Dewey, 1938). At AHI, educational visits, assemblies, exit points, events, and residential trips help bring learning to life by allowing students to see, experience, and better understand the concepts they encounter in lessons. These experiences build valuable background knowledge, enabling students to learn more effectively.
Extra-curricular activities provide another important dimension of holistic education. Through opportunities such as music, sports, performing arts, and clubs, students can develop confidence, creativity, teamwork, and resilience while exploring interests beyond the classroom.
Mr Ben highly appreciated that many AHI students are having access to activities such as joining a school band, roller skating, or participating in performance opportunities. These experiences broaden students’ horizons and help them develop skills and passions that may shape their future interests and aspirations.
Photo: AHI School Band performing in the 10th Anniversary School Concert in December 2025.
The Positive Impact
The impact of this approach can be seen in the attitudes and actions of AHI students. Mr. Ben highlighted examples of students organising donation drives following a typhoon and actively supporting initiatives such as the Kindness Machine project.
These experiences demonstrate growing awareness of issues beyond their immediate surroundings and a willingness to take positive action within their community. Such moments reflect the wider purpose of holistic education: helping children understand not only what is happening in the world, but also how they can contribute meaningfully to it.
Photo: AHI students participating in the 2024 Yagi Donation Appeal in support of families affected by Typhoon Yagi in Lao Cai.
Balancing with Academic Requirements
Importantly, holistic education does not diminish the importance of academic achievement. Rather, it recognises that strong academic foundations and personal development are equally important for long-term success.
Literacy, communication, critical thinking, and subject knowledge provide students with essential tools that open future opportunities and choices. At the same time, experiences beyond the classroom help students develop confidence, adaptability, resilience, and social awareness.
By combining academic excellence with broad learning experiences, holistic education aims to ensure that students leave school not only knowledgeable, but also equipped to navigate the opportunities and challenges of an ever-changing world.
Holistic education does not mean placing less value on academics.
Key Takeaways
Holistic education develops the whole child by supporting intellectual, emotional, social, physical, and moral growth, rather than focusing solely on academic achievement.
Learning extends beyond examinations and memorisation, helping students develop critical thinking, creativity, communication, collaboration, emotional intelligence, and lifelong learning habits.
The learning environment matters. Flexible, student-centred spaces encourage exploration, independence, collaboration, wellbeing, and deeper engagement with learning.
Physical wellbeing is an essential part of education. Holistic education recognises that health, movement, and physical development support both learning and overall quality of life.
Holistic education integrates the strengths of multiple educational philosophies, balancing academic, emotional, social, moral, and personal development to meet the diverse needs of learners.
No single educational model is sufficient on its own. Research suggests that holistic education combines the broad knowledge of liberal education, the expertise of specialised education, and the personal development focus of quality education.
Schools worldwide are increasingly embracing holistic education as future success requires skills such as creativity, collaboration, communication, adaptability, and social responsibility alongside subject knowledge.
Learn More About AHI Curriculum
Learn more about our holistic education programmes:
Book a School Tour to discover how your child can grow in our caring community.
FAQs
1. What is holistic education?
Holistic education focuses on developing the whole child rather than concentrating solely on academic achievement. It supports students’ intellectual, emotional, social, physical, and moral growth, helping them become confident, well-rounded individuals who can contribute positively to society.
2. Does holistic education mean academics are less important?
No. Holistic education values strong academic achievement while also recognising the importance of life skills such as critical thinking, communication, creativity, collaboration, resilience, and emotional intelligence. The goal is to prepare students for both examinations and life beyond school.
3. Why are more schools adopting holistic education?
Research suggests that academic knowledge alone is no longer enough in a rapidly changing world. Schools increasingly recognise the importance of developing transferable skills, wellbeing, adaptability, social responsibility, and lifelong learning habits alongside subject knowledge.
4. How is holistic education different from traditional education?
Traditional approaches often place greater emphasis on memorisation, examinations, and subject knowledge. Holistic education takes a broader view by combining academic learning with personal development, wellbeing, character education, real-world experiences, and global awareness.
5. How does AHI implement holistic education?
AHI integrates holistic education through its vision of nurturing well-rounded, globally-minded, lifelong learners. This includes the International Primary Curriculum (IPC), experiential learning opportunities, educational visits, assemblies, residential trips, extra-curricular activities, values education, and community engagement initiatives.
6. What role does the IPC play in holistic education at AHI?
The IPC supports academic learning while promoting personal and international development. Through its values and thematic units, students develop qualities such as empathy, resilience, collaboration, respect, and global awareness alongside strong subject knowledge.
7. What impact does holistic education have on students?
Holistic education helps students become more confident, socially aware, and engaged learners. At AHI, this can be seen through examples such as students organising donation drives, participating in kindness initiatives, and demonstrating a growing awareness of how they can make positive contributions to their community and the wider world.
References:
American University. (n.d.). What is holistic education?
Zhao, Y., Muhamad, M. M., Mustakim, S. S., Li, W., & Wu, X. (2023). Analyzing the comparison and integration of the holistic education approach with liberal, specialized, and quality educational modes.International Journal of Academic Research in Economics and Management Sciences, 12(4), 279–297.
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.
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.
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
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.
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:
Stay calm: A composed adult response reassures children that it is safe to keep talking.
Avoid assumptions: Listen fully before concluding.
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.
Lloyd, A., Broadbent, A., Brooks, E., Bulsara, K., Donoghue, K., Saijaf, R., Sampson, K. N., Thomson, A., Fearon, P., & Lawrence, P. J. (2023).
The impact of family interventions on communication in the context of anxiety and depression in those aged 14-24 years: Systematic review of randomised control trials. BJPsych Open, 9(5), e161.
https://doi.org/10.1192/bjo.2023.545
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.
Anne Hill International School (AHI) is proud to announce an exciting new milestone in its development, with the expansion of its new campus in An Khanh Ward (Ho Chi Minh City), for the Academic Year 2026–27. This strategic development reflects AHI’s ongoing commitment to delivering high-quality international education within a dynamic and supportive school community.
A Purpose-Built Modern Learning Environment
Conveniently located at 12 Vo Truong Toan, the new campus offers easy access to surrounding residential areas such as Lumiere Rivers, Masteri An Phu, Parkland and The Vista An Phu, etc. It also has seamless connectivity to AHI’s current campus on Giang Van Minh Street. Designed as a modern learning environment, the purpose-built campus will support both academic excellence, student development and well-being.
The campus will comprise four main buildings equipped with a comprehensive range of school facilities, including:
Main buildings
On-campus 25-meter swimming pool
Spacious outdoor field
Modern 272m² multi-purpose hall for performances, events, and school gatherings
A 100m² Design & Technology Lab equipped for future-ready, Cambridge-aligned learning
Two fully equipped 100m² Science labs meeting the highest safety standards for student exploration
A thoughtfully designed 168m² library space featuring a rich collection of books
Spacious 65m² classrooms, bathed in natural light and thoughtfully fitted with contemporary equipment
These school facilities are thoughtfully designed to support diverse learning experiences, empowering students to grow as well-rounded, confident, capable, and globally-minded learners.
A Complete Learning Journey – Now Through Year 10
For the past 10 years, Anne Hill International School has proudly nurtured confident, curious learners through its Preschool and Primary programmes. From the Academic Year 2026–27, AHI will extend its educational pathway to include Year 10, offering families greater continuity as students progress through each stage of their learning journey.
The new Secondary programme represents the natural continuation of the AHI experience, building on the school’s strong foundation while maintaining the same commitment to academic excellence, student wellbeing, and inquiry-based learning.
Construction is progressing as planned, with the new campus expected to be operational in Semester 1 – Academic Year 2026–27. Prior to the start of the academic year, parents and families will be invited to visit and experience the Vo Truong Toan campus firsthand. Further updates on academic and operational arrangements, including class allocations and pick-up and drop-off procedures, will be shared in due course.
3D front view rendering of the Vo Truong Toan campus
Strengthening the AHI School Community
This expansion marks a significant step forward in the growth of Anne Hill International School and Anne Hill Education Group, made possible through the continued trust and partnership of its parent community. It reflects our commitment to continuous improvement—enhancing teaching and learning quality while strengthening its holistic approach to international education.
As Anne Hill International School enters this new chapter, the school remains dedicated to creating a safe, inspiring, and future-ready environment where students can thrive academically, socially, and emotionally in a global context.
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.
