Analysing the current landscape of safeguarding and child protection in accredited international schools: Implications for effective practice

Abstract

Child abuse and neglect in international school contexts is largely unresearched. In 2014, several high-profile abuse cases prompted an effort to strengthen international school child protection and safeguarding practices. However, few studies have explored the challenges of undertaking this work and none have documented the evolution in practice since 2014. This research addresses these critical gaps in the literature.

A multiple case study grounded in critical realism examined the practices of three ‘elite traditional international schools’ (ETIS) accredited by the Council of International Schools and located in Africa, Asia and Europe, respectively. The schools were selected to provide insight into child protection and safeguarding in different legal and cultural contexts while adhering to common accreditation standards. The study comprised interviews with 47 staff members, including Counsellors, Safeguarding Leads and School Leaders, along with five student focus groups involving 35 Middle and High School Students. This was supplemented by interviews with eleven Community Experts who work with international schools globally.

A thematic analysis revealed that risks related to sexual abuse by staff, peer-on-peer harm, and parental abuse and neglect can be heightened by diversity, transience and affluence in international school communities. Effective practices for safeguarding and child protection identified in the case schools emphasised a contextual approach and an investment in staffing, training, accreditation, facilities and relationships with parents and external agencies. Drawing on contextual safeguarding approaches, the study concludes with a framework for international schools to evaluate and strengthen their community’s collective capacity for safeguarding.

This study documents the evolving landscape of safeguarding and child protection in international schools for the first time, underscoring the need for further research and more support and accountability. Although especially relevant to accredited international schools, and ETIS in particular, the findings offer insights for international schools more broadly and for international organisations engaging in safeguarding and child protection in diverse contexts.

Date of Award	25 Jun 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Shona McIntosh (Supervisor) & Tristan Bunnell (Supervisor)