Recruiting new teachers is often one of the most challenging tasks for international schools. While much time, effort, and resources go into attracting top talent, all of that work can quickly unravel if the induction and onboarding process isn’t carefully planned. First impressions do matter—but they extend far beyond the initial interview, the first day, or even the first week of school. For teachers moving internationally, a successful induction process can last through the first term, if not longer. Onboarding should, therefore, be a critical part of any recruitment strategy.

The Reality of Relocating: More Than Just a Job

Moving overseas to teach for the first time is a significant undertaking. Jess Gosling, author of Becoming a Successful International Teacher, knows this firsthand. Over the course of her 17-year career, she’s moved from teaching in the UK to Egypt, Vietnam, Taiwan, Poland, and Thailand. In addition to teaching, Jess works to help new teachers prepare for the challenges of teaching abroad—emotionally, culturally, and logistically.

“For many teachers, especially those relocating with families, this transition can feel overwhelming. The excitement of an international move is often mixed with anxiety and loneliness, especially in the early days. Without a solid support system in place, teachers may struggle to settle in both professionally and personally. This is why a thoughtful, well-organised induction process is so important—not just for the teacher, but for their family as well”.

The Importance of a Warm Welcome and Effective Onboarding

When it comes to supporting teachers settling in a new environment, Jess stresses that a strong, ongoing induction process is essential. "Schools must understand that teachers moving overseas are making a huge lifestyle change, and they need more than just a friendly face during their first week. In fact, many teachers will need support for the entire first term—and sometimes beyond".

What makes a great induction process?

●      Support from Day One: Schools that prepare teachers before they arrive set the stage for success. This includes helping teachers navigate the logistics of their move—setting up mobile phones, arranging transportation, or even providing a small welcome basket with essentials on arrival.

●      Buddy Systems with Clear Guidelines: A designated buddy system can be incredibly helpful, but Jess warns that it must be more than just a nice gesture. New teachers need someone who is proactive and knowledgeable about what life in the new country—and the school—is really like. Unfortunately, many buddy systems rely on volunteers who may already be overloaded with their own responsibilities. For the system to truly work, buddies need proper training and a clear set of guidelines to follow, ensuring they can offer meaningful support.

●      Family-Centric Support: When relocating internationally, it’s not just the teacher who needs support—it’s often their whole family. Jess shares her personal experience when she moved to Poland with her daughter. “The Principal, understanding the challenge of settling into a new country, went out of his way to arrange playdates for my daughter before school even started. So by the time she began classes she already knew people”. This small act made a huge difference, as it helped Jess’s family feel settled and supported from the outset.

When schools show they care about the well-being of the entire family—not just the teacher—it creates a lasting positive impression that translates into teacher retention. Feeling like an “afterthought” is detrimental to the sense of belonging and can lead to dissatisfaction, potentially causing teachers to leave prematurely.

Building Strong Relationships: Mentorship and Support

New teachers—especially those arriving in a foreign country—can easily feel overwhelmed. Having someone who can answer questions about the practical realities of life in a new place (whether it’s about cultural differences, school policies, or the best local restaurants) is invaluable. In addition to mentorship from colleagues, schools should offer new teachers the opportunity to meet with senior staff members who can provide guidance and reassurance as they navigate their new roles.

Key Tips for Building Strong Relationships:

●      Effective Mentorship: Pair new teachers with experienced colleagues who can serve as mentors. This mentorship should be structured with regular check-ins to address any questions, concerns, or challenges that may arise.

●      Cultural Integration: Schools should facilitate cultural immersion by introducing new teachers to local customs, language, and traditions. This helps teachers feel more comfortable in their new environment and fosters a deeper connection to the school community. This needs to extend beyond the first few weeks of the first term.

Exit Interviews: A Key Tool for Continuous Improvement

As important as a teacher’s induction is, it doesn’t end with their settling in. Feedback is critical for refining and improving the induction process for future hires. Exit interviews with teachers who are leaving can provide valuable insights into what worked well and where there may be gaps.

Key Action: Schools should conduct exit interviews with departing staff to gather constructive feedback on their induction experience. What advice would they give to future new teachers? What could have been done better? This type of feedback is invaluable for refining your induction strategies and ensuring continuous improvement.

Learning from Other Industries: Jess notes that industries -like oil- who regularly deal with high employee turnover, have excellent induction programs for staff who are relocating globally. These companies invest heavily in resources and guides to ensure their staff feel supported and prepared, recognising that a positive arrival experience can significantly influence whether employees stay long-term.

The Long-Term Impact of a Thoughtful Induction Process

Induction isn’t just about making teachers feel welcome during their first days or weeks—it’s about setting the stage for long-term success. Jess explains that schools with strong induction processes and a supportive environment are more likely to retain talented teachers. Schools that fail to recognise the full scope of what it takes to help new teachers—and their families—settle in may experience higher turnover rates and greater difficulty attracting and retaining top talent.

Ultimately, a teacher’s decision to stay in a school is often linked to the school’s ability to create a supportive environment. If the school community and leadership make the effort to make teachers and their families feel truly welcome, the likelihood of long-term success and retention is much higher.

Schools that protect teacher well-being, especially work/life balance, will also improvements in retention. If a teacher has little or no time outside of work to enjoy time with their family, or experience their new country, then they may see little point remaining abroad. Without the support systems of 'home', such as grandparents to help free up time, there is a lot of pressure on teachers with kids to ensure the whole family settles and thrives, so wellbeing should be carefully considered.

Final Thoughts

Welcoming new teachers into an international school community isn’t just about checking off tasks on a to-do list. It’s about creating a nurturing, supportive environment where teachers and their families can thrive. From pre-arrival support to structured mentorship and ongoing professional development, a thoughtful induction process sets the foundation for a successful experience. By investing time and effort into this crucial stage, schools can ensure their new hires not only stay but also contribute meaningfully to the vibrant, diverse community that makes international schools unique.

Your new staff may find Jess's website a helpful source of information: https://jessgoslingearlyyearsteacher.com

Photo credit: International School @ParkCity Kuala Lumpur