On the move: Transition programs in international schools.

This investigation surveyed international schools in the East Asia Regional Council of Overseas Schools (EARCOS) to determine the extent to which transition programs existed in these schools and to describe the characteristics of these programs. The literature review established a profile of characteristics common to internationally-mobile students who attend international schools world-wide. These students are referred to as Third Culture Kids (TCKs). The literature review also provided a rationale for establishing transition programs to address the transitional needs of TCKs. Finally, the literature yielded a list of components that would encompass a comprehensive transition program. A survey instrument was created from this list.;The survey was distributed to 104 schools in the EARCOS region, and 58 responses were received, representing a 56% response rate. Almost four out of five schools reported having either a formal or informal transition program. Approximately one out of every five schools had no program. Temporal reasons were the single largest constraint. Only three schools indicated that they were not aware of a need for transition programs, which represented 5% of all responding schools.;The specific components of transition programs were present in varying degrees. These programs were generally well established in easing initial adjustment to the school. A substantial majority included components to help students further integrate within the school and establish their own strategies to manage transitions. The data generally showed a need for schools to provide more focus on components involving leave-taking, including helping students with re-entry to their home culture.;The findings have several implications for practitioners. Schools that are considering starting a transition program are advised to focus on those components aimed at facilitating the initial adjustment and integration of students. Regional associations like EARCOS can provide forums for promoting and establishing transition programs. University programs offering degrees in international school counseling and educational leadership should examine their courses so that teaching about TCKs and their identified commonalities and characteristics is included, as well as issues related to frequent transitions.