When I first started teaching, I thought work-life balance just came with the job. You hear things like, “At least you finish early,” or “You get all those holidays.” But now, years into international education, and especially after working in places like China and Dubai, I know balance isn’t something you’re handed. It’s something you have to fight for. Teaching isn’t just a job. It’s personal. It’s all-consuming. Depending on where in the world you’re doing it, the experience changes — in ways that affect your time and well-being.
In Dubai, the work week is shorter — often just four and a half days — but that doesn’t mean it’s easier. In fact, I’ve found it to be more intense. The pace is quick, the standards are high, and the environment is incredibly competitive. Everyone’s bringing their A-game, which pushes you — sometimes to grow, sometimes to the edge. You constantly juggle planning, meetings, data, parent communication, and curriculum alignment. It doesn’t stop when you walk out the school gates. And while Dubai offers opportunity, it also demands a lot — mentally, emotionally, and physically.
There’s also a paradox here. With so many expats, you’d think finding a support network would be easy. But sometimes, because everyone is an expat and life moves fast, those deeper connections can be more complex to form. People come and go. The energy is vibrant but transient.
What I Miss About China: A Close-Knit Community and Openness to Experience
One thing I miss about working in China — especially in a city like Nanjing — is the strong sense of community among expat teachers. We were a smaller group, and maybe because of that, we looked out for one another more. It wasn’t just about surviving the school week but about making life outside the classroom meaningful together.
There was a different kind of openness — one that fostered friendship, encouraged trying new things, and allowed for saying yes. I stepped outside my comfort zone more often, not because I had to, but because I wanted to. I still remember spending New Year’s Eve at Wing Station — a casual spot that somehow became a second home to many of us. It wasn’t about fancy dinners or big plans. It was about community, showing up, and creating small traditions far from home.
That sense of connection made even the toughest weeks feel lighter. It gave balance a whole new meaning — not through perfect schedules, but through shared moments, laughter, and support that felt real.
Balance Isn’t a Given — It’s a Choice
What I’ve learned is that balance doesn’t just appear, no matter where you are. You must carve it out, protect it, and sometimes remind yourself that it matters.
For me, that’s looked like:
- Turning down “just one more” responsibility.
- Honoring rest as productive.
- Reaching out when I feel overwhelmed instead of pushing through silently.
- Creating small rituals that bring me back to myself — even in the busiest weeks.
Balance isn’t always about time. Sometimes, it’s about energy. And where, or with whom, you feel most like yourself.
About the Author
Adam G. is an international educator and curriculum designer with a passion for science education and global learning. With experience teaching in diverse settings across the Middle East and Asia, he specializes in creating engaging STEM programs and supporting educators in building inclusive, student-centered classrooms. A lifelong learner, Adam also shares his reflections and resources through his LinkedIn newsletter, Teach and Travel Edu.
Fun fact: He once tried stinky tofu in Changsha, China—and loved it!
Back to School Initiatives Part 2: Navigating the Ever-Growing List of New Demands in International Schools
As another school year begins, international educators find themselves preparing not only for teaching and planning but also for a host of new initiatives and requirements. From evolving curriculum frameworks to mandatory training and accreditation cycles, the list seems to grow longer each year.
In many cases, these new demands stem from government regulations in the host country — procedures like updated child protection policies, new building safety protocols, or mandatory professional development. Administrators must fit these non-negotiable items into already packed yearly schedules.
But beyond mandatory requirements, schools often introduce new programs and initiatives in pursuit of improvement, innovation, or alignment with global best practices. When combined with daily teaching responsibilities and existing commitments, this can create significant pressure on teachers and administrators alike.
So what new initiatives are international schools focusing on now?
• Many international schools are implementing the Managebac platform, streamlining planning and reporting processes. Our site now has 116 comments from educators sharing insights and frustrations about integrating this tool into daily workflows.
• Accreditation remains a major priority, with 640 comments on ISC describing how the process unfolds in 399 different international schools worldwide. It’s a demanding process requiring extensive documentation, collaboration, and evidence gathering.
• Many schools continue to adopt new curricular frameworks. There are now 53 comments discussing training for the Common Core, as well as 69 comments about experiences with IB workshops and certification processes.
• Beyond curriculum, schools are launching new initiatives around areas like DEIJ (Diversity, Equity, Inclusion, and Justice) with 16 comments, social-emotional learning programs (6 comments), technology integration (7 comments), and sustainability projects (13 comments) — all requiring time and training from staff.
And the list continues to grow…
How can staff and administration balance these new demands without becoming overwhelmed? As one ISC member wisely shared about their experience at United Nations International School (Vietnam):
“There needs to be a conscious adoption of a ‘less is more’ ethos.”
Fortunately, International School Community helps educators stay informed and connected. Our website includes a dedicated comment topic on “Recent things that the school has taken on (i.e. new curriculum, specific professional development, etc.).” As of July 2025, there are now 1255 comments from experienced international teachers sharing candid reflections on how these changes have impacted their schools. Here are a few of those submitted comments:
“Childsafeguaring courses with TES (ICMEC) was new this year as this aligns with what WASC has recommended for the school. There are many courses offered and teachers were required to take 3 certificate courses. Also, ISS professional development courses were also offered to teachers this year…” – Ayeyarwaddy International School (Mandalay, Myanmar) – 149 Total Comments
“During this year, the school has been preparing its teachers to implement the Leader in Me program, which is based on The 7 Habits of Highly Effective People by Stephen Covey. In the first semester of 2025, teachers received training on the fundamentals of the program, and by the end of the second semester, they began teaching it to students in both the Elementary and Secondary School…” – Colegio Internacional de Caracas (Caracas, Venezuela) – 14 Comments
“Each academic year, the curriculum committee reviews the content of the current curricula, with significant contributions from the Head of Department and/or staff responsible for specialized areas. These curricula include not only individual subjects but also broader cross-curricular educational areas. Through reflection and renewal, the school stays dedicated to consistently enhancing a forward-thinking curriculum…” – Shrewsbury International School Hong Kong (SHK) (Hong Kong) – 13 Total Comments
“The school has switched back to MAP testing for K and up under the new leadership. They are now veering away from inquiry and any semblance of pursuing PYP, having declared that both Toddle and Managebac will be replaced with a unified SIS like Alma. This is the first year in many years that there will be no Grade 5 Exhibtion…” – International School Eastern Seaboard (ISE) (Chonburi, Thailand) – 45 Comments
“Concept-Based Inquiry is a widely accepted approach, and each teacher is expected to complete professional development and design units accordingly…” – International School of the Hague (The Hague, Netherlands) – 86 Comments
“Led by our head of school and new IB coordinator, ASM is looking into creating a new diploma that can run side by side with IB, not require hiring a lot more staff. This diploma would allow students who are not interested in pursuing the IB find the space in their schedule to follow their interests. We are not doing it alone; we have joined a consortium of 90 other schools who realize the IB is not for every student…” – American School of Milan (Milan, Italy) – 104 Comments