It was with a nod of recognition that I read Deirdre Grimshaw’s recent article on the culture shock experienced by teachers in international schools.

And this phenomenon is not confined to British educators heading overseas; the very same challenge is faced by the growing number of international teachers we welcome into our schools in England each year.

At King’s Group Academies (KGA) we have been actively recruiting teachers from across the globe for many years - a strategy that enriches our classrooms and ensures that we have a broad, resilient talent pool.

We currently have more than 40 overseas-trained teachers in our academies, from countries including South Africa, Canada, New Zealand, Jamaica, Spain, China and India.

While these educators bring fantastic skills and fresh perspectives, we are acutely aware that the move to England - with its new culture, education system and way of life - can be as daunting as it is exciting.

The “honeymoon period” is often followed by the same “three-month dip” that Grimshaw describes.

Helping international teachers settle in

To address this proactively, we have developed the Central International Teacher Induction (CITI) programme, a comprehensive support framework that begins the moment a contract is signed and continues throughout the critical first term.

Our support starts with practical, pre-arrival communication. Before they even board a flight, new colleagues receive a series of mobile-friendly handbooks covering everything from an introduction to KGA to specific guidance on settling into their new local area, UK teaching methods and safeguarding.

We also share “CPD Shorts” - blogs from our current international staff, providing authentic peer insights. A crucial step is a dedicated one-to-one online meeting a few weeks before arrival.

This is where we move from information to action, confirming that they have secured accommodation, booked airport transfers and have a plan for essentials like a UK SIM card and finances before their first payday.

This practical grounding is the first defence against early-stage anxiety.

Welcome day

Once they arrive, the real work begins. We know that school-level induction is vital, but it’s not enough on its own.

The core of the CITI Programme is the in-person welcome day, which brings together all new international colleagues for professional learning specifically tailored to their unique positions and experiences.

This is then followed by a series of specialist online training sessions delivered by experts from across KGA. These sessions are designed to demystify the UK educational landscape and directly tackle culture shock.

The programme’s content was created in response to research that involved asking our existing international colleagues about the challenges they faced upon arrival in the UK.

Informed by their experiences, we have a dedicated session on “Culture Shock”, which normalises these feelings and provides strategies for navigation.

This is complemented by sessions on “Teaching Terminology” and “Behaviour” trends in UK schools, which address the common pedagogical disorientation that can impact confidence and performance.

Furthermore, we cover special educational needs and disabilities (SEND), assessment methods (GCSEs and A levels) and career progression routes like converting to Qualified Teacher Status (QTS).

Sharing challenges and successes

The programme culminates in a “Reflections on Term 1” session, creating a safe forum for teachers to share challenges and successes, reinforcing the message that they are not alone.

For us, this structured, trust-wide approach is a vital addition to the work of our “International Dimension”, which promises “opportunity and success on a global stage” for all at KGA - staff as well as children.

Why do we do this? Firstly, it is a matter of wellbeing and professional efficacy. A supported teacher is an effective, confident teacher in the classroom. Secondly, it dramatically improves retention.

By anticipating the dip and creating a culture where saying “I’m not OK” is a sign of strength, we help our new colleagues to build a fulfilling, long-term career with us, protecting our investment in their talent.

In an era of persistent recruitment challenges, looking beyond our shores is not just an option; it’s a necessity. However, to do this successfully and ethically, we must offer more than just a job.

We must provide a structured pathway from apprehension to belonging. The CITI programme ensures that when international talent chooses England, they stay, they thrive and they enrich our school communities for years to come.

Louisa Perkins is international director at King’s Group Academies

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