While most teachers understand the importance of relationships, the challenge when a student arrives mid-year is building relationships quickly and meaningfully in an already established class - and in a setting where children may not share the same native language.

But a few small, intentional actions can help new learners to feel settled from the very first day.

Helping pupils starting mid-year to settle

1. Get everything ready

Preparation begins before the student arrives. A classroom that looks ready for them sends a message that they belong.

I make sure their books are labelled, their desk and chair are set up, their name is displayed and their birthday is on the class calendar. These small details show that the student is expected and valued.

Behind the scenes, it’s important to check key information such as allergies, medications or learning needs, and to review the admissions data for language ability. This means you can plan tasks and discussions at the right level so a student feels confident rather than overwhelmed.

2. Learn before you teach

Before the student’s first day, I contact the office for information so I can build a picture of them.

I read in their student folder about any hobbies, interests and learning preferences, using this information to create natural openings for conversation in class.

Knowing that a child enjoys football, art or music, for example, gives me ways to include them meaningfully and to personalise their early experiences.

3. Choose the right buddy

A buddy system can make the biggest difference when used thoughtfully.

I speak to the buddy in advance, choosing someone calm and empathetic who has a good level of both the languages required - in our setting that’s Thai and English.

I also look for shared interests between the two pupils, which helps conversations to flow naturally. The buddy often benefits, too, developing confidence and a sense of responsibility.

I check in with both regularly to ensure that the pairing is positive and supportive.

4. Build belonging daily

In the early days it’s the small interactions that matter most - greeting the pupil by name, checking understanding and noticing their efforts.

You don’t need to be their favourite teacher or their friend, but being present for their academic and emotional needs helps every child to feel they truly belong.

5. Engage with the parents

Do not forget the family. parents of a new pupil are often just as unsettled as their child, especially if they are navigating a new country, instructional language or education system. Their main worry is often simple: did my child settle, and did they make a friend?

The first interaction with a parent is crucial, so aim for a warm, proactive welcome with a positive check-in soon after the student starts.

By mentioning a specific positive observation, how quickly the student engaged in an activity or who they sat with at lunch, you can proactively offer that vital reassurance and immediately establish yourself as a reliable point of contact.

Feeling part of the community

Many international school students can change setting several times in their education.

While you do not need to be their favourite teacher, you do need to be a reliable, consistent and welcoming presence. That is not always easy when you are stretched and feeling the pressure, especially at certain times of the year.

But helping pupils to belong in school is vital to help them settle and feel part of the community. And with that comes the ability to engage, learn and enjoy school - something everyone deserves.

Steve Whyley is homeroom teacher and maths lead at an international school in Bangkok, Thailand

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