Belonging Consultation with Saigon South International School
Last week, I had the privilege of spending two inspiring days at Saigon South International School, working alongside students, staff, and parents to advance our shared commitment to Belonging.
I began by facilitating focus groups, listening to different perspectives across the community to understand how each group experiences belonging. These insights informed targeted strategy sessions with the Belonging Group and Senior Administration, where we assessed current structures, practices, and policies to guide efforts to cultivate a more inclusive environment grounded in dignity and respect.
I also facilitated workshops for parents and middle and upper school students where I provided research around the benefits of belonging, the negative impact of belonging uncertainty and harm, the critical role of belonging and intercultural competency for academic excellence, and specific challenges that international schools are currently navigating, particularly regarding identity-informed jokes based on a person's background.
The belonging framework goes beyond sugar-coating the challenges of these efforts. It actively engages the ENTIRE community in identifying and taking ownership of dignity infractions, not placing the onus on those who are most marginalized in our schools. Belonging provides multiple pathways for personal and institutional accountability while explicitly naming personal and collective benefits of creating an inclusive environment where everyone’s dignity is respected.
The experience culminated in an all-staff professional development session, which included:
Introducing foundational terms—belonging, intercultural competency, dignity, and respect.
Deepening empathy through reflective exercises on instances when we personally felt belonging or exclusion.
Sharing research from international schools in Asia, highlighting identity-related harm and challenges and the irony that many students in international schools lack the intercultural skills crucial for their academic and social success and struggle during the first years of university.
Presenting a framework that honors the host country’s unique history, culture, and values while fostering an environment where every individual feels valued, respected, and safe—especially those who are most harmed.
The highlights were many: engaging directly with students, hearing powerful storytelling in our staff session, celebrating the ongoing efforts of the Belonging Committee, and experiencing the eagerness of 120+ parents who attended and were committed to learning and supporting these efforts.
The personal warmth I experienced—from the community’s hospitality to a memorable home-cooked Indian meal shared by a Belonging Committee member—made this visit truly special.
Looking forward to continuing this partnership! Thank you, Dr. Catriona Moran, for your leadership and dedication.