Deceiving Parents & Feeling Guilty

Every morning, as if she were the maître d’ at a 5-star restaurant, Dr. L, as she likes to be called, plants herself right in the middle of the school’s impressive Romanesque, arched entryway, welcoming all who pass through with a hearty “Bienvenidos!” If you didn’t teach here, you’d get the impression you were entering a school to be proud of.

Dr. L’s office completes the charade. With its over-sized CEO-style mahogany desk and shelf after shelf of classroom textbooks, there’s an air of substance, longevity and high academia. Behind her desk, just far enough away so they can’t be easily read, an array of diplomas from foreign universities proudly grace the meticulously painted wall, each adorned with a shiny gold- or silver-embossed emblem.

In the classrooms it’s a far different story: Students share outdated texts and photocopies of workbooks. There is no curriculum, at all. We do our own thing here. Continuity from one grade level to the next is non-existent. Disciplinary support is an illusion. And, if a parent should ever ask to review the curriculum or the associated textbook, they are met with “The document is currently under revision.”

Looking a bit deeper: Parents have no idea the school’s software is of the glitchy, bootleg version. There is an intranet of sorts, but it’s down more than up. With a sketchy, slow internet, high school students bring laptops to class and use cell phones as hot-spots to connect to the internet through cell towers. The school is literally still in the dial-up age of technology.

If only parents knew the books in Dr. L’s office are promotional samples and that her diplomas come from online universities, as in, “Earn your doctorate in only 2 weeks” type universities.

Not included in the ‘potential client tour‘ of the school is the one old photo copy machine intended for use by the entire teaching staff. I’m allotted only “x” number of photocopies per month. After that, each copy is deducted from my paycheck (which, by the way, rarely arrives on time). Working here is like having one hand tied behind your back. If parents only knew…

At what point does professionalism cross the line into deception? I feel guilty hiding the truth about this place. I feel myself complicit in cheating kids out of a well-deserved education. This is my second year of a two-year contract (there will not be a third year). Colleagues and I have posted seething, yet truthful reviews to ISR but this only warns teachers, not parents. How do I warn parents?

Searching the web, I found sites hosting reviews of schools written by parents, for parents. It came as no surprise to find that from a parent’s point of view my school looks okay, if not pretty good. Parents comment on the professionalism of teachers and how supportive and accessible they find us. They talk about after-school activities and the tasty cafeteria food (an extra cost). They are impressed by the high marks their kids “earn.” If they ever found out they had been inflated by admin they would scream.

How do I get the word out to parents about this “hell hole,” short of telling them to read the reviews on ISR? How do teachers at a school like mine alert parents to the fact that what they think they are paying for and what they are getting are two different things?

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Would YOU Teach in a Country w/ Ongoing Human Rights Violations?

Hello ISR,

My conscience won’t allow me to teach where persons with political beliefs contrary to that of their government are imprisoned, even tortured. Likewise, I’m opposed to teaching in a country that suppresses freedom of speech, woman, and select religions. Countries that block and censor websites, including Google, are also not a ‘good fit’ for me. For example, friends tell me they need a VPN just to view ISR in China.

China tops my list of places to avoid, as does Saudi Arabia, Venezuela and Turkey. Would I visit these countries? Of course. Would I teach there? No! I was recently offered a position in Saudi and turned it down. I cannot be party to paving the future for the overly entitled kids of oppressors. As teachers, we are not there to effect societal change, and trying to do so only frustrates you and your students. At least that’s been my experience.

I’ve talked to teachers who feel teaching in a country, one which is actively violating the human rights of its citizens, provides them an opportunity to implant the seeds of democracy and humanity in those kids destined to become persons of influence in their societies. To the contrary, from my point of view, teaching children of the privileged cohorts of a suppressive regime clearly qualifies as aiding and abetting an enemy of democracy and human decency.

I did find a teaching position in Costa Rica. That’s after three unsolicited offers from schools in countries with politics that conflict with my values. It appears such schools have a difficult time finding teachers.

It would be much appreciated if you could open my comments up for discussion. I would love to hear opinions, personal experiences, and the stance of educators regarding this aspect of International Teaching.

Best Regards and Thank You,

Ms G. (ISR member since 2010)

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Maybe You Should Travel Light

Back in the day, before COVID changed everything, shipping personal & work-related possessions to a new school was, shall we say….an experience! In the seemingly never-ending age of COVID, the already murky waters of international shipping may have turned into an uncharted storm best avoided.

Consider the following:

1. Container ships are experiencing excessively long offshore waits to enter port. The average wait to unload at Long Beach, California, for example, has been just shy of 18 days. If containers can’t get in, yours can’t get out. Who absorbs the cost of a ship’s downtime at anchor?

2. Dock-side containers waiting pickup & delivery can sit for weeks, incurring storage fees of up to $300 per day. This because truckers are in short supply. It’s a no-brainer who absorbs that charge.

3. Empty containers are at a premium. The cost to rent one has skyrocketed instep with supply & demand. The price will surely be reflected in the final bill.

4. Oil prices are climbing worldwide, resulting in increased costs to operate ships, trucks & dock-side equipment.

5. Delays not only incur substantial additional fees but negatively impact the personal/professional lives of everyone waiting for much needed articles to arrive.

Prior to COVID, the international shipping business had a well-deserved reputation for “unforeseen fees” & paperwork ‘snafus’ that added up to a pricier move than originally quoted. Factor in today’s COVID-induced shipping loggerhead & your school’s shipping allowance could look like peanuts in comparison to your final bill. (See the ISR Discussion Topic: Don’t Get Burnt with International Shipping.)

A Solution:

International Schools which offer a shipping allowance normally allow that money to be spent at the teacher’s discretion. Avoiding sea shipments altogether & sticking to air may be the way to go. Air is by far & away more expensive, but if you seriously pare down your shipment, the essentials will arrive in time for the school year. For teachers returning home to their country of record, time may not be a concern.

At this milestone in the history of the pandemic, traveling light with just the essentials stuffed into a couple of suitcases could be the way to go. Household items along with living necessities can be purchased upon arrival using the unspent shipping allowance.

With new variants of COVID bursting onto the scene, the shipping industry could suffer increasingly costly setbacks, most, if not all, of which will passed on to the consumer, YOU. Imagine leaving all your possessions behind due to an previously unimaginable cost to ship them home!

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New Year’s Resolutions, 2022

ISR banner

This New Year, and for the past 19 New Year’s, our Resolution at ISR has been and continues to be a commitment to providing Educators with a dynamic venue for sharing the ‘inside word’ on Schools around the globe. 

Wherever YOUR career goals may take you in 2022, ISR thanks YOU for making us YOUR go-to source for the information needed to assist in important career decisions.

Here’s wishing YOU the very best in 2022!

Could Age & Experience Be Disqualifying You?

This recruiting season, International Schools appear to be favoring young, less experienced teachers over not just aging educators (for whom it’s always been difficult to land a teaching position), but over experienced educators in general. WHY?

It’s now common knowledge COVID continues to take a financial toll on most all International Schools. Enrollment is down & remains uncertain. To survive, schools are cutting costs. This should explain why this recruiting season less experienced educators appear to have an advantage. It’s been said, “You can hire two newbies for the price of one seasoned educator.” Tough times & compromises go hand-in-hand.

Over the past 18 years ISR has visited the topic of discriminatory hiring practices in International Schools, from racism to ageism to sexual identity. This recruiting season, unlike any before, we’re learning seasoned educators, normally in demand, are sending out scores of resumes yet not receiving so much as a nibble. Where does this leave the rest of us?

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Anyone else getting concerned…?

Adapted from ISR Member FORUM

An ISR Member Writes:

Is it too early to start panicking? ‘Cause I’m kinda starting to feel a little panicky. A few nibbles so far, but no bites.

What ISR Members are Saying:

The interviews I have had were for Tier 2/3 schools in Thailand, Ukraine, Mozambique and Bolivia but I have blanketed the planet with my resume so I’m surprised at the lack of interest. One job offer from Thailand but at a wage that just covers my expenses.

Crickets. — I’ve also had the experience of seeing some of these schools I’ve applied to keep posting and re-posting their vacancy ads. I’M RIGHT HERE, PEOPLE…

You are not alone. I am also feeling worried, concerned, frustrated, disappointed.

I thought we were strong candidates – teaching couple, IB experience, international experience, etc. – and we’re at almost 30 applications out. A couple of one-way interviews, one zoom interview, which was refreshing, and a few friendly rejections. But mostly silence.

Same feelings going on in our household, too. We keep holding on to those well-wishers’ words of “it’s still early”, but yeah – definitely beginning to get a bit nervous. 

Omg, I’m also trying not to panic. 18 years teaching, 14 overseas, 9 in the PYP, and no one even wants to TALK with me! Is it that I’m not married? Is it so, so, so important to be married??!?

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China: New Taxes & Negotiating New Contracts

Adapted from ISR Member FORUM

With new tax regulations set to go into effect January 1, my school in China will begin TAXING benefits as if it were regular salary. Housing allowance, child tuition & yearly travel reimbursement could be taxed at a rate of 30% or more. That’s a solid hit on my paycheck!

Teachers were surprised to say the least. Due to China’s new tax regulations, contracts signed in March will soon have us earning less take-home than 2-3 years ago, despite raises. Our school is desperate to keep teachers, but many are moving on.

The non-taxable tuition for dependents & housing allowance was a BIG benefits package incentive. With that missing, along with continued border restrictions & the related insanity of government rhetoric, many of us feel the contracts for next year aren’t as attractive as they should be.

With this in mind, here’s a couple Questions for discussion:

1. What approach is your school taking to alleviate the new tax hits?
2. My school wants us all to stay, so what would be a good proposal to HR that would help keep us interested?
3. Have you heard of any bonuses or incentives other schools are offering in an effort to keep contracts attractive?

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Recruiting Scams to Rob You Blind

Caught up in the excitement of thinking you’re about to land an International Teaching position can cause even the most astute of us to cast caution to the wind. Scammers who prey on unsuspecting recruiting candidates are aware of this and use it to their advantage.

Recruiting through a reputable agency doesn’t guarantee you’ll love everything about your new school. It does, however, assure you won’t be the target of an elaborate scheme to steal your money.

A school that asks YOU for money is a sure sign you’re being scammed:

The process this ‘school’ uses to ‘hook’ unsuspecting international teachers and grab their money is: 1) gather information, 2) make a bogus offer to the teacher, and 3) ask for money for two months’ rent for an apartment at their location.

ISR recommends: Avoid schools that want you to send your passport and money under the guise they are getting your work Visa and/or apartment. Avoid schools that request money to arrange and send you air tickets. Avoid schools without a web presence and physical address you can verify on Google maps.

“Thank you to a fellow teacher who visited the school’s address and found NO school. It’s a good thing there is always someone out there who is looking after others.

A Classic Scam

Here’s how it goes: A thief purchases a URL (web address) easily mistaken for that of a well-known school. The next step is to clone the real school’s website onto the imposter site and wait to snare unsuspecting educators who apply for advertised jobs. Always do your due diligence no matter how legitimate a job offer may seem.

If you’re going it alone this recruiting season, keep your guard up. If your intuition tells you something isn’t right, it probably isn’t. If you’re feeling the least bit suspicious, post questions about a suspect school at the ISR Member Forum: Has anyone worked at ‘such and such’ a school?’ Word gets around fast in the International Teaching Community so someone is sure to know the bottom line. Don’t take chances with your safety and your career!

International Educators Keeping Each Other Informed
is What International Schools Review is All About!

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What to Make of Schools with Few Reviews

Most International Schools reviewed on ISR have scores of current & historic Reviews, while some other schools are meagerly represented by old, outdated Reviews. Why are there no current Reviews of some popular schools?

One scenario could be teachers are simply not posting Reviews of these schools. This is possible but not probable. A more likely scenario would be a gag-order has been incorporated into teachers’ Contracts, or maybe the school has taken to threatening teachers with legal proceedings should they be identified as writing an ISR School Review. If you are new to International Education, this may sound far-fetched. But beware…It is not!

Witch-hunts led by school-appointed attorneys are nothing new in response to an honest, yet negative School Review. Much like an inquisition, teachers are called in one at a time, interrogated & offered a degree of leniency if they ‘confess’ to being the author. Of course, this isn’t always the case but it is a possibility as commented upon in a number of school Reviews.

The following 4 ISR Discussion Topics from previous years take an in-depth look at why Reviews stop posting. ISR invites you to join these conversations:

Why Reviews Suddenly Stop

Hello ISR, I am checking out a school in Kuwait and I see that the last posting year was 2011. Am I missing something or is this really the last entry you have about this school? Read more…

Do NO Reviews Mean It’s Okay to Go?

A school I worked at didn’t have reviews because the admin were SO powerful, teachers were scared to post their views. We would all talk about the lack of ISR reviews and about how we should have the guts to do something to let prospective teachers know the truth.  Read more…

Gag Order: Silence Isn’t Golden at Our School

He, (the director) stressed that our school supports freedom of speech. And yes, the school encourages teachers to speak the truth, but NO! … not on ISR!! … which he claimed is nothing more than a pack of lies from disgruntled losers. Read more…

Suspiciously Silent

I couldn’t find a review of a school in Myanmar that has been around awhile. When I interviewed, I should have followed my instincts that something was off with the principal. The teacher who was leaving emailed me to warn me about the place and the admin but I thought it was sour grapes. It was and still is, the most dysfunctional and unpleasant school I have ever encountered, in so many ways. Read more…

Help Me Find a Top-Tier School

To my knowledge, there is no agreed upon criteria for what constitutes a Top-Tier School. I imagine if my current school were 180 degrees different than how it is right now, it would stand as a symbol of Top-Tier-ness. At this point in my career, I unfortunately know all too well what a Top-Tier School is NOT...

Obviously, there’s more to a Top-Tier School than meeting teachers’ basic needs. Getting paid on time and receiving administrative protection from parents of overindulged brats who blame their child’s academic failures on everyone but themselves, should be a given. Diversity, standardized tests, accreditation, professional development, facilities, materials and much, much more certainly belong on a Top-Tier checklist. However, when teachers’ basic needs are not met, as in my current situation, it’s hard to prioritize much else.

Experience naturally influences each of our perception of what makes a Top-Tier School. And even if there were an agreed upon list, it would no doubt be skewed priority-wise in regards to what’s most important to each individual. In my current situation, my priority this recruiting season is finding a School that does not abuse their teachers, as evidenced by ISR Reviews. Everything else should then fall into place, moving down a list of priorities.

Your Tier-2 School may well be another person’s Tier-1. Do you have a short/long list of priorities? What indicators tell you a school is a GO? What sets off alarm bells? I could use some help this recruiting season separating the real Top-Tier Schools from those masquerading as such. I do not want to be fooled again!

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Is Going International Still Worth it?

Ask any International Educator and the chances are good they’ll tell you the most compelling reasons for going international is the potential for nearby travel adventures, total cultural immersion, and the opportunity to form new friendships with colleagues, parents and host nationals, alike. Considering COVID has all but put an end to this, the question remains: Are the sacrifices you make to go international still worth the costs it can impose on your future?

An ISR Member Comments: Upon returning to my home country it took 3 full years to be employable again. Employers simply do not take international teaching seriously. Although some acknowledge intercultural skills could have been developed, most just see the overseas experience as a flight risk and an experience that is less relevant and verifiable.

It has been a difficult journey and one I will never recover from financially. All those years of working for meagre pay and not paying into my national pension plan will leave me working until 70 at least. Now, I’m working under people much younger than me. Most of my friends are earning 6 figures and well invested in local real estate, while I am entry-level and renting a shabby apartment.

Would I do it all over again knowing how difficult it would be to reintegrate, and knowing what I was giving up for my future? Maybe. Would I do it now, though, with all the restrictions due to COVID? Not a chance in hell!

Consider the following:
Schools are indiscriminately breaking Contract due to low enrollment. Closed borders are preventing teachers from leaving their host country because reentry is/may be blocked. Scores of teachers have not seen family or friends for more than 2 years. Quarantine requirements at open borders can make leisure travel to neighboring countries prohibitive. Social distancing makes cultural immersion and forming new friendships all but impossible. Lastly, but certainly of utmost consequences, virtual teaching from a hotel room, as a number of international educators have reported, is not an International experience.

ISR asks: With a global pandemic diminishing the essence of the International Teaching experience, is going International still worth it?

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‘Mandatory Vaccination’ Schools

An ISR Member writes:

Hi all,

I’m trying to gain a bit of perspective on which International Schools are requiring vaccinations for current and/or new teachers attempting to gain employment. Also, if someone declined to be vaccinated or reveal their vaccination status, would that significantly inhibit their job prospects? What is the current situation in your school/country?

In Taiwan, unvaccinated teachers (at my school) can continue to work as long as they provide a negative test once a week, usually at the expense of the teacher.

P.S. I’m not looking to ‘release the hounds,’ so please keep it civil. We’re all worldly adults who can consider another’s perspective, right?

Thanks guys 🙂

ISR Members reply:

In Mainland China at my school, students age 12 and above, and ALL teachers, must be vaccinated – full stop.

All teachers in Pakistan must be vaccinated per government orders. They are also pushing through a mandate for students 15+, and 12+ will follow.

In Saudi you are not allowed any kind of public life at all without being vaccinated. Malls, SCHOOLS, grocery stores, etc. all require showing your government app with proof of vaccination on your phone before entry.

Vaccinations required in Singapore, Thailand and Indonesia to start. I have friends at schools in all three countries and the schools require vaccination as they reopen.

My school in Beijing does not require vaccinations…yet. If they ever do, it will be because it is a government mandate. The vast majority of expat staff have been vaccinated. I’ve been told most of the hold-outs are Chinese staff.

I can imagine lots of schools will prefer teachers to be vaccinated, so not being vaccinated or refusing to disclose your status probably will impact your chances of landing a job, although there will be plenty of schools that will not ask you about it.

Note: The preceding is transplanted from the ISR Member Forum where site Members will find 72 informative entries on this timely topic. See Mandatory Vaccination . GO to Member Forum

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Countries w/ Expected Teacher Exodus, 2022

An ISR Member Writes:

We have all heard about the potential Chinese teacher exodus due to closed borders, changing laws and many other changes. However, I’m expecting other countries will also have something similar. From my best understanding, the following may happen:

(1) Large teacher exodus from Singapore due to being stuck on a small island for 18 months. Of course – they will have no trouble getting people applying but I’m expecting a large turnover this year.

(2) Large turnovers in Malaysia, Vietnam and Thailand. I’m actually expecting many of these schools to have no trouble getting teachers, but high quality staff with international experience will be in shorter supply.

What do your tea leaf readings tell you to expect next year?

ISR Members Respond:

You might see an exodus of experienced older teachers from the UAE. International schools have been squeezing staff dry in terms of pay, contact time, extra-curriculars, inspections, etc. Even the younger, cheaper teachers are beginning to see it’s not worth the hassle here.

“I know some people are cutting their losses (or at least willing to) and plan on leaving China + SE Asia, entirely. People coming from better schools that I’m in touch with are even talking about taking a ‘year off.’ If you have enough savings and need to get back to family after 2+ full years stuck in a dystopia, why not?

“Expect an exodus from the 3 American schools in India. All have huge drops in enrollment as multinational corporations pull families out of the country, embassies and consulates doing the same.”

In Taiwan staff can return to my school after 2 weeks quarantine plus one week self management, effectively 3 weeks. This puts people off knowing that they will be stuck here for all but summer holidays.

You can already see the exodus from Vietnam in job postings. The government cancels your visa if you leave the country. Ho Chi Minh City is just now coming out of a total, military-enforced lockdown. Most schools are telling staff if they take holiday they won’t get back in. Some have not seen family in two years. The lockdown was brutal.

Note: The preceding is transplanted from the Member Forum where ISR Members will find 36 informative entries on this interesting topic. See Countries with Expected Teacher Exodus 2020. Go to Member Forum

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Are You Cut Out to Teach Overseas?

Moving abroad to fill an International School teaching position comes with a certain degree of apprehension. Change is never stress free. Ask any seasoned, well traveled International Educator and they will tell you they still may experience a bit of disquiet as they plan for life in a new locale.

There are pros and cons associated with everything in life. International Teaching is no exception. What one educator considers a deterrent to leaving home may strike another as a strong motivator.

ISR asked a group of Educators in the United States if they had ever considered going International and what prevented them from pursing the idea? Discounting reasons like a spectacular job or school-age children they couldn’t bring themselves to uproot, here’s a short list of what Educators said keeps them home:

  1. Language barrier
  2. Homesickness
  3. Feeling like an outsider
  4. Culture shock
  5. Foreigners may not be welcome / discrimination
  6. Missing my home country food
  7. Feeling like my life back home could be fading away
  8. I’ll be far away if my aging parents need me
  9. The weather might be depressing
  10. It could be more difficult to find a partner

ISR then asked a group of International Educators to share what motivates them to teach overseas.

Their answers, in contrast, to the say-at-home group are like day is to night. Here’s the Top 10 Reasons for going International:

  1. Learning a new language
  2. Opportunity to experience new cultures
  3. Making new friends
  4. Learning to adapt to new things
  5. Opportunity to try new foods
  6. Experience different ways of doing things
  7. Grow in character / overcome challenges / learn to depend on myself
  8. Leaving my comfort zone
  9. Travel opportunities
  10. Reassess my values

Clearly, what keeps one person home motivates another to make the jump! That’s not to say you can’t belong to the first group and make a success of the adventure. More than one educator has left home with one foot firmly planted in the say-at-home group and evolved into an embedded member of the make-the-jump group. How about YOU?

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Survey: Is Your School as Represented?

International Schools often times turn out to be as represented by their recruiting “team.” Other times, well … not exactly!

A problem arises when recruiters misrepresent their schools. The result can be unfortunate when a trusting new recruit soon realizes they’ve been duped. By this time, unfortunately, they’re most likely past the point of no return, unless, of course, they can afford to simply “walk away.”

Most ISR School Reviews are written by satisfied teachers who wholeheartedly recommend their schools. Not-so-positive School Reviews are written by teachers who ended up being mislead. Oftentimes such Reviews include statements like: I wish had taken the Reviews more seriously.

Excluding information from School Reviews, but taking into account interviewer’s comments, school- provided photos, videos, promotional brochures/presentations, ISR asks: To what degree does your school live up to how it was represented at recruiting time?

If your school meets your expectations based on how it was represented, Congratulations! ISR encourages you to take a few minutes and write a School Review. We all want to find the good schools. On the other hand, if the school failed to meet your expectations, a School Review will help colleagues make wise career choices.

Support your colleagues: Submit a School Review

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Schools w/ Super High Savings Potential

Compare teaching in the trenches of some third-tier school in a country often considered a hardship post, to spending your days on the beautiful, well equipped campus of a tier-1 school. Obviously, they share one thing in common: The job requires the same dedication to quality teaching. Something they share in stark contrast: They yield vastly different salaries. If you’re going to give it your all, why not get paid for it?

It’s been argued by convincing school Directors that salaries considered meager by US or European standards could well be fantastic in terms of the economy in which their school is located. This may be true and you probably could “live like a king” in that country on $2K US a month. But IF you have an eye on compiling substantial savings, you need to compare apples to apples and evaluate salaries in terms of what your salary and potential savings are worth back in your home country economy.

There ARE schools offering the kind of financial remuneration that allow teachers to sock away yearly savings of $80- $100K US while living a comfortable life style overseas. While obviously, a teaching couple can more easily realize the highest savings potential (banking one complete salary and the better part of the other), single teachers, too, can pull down big money at the right school.

ISR asks: Which schools currently offer savings potential upwards of $80K US yearly? If your school fits into this category, ISR invites you to Name your School and share with colleagues a little about your school’s salary, perks, etc.

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Stuck Overseas

If I knew then what I know now, I would’ve been reluctant to board the plane for China. Of course, I probably would have gone, but in a much more prepared state of mind. In my wildest dreams I could never have imagined a global pandemic suddenly keeping me and hundreds, maybe even thousands of International Educators from seeing family and friends.…for years.

In March of 2020, in reaction to COVID, China blocked entry to everyone but its own citizens. The academic year at my school ended 4 months later. My school warned teachers about the consequences of leaving the country. Some left anyway and got locked out. I’ve been in-country for just over 2 years to date.

Like so many of us in my situation, I miss family and friends. However, the cold reality is this: I have student loans, a mortgage, and other financial responsibilities. I can’t risk being unemployed, so here I am still in China, a prisoner to my finances. Virtual platforms have helped take the edge off the distance but a digital screen just can’t replace a shared experience like taking a walk or dining together.

At times I’m tempted to pack up and leave. My parents, uncles, aunts and grandparents aren’t getting any younger and heaven forbid one of them becomes gravely ill, or worse, passes. What then?

This is a predicament many International Educators are confronting, not just in China, and it may be comforting to many of us to learn how teachers in the same situation are adapting and coping in other locales. It would be much appreciated if ISR would include my comments in an upcoming ISR newsletter.

Thank you ISR for all that you do.

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