Why one family’s perfect school may not be quite right for another child

When choosing a school in Hong Kong, families have a wealth of information at their disposal outlining everything from curriculum content and pathways to language options, clubs, community activities and educational philosophy. However, amid all these considerations, it generally comes down to one key question: not is this the best school by reputation or results, but is it the right place for this child? As both parents and teachers are well aware, finding a good fit takes time and thought. It means assessing how various factors will help each individual to thrive and understanding what it takes to inspire different talents and temperaments. “Families who are thinking carefully about fit tend to ask thoughtful questions about the school’s culture, values, learning environment and community,” says Câline Fonteneau, director of admissions at Hong Kong International School (HKIS). “Rather than focusing solely on academic outcomes, they are looking for a place where their child will feel known, challenged and supported socially and emotionally, and where the general philosophy aligns with their family’s goals and expectations.” During information sessions for secondary-age pupils, the discussions naturally touch on the HKIS AP (Advanced Placement) programme of college-level courses, university destinations and basic steps in the admissions process. Typically, though, there is just as much interest in daily schedules, transition support, after-school activities, opportunities to volunteer and how these contribute to the overall experience. “Our admissions process is designed to develop a holistic understanding of each applicant and their readiness to thrive at HKIS,” Fonteneau says. “We are interested in a child’s authentic developmental profile, learning needs and the way they approach new experiences.” The first few weeks of the school year are intentionally organised to help students build connections, establish routines and feel a sense of belonging. This provides a strong foundation for academic and personal success, and each secondary grade also has a pastoral care group leader to assist students and parents with aspects of well-being and navigating school life. “Finding the right balance is a priority for us,” Fonteneau says. “Research consistently shows that students thrive when they are engaged physically, creatively and emotionally. We realise too that a positive school culture benefits every member of the community and has a lasting impact far beyond the classroom.” At Korean International School (KIS), Anson Lam can view the matter of best fit for pupils from three distinct perspectives. She is a mother of two, a professional counsellor and the designated safeguarding lead at KIS, meaning she encounters relevant issues while at home, as an adviser and on campus. What interests her most is a school’s heart and soul, which includes its general atmosphere, signs of a safe and nurturing environment, whether teachers are kind and approachable, and how results are achieved without affecting the children’s happiness. “I expect parents to ask about the structure of our support systems and how the safeguarding and academic teams work together,” Lam says. “That tells me they are thinking long term and want to know their child will build good friendships and enjoy a positive school life where well-being and learning are equal priorities.” When advising families, she always encourages them to get a feel for the school’s culture as soon as possible. This can be by connecting with current parents or following KIS on social media channels to see daily life in action – extracurricular activities (ECAs), special events, pastoral care and smiles on faces. “The ‘best’ school isn’t the one with the highest cut-off score,” Lam says. “It is the one where your child wakes up genuinely wanting to go to class.” The common misconceptions she still has to address include the idea that a high-pressure, academically selective environment guarantees future success and the notion that a long list of ECAs inherently provides balance. “True balance is about depth, emotional well-being and quality of experience, not sheer quantity,” Lam says. “We must also be realistic about children’s niche passions, whether that is excelling in ballet or mastering the piano. The school provides essential exposure and encouragement, but going further requires specialist training from external experts. The primary focus at KIS is to give students a caring environment where they can develop unshakeable confidence, resilience and a love of learning.” For the International Montessori School of Hong Kong (IMS), known for its mixed-age, bilingual English-Mandarin classrooms and non-traditional approach, creating a good fit depends on respect for a core concept. That is, the belief that Montessori learning does not just happen at school, but is a way of life, with school and family coming together as a partnership to support the child’s all-round development. The shared values underpinning this include the view that every child is an individual who progresses at their own pace, and that long-term growth, curiosity, independent thinking and a willingness to embrace challenges outweigh test scores. “Parents want to see how we prepare pupils for transitions to primary, secondary and beyond, but also how our bilingual environment works for everyday learning,” says Sandy Tsang, head of admissions and marketing at IMS. “They ask about our routines, emotional support, and how we help children build self-discipline, focus and confidence in a mixed-age classroom.” The objective of workshops and campus tours is to show how structure and freedom for self-directed learning coexist, and that academic rigour is not about memorising worksheets, but ensuring pupils know how to learn and can reflect on and record their own progress. “Adjustment takes time, so we offer a multi-tiered support system with individualised scaffolding, manageable steps, peer mentoring and experienced learning support teams,” Tsang says. “Our teachers notice subtle behavioural shifts very early and look for continuous patterns over time rather than isolated incidents of anxiety, withdrawal or outbursts of frustration. When children feel safe and respected, their natural curiosity is unlocked and learning flourishes.”

Why one family’s perfect school may not be quite right for another child

.css-1c6uqr6{color:inherit;font-weight:inherit;font-size:inherit;font-family:inherit;line-height:inherit;overflow-wrap:break-word;}Beyond the rankings, results and reputation, parents must find the school environment where their child can truly thrive

Beyond the rankings, results and reputation, parents must find the school environment where their child can truly thrive