How to broaden definitions of success for students and parents

Having worked at international schools in five different countries, I have worked with a variety of students and their families, all with different definitions of a “successful” future. Some are striving for financial success, others aiming for the top-ranked university, others seeking athletic or artistic endeavours and some are on the search for best-fit destinations to build a business or a family and set up a new home post-graduation.

No matter the definition of success, I think it is important for a student’s well-being and overall happiness to be at the forefront of the conversation. What might be a best-fit option for one student is different for another, and I am a firm advocate that every university is “top” in their own merit, and each is a best-fit for the students they serve. 

University information night 

One thing I have done at all the international schools I have worked at is a university information night. I usually do this in the third or fourth week of school. I put together a presentation for students in grades 9 to 12 (in larger schools, we have done a specific senior night separately), inviting their parents to attend as well. I always find it helpful to have parents in the room with the students so they are on the same page. 

At this event I provide an overview of the application process, sharing tips and tricks for the seniors about how to apply, and demonstrating what is to come for their younger peers. 

I share data, fast facts, grade-specific information on how to make the most of high school, and case studies of our alums to showcase to students and parents how people who were once in their shoes have gone on to build their careers, hobbies, families and beyond.

I walk away from this event with those families I work with feeling grounded in the process and understanding that ideas of success vary from student to student and are not guided by trends. 

University fairs and career workshops

Another event I hold each year is a university fair with career workshops. Most international schools host university fairs, so this is common, but while I have the universities on our campus I like to include them in the conversation to help with these tough conversations with students and parents. 

So I also ask them to host various workshops covering topics such as typical careers business or engineering students have gone on to do. Once at an educational conference I learned that about 89 per cent of Fortune 100 CEOs graduated from non-Ivy League institutions – proving that success is not often equated with name-brand; rather, it goes back to the actions students take that can get them to their successful destination. 

I find it helpful for universities to reinforce this narrative so that it comes from all angles and underscores the importance of success being different for everyone.

Tapping into teachers as resources 

I have also found it helpful to utilise the school faculty and staff around me to help with these conversations on other occasions. One example from earlier this semester was a “reverse university fair”, where we took the last hour of the school day and had teachers stand at tables representing the university they graduated from (while repping their favourite t-shirt, hoodie or other swag items).

They showcased to students and parents what their experience was like on their campus, talked about their previous jobs before becoming a teacher, and helped spread awareness of universities that are not always in the typical pool of names to which students are drawn. 

It was eye-opening, because our faculty all have success stories of their own achievements, and students and parents alike took a lot of value from these conversations. I encourage other schools to consider this option (and to let me know how it goes). 

Parent feedback on this process

“The university fairs were extremely informative; it opened our eyes to international colleges we hadn’t considered before. Attending the workshops provided clarity on the application process, too. I really appreciated the opportunity to engage directly with university representatives from around the world. Our daughter returned from these sessions more focused on her academic goals and college selection.”

“Phillip’s initiative in organising these fairs and workshops demonstrates a genuine commitment to student success. His incredible support and knowledge have given us great peace of mind, knowing that our daughter will make the right choice when selecting her university. His expert guidance and personal dedication have been invaluable throughout this process.” 

Skills assessments 

We also use lots of different skills assessments, personality quizzes and aptitude tests to help students dive deeper into what they might wish to study or what jobs they would potentially consider. There are many free ones online (16 Personalities, others built into platforms such as Unifrog etc), and others with small fees that students could consider. 

These are really helpful for the student with no idea how to get started, but then I have found that attending the various information sessions, university and career fairs, and other topical workshops throughout the year allows them to dive deeper into their plans for the future. 

Then, when we get to the 1:1 meetings for students, the conversations really take off, and students feel set up for success as they seek out what their best-fit success story looks like for them.