The Unique Needs of Small International Schools in Difficult Locations

As the former head of three small schools, two in Africa and one in Eastern Europe, I know only too well that while small schools often share the educational vision of their larger brethren, planning for success in small schools is vastly different. I often sat in workshops where the presenter might say, “Have your HR department look into…” and I would think, that would be me! In many small schools in difficult locations, the head of school is often the business manager, the admissions director, the facilities manager, and the educational leader all rolled into one. It is a demanding role.

In the world of global education, small international schools operating in difficult regions, such as parts of West Africa, Central Asia, or post-conflict zones, face a distinct set of challenges that demand subtle and context-sensitive approaches. These schools often serve expatriate families, aid workers, diplomats, and local communities seeking international curricula. Their size, location, and resource constraints make governance, strategic planning, and financial sustainability far more complex than in large, well-resourced institutions.

Effective governance is the backbone of any successful school. In small international schools, especially in hardship locations, boards often consist of volunteers with limited experience in educational oversight. These boards may include parents, embassy staff, or community leaders who rotate frequently due to short-term postings. Small schools need to make a strength of their smaller, more informal boards. This makes the Board-Head relationship all the more important.

Key governance needs include:

• Onboarding and training. New board members require rapid orientation on roles, responsibilities, and legal obligations. Tailored training programs delivered virtually or in person can help build governance capacity.

• Clarity of mission and scope. In volatile environments, boards must align around a clear mission that balances international standards with local realities. This includes defining the school’s identity (for example American, British, IB, or IPC) and its role in the community.

• Succession planning. High turnover among board members and school leadership necessitates strong succession strategies to preserve institutional memory and continuity.

• Crisis governance. Boards must be equipped to respond to emergencies such as political unrest, health crises, or infrastructure failures with agility and decisiveness.

It is unrealistic to think that the boards of small schools in challenging locations should operate like the larger, corporate-style boards of schools in more stable parts of the world. The collegiality and informality of small school boards can instead be a strength to be developed.

Good governance in international schools hinges on adaptability, clear communication, and a shared understanding of strategic priorities. Unlike large schools in stable regions that can afford to plan for innovation and expansion, small schools in difficult locations often need to prioritize survival and sustainability. Strategic planning must be both aspirational and grounded in the realities of limited resources, staffing challenges, and external volatility.

Strategic priorities often include:

• Enrollment stability. With small student populations, even minor fluctuations in enrollment can impact viability. With international aid cutbacks in many nations, enrollment and financial stability have become even more pressing. Plans must include marketing strategies, community engagement, and flexible admissions policies.

• Staff recruitment and retention. Attracting qualified international teachers to hardship zones is difficult. Strategic plans should allocate limited resources to maintaining or developing packages that support the recruitment and retention of motivated, high-quality educators.

• Curriculum adaptation. Schools must balance international standards with local constraints, such as limited access to lab equipment, the lack of trained specialists in the community, and limited internet bandwidth. Hybrid models and creative scheduling can help.• Infrastructure resilience. Strategic planning must account for unreliable electricity, water, or internet. Investments in solar power, backup systems, and low-tech learning solutions are often essential.

• Community trust and cultural sensitivity. Building strong relationships with local families, authorities, and staff is critical. Strategic plans should include outreach, transparency, and culturally responsive practices.

Small schools thrive when intentionally designed to support personalized learning, teacher collaboration, and targeted interventions. Even within constrained circumstances, small schools can leverage their intimate, friendly, family feel while continuing to provide a world-class education.

Financial sustainability is perhaps the most pressing concern for small international schools in difficult locations. With limited tuition revenue, few donors, and high operating costs, financial planning must be meticulous and creative.

Key financial planning strategies include:

• Multi-year budgeting. Schools should develop rolling budgets that account for currency fluctuations, inflation, and emergency reserves. At the same time, they must recognise the uncertainty inherent in long-term planning in volatile environments.• Cost containment. Strategic staffing models such as multi-level classes, virtual special education support, shared services like contracted HR or finance functions, and lean operational practices can help reduce overhead.

• Transparent financial reporting. Boards and stakeholders must have clear visibility into the financial health of the school. Many schools present an overview of the school’s financial position at an Annual General Meeting with the community. This builds trust and support informed decision-making.

• Contingency planning. Financial plans should include scenarios for sudden enrollment drops, political instability, or donor withdrawal.

In some cases, small schools may benefit from joining regional consortia or networks that offer shared procurement, training, and advocacy. These partnerships help schools punch above their weight.

Ultimately, the success of small international schools in difficult locations depends on the resilience, creativity, and commitment of their leaders and communities. Heads of school often wear multiple hats: educational leader, HR manager, facilities coordinator, and crisis responder. Boards must support them with empathy, strategic clarity, and practical tools.

Investing in leadership development, peer networks, and mental health support is not a luxury. It is a necessity. These schools operate on the front lines of global education, often in places where stability is fragile and hope hard-won.

Small international schools in challenging regions are not miniature versions of large institutions. They differ fundamentally in structure, purpose, and vulnerability. Their strategic planning must be simple but robust, their governance agile but principled, and their financial models lean but resilient.

By embracing their unique context and investing in thoughtful governance, strategic foresight, and financial discipline, these schools can not only survive but thrive.

From strategic to financial planning and governance and beyond, Sage understands the needs of small schools and can offer support. The life of the small school head, often a leadership team of one, is undeniably a lonely one. Sage can provide experienced thought-partners who understand the challenges, as well as the dreams and joys, that they face.