By Stephanie Halliday, Assistant Head of Key Stage 5 & IB Coordinator, Garden International School Rayong

As the world becomes ever more interconnected, the choices are endless for students: a different campus on a different continent for each year of study, a brand-name university abroad, a dual honours degree, a year out or step directly into the world of work.

With possibilities multiplying, students are increasingly expected to make complex decisions about their futures when they graduate from secondary education, yet time for career guidance at school continues to be squeezed. 
This led me to ask: How could I build in more support in the final two years of school to ensure students are equipped to make confident, informed choices about what comes next?

 

Concept

The Team Around the Graduate was built in response to this challenge. It follows the guidelines of the Gatsby Benchmarks and is informed by the CIS Educational Transitions Framework (ETF), adapting both to our local context in a Thai international school.

The initiative focuses on students in Years 12–13, bringing together experienced staff from across the school to deliver a coordinated and student-focused approach to careers education that links curriculum learning to careers. 
Rather than positioning career guidance as an add-on with careers counsellors, the programme embeds meaningful, employment-focused conversations throughout everyday school life.

By drawing on the expertise of teachers, support staff and external professionals, the programme ensures that students receive guidance from a wide range of perspectives, and the team develop a more comprehensive understanding of each student's aspirations and motivations
By providing opportunities for regular student input throughout their final years, staff are able to implement more targeted interventions and guidance, leading to more informed and purposeful student decision-making.

This work also aligns the CIS Educational Transitions Framework with our learning environment, embedding a culture of transitions-care within the school system to better support students.

 

Who is involved?

The careers team leads the project, delivering dedicated sessions designed to expose students to a variety of possible pathways.

The sessions encourage students to reflect on their hopes, dreams and aspirations, while also considering the practical realities that shape their options, such as finances and local infrastructure aligned with their personal lifestyle and hobbies.

The goal is to help each student identify a future pathway aligned with their goals and build alternative backup plans, following completion of their examinations—aligning closely with the Purpose & Pathways in the CIS Educational Transitions Framework by helping students connect personal aspirations, values, and strengths with realistic future opportunities.

 

 

The programme extends far beyond the careers office. A range of school staff and members of the wider community contribute to the initiative at different stages, as follows:

 

The programme: Basics

• Students meet individually with trained careers counsellors who have up-to-date knowledge of the full range of future pathways and labour market opportunities.
• Parents are regularly invited to information sessions and can meet with counsellors regarding pathways for their children.
• University fairs and visits are organised for both local and international higher and further education institutions, giving students direct access to admissions representatives and information on study opportunities. 
• Location and finances are explored as key parts of the pathway to encourage students to consider the practical aspects of transition, including relocation, cultural adjustment, accommodation, financial planning, and independent living, reflecting the Relocation element of the CIS Educational Transitions Framework. 
• Gap year and work opportunities are supported by the school, enabling students to gain practical exposure to professional environments following completion of secondary education, such as teaching placements in the local area.
• External speakers are invited to share their professional experiences and provide insight into a variety of industries at careers days.

 

The programme: Advanced

• Head of year, Head of Inclusion, Careers Counsellors and Socio-Emotional Counsellors meet regularly to review individual student needs, develop intervention and support pathways to address the needs of each young person, ensuring they feel emotionally supported and ready for the transition.
• Tutors regularly use their scheduled sessions to discuss students’ plans for the future, asking about their applications, testing dates (e.g. SATs, IELTS, or international examinations), and directing them to in-school experts.
• Educators and subject specialists support students by discussing career pathways within their disciplines, encouraging students to ask questions about how academic subjects translate into professional roles and pathways.
• The English Language Department leads sessions focused on personal statement writing and CV development, equipping students with the communication skills needed for university and job applications.
• Tracking sheets provide students with relevant questions about their next steps and give them a central place to document their journey for school staff to facilitate meaningful discussions.
• Library staff provide workshops on research skills, helping students locate and evaluate information, which allows them to investigate potential universities, courses and careers more effectively.
• Weekly drop-in sessions with careers counsellors allow students from Year 10 upwards to ask questions outside their timetabled classes.

 

The impact: Building student & staff knowledge

By making this structured programme part of school culture, the Team Around the Graduate ensures that career exploration becomes a sustained and intentional part of students' education while supporting the key elements identified within the CIS Educational Transitions Framework: Well-being, Purpose & Pathways, Learning Environment, Relocation, and Connections & Belonging.

Students are encouraged to take conversations outside the careers office and reflect on their strengths, interests and personal circumstances, while exploring opportunities whenever they are ready.

This shared approach not only broadens students’ perspectives and strengthens relationships between students and teachers, but also ensures no student is left without tailored advice and support on options that suit their personal circumstances, linking to the CIS Educational Transitions Framework on Well-being, supporting emotional readiness for successful transitions.

Staff, in turn, have more information to share about individuals: Heads of year reviewing whether or not university entry requirements are attainable, socio-emotional counsellors advising on tackling tough parent conversations, geography teachers sharing career information about working with the UN, and careers counsellors receiving suggestions to support individuals from tutors. 
This shared knowledge empowers everyone in making better decisions. Linking to the CIS Educational Transitions Framework Connections & Belonging strand, it ensures students are supported by a network of trusted adults who contribute to their decision-making and transition planning.

Last year, 92% of students went on to further education or employment, including the school’s first acceptance at the University of Oxford, and this year, 94% of students are on track to enter education or employment.

Through this collaborative model, careers guidance becomes more relevant, accessible and meaningful, supporting students not only in identifying future pathways but also in developing the well-being, sense of belonging and practical readiness required for successful transitions beyond school.

Related resources & activities For everyone: (5-min read + activity) Build a shared transition pathway, not a handover. Use the second activity in this blog about the shared solutions of schools and universities working together to take a structured approach. Define your goal (earlier, more consistent support) > Map current services and gaps > Identify who to involve > Clarify your output > Agree on signals of success.

 

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Related resources & activities

 

For everyone:

(5-min read + activity) Build a shared transition pathway, not a handover.
Use the second activity in this blog about the shared solutions of schools and universities working together to take a structured approach. Define your goal (earlier, more consistent support) > Map current services and gaps > Identify who to involve > Clarify your output > Agree on signals of success.

 

For those of you working at a CIS member school or university, and therefore with access to the CIS Portal:

(1-hour watch) Hear about our latest research from Jane Barron, CIS Transitions-Care and Mobility Consultant who led the analysis of more than 230 articles about strengthening educational transition support for international students. The work formed the foundation of our CIS Educational Transitions Framework. You'll also hear perspectives from Amsterdam International Community School and the American University of Rome, and a Q&A from participants. Go to the CIS Community Portal > Educational Transitions > Secondary to Higher Education Transitions Support Pack > 'Research' section at the bottom of the page.

(40-min read) Dive into the research. Explore these five key takeaways in depth:

• International students need tailored support. Their needs vary widely, so one-size-fits-all approaches fall short.
• Five support areas matter most: well-being, purpose and pathways, learning environment, relocation, and belonging.
• Five guiding threads strengthen support: cultural context, inclusion, student agency, competency development, and digital transitions.
• Support should start early and continue over time. Effective transitions begin before arrival, not just at orientation.
• Schools and universities should work together. A joined-up approach improves continuity of care and student success.

Go to the CIS Community Portal > Educational Transitions > Secondary to Higher Education Transitions Support Pack > 'Research' section at the bottom of the page.

(1-day in-person workshop) Take your learning further in-person—Join the Bridging the Gap Workshop in Prague on 18 November. We'll bring together school guidance counsellors with university professionals to explore transitions-care, student well-being, belonging, and cross-cultural adjustment. Leave with fresh insight from real-world examples, stronger understanding of your field, and practical strategies you can apply to better support students’ move to higher education.

(5-week course) Explore the transformative power of positive transitions-care, enabling you and your school to share effective strategies across departments, anticipate transitioning students' needs, and foster resilience. Five-week course: 5 October–10 November. Go to the CIS Community Portal > Events.

(Long-term tool) Assess the strength of your transitions-care programme using the CIS Educational Transitions Self-Audit Tool. We recommend first reflecting on the Educational Transitions Framework elements, threads, and their implementation. Then, use the tool to identify areas of strength and development. Go to the 'Evaluate' section of this CIS Portal page.  Go to the CIS Community Portal > Educational Transitions > Secondary to Higher Education Transitions Support Pack > 'Evaluate' section towards the bottom of the page.