The Cultural Shift in International Schools : Grades Vs Growth

In a recent interview with Bloomberg, I was asked about the closure of a small, lesser-known international school in Hong Kong, attributed— in my opinion— to poor governance. The reporter probed about the impact on expat families, to which I responded, “No impact.” This may seem blunt (who me? 😜)  but the stark reality is that if any expat families were enrolled at that school, they were likely in the single digits. This observation reflects a broader trend in Hong Kong’s educational landscape in 2025, particularly among smaller international schools. It also prompts a deeper reflection on the declining relevance of the “expat” label and the cultural shifts reshaping our international schools.

For nearly three decades, I’ve rejected the “expat” label personally. Having lived in Hong Kong for 30 years, I’m not a transient visitor; this is my home. Since founding Top Schools 13 years ago, I’ve consistently commented on the diminishing presence of traditional expats in international schools. The days of schools relying on expatriate families - typically Western professionals on temporary assignments - are long gone. Schools used to reserve places for children of these families, yet those days are long gone. A school, or indeed any business, that hinges its survival on this demographic is doomed to fail in my opinion. Hong Kong’s large, successful international schools have evolved, becoming less “international” in the traditional sense and more reflective of the city’s diverse, predominantly local, and increasingly mainland Chinese demographic.

This shift brings significant challenges. There’s a growing mismatch between what parents - the dominant group of local and mainland Chinese families - expect and what international schools aim (or aimed) to deliver. Many parents, shaped by an Eastern educational ethos, still do prioritise grades above all else. It's a stereotype that, unfortunately, prevails. Academic performance is seen as the gateway to elite universities and prestigious careers... whatever that means to them. They often make a plan based on 'dreams', however far fetched they may be. However, international schools, rooted in Western educational philosophies, adopt what I would call a “grades +” approach. They strive to support students in achieving their academic potential while fostering holistic development - critical thinking, creativity, emotional resilience, and global awareness. These schools aim to equip students with a compass for life, not a rigid map, recognising that the world students will navigate as adults is unpredictable and ever-changing.

This cultural clash is palpable. Local parents often view education as a linear path to measurable success, with a focus on rote learning and high-stakes testing. They will employ an array of tutors and consultants to supplement what they're learning in school. They leave nothing to chance. International schools, however, focus on enquiry-based learning, extracurricular opportunities and personal growth. For instance, a student at a top-tier international school might score 43 in IB Diploma Programme and be able to demonstrate experience in leading a community service project or competing in regional sports tournaments - all skills that employers today greatly value. These experiences build character and adaptability, but may seem secondary to parents fixated on exam results. Just ask a local rugby club how difficult it is to build an A team of children aged 13 and up! The tension in the air is evident. I still find myself discussing Ivy League and Oxbridge with parents of toddlers and, perhaps more worryingly, with parents of teenagers not achieving the grades their parents desire. 

Hong Kong’s international schools are adapting, but the question remains: how far can or will they go? Some have introduced more rigorous academic tracking to appease grade-focused parents, while others have started to offer bilingual streams to cater to Chinese families seeking English-medium education with a strong Chinese language program. Schools have tried - and continue to try - to boost their competitive sports. In one school, an enthusiastic Head championed a cricket program which failed dismally.  So we see traditional Western sports such as rugby and football replaced by table tennis, badminton, fencing and swimming. Yet, these adaptations risk diluting the very qualities that make international schools distinct. If schools lean too heavily into a grades-centric model, they may lose the “plus” that defines their value - the compass that prepares students for a global, uncertain future.

The closure of the small school discussed in the Bloomberg interview underscores the fragility of institutions that fail to adapt. Poor governance— whether through financial mismanagement, lack of strategic vision, or inability to navigate cultural expectations— can cripple smaller schools with limited resources. These schools often lack the brand recognition or financial cushion of larger institutions, making them vulnerable to enrolment declines. In 2025, with Hong Kong’s expat population shrinking and local and Mainland families dominating the international school market, smaller schools must carve out a clear identity to survive. They have a challenge to balance academic excellence with the broader developmental goals that attract diverse families, all while maintaining financial stability.

For expat families - the small numbers that remain - the closure of a small school has minimal impact because their numbers are negligible. The real challenge lies in how schools manage the expectations of their now-majority local and Chinese parent base while preserving the international ethos that defines them. Schools must communicate clearly that their “grades plus” approach doesn’t compromise academic outcomes but enhances them, preparing students for global universities and careers in a way that a singular focus on grades without the 'plus' cannot. 

Looking ahead, I'm genuinely unsure how Hong Kong’s international schools will manage this delicate balancing act. To honour their international roots while adapting to a local context, all without losing sight of their mission to prepare students for a world that demands adaptability, empathy, and critical thinking. The closure of one small school is a cautionary tale, but it’s also a reminder that evolution is inevitable. Schools that listen to their communities, align their offerings with diverse needs, and maintain strong governance will thrive. Those that don’t will fade into obscurity.