EN – Harrow Appi

Resilience in Education: A Critical Competence for the 21st Century

Posted on March 31, 2026March 31, 2026 by Gloria

By Mr David Fitzgerald, Deputy Head Enrichment

In the rapidly evolving landscape of the 21st century, resilience has emerged as a critical competency for students to develop, influencing not only academic success but also personal and professional development. Resilience, defined as the ability to adapt positively in the face of adversity, equips learners with the skills to navigate challenges and uncertainties (Fergus & Zimmerman, 2020). As global issues such as climate change, economic instability, and social unrest become prevalent supranational features of this century, fostering resilience in educational settings is essential for preparing students to thrive and positively influence a complex and increasingly interconnected world (Berkel et al., 2021).

The importance of resilience extends beyond academic performance; it encompasses important emotional, social, and psychological dimensions. Research indicates that resilient individuals demonstrate better problem-solving abilities, higher emotional intelligence, and greater adaptability (Masten, 2021). These traits are particularly transferable, allowing students to apply their resilience across various life domains, from personal relationships to professional endeavors (Patterson et al., 2020). With this context, it seems pertinent that schools prioritise resilience-building practices to support the cultivation of well-rounded individuals equipped with the transferable personal and professional attributes to thrive in an unknown future world.

Despite this well supported rational, developing resilience within educational environments is a complex and challenging task. Utilising research and international best practice can provide an initial ‘direction of travel’ for schools to build their own independent approaches to developing the resilience of their students. However, advancing this concept into policy and practice poses a challenge to school leaders and teachers, causing an understandable hesitancy that can result in this important topic remaining towards the bottom of a long to do list.

One example of an evidence informed avenue for schools to develop students’ resilience is to systematically implement experiential learning approaches that engage students with the natural environment. To further develop the theme of outdoor learning, schools can explore outdoor learning through programmes of challenging adventurous activities or by integrating the natural environment into the curriculum. Activities that involve outdoor learning, including adventure-based programmes provide students with opportunities to face and overcome real-world challenges (Glover et al., 2022). Although each school possesses a unique demographic and access to the natural environment can be dependent on the institution’s location, budget, staffing levels, transportation availability and culture, there are approaches that schools could viably explore when looking to utilise nature to support resilience development.

For instance, participating in adventurous activities or team-building exercises in natural settings not only enhances interpersonal skills but also fosters a sense of belonging and community – both critical components of resilience (Miles et al., 2020). If adventurous or risk-taking activities pose implementation challenges, then schools can more simply embed programmes that take students outdoors for activities that encourage exploration and reflection, helping them build a resilient mindset. For example, nature-based therapy has gained traction in educational settings, promoting emotional regulation and coping strategies among students facing challenges (Hawkins et al., 2021).

Moreover, integrating nature into the curriculum through structured lessons has been shown to reduce stress and enhance psychological well-being, further supporting resilience (Bowler et al., 2022). This can be executed through (i) systematically planning outdoor learning activities that are built into the enacted curriculum, (ii) stimulating engagement with nature through environmental projects or (iii) planning a schedule of visits that enables a mapped engagement with the outdoors.

Resilience is an indispensable quality for students in the 21st century, offering vital skills for personal and professional success. Although there are many levers of change that schools can pull to advance student resilience, by incorporating strategies that utilise nature within educational frameworks, schools begin to reliably and effectively nurture resilience. Experiential outdoor learning that occurs through nature-based adventure and challenge, through curriculum delivery or through a thorough visits schedule, present as accessible starting points for schools to bring in resilience practices.

As educators, fostering this quality not only prepares students for the complexities of modern life but also empowers them to become proactive, adaptable, and resourceful individuals in an unpredictable world.

How are Harrow Schools in Asia Breaking the Mould on Mental Wellbeing?

Posted on March 31, 2026March 31, 2026 by Gloria

By Mr Peter Rogers, Head of Sixth Form and Teacher of Business and Economics.

Student well-being is an increasingly pressing concern in schools around the world. Within the Asian private school system high academic pressures, long school hours, and the intense focus on entrance exams makes this especially acute where these factors contribute to stress, anxiety, and mental health issues among students. Additionally, societal expectations for academic and social success place a heavy burden on young people which, in this post-covid world, is more evident now than ever. Contextually, with rising concerns around bullying and the effects of burnout, schools in Asia are increasingly recognising the need to focus on mental health support, creating a more balanced environment that promotes both academic achievement and emotional well-being.

Values, Enrichment and never settling for second best

What makes a Harrow School different from all the other schools out there in Asia?

“Key to education is the well-being of the student. If children are not healthy—mentally, emotionally, or physically—they are not going to learn effectively. Schools need to be environments where students feel safe and supported in all aspects of their development.”

Sir. Kenneth Robinson

The need for staff awareness and support of wellbeing in schools has never been more necessary than it is right now. For any teaching professionals out there, who have been through a mental health first aid course, you may be familiar with a principal often referred to as your ‘stress container’. The premise is fairly simple. Everyone has one. They vary in size depending on your level of resilience. The water flowing in from the tap above is your stress. The water falling through the drain at the bottom is as a result of those things that you do for the benefit of your mental wellbeing which includes exercise; meditation; mindfulness; healthy eating. And like it or not, if you don’t have the right balance, everyone runs the risk of overflowing from time to time. The consequences of which for adults, who typically possess just about the right level of self-awareness to recognise that they might need some support, even for them can be challenging. But for an adolescent without said life experience, the consequences can be disastrous.

Everyone works on their mental wellbeing to some degree. But what is rarely taught to children is the importance these activities can have on your mental wellness in the long term. The reason for this I think is obvious. For a very long time, the need to educate children about this stuff has been limited. They are called mid-life crises for a reason; they tend not to happen until mid-life. But with the ever changing and increasingly hostile environments young people are growing up in, I personally can’t think of a better time to be working with young people to raise their awareness as to how important all of this is.

So what is different about a Harrow School? Well, I’m writing to you from Japan. Deep in the heart of the northern prefecture of Iwate where, along with all the other AISL schools, Harrow Appi is trying to instill in its young charges a sense of well roundedness that encapsulates a healthy young mind. Where school leaders are working around the clock to ensure that the three pillars of education are of equal strength, of equal height, and are suitable for the task or providing a foundation on which our young students can thrive. Combining academic, pastoral and enrichment in such a way that regardless of the uniqueness of each child, every child has a chance of finding their strengths and building on them.

This, however simple it sounds, is no small task. It requires a coordinated effort amongst all staff across multiple fields to ensure that each child’s unique journey is effectively supported. The Harrow model of close personal tutoring, combined with pastoral expertise in Boarding and a wide range of extra and super curricular activities goes a long way to ensuring this is the case.

Supported with innovative systems, the tracking and monitoring of each child, given the correct staff to student ratios, is actually very possible if it’s done right. Across Harrow Appi, every child has access to Pulse, a new IT software program where multiple times a week, each child is able to ‘check in’ and score how they’re feeling, to signpost their close personal tutor and give them the information they need to provide effective support. With tutors coordinating with teachers and parents, layers of support can exist so that safety nets and scaffolds are in place to support a child if and when they are most vulnerable.

Child wellbeing is the vital link to progress that so many schools are currently seeking. If the pandemic taught us anything it was that student motivation and focus has never been more fragile. Social media and screen time have played a significant part in eroding peer to peer relationships that used to be the life raft that helped keep young people afloat. Now more than ever, children are navigating high school alone, with only their smart phone for ‘company’. Strategies to support child wellbeing should aim to keep them busy, build relationships and most importantly, build individual resilience. To rely on my earlier analogy, the focus should be to ensure that there are enough activities letting stress out of the ‘container’ so that however much is flowing in at the top, no young person is ever in a position where they ‘overflow’.

Harrow Appi Japan Ski Team

Posted on March 27, 2026March 27, 2026 by Gloria

Did you know we have a Ski Team?

As part of our Academy Programme, the most talented students in each sport are identified and invited to join a dedicated team – trained further, challenged deeper, and given the opportunity to compete both locally and internationally.

This season, our Ski Team hasn’t stopped! They competed in 3 FIS ski competitions across Iwate and 2 internal ski races — including our first ever Parallel Team Slalom race. Each student accumulated an extraordinary additional 35 hours of dedicated race coaching, complemented by weekend training sessions and Academy gate sessions on the mountain. They even learned to tune and wax their own skis!

At Harrow Appi Japan, we are committed to ensuring every student has the opportunity to discover, develop and excel in their chosen discipline. And with plans already in place for more competitions across Iwate next season, the best is very much still to come!

Safeguarding and Boarding Conference 2026

Posted on March 27, 2026March 27, 2026 by Gloria

Last week, we were proud to host our Safeguarding and Boarding Conference here at Harrow Appi Japan – and what a remarkable event it was!

Over Sunday and Monday, we welcomed delegates from over 15 schools across Japan, Asia and the UK, alongside 17 members of our own staff and over 15 of our students, who played a wonderful role in showcasing the very best of boarding life at Harrow Appi Japan.

Two days of expert-led sessions, shared best practice and meaningful conversation — all centred on how we best protect and nurture our students in an ever-changing world. It was an honour to open our doors, share what we do, and in turn gain such exciting and valuable insights from colleagues across Asia and beyond.

To every delegate who made the journey to the mountains of Iwate — thank you. We are already looking forward to seeing you again.

How We Guide Students and Parents Through IGCSE and A-Level Subject Choices

Posted on March 23, 2026March 26, 2026 by Gloria

Selecting IGCSE and A Level subjects is one of the most consequential academic decisions a student will make. At Harrow Appi Japan, we are committed to ensuring that neither students nor their families navigate this process alone.

Through a structured series of events, resources, and direct conversations, we keep parents actively involved at every stage — because we believe the best decisions are made in partnership.

Image taken at our Options Fair in 2025

Step 1: Parent Webinar

The process begins with an online parent webinar, which outlines the IGCSE and A-Level options process, key considerations for subject selection, and the timeline for decisions ahead.

Alongside the webinar, we will share the IGCSE Options Booklet and A Level Options Booklet — comprehensive guides to every available subject, the skills each develops, and the university pathways each can open. We encourage parents and students to read these together.

Step 2: Options Fair

For the students, Year 9 and Year 11 students attend our Options Fair — an opportunity to speak directly with beaks and older students about the full range of subjects and pathways available. This event is very well attended and tends to generate enthusiastic discussion. Hearing from a Sixth Form student about the rewards of A-Level Economics, or from a Beak about the creative scope of IGCSE Art, brings subject choices to life in a way that written materials alone cannot. Students left with clearer priorities and, in many cases, new perspectives on subjects they had not previously considered.

Step 3: Parent-Beak Academic Meetings

Ahead of the half term holidays, we run do our Parent-Beak Academic Meetings, the Harrow Appi Japan equivalent to a “Parents Evening”. These one-to-one conversations give parents the opportunity to discuss their child’s academic strengths, the suitability of particular subject combinations, and the pathways that specific choices may open at university and beyond. Tailored to each student and informed by our beaks’ close knowledge of every individual in their care, these meetings are a direct reflection of the depth of pastoral and academic support that defines a Harrow Appi education.

Next Steps

The next stage is a straw poll — an indicative submission of subject preferences that allows the academic team to assess timetable combinations and identify any students who may benefit from further guidance. At the same time, we encourage families to use the upcoming holidays to discuss subject choices carefully with their child, revisiting the options booklets and reflecting on the conversations from the Parent–Beak Meetings. The final deadline for submitting options is then a few weeks after the holidays to give all families the opportunity to assess, discuss and come to a decision about the child’s options.

A Process Built on Partnership

At Harrow Appi Japan, we believe that the best decisions about a student’s education are made when school and family work together. From the parent webinar and the Options Fair, to the academic meetings and the guidance available throughout, our intention is the same: to ensure that every student enters their IGCSE or A-Level years with clarity, confidence, and the full support of both their family and their school.

If you wish to learn more about Academics at Harrow Appi Japan, please explore the Academic section of the website or reach out directly to Admissions to learn more.

Harrow Appi Alpine Festival

Posted on March 20, 2026March 20, 2026 by Gloria

Last week, Harrow Appi Japan welcomed students from Harrow Shanghai and Harrow Beijing for the Harrow Appi Alpine Festival – and what a week it was!

For many of our visiting students, strapping on skis for the first time was no small thing. They embraced every slope, every fall and every breakthrough with real Courage – a value that was visible from the very first run to the last. Our own students, meanwhile, showed what Fellowship looks like in practice: welcoming, generous and genuinely delighted to share their mountain home with fellow International Harrovians from across Asia.

Off the slopes, the week was just as rich. Our Communications Committee hosted a Japanese Cultural Evening on Tuesday and a disco on Friday night, with the week rounded off in style with a Giant Slalom race on Saturday morning!

There is something special about young people who have never met, brought together by a shared set of values, leaving as friends. That is the Harrow family at its finest – and this week, it stretched all the way to the mountains of Iwate. We cannot wait for the next one!

Lyon’s House Formal Dinner

Posted on March 20, 2026March 20, 2026 by Gloria

Last week, Lyon’s House gathered for their Formal Dinner — an evening of elegance, celebration and the very best of house fellowship.

Dressed impeccably for the occasion, students and staff came together for a refined evening that was a true reflection of the Lyon’s spirit. It was a wonderful night and the girls really enjoyed themselves, returning to the house smiling, tired and happy.

These evenings matter. Beyond the occasion itself, they are a reminder of the bonds that form when young people share a home, a table and a sense of belonging. The camaraderie and character on display were a credit to every member of the House.

Here’s to Lyon’s House. 🥂

White Long Ducker 2026

Posted on March 20, 2026March 20, 2026 by Gloria

The White Long Ducker returned this term, bringing with it the spirit of one of Harrow’s most cherished traditions. This year, every student took to the snow-covered course in snowshoes – completing two laps, and carrying their house team with them, quite literally, on sleds.

It was a day that asked something of every participant – not just physically, but as a house, as a team, and as a community. The effort, encouragement and camaraderie on display were a reminder of what makes this tradition so enduring.

A huge congratulations to Hearn House for not only experiencing the White Long Ducker for the first time, but winning!

Then vs Now: Our Beaks

Posted on March 13, 2026March 13, 2026 by Gloria

It is easy to forget that every adult was once a child too.

Before the classrooms, the degrees and the experience, there were dreams, nerves on the first day of school, favourite subjects, inspiring teachers, and moments that shaped who they would become.

At Harrow International School Appi Japan, our staff draw on those very memories every day. They remember what it felt like to be encouraged. To be challenged. To be truly seen. And they use those experiences to shape an environment where every pupil is known, supported and stretched to achieve more than they thought possible.

We would not be a school less ordinary without an extraordinary team. Because creating an exceptional school begins with never forgetting what it feels like to be a child.

To see the full Instagram post, click here!

Trip to Tanzania

Posted on March 13, 2026March 13, 2026 by Gloria

Snow boots swapped for shorts!

The world remains the greatest classroom. We are proud to offer opportunities that challenge perspectives, broaden horizons and embody our belief in a school life less ordinary. This half term, a group of our students traded the slopes of Japan for the vast plains of Tanzania.

From experiencing traditional arts and crafts at Safariland, to visiting a Maasai Boma Camp where they met the son of the village chief, wore traditional Maasai dress and were welcomed with song and dance, students were immersed in rich local culture. In Arusha, they learned to communicate in sign language with artisans at Shanga, a social enterprise employing deaf and blind craftspeople.

The adventure continued through some of Africa’s most iconic landscapes: the Serengeti Gate, where they witnessed wildebeest and zebra roaming the plains; the historic Oldupai Gorge; the breathtaking Ngorongoro Crater; and the vast Serengeti itself.

Our sincere thanks to our Beaks — Mr Alexander, Ms Alexander and Mr Shota — and to the exceptional Kwetu Tours for making this experience so memorable.

See more photos on our Instagram here!

Values, Enrichment and never settling for second best

Step 1: Parent Webinar

Step 2: Options Fair

Step 3: Parent-Beak Academic Meetings

Next Steps

A Process Built on Partnership

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