For children growing up in internationally mobile families, the holiday season is often more complex than it appears.
Paradoxically, it is not the move itself that represents the greatest challenge, but the symbolic moments — the times of the year when the idea of “home” is expected to feel clear, shared and stable.
Christmas amplifies this experience. Traditions, celebrations and family rituals can make what has changed — or what is far away — more visible. For many globally mobile children, these weeks bring quiet but profound questions: Where do I belong? What is my point of reference?
Growing up global does not mean growing up without a need for stability
Children who move between countries develop remarkable skills from an early age: flexibility, cultural openness and adaptability. Yet these strengths do not eliminate the need for continuity.
On the contrary, the more mobile the context, the more essential stability becomes.
Educational and psychological research consistently shows that, in highly mobile lives, emotional security is not rooted in places, but in relationships, routines and the consistency of adult support.
Why school matters even more during the holidays
Throughout the school year, school often represents one of the most stable spaces in the lives of internationally mobile children. It is where relationships are familiar, rhythms are predictable and identities are recognised without the need for constant explanation.
During the holiday season, this role becomes even more significant.
The goal is not simply to “celebrate Christmas”, but to provide emotional continuity — a context in which children can feel seen, understood and reassured, even when much of their world feels temporarily suspended or in transition.
Beyond the curriculum: emotional competence in international education
For families working in diplomatic, humanitarian or international organisational contexts, choosing a school goes far beyond evaluating curricula and certifications.
A school that truly understands globally mobile families:
- recognises that transition is part of everyday life
- supports children during emotionally sensitive periods
- treats relational continuity with the same care as academic progression
This approach is rarely expressed through statements or slogans. It is revealed instead through daily attention, listening and coherent educational choices — especially during the moments of the year when children are most vulnerable.
Stability is not a place — it is a relationship
For internationally mobile children, stability does not coincide with a country or a city. It exists in the people and environments that offer continuity, recognition and care.
In this sense, school can become far more than a place of learning. It can be a secure space that supports children as they build their identity across cultures and countries.
Conclusion
The holiday season is not simply a break in the academic calendar. For globally mobile children, it represents a key moment in their emotional and educational development. Recognising this reality means taking on a deeper educational responsibility: offering stability precisely when it is most needed.
Because educating in an international context is not only about preparing children for the future — it is also about supporting them in the present, especially during its most delicate transitions.
Discover how our school supports internationally mobile children by providing continuity, care and educational competence during times of transition.
📍 Via della Giustiniana 1200, Roma
🌐 acorninternationalschoo.eu
