Any information regarding schools in Thailand.

As parents, we want to give our children everything we can to help prepare them for the future; yet the next few decades are incredibly difficult to predict. The increase in technology such as artificial intelligence is disrupting the job market, pandemics like Covid-19 highlight the need for adaptability, and climate change may force us into new, more sustainable ways of working. If we do not know what we are preparing our children for, how can we help them to be happy and successful in their lives?

There are two ways of looking at this problem: through knowledge and through skills. If you think knowledge is the answer, you may focus on giving them Mandarin lessons or signing them up for a computing club to introduce them to coding and robotics. If you feel that skills are more important, you will focus on the competencies needed to be successful in a changing world. UNICEF describe these as ‘transferable skills,’ which involves the ability to think, socialise and empathise. Of course, this does not have to be a dichotomy! At King’s Bangkok, we help our students develop the tools needed for future success by providing a well-rounded and world-class education. 

How do we give our students the knowledge to succeed?

We are lucky to have an incredibly strong relationship with King’s College School, Wimbledon, which is one of the world’s most academically successful schools. We take their curriculum and adapt it to the needs of our students. This means that we can help our children learn Mandarin and computing, as well as encourage them to think in an interdisciplinary way. Hence, we offer a diverse range of co-curricular activities that allow students to pursue their interests with expert guidance and support. It also means that we have a network of schools to learn from in the UK, China, France, and beyond, and can keep abreast of an ever-changing educational landscape.

How do we give our students the skills they will need?

In the words of Andrew Halls, Head Master of King’s Wimbledon, “a school is much more than double maths on a Monday afternoon.” King’s Bangkok is successful because we provide a wide range of lessons and activities that engage, inspire and extend our students; it allows every girl and boy to find something that they are passionate about and celebrates all students. We can do this because we are able to recruit outstanding teachers. King’s Wimbledon interviews every teacher to ensure that both schools have the same teaching standards. 

We all want our children to have the best chances in life and I think it is clear that the best way to do this is by giving them a well-rounded education at a world-class school. If you wish to find out more about our school, please come and visit our campus in Rama 3 by going to our website and requesting a tour. 02 481 9955 | [email protected] 

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DLD College London Principal, Irfan Latif, shares an insight into the innovative boarding experience provided for overseas students in the heart of London.

British boarding schools are considered as some of the most sought after institutions in the worldwide education system, with students travelling from afar to reap the benefits of a residential education in the UK.

Located on a purpose built, state of the art campus set in the heart of central London opposite Parliament, DLD College London is exceptionally unique. With over fifty different nationalities represented in our student body, DLD is an incredibly enriched, internationally minded school. We aim not to assimilate students to a British way of life but instead, we ask for students to learn from each other.

In recent years, we have moved from a ‘college with separate accommodation’ model to an innovative, ground breaking boarding school for students from the age of 14. Boarders live in ensuite bedrooms located on campus and take their meals in our Global Kitchen, which was officially opened by world renowned Chef Atul Kochhar. Students are supported in their studies through staff with a wealth of experience of helping international boarders, which in turn leads to a better understanding and higher attainment. Daily study clinics are led by academic staff members and students can often be found discussing and debating elements of their courses around the house, both at evenings and weekends.  

Our 250 boarders are housed in five ‘Huddles’, each looked after by a ‘Huddle Houseparent’ – greatly improving DLD’s community. Our nineteen Common Rooms have all been recently refurbished, and our recreational activities have been developed for evenings and weekends, contributing to the home-from-home atmosphere our boarders enjoy. By implementing advanced boarding software into our security and lockdown procedures, we have secured boarders’ safety. In a recent survey, 100% of boarding students said they felt supported, safe and secure here in central London.

This year at the ‘Independent Schools of the Year Awards 2020’, we were delighted to win the award for ‘Boarding School of the Year’ and the Special Judges’ Award for ‘Independent School of the Year’, in recognition of our school’s superior student wellbeing and groundbreaking urban boarding provision. The judges recognised DLD as a school that is “brimming with energy” and “offers something really special in the sector for its students, combining old and new approaches to education.”

Enriched Co-Curricular

At DLD College London we have a wide ranging co-curricular programme, with an extensive trip offering making the most of what London has to offer (Royal Albert Hall, Shakespeare’s Globe Theatre, Tate Modern, Wembley etc), in addition to a variety of inhouse activities such as open-mic, Halloween, Harry Potter, film and quiz nights.

We place great importance on celebrating diversity and encouraging an understanding of the varying nationalities and cultures represented in our school. The students mark several events including the Lunar New Year, Nowruz, Russian Orthodox Christmas, Thai New Year, Chinese New Year, Thanksgiving, Ramadan (with students attending a local community Iftar at a local centre), Yom Kippur, and other religious events. Each year we hold a DLD International Day when students present their own countries to the rest of the student body through food (with specially curated menus in our Global Kitchen), music, language and dress.

Student support and wellbeing

We are proud of our work in student personal development and are often recognised for our proactive and targeted pastoral care. Our wellbeing provision extends beyond the school day. Through the use of AS (Affective Social) Tracking, coaching methods, mentoring, nutrition, sleep education, and our new model of holistic pastoral care, our dedicated teams support our students in their studies, in creating and maintaining friendships, and learning the life skills necessary to progress. Students additionally have access to our award winning Wellbeing Centre.

One of our key aims is to develop an understanding of mental health for all students and staff and we have trained over 40 students in the Mental Health First Aid Youth qualification since 2018, aiming at destigmatising the mental health concerns. This is an incredibly important point, as students arrive with varying levels of acceptance of speaking and sharing their challenges. We are ensuring that the perception of education is not solely on academic grades but an understanding of themselves and each other.

To support students joining us, our in-depth Induction Programme for boarding includes visits from the local Police about keeping safe in London, a real life Monopoly Challenge to help boarders find their way around London using Oyster Cards for the first time, and a sleep induction programme intended to equip boarders with ways of improving their own sleep patterns – particularly helpful for those adjusting to a significantly different time zone.

School community

To ensure a full experience of living in London, we encourage our students to engage with the local community through various projects. These include working at the local city farm and food bank, supporting campaigns for the local community centre and children’s charities, and raising money for our school charity, Evelina London Children’s Hospital. Our students reported to the ISI inspectors that that they see the value of ‘serving rather than being served’.

Notably, throughout the Covid-19 pandemic, our school was proud to be declared as a ‘Beacon of Hope’. The student response at the start of the first lockdown displayed excellent leadership and empathy when our remaining boarding students decided to create huge posters in support of key workers and NHS staff, displaying them in the school windows opposite St. Thomas’ Hospital. The initiative then evolved to children from around the UK and artists from around the world sending their NHS rainbow posters, which our students and staff collated and added to the gallery in the windows, with over 4,000 pictures displayed. During this time, their sense of social responsibility and sense of positive impact was central to their journey in support of those who supported the UK.

DLD is an inclusive and respectful community, where our core values of tolerance, respect and kindness are the foundations on what our school is built on – they permeate through everything we do. Our rich diversity is an excellent source of inspiration and allows for those values of tolerance and respect to embed, develop and grow.

An ISI inspector recently said to us that we have ‘set the mould for Urban Boarding internationally’. Our facilities are fantastic, with some of the best boarding accommodation in the world. Our values and ethos are strong, our activities are endless, and our pastoral care and wellbeing is robust and student centred; we are a school which sets out to create the future leaders of tomorrow by enabling them to feel supported in their education today. Robin Fletcher, CEO of the BSA, said “The future of boarding is right here at DLD College London”.

DLD College London is housed in highly contemporary, purpose built premises in the heart of London, on 199 Westminster Bridge Road, overlooking the Palace of Westminster and the River Thames.

The college offers students the chance to study a wide range and flexible combination of A Levels, BTEC courses, International Foundation Programmes (IFP) and GCSEs.

As part of the Alpha Plus Group, DLD College provides a ‘gold standard’ of educational quality. Classes are small, enabling students and teachers to focus upon the most effective ways of learning and to provide them with the highest levels of pastoral care.

To find out more about DLD College London go to

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Nord Anglia Global Campus takes education beyond the classroom. Bringing together our 69 schools around the world, it is a fundamental part of how we teach our students to be truly global citizens. The highly personalised learning platform provides a safe space for students to connect and collaborate with each other, it offers a huge variety of engaging extra-curricular activities and is a part of how Regents students explore independent learning.  


Following many years of success with our older students, we are thrilled to have now launched a version specifically for our youngest year groups. Whether in the classroom or learning at home Nord Anglia Global Campus Junior is now live for students to enjoy, wherever they are in the world. 


“Many of our Primary students like to engage with the Global Campus challenges during lunch and break times in the STEAM Machine”. Mr. Edwards, STEAM Coordinator & Teacher, Regents International School Pattaya. 


Exploring Global Campus Junior 


Introducing our new features, exclusively created for Regents International School Pattaya early years students. 

Story Stacks 


Story Stacks is an exciting weekly staple for our youngest book lovers. This new audio book launches every Monday with story time favourites specifically aimed at children under the age of eight.  


To keep our listeners excited, we have plenty of fun and educational follow up activities available to enjoy afterwards. Alongside each audio book are a series of tasks for children to complete. These are designed to complement the key areas of the early years curriculum: language, art and design, literacy, maths, understanding the world, personal development and physical development. Every task has been created especially to ensure early years students learn all they can from each week’s story.  


Forest School  


Learning should be an adventure! Introducing the Forest School, an explorative Nord Anglia teaching tool designed to inspire curiosity in every young mind. Each week Nord Anglia students around the world share in the fun of a new leaf appearing on the Forest School tree. When the leaf falls it unlocks a new activity! This could be anything from a town and city scavenger hunt, to a mindfulness task or guided mini beast research. Combining outdoor learning with play, the Forest School has been created specifically to teach children important skills like investigation and observation whilst exploring the nature on their doorstep.  


Junior Elements   


We know that engaging young children in many of life’s most important lessons isn’t always easy! That is why we have created Junior Elements to make the process simple for children and parents alike. This section of Global Campus Junior is all about helping early years students learn new skills through methods which encourage them to practice and retain what they’ve learnt.  


Every project in Junior Elements is designed around a simple three step learning process: learning something new, practicing the skill and producing something afterwards to demonstrate what has been learnt. Each month we launch a new themed project. This might be something like ‘managing risk’, for example. This includes lessons on how to stay safe at home, such as exploring which items are safe to touch in the house, and can be put into practice through a task like reading a book afterwards to identify all of the risks that can be found within the story.  


Supporting Regents parents 


Young children need lots of stimuli to stay engaged and we know that this can be a challenge for parents who have lots to juggle. We have created our Global Campus Junior activities so that they can all be completed offline to reduce screen time, without the ongoing guidance of a teacher or parent.  


We know our parents want to do all they can to help their children flourish. To support this, we’ve also created a top tips section with Global Campus Junior which is packed with useful information for parents on how to guide their children, understanding effective learning techniques and getting the most out of the platform.  

The International Primary Curriculum (IPC) 


The IPC is the perfect springboard for Secondary school as children develop their academic knowledge, skills and understanding whilst also developing the personal qualities and characteristics to help them flourish in our increasingly connected and dynamic world. In short, the IPC unlocks student’s imagination and transforms their education.  


Find out more 


To hear more about how we bring a world class education to our students at home and in the classroom, visit school website


We are now open for school visits by appointment. Our Admissions team are happy to help you learn more about Regents and to guide you through the admissions process for your child.   

Contact [email protected] to book a visit or a virtual discovery meeting today for a personalised virtual experience.  


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Schools are open in Thailand so everyone can breath a sigh of relief. Parents have stopped being unpaid substitute teachers, academic staff are no longer staring into screens and children can learn with their friends once more. But maybe this is more than a time for wanting everything to go back to the ways they were. This could just be the best of times to ask where schools should be going next. Lockdowns around the world have shown us that the imaginative and the resourceful thrive even in the face of adversity. Schools have taken a step forward by embracing the existing technology and shaping it to fit needs in an emergency. Now that the worst may be over schools should not stop or go backwards, they should be looking to the future.


Imagine going to sleep in 1995 and waking up in early in 2020. You might wonder why nobody was wearing baggy tops, what happened to grunge music or what fresh-faced teenager Leonardo di Caprio was doing these days. You may have read about a new idea called e-banking and wondered if banks had changed much while you were away. How you would react when you found you could do all your banking, your shopping and even run your business from a tiny pocket sized computer?

Banking is unrecognisiable from the 1990s as are so many of our industries and sectors. Banks have hardly any branches and the new ones have none at all. The world’s biggest taxi company owns no cars, the most popular media company creates no content, the world’s most valuable retailer carries no stock, the biggest accommodation provider owns no property and the owner of the largest selection of movies has no cinemas. In fact, banks don’t even hold a monopoly over regulating money now that cryptocurrencies, can be used without banks being involved at all. 

So, dazed and confused by so much change, you might marvel at the crazy new world you had woken into. But if you visit a school it will look so familiar and hardly changed at all. Of course there is much more hardware and software and a greater focus on equality but these are not big changes compared to those outside the classroom. In fact the actual system of education doesn’t look very different today than it did way back in the 1950s. Students move along in same age groups, fixed by blocks of time all trying to learn the same material in the same way at the same pace. Most will write in the same kind of exercise books and sit the same kind of exams in rooms and in rows that have hardly moved on at all. It is an industrial factory style model, sorting by testing and grading, filtering out more and more the older the students become. This seemed to work half a century ago when there were career ladders in trades and apprenticeships that provided meaningful alternatives for those who did not make it to the top of the school pile. Now despite the fact that many of these routes have gone much of the actual education, supposed to be there to help young people, remains the same.

When Covid-19 forced millions to stay at home for work or study we all looked to tech for the answers. Thailand is ahead of many countries in getting children back into schools but few would claim with any confidence that this pandemic is over anywhere in the world. Once airports open up fully and there are more international visitors Thailand’s school may have to close again. Who can tell? Rather than wringing our hands and wishing things were different, this is the best time to rethink what a school should look like and how it should operate. This can be the dawn of the new era for schools and the time for technology to be embraced in a profound, forward thinking way.     

The world’s big tech companies are already looking at this and investing heavily. They see a business opportunity as well as the chance to truly empower learning. The most advanced model has been developed by Microsoft and can be seen in its Showcase Schools, a new and growing initiative aimed at moving schools into the realm of high-tech, high-spec teaching and learning. If you ask as typical school if they have heard of Getting Smart, Gensler, Education Changemakers, Steelcase or Fielding Nair International they are unlikely to be familiar with them. Yet these are Microsoft’s collaborators in a radical rethink of what the classroom and the whole school could look like in the years ahead. They are pioneering new ideas, new approaches and new technology. Microsoft wants to offer an effective guide for education leaders to navigate the complexity of transforming schools. This is a holistic and systemic approach grounded in research from policy makers and academics around the world. It is about so much more than hardware.

Paper cut of children play

So what might it look like? Imagine if every lesson in the school involved the integration of technology in to teaching not just a blackboard replaced by a whiteboard, video lessons on YouTube, online quizzes and Zoom but each child linked to all of their teachers through seamless online resources. Children have tablets instead of books and a digital pen/pencil. There are still lessons, classes, test and teachers but work can be exchanged, ideas shared and comments made digitally in real time. Students don’t all have to be in the same place or the same age but can collaborate and communicate either online or in person – whatever works. All books, notes, videos, links and resources are available all the time and students are doers not watchers, engaged not just looking. Everyone reads, writes, draws, annotates, watches and records. Teachers are not replaced; they are integrated into a wider, richer experience. The choice is not whether we use the teacher or the computer, because the answer is to both – all the time. If the class are together the lessons are great and if the class has to stay at home then they can carry on without interruption. A student’s work is their own and private but their learning world is open and safe.

This is not an educational utopia – it is happening at the moment in some schools round the world. Schools that have applied and been assessed before joining a new elite of schools that are forging ahead.

What makes them so different?

  • The whole school community is committed to the future of digital transformation in education. 
  • All staff are trained and committed to working with cutting edge educational technology.
  • Students and parents get on board and work with the school.  
  • The school invests in the necessary technology and licenses to get the job done. 
  • Schools lead and share innovation in education transformation in their local community and around the globe.
  • Less hierarchical and traditional, more collaborative and open to change. 
  • The school staff are one team all working to the same end.

Banking moved from filling out forms and monthly statements to real time, online, fast moving payments and receipts. With this came a modern approach, new entrants to the market and bold, new thinking. Older banks fell away, staff stuck in the old ways struggled and those committed to the future thrived and grew. If the past is any guide to the future of progress it is unlikely that the green shoots of change will grow in government department anywhere in the world. The answer might not be in the hands of Microsoft or another big business, it may emerge somewhere smaller, somewhere unexpected and different. This is the model of change we see everywhere from Alibaba to Uber in every country. 

Schools are not under threat and machines will never replace teachers but schools must adapt. The factory style industrial model of how we run society is collapsing in many sectors and it is about time the status quo is questioned and replaced in all our schools. There will probably be some resistance and a few false starts but we owe it to this and future generations of children to make sure learning is future proof and can never be interrupted again.  


Peter Hogan has been the Head of schools in the UK and Asia for 20 years. He writes about schools, teaching and learning at

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Your child’s natural desire to learn, experiment and question is fundamentally important to their education and development, so at Regents International School Pattaya we don’t give our students all of the answers. Instead, we give them some of life’s most interesting questions and challenges, and the tools to tackle them. Our aim for your child is that they learn creativity and resilience throughout their education with us. When they leave school and take their first steps into university and beyond, we want them to do so with the confidence of real global citizens. The question is, how do we teach that? 

Exploring real-world challenges with STEAM

STEAM stands for science, technology, engineering, art and mathematics, but it equates to more than a series of subjects. Whether in the classroom or through our extra-curricular platform Global Campus, our teaching and thinking around STEAM is the key to your child learning about their impact on the world around them and how exciting the possibilities are. 

You will recall that from a young age your child began to explore their surroundings and from there their perspective grew. STEAM takes this natural curiosity which students have as young learners in early years and primary, through to their teenage years in secondary school, and builds on it with a contextualised, skills-based approach to teaching. It encourages the natural instincts your child has for learning about where they are, how things work as they do, and why it matters, and asks them to apply that curiosity to solving real-world challenges. 

Our exclusive collaboration with MIT 

Underlying our STEAM education is our exclusive collaboration with the Massachusetts Institute of Technology (MIT). This relationship with MIT brings opportunities to our students which go far beyond their curriculum and the classroom. Your child might participate in our new MIT Abstracts series which gives them access to lectures with MIT professors, learning about what they are researching and the impact it will have on our lives, take on classroom or special at-home science challenges like our new Home Labs series, or even visit the MIT campus. The objective behind all MIT teaching is for students to understand and identify a real problem, and collaboratively take on the challenge of finding a solution to it – truly putting their creativity to test.

STEAM for young children

From our youngest years through to our oldest students, the role of STEAM is to teach core subjects by contextualising them. Forest School is an example of how we engage our early years students with the world around them. The Forest School is an interactive activities hub on Global Campus which shares engaging, outdoor tasks with our early years students each week. The aim of these activities, like town and city scavenger hunts, or nature walks, is to encourage young learners to begin engaging with the environment around them so that they can later understand their role within their local community, and beyond, and how they can make a positive impact on it.

Discover more

Whether at home or abroad, STEAM learning provides amazing experiences which teach our students about what being a global citizen really means. For more on how we teach STEAM, please visit our STEAM page or get in touch with our admissions team. 

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6 Saturday, March 2021 / 1:30 PM – 4:30 PM

Meet the Heads (Years 5 to 10)

Discover a new experience in education at Meet the Heads ‘The Beginning of a Great Heart’ on March 6th 2021 at King’s College International School Bangkok.

You will be guided through the educational approach that made King’s College School, Wimbledon (King’s Wimbledon) one of the most academically successful schools in the world. You will also learn from the Heads and teachers selected by King’s Wimbledon for the vision to replicate success at King’s Bangkok. A school tour is optional for this event.

Applications for boys and girls from Pre-nursery to Year 10 (ages 2–15) are now welcome for the academic year 2021.

Session for Year 5 to Year 10:
•  Saturday 6th March, 13.30 – 16.30

Session for Nursery to Year 4:
•  Saturday 13th March, 9.00 – 12.00

Registration now at

*Seats are limited.*

We very much look forward to welcoming you to King’s College International School Bangkok on Ratchada–Rama 3.

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by Peter Hogan

The pandemic of 2020 meant that an alternative to GCSE and IGCSEs had to be found. Young people survived and were none the worse. Maybe this is the best time to stop, think and find an alternative to these outmoded assessments. 


Sitting examinations at 16 is tough. Whilst most other parts of the life of the 16 year old are in state of flux or confusion, British society determines that this is the best time to decide how clever you are.

Impulsive, moody, lacking good judgment, anxious and at times downright dangerous, teenagers can often be hard to handle. Research abounds about the issues associated with the risk-taking, teenage brain and even if we don’t read the research anyone the other side of 17 will know at least some of the problems by cast back their minds to their behaviour and that of their friends. Normally these will settle down as we get older but at 16 we tend to be in the thick of all sorts of changes. 


Some of this is biological. Cognitive processes including planning and reasoning become the responsibility of the prefrontal cortex as we leave our teens but they can still be the business of our more primitive subcortical and limbic structures. In essence as teenagers were are just not able to see ourselves objectively and in the way others see us. We cannot always think abstractly outside of ourselves and we are not always aware of the consequence of our actions. So why choose this time to do do potentially life changing exams?


Every May and June, all the 16 year old pupils across the UK and in thousands of international schools sit the same or similar exams on the same days and then they wait until the end of August for the results. Over the years the grading have changed many times and will probably change again. There will be comments on standards, on how many top grades there should be, on whether they are easier or harder; experts will give opinions about what it all means for industry, for Britain, for schools but every year one question will remain unanswered. What is the purpose of GCSEs? 


16 isn’t a time in life where society decided to make big decisions about any other aspect of a relatively young life but we make it the first big sort out of academic ability. Not everyone is ready to do them and many do very badly even if they would have shone a few years later. Times have changed but this old fashioned weigh station has not. Now all 16 year olds stay in school or some other form of education for another two years after these tests. We no longer need this the great academic Sorting Hat that replaced O Levels in the 1980s. 


When we learn to drive we do an exam. One exam when were are ready to be classed as able (or not able) to drive. If we fail it we can do it again. We do not do one driving test when we have done some of the lessons, then another one later on. If we are to drop a subject at 16 then an exam is a must. However if a pupil is to study subjects at A Level or Scottish Higher they still have to do exams at 16, then exams again in the same subjects about 20 months later. It seems wrong. We should do exams like we do other important tests – when we have finished studying the subject and are moving on. 


With change forced upon us in the pandemic maybe the education system should move on too with more learning and less testing. 

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by Headmaster Thomas Banyard, King’s College International School Bangkok

“We will always have STEM with us. Some things will drop out of the public eye and will go away, but there will always be science, engineering, and technology. And there will always, always be mathematics.” – Katherine Johnson

When I studied Physics, there were ten boys for every girl. Not enough women study Engineering, Chemistry, Maths, Technology, and other essential subjects. There is little doubt that Science, Technology, Engineering and Maths (STEM) are essential in today’s world, but schools must encourage students to consider studying them at university and beyond. Without enabling every child to feel that these subjects are viable options, we are failing both them and society as a whole. 

After many years of working with schools around the world, I truly believe that the problem lies not in the system, but with the teachers within the system. STEM subjects are not easy to teach and the world needs more high quality teachers in these areas. At King’s Bangkok, we are exceptionally fortunate to have hired outstanding teachers to teach STEM in our senior school:

  • Koren Sullivan (Head of Mathematics) is joining us from King’s College School Wimbledon. She attained a Master’s in Education and a PGCE from Cambridge University.
  • William Byfield (Head of Science) is joining us from King’s College School Wimbledon where he is currently Head of House and Head of Biology. He attained a PGCE and is completing a Master’s degree in teaching and learning from Oxford University.
  • Dion Norman (Director of ICT) double-majored in Psychology and Sociology and attained a Masters of Education from the University of Toronto, specialising in the use of technology for teaching and learning. His experience as a classroom teacher, combined with a decade in technology management, make him the perfect person to lead ICT at King’s.
  • Matthew Gibson (Head of Senior School and teacher of Chemistry) joins us from King’s College School Wimbledon. 
  • Thomas Banyard (Headmaster and teacher of Physics) joins us from King’s College School Wimbledon and King’s Hangzhou and has a first-class degree from Oxford.

First and foremost, we look for experienced teachers who genuinely love their subjects. We have also invested heavily in the facilities of the school so that STEM is both practical and purposeful, and that children enjoy studying it.  

Every parent should consider the quality of STEM provision when choosing a school. Of course, not all students will want to pursue STEM; however, by giving them as much choice as possible, we are more likely to find what sparks their interest. I do not know whether my daughters will be engineers or authors, but I know that at King’s Bangkok, they will discover their passion and will be engaged, inspired and extended.

If you want to find out more about STEM or anything else at King’s Bangkok, please feel free to visit our school or email us at [email protected]

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Making decisions, even small ones, can wear us down over time. Every day we make endless decisions about what we eat and wear, what we work on, what we do with our spare time. By bedtime, the average person has made 35,000 decisions! Every decision requires time and energy, and depletes our willpower. Add to that our addiction to fill our days being busy for the sake of being busy, and you my friend have got a great recipe for disaster. Regardless of how strong you are, your ability to make the best choices can eventually run out.

When many of the business leaders come to me initially, they talk about feeling drained, stressed, scattered, irritable, having physical fatigue, increased anxiety, tension headaches and even digestive issues, which makes them feel unproductive and overwhelmed for the majority of their day, even though they try to eat healthy, excercise and sleep well. If that’s you, I dare say you may not actually have physical fatigue, what you may have is called decision fatigue, and it affects us way more than you realise. 

With decision fatigue, you’re not consciously aware of being tired, but you’re low on mental energy. The more choices you make throughout the day, the harder each one becomes for your brain, and eventually it looks for shortcuts. This may cause you to become reckless in your decision-making, acting impulsively instead of thinking things through. Or you may simply do nothing, which can create bigger problems in the long run.

Over the last few months I have witnessed so many of my clients having to completely adapt and reinvent who they are, what they do and how they go about moving forward, trying to set themselves up for success amid a global pandemic which gives little signs to ease up. The level of unpredictable complexity we are now facing has made many of us re-evaluate our options, explore new avenues, and try to come up with new pathways to help us stay afloat in today’s volatile environment. 

For some, the prospect of a stable job or business has been taken away, with nearly half the global workforce at risk of losing income due to COVID 19 alone, according to the International Labour Organization.

For those who remain employed or in business, comes a period of intense evaluation of business practices, reinventing the wheel, entire new ways of creating value in the marketplace and never thought of ways in which to lead people to deliver results.

Today, we are faced by a world where millions of businesses globally are barely breathing. These are the real faces of the world of work. If we don’t learn to adapt and make critical decisions to help us navigate through this period of unprecedented history, many will simply perish.

Millions of tiny decisions throughout our day can drain our willpower and mental resources – if we let them. 

Here’s something you need to know. Decision fatigue is caused by being forced to make too many decisions over a fixed period of time. There comes a point where good choices and thoughtful decision making cannot be expected from the depleted brain. This relates to all kinds of decisions, and the exhaustion leaves people open to making poor decisions, whether in their business, their health or their relationships, making us hasty or stopping us from making decisions all together. 

But fear not, by changing your habits and setting up the right routines, you can decrease anxiety and conserve your energy for the decisions that really matter. Learning how to manage your decision-making can help you avoid feeling drained and conserve your mental capacities, much needed at a time like this! 

Some signs of decision fatigue include procrastination, impulsivity, avoidance and indecision. If this sounds like you, take notice. It is a great concern what happens to our capacity to make good decisions when our brains are out of fuel.

Luckily, there are plenty of ways you can keep this from happening. Learn how you can combat decision fatigue, replenish your willpower and boost your productivity during a decision-heavy day with these simple steps:

  1. Make less decisions.

Making too many decisions will stress you out. Take minor decisions off your plate, which take a lot of decision energy. If you get overwhelmed by lunch menus, take your lunch to work. Prepare your work clothes the night before. 

By making fewer decisions, you’ll be giving your brain a standing chance to recharge and recover. Many laugh at my schedules, to-do lists, weekly food menus and shopping lists, but I’m the one laughing – they keep me on track, streamline my choices, which helps me stay ahead of my week and what happens in it, taking the guess out of how I run my days and weeks. Scale back and find ways to simplify your life as much as possible. 

Hobbies, activities and volunteering are all great and wonderful things to do, but if you’ve reached the point where you’re overwhelmed, it’s time to drop the excess commitments in your life. Self-care must come first. 

  1. Delegate decisions.

I see many struggle with delegating – whether tasks or decisions to others. Many of us feel we must do it all to get it done properly or because we don’t have time to train others to do it as well as us, but at what cost? You can delegate decisions the same way you delegate tasks. If you keep complaining about how much you have on your plate, it’s tme to give responsibility to others for some decision-making. Stop micromanaging and do yourself a favour – you’re not the only person that can get things done, have confidence that others will also deliver.

Pass some decision-making to employees, spouses, children, friends and family members. Others can pick good options too. And it doesn’t always have to be perfect. There are way more important things in life, like knowing what decisions to pass on. 🙂 Letting others be part of the decision making can be very empowering for others and shows that you trust them. So help them help you! 

  1. Follow a process.

Being systematic about important or difficutlt decisions can help you become more decisive. This will help you analyze your choices by understanding options available, potential obstacles, and evidence to back up your decision. Having a consistent model to follow can also help you clear up confusion and keep your emotions at bay, so you can objectively weigh in options. For instance, a simple example would be:

  • Identify problem 
  • gather information 
  • identify opportunities 
  • identify potential obstacles 
  • weigh the evidence 
  • choose best option 
  • take action 
  • review decision.

“Good decisions come from experience. Experience comes from making bad decisions.” – Mark Twain

  1. Make priority decisions in the morning. 

We carry the weight of the world on our shoulders, constantly thinking about what needs to be done. Do yourself a favour and write all that’s pending inside your head down in paper, where it can kept safe and can be tackled accordingly. Once you’ve written them down, put them in order of priority and tackle the most pressing ones first. That way, your most important decisions will be done when your energy it still at its highest. 

For most of us – even night owls – the best time of day is in the morning — that’s when we make accurate and thoughtful decisions. By afternoon, most people hit a plateau, and as the day wears on decision fatigue sets in, and we start making riskier decisions.

Don’t risk making snappy decisions. If you are feeling overwhelmed about making a decision, create micro-deadlines that force you to act early and not keep pondering your choices. Better to space out decisions over time than to make critical decisions at the eleventh hour. 

  1. Avoid analysis-paralysis.

Stop second-guessing yourself. We often get trapped in the mindset that everything we do needs to be perfect, and this puts a lot of pressure on us to make the “right” choice, because a “wrong” choice could somehow ruin something. The truth is, in most cases, there is no right or wrong choice, you can only go with the information you have at the time and hope for the best. 

The most important aspect in decision making is to review your decision early to confirm whether it was the right one, or to recalibrate as needed if it wasn’t. So stop wasting time trying to come up with the perfect solution. It simply doesn’t exist. The more decisions you make, the more experienced and comfortable you’ll get at it. 

You cannot make progress without making decisions.


If you’re feeling torn about making a decision ask yourself: do I feel expansive when I think about this or contracted? pay attention to the answer. If you feel an instant sense of dread or heaviness or something in your body just going “no”, or you actually notice your body subtly moving back, those can all fall under the umbrella of feeling contracted. On the other hand, you might ask yourself do I want to do this, and all of a sudden inside you notice a very subtle shift where something feels lighter, something feels brighter, even a sense of excitement. Perhaps your physical body actually moves forward. Or even if it sounds a little scary, something in you just feels bigger. That would be an example of something that is expansive. These are all clues that your intuitive intelligence give you. Learn to notice to those clues if you want to feel at peace with the decisions you make. Contraction for me is a big no and expansion is a big yes. Try it for yourself. 

Beyond tapping into your intuitive intelligence, you can also ask yourself: what’s the worst thing that can happen if I do this? You’d be surprised how many people don’t take the time to really drill down into the worst case scenario. Once you do, ask yourself: How exactly, specifically, would I deal with it? Is it a matter of losing some money, could you lose your job or your business? You know, sometimes the worst thing that could happen is that you’d be embarrassed by making a mistake. If it’s beyond what you’re willing to risk, then there’s your answer. Don’t do it. 

If still in doubt, move onto the next step, which is looking on the flipside and imagining what could be the best case scenario. Think through what are all the possible payoffs that might come from saying yes to this decision? Will you learn a tremendous amount about yourself? Are there financial / creative / freedom upsides that can only come if you take a chance and say yes? 

Finally, if after considering the above steps you still find yourself unsure about which decision to make, it’s time to move into action. Because for certain decisions to become clear, you must first experience them. 
You have to find a way to experience it. So I want you to ask yourself, is there some way that I can test drive this opportunity? Can I take a first step? Can I take a class? Can I do a test run in some way? Can I try it on a small scale, even if it’s just an experiment?

So for example, the first time I considered running marathons, I could hardly run 100 meters without tripping my back. It seemed impossible, and yet I couldn’t get the idea out of my head. Before committing to getting myself through the process of training for long distance running, I experimented with smaller milestones. My first kilometre, my fastest 5 km time, ways to keep my back strong through the pounding on the road, etc. By the time I committed to the full process, I knew it was the right decision, and having experienced my growth, there was no resistance to the process at all, no matter how hard or scary it was. Trying something out before you go all in will help you get clear quickly and effectively. 

On a final note, let me add a different perspective about decision making. Nothing is permanent. Most things you can stop, evolve or reverse. Even if the decision you make is wrong, or is not working out the way you thought it would, you can always catch it and change it. 

Now I’d love to hear from you. Tell me: Do you have a decision you’ve been avoiding making lately? What’s your favourite method for decision making? How do you distinguish what the right decisions are for you? Post your answers in the comments below.

Isabel is an experienced Peak Performance Strategist with over 20 years of international work experience holding senior positions within the hospitality industry in countries around the world, as well as Executive and Leadership coaching, mentoring and training.
She specializes in high performance strategy, leadership development and building organizational culture to help leaders and their teams learn, grow and succeed.
Isabel is passionate about helping empower business leaders with the mindset, performance, skills and strategies that they need to get ahead.
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A conference was held at Shangri-La Hotel Chiang Mai, which was themed “Rape and Sexual Assault Survivor Handling Conference”. The conference was supported by the British Embassy Bangkok and the Foreign and Commonwealth Office (FCO) UK partner, Glasgow & Clyde Rape Crisis Centre.

Thailand is a popular international tourist destination which like any country experiences some incidents involving tourists. This conference was held to highlight problems and disseminate solutions and best practices for the many agencies involved in assisting victims. The focus of the conference, was on rape and sexual assault and how the police, Tourist Assistance Authority, medical staff, consulate staff or counsellor’s respond to victims.

The British Embassy announced that over the past few years there had been over 40 cases of rape of UK nationals in Thailand reported to the Bangkok Embassy, averaging around 15 cases per year. According to The Crime Survey for England and Wales, 83% of rape victims do not report their rape, which means the actual number must be much higher.

The Embassy stressed that Thailand is still a safe destination to travel. According to Derek Johnstone, Vice Consul at British Embassy Bangkok, “The British embassy does not want to portray Thailand as a dangerous country to visit, but that there are victims of crime in all countries, not only in Thailand. The important thing is working with the host country to ensure that any victims are treated sensitively”.

This has meant that the Embassy has had to deal with an increasing number of incidents which has led it to focus on two things; that of informing British tourists of safety and prevention measures as well as taking care of survivors.

Chiang Mai was the first city in Thailand to launch an initiative establishing structured procedures to support travellers in collaboration with multiple local agencies. As more stakeholders join the expanding network, it is crucial for the collaboration to be efficient and effective. The Embassy is acting as the centre for such collaboration between the US Consulate General, the Tourist Assistance Centre (TAC), police and hospital One-Stop Crisis Centre (OSCC).

The conference, Rape and Sexual Assault Survivors Handling was aimed at educating those agencies as to how to treat survivors in appropriate ways to avoid unnecessary trauma. First responders to rape incidents were told that the most important thing to establish upon contact with a rape survivor was their physical safety and wellbeing. They should not bombard victims with questions which may confuse them and if the victim was injured physically or mentally it was important to offer them a safe shelter and create some distance between the survivor and perpetrator and for officers to make them feel secure. Most survivors do not know what to do or how to react following the incident and they can be very unstable emotionally. No added stress must be put on them and questions and comments should be kept simple, such as, “Just take your time; there is no need for you to tell me anything you do not feel comfortable with,” or “Sounds as though you have been through a really tough time”. Here in Chiang Mai, the tourist police tend to be the first responders, and it was important that that there were female officers and interpreters present so as not to intimidate or scare the victim. Counsellors should also be provided as soon as possible. 

The British Embassy is highly committed to this issue and conducts has conducted training sessions with the U.S. Embassy, Australian Embassy and New Zealand Embassy in Bangkok. This week it has also held training sessions in for staff in various provinces across Thailand, especially those which receive high numbers of tourists such as Pattaya and Phuket.

At the end of the conference, Vice Consul Derek Johnstone said, “The next phase is to conduct more training sessions with multiple agencies across the country “.

Background: 1 million British tourists travel to Thailand each year and over sixty thousand live as expatriates on a long term basis. The consular team in Bangkok responds to over 1500 consular cases per year. Between June 2016 and June 2019 the Consular Section Bangkok assisted 40 survivors of rape and sexual assault. This is 4.2% of global cases (962) for the same period. Consideration should also be given to the number of survivors of rape who do not inform either the Police or the British Embassy about their attacks. The Crime Survey for England and Wales (CSEW) which records the propensity of survivors to report such crimes showed that around 83% did not report their experiences to the police. (U.K. Embassy in Bangkok)

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