The vibrant, multicultural classrooms of international schools are a melting pot of experiences. As educators, we celebrate this diversity, but do we always grasp the nuances of what it means for our students and their families to be living, learning, and working away from their “home” countries? Many within our school communities can be described as transient sojourners – individuals residing temporarily in a new country with the intention of eventually returning home or moving on to another international posting. Understanding this concept, and the research behind it, can unlock deeper empathy and more effective support strategies for the children and parents we serve.
For international school teachers, grappling with a student’s sudden withdrawal, a family’s anxieties about settling in, or a child’s shifting academic engagement can sometimes be puzzling. Could understanding the “sojourner” experience provide a valuable lens? Absolutely.
Who are Transient Sojourners and What Do We Know About Them?
A “transient sojourner” isn’t just a tourist or a permanent immigrant. They are individuals or families who have moved for a specific purpose – often work (like many parents in our communities) or education (our students themselves, in a way) – for a limited, though sometimes undefined, period. They often maintain strong ties to their home culture and anticipate an eventual departure.
Decades of research have shed light on the unique experiences of sojourners. Here are some key takeaways from prominent researchers:

• The Sojourner as a Social Type (Paul C. P. Siu): Siu highlighted that sojourners often maintain a “dual frame of reference,” constantly comparing the host culture with their home culture. This can lead to a feeling of being an “outsider” and can influence their level of integration into the local community. For our students, this might mean they are navigating multiple cultural expectations simultaneously.
• The Rollercoaster of Adjustment – The U-Curve and Culture Shock (Sverre Lysgaard & Kalervo Oberg): Perhaps the most well-known concept is the “U-Curve of Adjustment.” Lysgaard proposed that sojourners often experience an initial “honeymoon” phase, followed by a “crisis” or “culture shock” period as the novelty wears off and cultural differences become challenging. This can manifest as frustration, anxiety, and even physical discomfort. Eventually, with time and coping strategies, individuals move towards “adjustment” and “mastery.” Oberg, who coined “culture shock,” emphasized that this is a normal reaction. Understanding these stages can help teachers recognize that a student’s struggles might be part of a predictable, albeit difficult, adjustment process. It’s also worth noting this can become a “W-curve” with the added dip of re-entry shock when returning home, something families might be anticipating.
• Psychological vs. Sociocultural Adjustment (Colleen Ward & colleagues): Ward and her team distinguished between feeling well (psychological adjustment) and doing well (sociocultural adjustment – the ability to navigate daily life). A student might seem to be coping socially but could be struggling emotionally, or vice-versa. Factors like cultural distance, language proficiency, and social support networks significantly impact these forms of adjustment.
• Communication as Key to Adaptation (Young Yun Kim): Kim’s work emphasizes that communication is central to adaptation. The more sojourners engage in meaningful communication with the host culture, the better they adapt. This highlights the importance of creating opportunities for authentic interaction and language support within the school environment, not just for students but also for parents.
• The Multifaceted Nature of Expatriate Adjustment (Black, Mendenhall & Oddou): Focusing on expatriates (often the parents of our students), these researchers identified distinct areas of adjustment: work, interaction with host nationals, and general living. Stress or difficulty in one area can easily spill over into others, impacting family life and, consequently, a child’s well-being and school experience.
  How This Helps International School Teachers: Unlocking Empathy and Effective Strategies
  So, how does knowing about Siu’s “sojourner” or Lysgaard’s “U-curve” actually help you in your busy classroom?
• Contextualizing Student Behavior and Academic Performance: A student who was initially enthusiastic but later becomes withdrawn, acts out, or struggles academically might be navigating the “culture shock” phase. Understanding this can shift our perspective from seeing a “problem student” to seeing a student experiencing a predictable adjustment challenge. It can also explain why a previously high-achieving student might dip in performance as they expend significant mental energy on adapting.
• Understanding Family Dynamics and Engagement: Parents are on their own sojourner journeys. Their stress levels, ability to engage with the school, and capacity to support their child’s learning can all be influenced by their own adjustment process. A parent who seems disengaged might be overwhelmed by navigating a new work culture or language barrier. Recognizing this allows for more empathetic and flexible approaches to parent communication and involvement.
• Supporting Social Integration: Sojourner students may hesitate to form deep connections if they anticipate another move. They might cling to friends from their home country or previous schools. Teachers can play a crucial role in fostering an inclusive environment that values all experiences and gently encourages interaction, while also understanding the protective mechanisms at play.
• Recognizing the “Invisible Luggage”: Students and families carry their cultural backgrounds, previous schooling experiences, and future uncertainties with them. The “dual frame of reference” Siu described means they are constantly interpreting the new environment through the lens of the old. This can affect everything from their understanding of classroom expectations to their social interactions.
• Anticipating Transitions: The transient nature of sojourner life means farewells are common. Understanding the emotional impact of these goodbyes (for those leaving and those staying) is crucial. It also helps in welcoming new students, knowing they are at the beginning of their own U-curve.
• Tailoring Support: With this knowledge, teachers can:
• Be more patient and observant: Recognize that adjustment takes time and manifests differently in each individual.
• Create a welcoming and predictable environment: This can be a vital anchor for students navigating uncertainty.
• Explicitly teach and model social-emotional skills: Help students develop coping mechanisms for stress and change.
• Foster peer support: Connect new students with “buddy” systems or more established students who understand the experience.
• Communicate with empathy to parents: Offer resources or simply a listening ear, acknowledging their own adjustment challenges.
• Celebrate diverse perspectives: Actively use the rich cultural backgrounds of sojourner students as a learning resource in the classroom.
  By understanding the underlying principles of the transient sojourner experience, international school teachers can move beyond simply acknowledging diversity to actively fostering a deeply supportive and adaptable learning environment. This knowledge empowers us to better interpret behaviors, anticipate needs, and build stronger partnerships with students and families as they navigate their unique global journeys. It reminds us that behind every student is a complex story of adaptation, resilience, and the ongoing quest for a sense of belonging, wherever they may currently call “home.”