Building a school community: an interview with Stephen Priest

At the British International School of Tbilisi, the concept of community isn't just a guiding principle — it’s woven into the fabric of everyday life.

School principal Stephen Priest, who was recently crowned 2024 global winner of the Pearson International School Leader of the Year award, has over 30 years of experience in international education. Over time, his leadership philosophy has evolved to place community at the heart of everything the school does, embracing diversity and creating a space where students, parents and staff feel connected to one another.

We sat down with Stephen to learn more about his view of community and how he applies that in the day-to-day running of an international school.

How diversity helps to build community

The British International School of Tbilisi is home to over 50 nationalities, representing a rich tapestry of cultural backgrounds. For Stephen Priest, this diversity is a powerful asset. "Defining the community, I see it as encompassing all students, staff, and parents… and staff includes all staff, not just the academic staff," he explains. This broad and inclusive view of community is key to the school’s approach, ensuring that everyone  regardless of their role — feels a sense of belonging and shared purpose.

One of the ways the school leverages its diversity is through events that bring families together. Celebrations such as Lunar New Year and Nowruz offer opportunities for students and their parents to learn about different cultures and engage with each other in meaningful ways. "The diversity has positive impacts on the student learning experience — we have amazing collaborative events where student learning is enhanced through interactive workshops," Stephen says. At the school, these cultural celebrations do more than mark special occasions; they serve as touchpoints that unify the school community.

Strong communities can make a difference

Stephen’s understanding of community has been shaped by his varied career in international schools across the world. His time in Berlin offered early lessons in the importance of parental engagement, and his experience in Kathmandu highlighted the critical role that community can play in overcoming challenges. "In Kathmandu, where life was a bit more difficult in terms of electricity, water supplies, and general logistics, it became essential for the community to come together," Stephen recalls. The school worked closely with local communities, supporting local schools through collaborative projects and fundraising efforts, especially after the devastating 2015 earthquake.

This hands-on engagement with the local community, both in times of crisis and daily life, shaped Stephen’s belief in the power of international schools to make a lasting impact. "We raised over $300,000 through our partners and families to rebuild four primary schools to earthquake-proof standards," he reflects. That experience, he says, solidified his commitment to building strong communities in schools. “It’s these shared experiences that bind us together and show us what we can achieve.”

How geopolitics affect the school community

In today’s complex global landscape, international schools often find themselves supporting students and families facing difficult circumstances. For the British International School of Tbilisi, the war in Ukraine has brought new challenges as the school has welcomed both Ukrainian and Russian families, including refugees.

"We've had students whose families left Russia before the invasion due to their political views, and others who left because of the war," says Stephen. "One of our students, a girl from Russia, stood up in her class and condemned the government, which forced her family to leave the country." Supporting these students — many of whom have been separated from their friends and families — isn’t just about providing education; they also need emotional and psychological support.

The school has risen to the challenge, expanding its counselling and special needs services to meet the needs of these new students. "We already had a counselling team in place, but we saw the need to expand it, particularly after the war started," Stephen explains. By focusing on the well-being of all students, regardless of their background, the school makes sure that every child feels seen, heard, and supported.

A support system for new teachers

For any international school, teacher retention is a significant challenge. Moving to a new country often means teachers are without the familiar support networks they’d rely on at home. Stephen understands this well and emphasises the importance of building a strong internal community for staff. “Teachers moving to a new country often don’t have the same support systems they would back home,” he says. “We need to make sure they feel supported from the very beginning.”

To ensure new teachers settle in smoothly, the school has implemented several initiatives aimed at making staff feel welcome from the moment they sign their contract. "We have a ‘new staff buddy’ system in place," Stephen explains. "This is the person new hires can ask the so-called ‘stupid questions’ to. It’s about easing the transition and making sure they feel part of the team." Regular communication, social events, and continuous support throughout the year help build a sense of belonging for staff, strengthening their connection to the school.

A community that extends beyond school walls

Building strong community bonds isn’t limited to what happens within the school. For Stephen, it’s also about how the school integrates with the wider local community. "We’ve set up partnerships with local schools, offering everything from sports activities to support for disadvantaged children," he shares. Through initiatives like these, the British International School of Tbilisi ensures that it remains connected to the local community.

The school’s community outreach extends beyond educational activities. By adopting a 'shop local' policy, the school actively contributes to the local economy. "We encourage our procurement team to source from local suppliers where possible, rather than relying on international imports," Stephen notes. This helps the school community build stronger relationships with local businesses.

A leadership team that listens

At the core of this focus on community is Stephen’s leadership approach. His belief in the power of listening and collaboration drives the school’s culture. "We have two ears and one mouth, so we should use them proportionally," he says with a smile. "You can’t solve everyone’s problems, but listening is half the job." This ethos has shaped the way the school engages with parents, students, and staff, ensuring that all voices are heard and valued.

For Stephen, fostering a community isn’t about implementing grand initiatives — it’s about everyday consistency. "It’s about making time for people," he says. "If they feel listened to, they feel like they belong." This simple yet powerful approach underpins much of what makes the British International School of Tbilisi a vibrant and supportive environment.

How communities help individuals to thrive

Whether it’s integrating students through cultural celebrations, welcoming refugees with open arms, or ensuring teachers feel supported, the British International School of Tbilisi exemplifies how strong communities can help individuals thrive. As Stephen Priest’s leadership shows, when a school fosters a sense of belonging, it becomes more than a place to learn, it becomes a supportive community.