��о�� – International School of Phnom Penh

Where are they now?

Nebojsa T — Wed, 17 Jun 2026 04:25:34 +0000

Alumni Interview: Class of 2015

Phnom Penh 2025 Reunion – Andre Edwards, Nadia Fernando, Haruki Fujita, Saskia Hoekx, Leonie Müller, Tabitha Payne, Sarah Woods-Killam

Where are you now, and what brought you there?
Nadia: I work as a junior doctor in Brisbane, Australia. This is where I went to medical school.
Haruki: I am living in Tokyo now. I am originally from Japan, but I moved here for the first time after university.
Tabitha: I am a PhD student in Anthropology at Columbia University in New York. I was brought there by a love of learning!
Leonie: I’m living in Berlin, working at an architecture company and DJ at festivals and clubs in my free time.

What did you do after you left ��о��?
Saskia: I studied Chemical Engineering in Manchester and then moved to Antwerp, Belgium, to do my PhD in Electrochemistry.
Haruki: I interned for a summer at UNDP, working with disability rights before starting my full-time job at an expert network service company called AlphaSights, a company that connects large, corporate, investment and consulting companies to experts in various industries. I then transitioned to a Learning & Development role, leading the strategy and execution of Asia’s L&D. Now I am a Senior Consultant at EY, working mainly on projects related to change management, leadership development and culture.

What do you miss most about your time at the school, Phnom Penh or Cambodia in general?
Nadia: One of the best things about school is the fact that you get to see your friends every day! In hindsight, this is something I definitely took for granted now that we’ve all moved away and are working.

How did it feel coming back to the campus after all these years?
Sarah: It was a very surreal experience, especially going with friends from ��о�� and my fiancé – it felt like worlds colliding. The campus has changed a lot, but there were still some areas that felt familiar. I’m really glad we had the opportunity to come back and reconnect with teachers; it was very special that so many of them remembered us!
Tabitha: It was so special to see familiar faces. I didn’t expect so many people to remember us after ten years!
Leonie: It felt so familiar yet so far in my memory and experiences. But seeing familiar staff faces made me feel incredibly welcome!

What is the biggest change at ��о�� since you left?
Nadia: We were the first graduating class from the new campus, and back then, there was only the high-school building, the gym and field, and towards the end, the Black Box Theatre. There was also next to nothing surrounding ��о��… so everything has changed.
Leonie: Definitely the campus, having the majority of our school years in the previous small campus, it was wild to see how big the new campus is! Especially for the fact that the students don’t have to travel to “the field” or VIP Pool anymore.

What is one of your favourite memories from your time at the school?
Haruki: Definitely MRISA! I was fortunate to be involved in so many of them. It was such an incredible experience to travel to different countries, meet new people and stay at the homes of the most welcoming families. Scoring and winning the football championship during an intense overtime is definitely a memory I cherish.

Who was the funniest person in your class, and what made them so hilarious?
Haruki: Tabitha and Leonie. They are just incredibly quick, witty, charming and never fail to put a smile on my face.

What was your favourite school event or tradition, and why?
Sarah: The last week of school was always something I looked forward to – spending time with the house teams (Tigers, White Elephants, Sunbears and Dolphins) made it so much fun and memorable. I especially cherish the trivia games we played with Mr Preece, which were always competitive and full of laughs; those moments still bring a smile to my face. Battle of the Bands was another highlight, and it’s heartwarming to know it’s been a tradition for the past 10 years.
Tabitha: Lip sync!!!!!!!
Leonie: Ditto on the Lip sync contest!!

What’s a favourite snack or food you associate with your school days?
Sarah: I miss the Chopsticks shop that served stir-fried noodles and fried rice. Their food was always so tasty, especially with the special orange sauce that’s typically added to mee char – I’d always generously pour it over my noodles!

What’s a song that reminds you of your time at school?
Sarah: I’d have to say “See You Again” because it was the song we performed for graduation, or “The DJ Got Us Fallin’ in Love Again” by Usher or “Dynamite” by Taio Cruz, since those were two songs we had for our PE dance units.

What was your favourite class or subject, what drew you to it and what made it special?
Haruki: Art class was always so therapeutic. Mr Matt gave us creative freedom to express ourselves, along with the theoretical knowledge to connect with the art on a deeper level. He valued, respected and cared for every student – I think it was a safe space for us all. Thank you Mr Matt.

Which teacher had the most significant impact on you, and why?
Nadia: Mr Thompson – he taught science and chemistry! He is probably one of the reasons why I loved science and studying it. He had this energy and sense of humour that was unlike any other. We talked about his iconic lip sync performances during the reunion.
Haruki: Mr Preece! Learning Language and Literature completely changed the way I understand communication – he treated us students as people, not kids. Presentation skills also come in extremely handy in the working world. Mr Thompson is also an incredible teacher whom I’ve known back from when I went to UNIS, Hanoi. He makes learning so fun, and I was always excited to attend his class.

How did your school experiences shape your friendships, and do you still keep in touch with your classmates?
Nadia: Graduating with such a small class and with so many students having been together for more than three years, it was so easy to make and hold on to long-lasting friendships. We have grown together, and it has become easy to keep in touch – whether it’s a catch-up every birthday or a FaceTime call when schedules align or chance meet-ups in overlapping cities. I think a good number of us have been able to keep in touch.

What skills or lessons learned in school do you find most valuable in your current life?
Saskia: I love that ��о�� and the IB made us such well-rounded people! We didn’t just have to take classes, we had to do an extended essay and CAS, and we had MRISA and MUN! To an extent, this taught me to have a work-life balance, to be engaged in my community and is the reason I probably have so many hobbies today! I originally started swing dancing for CAS, and it’s still my favourite pastime today! We started doing research early with the extended essay. I did mine in electrochemistry, which ended up being the topic of my PhD!
Haruki: Having the opportunity to volunteer has shaped who I am today; it taught me to be grateful for all that I have and to be humble.

If you could teach a class today, what subject would it be?
Saskia: Maths! Ms Zane was a super passionate teacher, and she passed that down to me, and now I still love maths! She taught me how beautiful it is! I studied engineering, but I sometimes wish I’d just done pure mathematics!

What advice would you give to current students at the school as they prepare for their futures?
Haruki: Cherish the time that you have with your family and friends. Be present and enjoy the moment.
Sarah: Your time at ��о�� will fly by, even if it doesn’t feel that way now, so soak it all in. Share how you feel, laugh loudly, make memories that matter and don’t rush to have it all figured out. Life has a beautiful way of unfolding when you stay present, curious and kind. Trust yourself, and enjoy the journey ahead.
Tabitha: Don’t put so much pressure on yourself! Life is long. Enjoy your friends and being young while you can.

This interview was first published in the ��о�� Pulse Magazine ()

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Where are they now?

Nebojsa T — Mon, 01 Jun 2026 08:20:06 +0000

Alumni Interview: Sarah Woods-Killam

Class of 2015 | Years at ��о�� 2009 – 2015

I attended ��о�� from 2009 to 2015. After graduation, I went to the University of California, Santa Cruz, where I earned a bachelor’s degree in psychology. During my time in college, I assisted with research in a psychology lab studying child development. For fun, I joined the Argentine Tango club, which I led as captain during my last two years. We even had the opportunity to compete in the US National Championship for Argentine Tango in 2019! After college, I worked at a biotechnology company for five years, but I’m now looking for a new adventure. In my free time, I enjoy aerial hoop, archery and axe throwing. I’ve lived on five different continents and have travelled to six. I’m hoping to make it to Antarctica someday to complete the seven! This year, I’m looking forward to my 10-year high school reunion and my wedding.

Name the places you have lived in.

South Korea, Arizona, Malawi, Zambia, Cambodia, Kazakhstan, Argentina and California.

Living on five continents is impressive! Do you have a favourite travel destination or a memorable experience from your travels?

One of my favourite places I’ve visited is New Zealand. My family and I rented an RV and drove from Christchurch, exploring the entire South Island before taking a ferry to journey through the North Island. The highlights of the trip were definitely the Waitomo Glowworm Caves and Hobbiton.

What did you miss most about living in Cambodia when you moved?

When I moved away from Cambodia, what I missed most was the unique combination of its rich culture, the warmth of the people, and the incredible food. There’s truly no place like it, and leaving behind those unforgettable experiences was really tough.

What is your favourite ��о�� memory?

It’s tough to choose just one because there are so many great memories! One that stands out is when the teachers performed “Price Tag” by Jessie J at the annual lip sync contest. They got all dressed up, and some even wore wigs! I also really enjoyed the MRISA art exchanges, MRISA sports tournaments and the Week Without Walls trips.

If you could give ��о��’s current Grade 12 class some advice at their graduation, what would it be?

It may sound cliché, but life really does pass by faster than you think. Make sure to appreciate every moment, express your love to those who matter, laugh often, savour all the delicious food, cherish the little things and remember that there’s still so much to discover and learn even after you graduate.

How did your experience at ��о�� prepare you for your studies at the University of California, Santa Cruz?

I’m grateful for the opportunity to have completed the IB program, as it made my first year of college feel like a breeze. That said, transitioning from a semester system to a quarter system was definitely an adjustment.

How did you figure out what you wanted to do with your life?

Honestly, I’m still figuring out what I want to do with my life. What I do know is that I want to help others. I’ve realised that helping people can look different for everyone, and sometimes it just means showing up, caring about each other and promoting kindness.

What drew you to the Argentine Tango club, and what was it like to compete in the US National Championship?

I started learning West Coast Swing and Salsa in grades 10 to 12, which sparked my desire to join a dance club in college. During my time there, I had the opportunity to take various classes with different clubs, and the Argentine Tango class immediately stole my heart. I was fortunate to have amazing teachers in my first two years before becoming captain. Competing in the US National Championship was a dream, even though it was a little intimidating. We were the only college team, surrounded by professional adult competitors, but I’m incredibly proud of what we brought to the table. It was the first – and only – time the UC Santa Cruz Tango Club had participated in such a prestigious competition.

You have a diverse range of interests, like aerial hoop, archery and axe throwing. How did you get into these activities?

I love exploring new activities, and that’s how I’ve discovered many of my hobbies and interests. It’s also a joy to watch my friends try these activities, which is another reason I keep coming back. If you ever get the chance, I highly recommend giving aerial hoop, archery or axe-throwing a try!

As you approach your 10-year high school reunion, what are you most excited about reconnecting with your classmates?

I’m really excited to reconnect with my friends and share some laughs. I can’t wait to hear about what everyone has been up to over the past 10 years and what they’re looking forward to in the future.

This interview was first published in the ��о�� Pulse Magazine ().

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Where are they now?

Nebojsa T — Thu, 28 May 2026 08:15:01 +0000

Alumni Interview: Mugabi Byenkya

Class of 2010 | Years at ��о�� 2001 – 2005

I am an award-winning writer, editor, performer, rapper and interdisciplinary artist. Currently based in Kampala, Uganda, where I work as a business manager for an apartment complex. I wear many hats and also act as my own manager, publicist and booking agent for my artistic career. My artistic practice exists across nonfiction, fiction, poetry, comics, theatre and music. My writing is used to teach High School English in Uganda, Canada and the UK.

I have received residencies, fellowships, grants and awards from: Writivism; Realwheels Theatre; Unlimited and The British Council; The Goethe-Institut; and MacDowell, among others.

Currently, I’m back in Cambodia for the first time since my family left in 2005. It’s surreal being back and seeing how much has changed. It took me two weeks to settle in and accept Cambodia as it is now, rather than what it was in my memory. It’s changed so much I don’t recognise it anymore, and I have had to learn the new city and country. I’ve been enjoying: spending time with my brother Victor who works at ��о��; reconnecting with my friends from ��о�� who are in Phnom Penh and Siem Reap; exploring Phnom Penh, Siem Reap and Battambang; performing at my first ever show in Cambodia which was the homecoming and welcome back I didn’t know I needed; eating all the Khmer food I missed; attending an ��о�� Alumni reunion for the first time ever, meeting ��о�� Alumni from after my time in ��о��, finally being able to participate in something I’d only seen in pictures, and having great conversations with those I shared time with ��о�� and those I didn’t; finally meeting Neb [��о�� Alumni Relations Officer] in-person after exchanging emails for the past 7 years; visiting the ��о�� new campus and facilitating two expansive writing workshops with Grade 6 which was so much fun; being interviewed by The Grapevine (��о��’s student podcast and newspaper); participating in The Alumni Café and being blown away by the students insight; touring the school and seeing the spectacular Black Box Theatre in particular, as well as meeting all of Victor’s friends on ��о�� staff who I’d heard so much about.

I’m off to the US for two artist residencies after five weeks in Cambodia, and this trip has been everything I wanted, needed and more. Cambodia has changed, ��о�� has changed, my friends have changed, but it will always be home.

My full-length works are:

“Dear Philomena,” published by Discovering Diversity Publishing in 2017. My award-nominated, Ugandan bestselling debut novel-memoir.
“Songs For Wo(Men) 2” released by Hello America Stereo Cassette in 2022. My award-nominated, label-best-selling debut mixtape.
“Songs For Wo(Men)”, published by The Sheffield Chapbooks, an imprint of Gordon Hill Press in 2024. My debut chapbook.

In addition to my full-length works, I have work published in Carte Blanche, Best Canadian Poetry and Skin Deep, along with over 40 other international publications and anthologies. I have been interviewed on Voice of America, NTV Uganda, and Brittle Paper, along with over 100 other international media outlets. I tour extensively, performing across over 50 cities, in six countries, on three continents. I am also a writing and performance workshop facilitator for students ranging in age from 7 – 65 at universities, schools and institutions.

This interview was first published in the ��о�� Pulse Magazine ().

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Director’s update

Nebojsa T — Mon, 19 Jan 2026 08:38:32 +0000

November – January 2026

Connection at the Core of Holistic Learning

At ��о��, holistic learning is a learner-centred approach that recognises the importance of the interconnections between domains of learning, and between individuals and their peers, their communities and the world around them. Holistic approaches enhance development across intellectual, emotional, social, physical and creative potentials. We value an approach to educating the whole child that focuses on the development of individual potential, collective efficacy and connection in community.

Our school values of curiosity, courage, care and community link deeply to the process of learning together and growing together as expressed in our school Vision. These values are expressed and experienced outwardly and collectively, as well as developed as fundamental internal principles.

In an increasingly digitised and virtual world, we place value on the power of human connection to support wellbeing, long-term mental health, more engagement at school and more purpose and relevance in our learning. This is observed directly in our community and is well supported by a large body of academic research:

Students who feel connected are less likely to engage in risky behaviours and more likely to have higher grades and better attendance. [Centres for Disease Control]
Higher school connectedness is strongly associated with a lower prevalence of poor mental health among high school students. “When youth feel connected to their school, they are less likely to experience poor mental health, sexual health risks, substance use and violence. And they are more likely to engage in positive health behaviours (physical activity and healthy eating), have higher grades and test scores, have better school attendance, and graduate high school.” [Wilkins et al.]
Extracurricular activities promote the formation of new friendships and help maintain existing ones, which is essential for social development and a sense of belonging. [Schaefer et al.]
Organised activities have a positive impact on mental health outcomes from participation in team sport, school clubs and non-sport extracurricular activities. [Bolens et al.]

This issue of the Pulse features many of the activities where students are finding connectedness, engaging in our community and exemplifying our school values.

Activities like the Elementary Student Council Epic Arts trip, Secondary Student Union and the Environmental Action Committee are intentionally structured to build student voice, courage, leadership, resilience and community.

Activities like Inktober, the production of Romeo & Juliet and the Elementary InChoir develop curiosity and creativity and challenge students to push boundaries.

Rocking Youth Cambodia, Designing for Blind Children and Cats on Campus connect ��о�� students to a wider community and demonstrate care in action.

The Phnom Penh Plunge, PPAC8 swimming and all of our sports teams provide the opportunity for students to build friendships, develop skills, maintain physical fitness and a healthy lifestyle and to foster our international school’s community. They are also great ways to reduce stress and have fun!

I hope you enjoy seeing holistic learning in action in these pages and take the opportunity to discuss with your child the opportunities they are taking to develop the values of Curiosity, Care, Courage and Community.

Works Cited:

Boelens, Mirte, Michel S. Smit, Hein Raat, Wichor M. Bramer, Wilma Jansen. (2022). Impact of organized activities on mental health in children and adolescents: An umbrella review. Preventive Medicine Reports, 25. https://doi.org/10.1016/j.pmedr.2021.101687

Centres for Disease Control and Prevention. (2009). School Connectedness: Strategies for Increasing Protective Factors Among Youth. Atlanta, GA: U.S. Department of Health and Human Services

Schaefer, D. R., Simpkins, S. D., Vest, A. E., & Price, C. D. (2011). The contribution of extracurricular activities to adolescent friendships: New insights through social network analysis. Developmental Psychology, 47(4), 1141–1152.

Wilkins N.J., Krause K.H., Verlenden J.V., Szucs L.E., Ussery E.N., Allen C.T., Stinson J., Michael S.L., Ethier K.A. (2021). School Connectedness and Risk Behaviors and Experiences Among High School Students – Youth Risk Behavior Survey, United States.

Eileen Niedermann
Director

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All about ��о��’s Sports Programme

Nebojsa T — Tue, 13 Jan 2026 08:24:10 +0000

��о�� has a very popular sports programme that competes in a local league called PPAC8 (Phnom Penh Activities Community) and an international conference called MRISA (Mekong River International Schools Association).

Statement of Philosophy

The approach of school sports/athletics at ��о�� emphasises participation, sportsmanship and the pursuit of excellence, both as a team and individually. While winning can be a byproduct of our efforts, it is equally essential to stay humble and learn from losses. The development of social and emotional skills goes hand in hand with physical skill enhancement.

Our programme caters to a wide range of abilities by offering multiple teams for each sport. We follow a guiding principle of not excluding athletes from teams unless necessary for safety, available resources or coaching constraints.

At ��о��, our coaches serve as mentors and role models for young athletes. We focus on building resilience, determination and leadership, fostering the growth on and off the field. We want athletes who exemplify good sportsmanship and athletic talent. These values are a desired outcome of participation in the ��о�� sports programme.

We measure the success of our programme through enjoyment, character development, athletes’ achievements and the positive influence our Falcon spirit has on the community.

Objectives of the Athletics Programme

Self

Understand how to achieve victory with humility and accept defeat with grace.
Cultivate the physical skills necessary for athletic improvement.
Enhance decision-making proficiency.
Foster a healthy comprehension and acceptance of personal and emotional dimensions related to body image.
Encourage inclusive participation among all students.

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Excellence

Optimise the acquisition of essential skills.
Develop a strong sense of self-discipline.
Instil a passion for lifelong learning and self-enhancement.
Deepen knowledge and understanding of game rules.

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Respect��

Cultivate a healthy spirit of competition.
Ensure all team members have the opportunity to participate.
Exhibit respect for all athletes, officials and coaches.
Show compassion and concern for the well-being of others, including teammates and competitors.
Model mature and appropriate behaviour as demonstrated by adults (coaches, parents, spectators and officials).

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Balance��

Foster meaningful friendships through team participation.
Engage in positive co-curricular activities.
Increase awareness of effective time management across personal, academic and athletic commitments.
Broaden interests in lifelong and leisure activities.
Enjoy participation in all activities.

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Service

Create a positive school environment through collaboration, teamwork and conflict resolution.
Provide opportunities for leadership within teams and across programs.

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Program Overview

Sport Associations

Mekong River International Schools Association (MRISA)

The MRISA conference includes eight schools participating from outside Phnom Penh. Both MRISA Junior (Grade 6-8) and Senior (Grade 9-12) teams take part in various MRISA tournaments. This league requires travel commitments from A-team athletes and coaches.

Athletics – Travel Tournaments

Season��	MRISA��	Invitationals
Season 1	MRISA Jr. Basketball MRISA Sr. Volleyball	UNIS Swim meet
Season 2	MRISA Jr. Soccer MRISA Sr. Basketball��	MRISA Sr. Badminton ISB Splash Swim meet
Season 3	MRISA Jr. Volleyball MRISA Sr. Soccer��	MRISA Jr. Badminton ISHCMC Swim Meet

Phnom Penh Activities Community (PPAC8)

The PPAC8 conference includes eight schools participating withiin Phnom Penh. Both PPAC8 Junior (Grade 6-8) and Senior (Grade 9-12) teams take part in friendly scrimmage games, plus grading and culminating tournaments. The swim team participates in a similar meet structure; however, the age groups are 8 & under, 9-10, 11-12, 13-14, 15 & over.

Athletics – Divisional Sports

EY2 – Grade 3: ASP Athletic Offerings. Focused on developing students’ fundamental skills
Grade 4-5: PPAC8 Football, Basketball
Grade 6-12: PPAC8 Badminton, Basketball, Cross Country, Football, Track & Field, Volleyball / MRISA Badminton, Basketball, Football, Volleyball

Seasonal Sport Schedule

EY2 -Grade 3: ASP Athletic Offerings offered per semester. Focused on developing students’ fundamental skills.

Season 1 (August to��November)
Grade 4-5: Football
Grade 6-8: Basketball, Cross Country
Grade 9-12: Cross Country, Volleyball

Season 2 (November to��February)
Grade 4-5: Track & Field
Grade 6-8: Football, Track & Field
Grade 9-12: Badminton, Basketball, Track & Field

Season 3 (February to May)
Grade 4-5: Basketball
Grade 6-8: Badminton, Volleyball
Grade 9-12: Football

Training Commitment

For all team sports, there are two training sessions per week. Most sessions take place after school from 15:00 – 16:30. In Season 1, there will be one morning session for B teams from 6:10 – 7:10. This is due to the limited court capacity for our two indoor court sports. Training is compulsory, and students who miss two sessions without informing their coach will lose their place in the team. The training schedule will be available in the school’s Weekly Announcements.

Swim Team

We also have a strong Swim Programme, led by our Aquatics Director, Zsuzsa Barta. The swim seasons work on a semester schedule and include two local PPAC8 swim meets on Saturday mornings and international invitational events.

General Information

We offer swimming all year round, from August to May. The Swim Team is open to students in Grades 1-12. Elementary (Grades 1-5) and Secondary (Grades 6-12) squads have different schedules. Within the squads, swimmers of the same swimming level swim together, regardless of age group/class.

New students to ��о�� or returning students who haven’t been on the swim team yet and wish to join must be assessed before the season starts. Sign-up for the assessment is necessary, and students and parents will receive information about it from the coaches at the beginning of the school year. To be eligible for the swim team, swimmers must:

Be able to swim 25/50/100m front crawl, backstroke and breaststroke with correct technique (distance depends on the age group) and perform a basic race dive
Be able to swim 600-1600m in one hour
Commit to local swim meets in Phnom Penh (Six Saturday mornings in a year)
Demonstrate excellent behaviour and a “can-do” approach

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Training Commitment

Families must sign up for swimming days in advance. “Pop-ins” to any session are not permitted.

Elementary students: minimum 1 session per week.
Options: Tuesday, Thursday, and Friday 2:45pm – 3:45pm

Secondary students: minimum 2 sessions per week, with no maximum, but it must be balanced with academic performance.
Options for all Secondary: Monday, Wednesday, and Friday 3:00pm – 4:30pm.

By invitation only: Monday, Tuesday, Thursday, and Friday 6:00am – 7:00am.

International Swim Meets

Selected swimmers will have the opportunity to travel abroad with the team. Details about these trips are released at the beginning of the school year and later in the season. Participation is not compulsory.

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Elementary Team Sports

Grade 4 and 5 students can participate in Football during Season 1 and Basketball during Season 3. Training takes place once a week for an hour (3:00pm – 4:00pm), and there is a culminating PPAC8 tournament at the end of the season. Separate boys and girls teams are formed, and tryouts may be conducted if the number of participants exceeds our coaching and space capacity.

Please note that this is separate from the After School Programme (ASP). It is a competitive team, and therefore, coaches expect your child to participate in all training sessions, develop the necessary skills, and compete in the culminating tournament. Students who cannot meet these expectations may be asked to leave the team. The sign-up process is through an online form emailed to all parents via Toddle.

Greg Stanton
Activities Director / IB MYP Physical & Health Education

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The Power of Social Bonds

Nebojsa T — Thu, 30 Jan 2025 08:18:43 +0000

Building a Community at ��о��

As the Secondary principal, I often find myself pondering the vibrant tapestry that makes up our school community. Each thread – students, parents, faculty, staff – contributes to a rich, interconnected experience. In thinking about our community, it draws parallels with a recent book I read about the world of cows. In her charming book, The Secret Life of Cows, Rosamund Young reveals not just the lives of cows, but the profound social bonds that underpin their existence – a lesson that resonates deeply with our community here at ��о��.

Young highlights something fascinating: each cow has a distinct personality and unique needs. Some thrive in the company of close friends, while others may seek solitude, or a quiet space to recharge. This individuality is essential for their well-being and ability to communicate their needs. When cows feel safe and secure in their environment, they express themselves freely, whether that means seeking comfort from a friend or asserting their space.

At ��о��, we, too, are a diverse community, filled with individuals who bring different strengths, challenges and perspectives. Just as cows flourish in supportive herds, our students thrive when they feel understood and valued. This means recognising that each student is different, with their unique way of engaging with the world. When we create an environment where everyone feels safe, our students are more likely to communicate their needs, share their ideas and seek help when necessary.

Consider the classroom setting. When students collaborate on projects or engage in discussions, it’s not just about sharing knowledge; it’s also about forming connections. These moments can reveal a great deal about their personalities and learning styles. Some may shine in group settings, while others may need encouragement to share their thoughts. As educators, it’s our responsibility to foster an atmosphere that honours these differences, allowing each student to express themselves comfortably and authentically. Kindness, much like the nurturing behaviours Young describes among cows, should be at the heart of our community interactions. A simple act of kindness can resonate powerfully and with long-lasting impact. Whether it’s a student inviting a classmate to join their lunch table, or a teacher taking the time to understand a student’s unique needs, these gestures cultivate an environment where everyone feels supported and appreciated.

Building these bonds requires intentional effort. Parents, you play a crucial role in this, too. Encourage your children to embrace their individuality, while respecting the differences of their peers. Open communication at home sets the stage for them to build meaningful relationships at school and the friendships they cultivate now can provide a solid foundation for their future, both personally and professionally.

As we journey through this school year, I challenge each of you – students, faculty, staff and parents – to perform an act of kindness each week. Invite someone new into your circle, compliment a classmate’s effort, or check in on a friend who might need support. These small actions can create a ripple effect that enhances our entire community. Let’s take a page from our bovine friends: strong communities thrive on understanding, empathy and kindness. Just as cows support each other through their individuality, we must embrace the unique qualities of our ��о�� family. Together, let’s create an environment where social bonds flourish, where everyone feels included and where each person’s voice is heard. After all, a community is only as strong as the connections we nurture within it.

Katie Ham
Secondary Principal

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The Thriving Higher Education Industry in East Asia

Nebojsa T — Wed, 22 Jan 2025 08:19:18 +0000

Five reasons to pursue an Asian Bachelor’s Degree

East Asia, home to top-ranking universities and diverse cultures, offers a wealth of academic and social opportunities for students of all backgrounds. Studying in Asia is a great choice for many families due to its dedication to academic excellence, connection globally, affordability and its offering of unique cultural experiences. Here are six reasons why more young people are seeking the higher education landscape that universities in East Asia provide.

Academic excellence: East Asian universities rank among the world’s top institutions, known for their rigorous academics and groundbreaking research. They use a blend of teaching philosophies from the East and the West and offer interactive learning experiences that foster academic strength and a well-rounded education. In fact, 14 of the top 50 spots in the for 2022 belong to Asian universities, with a remarkable 82 in the top 300 globally.
Globally recognised dual degrees: East Asian universities have established strong partnerships with prestigious institutions worldwide, providing students with access to diverse courses and globally recognised and accredited degrees. For US awarding degrees, you might consider New York University, Shanghai and George Mason, Korea. If you’re interested in UK degrees, the University of Nottingham, Ningbo and De Montfort University, Cambodia are worth considering. For Australian degrees, Monash Malaysia, RMIT Vietnam and James Cook Singapore are highly regarded options. These are just a few examples, and there are many more to explore!
Affordability: Compared to popular study destinations like the USA and the UK, higher education in Asia is often more affordable. Asian countries offer lower tuition fees, and generous scholarships to international students. Additionally, the cost of living in Asia is generally lower, making education financially accessible for students and their families. For instance, students in South Korea can spend as little as $680 per month on living expenses, including rent, while students in the UK may spend over $1000.
Diverse cultural experiences: East Asia offers diverse cultural experiences that contribute to a unique and enriching educational journey. With a multitude of traditions, languages and lifestyles, students can broaden their horizons and establish international connections whether they choose to stay in the country or partake in the various study abroad programs. These experiences are highly regarded by employers, showcasing international exposure and adaptability. Even studying within (or near) their home country, students can still benefit from cultural diversity while also enjoying familiar cuisines and a convenient time zone, which facilitates a seamless transition into higher education.
Employability and networking: Asian universities are highly regarded for producing highly employable graduates. The rapid growth of sectors like technology and finance in Asia has created a thriving job market for young people fresh out of college. Asian universities are finding themselves on the top of QS’s global Graduate Employability Rankings (2022) such as Tsinghua University, China (ranked 6th) and The University of Hong Kong (ranked 9th) demonstrating the career preparation students are receiving.

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In conclusion, higher education in East Asia offers numerous advantages and opportunities for students. Universities in Asia provide a pathway to a successful future through their academic excellence, global connections, affordability, diversity, and employment prospects. ��о�� encourages families to explore the universities our region has to offer by utilising resources like UniFrog or seeking guidance from their school counsellor for personalised assistance.

The book series “” offers valuable insights into the world of Asian higher education, such as quality, excellence, and governance, enabling students and families to make well-informed decisions about pursuing educational opportunities in each region.

Source:
Leach, J. (2023, December 7). 6 reasons why your students are considering higher education in Asia (or should!). BridgeU.

Kit Archbold
Secondary School Counsellor

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Where are they now?

Nebojsa T — Fri, 22 Nov 2024 02:11:07 +0000

Alumni Interview: Clara Kim

Class of 2014 | Years at ��о�� 2012 – 2014

This is Clara Kim from the Class of 2014! After graduating from ��о��, I went to the US to attend a small liberal arts university called . I majored in mathematics and economics (with a minor in business). I worked for a few years as a financial crime analyst at an investment bank before moving to London to earn my master’s in statistics two years ago. I’m currently working as a quants analyst at a consulting firm.

Outside of work, I love to dance. I was part of a Cambodian traditional dance troupe in the US and I’ve been taking salsa and bachata classes for the past two years in London.

I also love to cook and share my love for Cambodian food with people. I’ve been working at different food festivals and pop-ups in London and I hosted my very first supper club to raise funds for a nonprofit in London last week.

My mother also recently released a memoir (which includes 20+ recipes) this year called Slow Noodles, which recounts her life as a Cambodian refugee who loses everything and everyone – home, family and country. So, I’ve been heavily involved with that project as well.

What years and grades did you attend ��о��?
I attended ��о�� between 2012 and 2014 (Grades 11 and 12).

Where do you reside now?
I’m currently living in London! I’ve been here for two years and have loved every second of it.

Name the places you have lived in. Which was your favourite country to live in and why?
Cambodia, USA, Hungary and England. Phnom Penh will always be home but London is probably my favourite city to live in. It is a melting pot of different cultures, ethnicities and identities. I think it is a place where anyone can belong, no matter where you’re from or what you love to do. But if you absolutely hate rainy and gloomy weather, this might not be the place for you.

What did you miss most about living in Cambodia when you moved?
My family. And the food! I learned to cook when I left home because Cambodian food is not very accessible outside of Cambodia (except for maybe in some parts of the US like California and Massachusetts). But I also miss the culture and being able to speak Khmer freely.

What is your favourite ��о�� memory?
They say that those who suffer together, bond together. I actually miss the late evenings and Saturdays when we’d come into the art studio to complete a project (go Mr Dara!). Those were the times I bonded the most with some of my classmates.

Game day on the last day of school. Every student was put into a different team (aka mascots) and earned points by competing in different challenges. Go Tigers! (We won that day)

What are five things you wish you knew in secondary about life after graduation?
Not knowing what you want to do with your life at eighteen is okay. So, don’t panic. Your career aspirations and what makes you happy will change over time. It’s just a part of getting older.

What university-provided services did you use when in university and how were they helpful?
Take advantage of the career centre as early as possible. Job searching as an international student (if you intend to stay and work abroad) is a painful process. The centre can help you work on finding internships, write cover letters and CVs, prepare for job interviews and connect you with the alumni network.

The second one will be based on personal preference but volunteering is something I am very interested in. I’ve made so many great friends and learned a lot just by being involved with the university’s volunteer centre. I also think volunteering allows you to engage with a community at a much deeper level.

The volunteer centre also has great internships that are often overlooked. I actually got my first internship in London through a volunteer trip at [The London School of Economics and Political Science]!

What skills do you need to be successful in your job?
Besides having the technical skills (if that is what your job will require), I think there are three really important soft skills you need – time/project management, communication (both verbal and written) and the ability to market yourself (you can be the best and fastest at what you do but make sure people know about it). I had to learn this the hard way.

What’s more challenging: analyzing financial crime or mastering the perfect salsa spin?
I’m not sure. One is a mental challenge while the other is a physical one. But I have to say, I have yet to master the perfect salsa spin.��

What’s your “secret weapon” dish that always impresses your friends?
If I wanted to introduce someone to traditional Cambodian food for the first time, I make num banhjuk somlor namya, a simple coconut fish curry with rice noodles, the way my grandmothers made it. You can find the recipe on 😉 I think carries a few copies.

If you could invite any fictional character to your supper club, who would it be and what would you serve them?
I’m not sure about fictional characters but Anthony Bourdain has been my inspiration (besides my mother obviously) and even more so since I started working in the kitchen in London. I recommend reading his work, “Kitchen Confidential”. It will change the way you think about food and the restaurant business.
I would probably make him Namya, fried shrimp rolls and grilled pork ribs with green papaya pickles.

Tell us more about Slow Noodles and how you helped with the book.
Written with a co-author, Kim Green, Slow Noodles is my mother’s memoir about her life as a Cambodian refugee who had lost everything and everyone in her life. The book follows her journey as she reclaims the recipes from her mother’s kitchen in Battambang, her provincial hometown before the dictator Pol Pot tore her country apart and exterminated more than a million Cambodians. Recreating the dishes from her childhood becomes an act of resistance, of reclaiming her place in the world, of upholding the values the Khmer Rouge sought to destroy, and of honouring the memory of her beloved mother, whose “slow noodles” approach to healing and to cooking prioritised time and care over expediency.

The memoir also includes more than twenty family recipes for dishes like chicken lime soup, green papaya pickles, and pâté de foie, as well as Khmer curries, stir-fries, and handmade bánh canh noodles.

I wrote the epilogue and also narrated the audiobook. I also helped the co-author read many of the drafts and turned the recipes from my mother’s kitchen into words.

If you could write a new recipe into your mother’s memoir, what would it be?
This is a tough one. Our initial list of recipes includes dozens but we had to cut it down to about 20 for the book. I started collecting recipes from my mom when I was a freshman in college. I have about 100+ now and am considering publishing them sometime in the near future. khor ko, a slow-cooked beef stew served with egg noodles or sliced baguettes will be included.

If you could only eat one Cambodian dish for the rest of your life, what would it be?
Somlor mju kreung sach ko for the win! Whenever I visit home, I always ask my mom to make this for me.

This interview was first published in the��о�� Pulse Magazine��().

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What is Processing speed?

Nebojsa T — Wed, 20 Nov 2024 03:35:00 +0000

Processing speed in psychology is how quickly we think and respond, impacting school and daily life, and can be improved with structured tasks and activities.

We often hear teachers and therapists talking about processing speed, but what is it actually?

The processing speed in psychology refers to fast and accurate visual scanning and identification, decision-making and decision implementation. In school, it has a broader meaning and refers to the time we need to respond to a question, think about what was said, finish the task or decide about something. Finally, on a neuroscientific level, it refers to the rate at which information travels across the brain.

Processing speed in psychology is usually measured by simple visual-motor tasks that should be done quickly and correctly, e.g. the child needs to detect and cross only fruits on a page full of different objects. If a child needs more time to finish the task compared to peers of the same age, there might be a processing speed difficulty.

Processing speed difficulty comes from a need for more time on a cognitive level, it is not caused by low motivation and does not assume low overall cognitive abilities; some very capable students can also struggle with low processing speed. It does not assume only slow processing; some students might work fast but with a lot of mistakes which is still seen as a processing speed difficulty. Lower processing speed can affect memory, attention, behaviour, social skills and overall academic performance.

The need for adequate processing speed in school occurs daily. Formally, it can be set as a designated time to finish the exam or submit the assessments, and informally it can be seen as an expected timeframe to respond to the teacher’s question verbally. These time expectations are set by what average students can do and often do not take into account students who, due to lower processing speed, need more time to finish the tasks.��

At home, parents might notice signs of slower processing speed outside of school-related areas, e.g. in slower dressing up, slower eating and making decisions that can disrupt daily living activities.

In school and at home, a positive influence on the processing speed can be achieved by:

chunking tasks and helping the child to set achievable goals
reducing environmental distractions��
showing the sample of the end product
providing more time to finish the task
reducing the number of tasks
starting routines early to avoid rushing and feeling anxious
practising a specific skill or task over and over to get faster at it
providing more structure, e.g. by using schedules and alarms

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Additionally, family activities and playing visual-motor games like those listed below can also have a positive influence on the development of processing speed, especially in early childhood:

timed activities, e.g. responding to flashcards
playing sorting and matching games
puzzles
spot-the-differences games

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for examples of games and activities to improve your child’s processing speed.

In conclusion, if difficulties caused by lower processing speed are recognised and if there is an effort to reduce its impact in school and at home, the child will feel more encouraged and motivated and can achieve their full potential.

Director’s update

Nebojsa T — Mon, 04 Nov 2024 08:37:54 +0000

August – October 2024

Taking Action on Our Environmental Values

If you have been on campus recently, you may have seen that we have a fairly large area blocked off between the swimming pool and the field. This is the site of our new Falcons Hub – we are excited for what this new facility will mean for ��о�� in terms of functionality but also the opportunity this presents to take action in-line with our values of responsibility to the environment.

This building is being designed to meet the highest standard of environmental protection and every decision takes this into account. We are using the from the US Green Building Council and our hope is to reach the highest rating we can in this effort.

The LEED certification works on a points system in seven different categories. Here are some highlights of the type of things we are incorporating in the building design.

Sustainable sites:

30% of the site is outdoor space
Reduce heat-island effects through roof materials that absorb less energy
Reduce light pollution by designing illumination downward
Reduce water usage by harvesting rainwater for toilet flushing

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Indoor environmental quality

Automate monitoring systems for indoor air quality
Air intake filtration systems to ensure high-quality indoor air
Use Low VOC (volatile organic compounds) emitting carpets
Ensure all rooms have sufficient daylight through window design

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Water efficiency:

Implement outdoor water use reduction through landscape design
Use low-consumption fixtures such as toilets, sinks and showers
Include building-specific water metering

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Energy and atmosphere

Connect to our existing solar energy grid
Use energy-efficient appliances and lighting
Use AC systems that are highly efficient, reducing GHG emissions
Build thermally insulating walls, windows and roof to reduce energy losses

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Materials and resources

Use recyclable materials including the steel frame of the building
Source materials locally or regionally as possible
Install materials that meet environmental standards for green buildings (paints, flooring, furniture, hardware, tiles, carpet etc.)

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Location and transportation

Identify access to public transit
Establish bicycle parking
Provide access and charging for green vehicles

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Innovation

Use the building as an education tool as part of its fundamental purpose
Maintain green housekeeping practices
Use LED lighting

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If you want to see the construction in process, upstairs in the Learning Center gives a nice bird’s eye view!

Eileen Niedermann
Director

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�����о��� – International School of Phnom Penh

Where are they now?

Alumni Interview: Class of 2015

Phnom Penh 2025 Reunion – Andre Edwards, Nadia Fernando, Haruki Fujita, Saskia Hoekx, Leonie Müller, Tabitha Payne, Sarah Woods-Killam

This interview was first published in the �����о��� Pulse Magazine ()

See more photos here:

More “Where Are They Now?” interviews:

Where are they now?

Alumni Interview: Sarah Woods-Killam

Class of 2015 | Years at �����о��� 2009 – 2015

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Where are they now?

Alumni Interview: Mugabi Byenkya

Class of 2010 | Years at �����о��� 2001 – 2005

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Director’s update

November – January 2026

Connection at the Core of Holistic Learning

All about �����о���’s Sports Programme

Statement of Philosophy

Objectives of the Athletics Programme

Program Overview

Sport Associations

Mekong River International Schools Association (MRISA)

Athletics – Travel Tournaments

Phnom Penh Activities Community (PPAC8)

Athletics – Divisional Sports

Seasonal Sport Schedule

Training Commitment

Swim Team

General Information

Training Commitment

International Swim Meets

Elementary Team Sports

The Power of Social Bonds

Building a Community at �����о���

The Thriving Higher Education Industry in East Asia

Five reasons to pursue an Asian Bachelor’s Degree

Where are they now?

Alumni Interview: Clara Kim

Class of 2014 | Years at �����о��� 2012 – 2014

More “Where Are They Now?” interviews:

What is Processing speed?

Processing speed in psychology is how quickly we think and respond, impacting school and daily life, and can be improved with structured tasks and activities.

Director’s update

August – October 2024

Taking Action on Our Environmental Values

��о�� – International School of Phnom Penh

This interview was first published in the ��о�� Pulse Magazine ()

Class of 2015 | Years at ��о�� 2009 – 2015

Class of 2010 | Years at ��о�� 2001 – 2005

All about ��о��’s Sports Programme

Building a Community at ��о��

Class of 2014 | Years at ��о�� 2012 – 2014