Lianne Dominguez Human-Centered Leadership innovator I Secondary School Principal & College Counselling Director | AIELOC Mentor | PTC (Principal's Training Center) Facilitator I NEASC-CIS Accreditation Visitor

Lianne Dominguez looks into the differences between American and British school systems, what she learned and how she adapted.

"But here’s the best part—no one has judged me for the learning curve"

For the past 17 years, I lived and breathed the American international school system—SATs, APs, GPAs, some IB and all things Common Core. I was confident in my understanding of international education and, if you had asked me back then, I’d have told you I knew exactly how international schools worked. Over the years, I had visited many British international schools as an accreditation consultant, analyzing policies, assessing best practices, and having conversations with school leaders about their systems. But walking through a school as a visitor and actually working within the system are two very different experiences.

Then, this year, I joined a British international school for the first time, and suddenly, I found myself in a whole new world.A world where maths has an s, “revision” means studying (not correcting mistakes), and “fancy dress” has nothing to do with looking formal (which, let me tell you, could have led to some serious wardrobe mishaps). A world where GCSEs shape academic journeys, and students casually chat about their forms, tutors, and the Duke of Edinburgh—meanwhile, I’m navigating a new academic language, piecing together what mark schemes actually mean, and momentarily wondering if Sixth Form is something I forgot to sign up for.

But here’s the best part—no one has judged me for the learning curve (at least not audibly). I’ve been able to embrace this new system with curiosity, knowing I’m surrounded by incredibly polite, professional, supportive, and brilliant colleagues who not only know their craft but are also open to sharing, discussing, and collaborating in ways that transcend school systems. Now, several months in, I’ve had my fair share of lost-in-translation moments—but also some truly profound realizations about what makes a great school, no matter the system. Here are some of them, in no particular order:

1. Wait… What Did You Just Say?

I thought I knew school terminology. Turns out, I knew an entirely different dialect.
Take a simple staffroom conversation:

Colleague: “We need a smooth transition between Key Stage 2 and Key Stage 3.”

Me, googling: “Right… Year 6 to Year 7… which is like going from elementary to middle school… except it’s still called junior school but also senior school…okay... got it.”

Other moments of fun linguistic confusion included:

  • Students = Pupils
  • Grades = Marks
  • Homeroom = Form
  • Senior and Junior High = Sixth Form
  • Middle School = Key Stage 3
  • Tutor = Advisor
  • Electives = Options
  • Proctor = Invigilator
  • Tracks = Sets

I quickly realized that terminology may change, but the core of good education stays the same.

2. Structured, But Not Rigid—A System That Balances Excellence & Well-Being

"What I’ve actually found is a thoughtfully structured system that provides both rigor and flexibility, ensuring that students develop not only academically but also holistically."

One of my biggest (and incorrect) assumptions before joining was that British systems were more traditional, exam-driven, and rigid compared to the American systems I knew so well. What I’ve actually found is a thoughtfully structured system that provides both rigor and flexibility, ensuring that students develop not only academically but also holistically.
  • British schools do high-stakes exams well, but they also emphasize deep mastery of subjects. Students specialize earlier, but that doesn’t mean they lose out on creativity and interdisciplinary learning.
  • There is a strong sense of tradition, but not in a way that resists change. Instead, it serves as a foundation for evolution. My school, for example, is incredibly open to progressive educational approaches—well-being, student leadership, agency, and interdisciplinary learning all have space to thrive here.
  • The pastoral care is truly integrated. I’ve always believed that education should be human-centered, and I’ve found that British schools build strong, structured systems to ensure students are seen, supported, and guided.
I initially worried that continuous assessment which I was used to might be missing, but I found that students develop deep accountability for their learning through clear expectations and rigorous preparation. And most importantly, I have seen how this system produces highly articulate, thoughtful, and prepared students who take ownership of their learning.

3. House Systems Are More Than Just Harry Potter References

Back then I worked in a school with a house system. The programs were all about spirit , Hogwarts style traditions —think sports days, trivia battles, and color wars. It was fun, exciting, and built camaraderie, but it didn’t necessarily extend into a deeper sense of support or belonging beyond those big events.
At my current school, the house system is the heartbeat of student well-being, inclusion, and community, bringing pastoral care to life in a way that goes beyond competitions and spirit points. Housemasters and tutors are more than just event organizers—they are mentors, guides, and constant sources of support, ensuring every student feels seen, valued, and connected.

Houses provide a built-in support system, a strong sense of identity, and a space for leadership and growth, where older students mentor younger ones, and well-being isn’t just a policy but a lived experience. It’s not just about winning trophies—it’s about building a school culture where every student belongs. I’ve completely fallen in love with this house system—not because it makes school more fun, but because it makes school more human.

4. No Matter the System, Schools Need the Same Essentials

"What matters is how they feel about learning, how engaged they are, and how prepared they are for life beyond school."

At the end of the day, the best schools, no matter the system, have the same core ingredients:
✔️ Great teachers who care about students beyond academics.
✔️ A strong community where pupils (or students, depending on your vocabulary) feel like they belong.
✔️ A culture of high expectations and support, ensuring that every learner is both challenged and nurtured.
✔️ Leaders who prioritize well-being and learning, not just grades and rankings.
It doesn’t matter whether students are sitting for GCSEs, APs, A-levels or IB exams, whether they call it “math” or  “maths.”  What matters is how they feel about learning, how engaged they are, and how prepared they are for life beyond school.

Final Thoughts

If you’d told me years ago that I’d be working in a British school, I probably would have worried about not fitting in. But now? I love that I took this leap.I love that I get to learn as much as I teach. I love that I can see two strong, well-respected education systems side by side and find value in both. And I love that at the heart of it all, no matter where I’ve worked, schools are about people first. So, if you see me still looking mildly confused about ‘peripatetic lessons’, just know—I’m still learning.
After all,  isn’t that what school is all about?

 

 

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