From Shadows to Inclusion Champions

From Shadows to Inclusion Champions: Rethinking 1:1 Support in International Schools
Dr. Christina Limbird, Co-Founder and Managing Director, Linden Global Learning & Support

The name "shadow teacher" says a lot. It describes an adult who follows one child through the school day, glued to their heels. Understandably, for decades educators have questioned this model for inclusion. Yet in many international schools, a shadow teacher remains the condition for a neurodivergent child's admission. In small and mid-sized international schools, dedicated behavior specialists and co-teachers are out of reach luxuries; there are rarely viable alternatives to shadow teaching models. We believe, however, these professionals can be much more than shadows. With the right training and support, they can transform into inclusion champions who help every child take part in the life of the classroom.

Stepping out of the shadows requires two changes. The first is a clear partnership with the classroom teacher. When roles are agreed only at the administrative level, the child can quietly become "the assistant's student." A recent study shadow teachers at an international school in Indonesia found that strategies were held back by limited cooperation from classroom teachers and a lack of formal training (Wardani & Nurhayati, 2026). This is exactly what we have witnessed as well: the strongest 1:1 support we see is planned together with the teacher and often extends to small groups, so the child is included rather than shadowed. 

The second change is training. And we have created a unique approach to that.

Inclusion Champions at Rosslyn Academy

This summer, teaching assistants from Rosslyn Academy in Nairobi completed Linden's ten-session Inclusion Support Training. They gave part of their school break to take part in 10  live online sessions. The program draws expertise from Linden’s speech and language therapists, behavior specialists, special education teachers, and occupational therapists, and it closes with two essential modules on communicating with families and teachers in multilingual, multicultural communities.

We were touched and impressed by the Rosslyn assistants’ dedication and passion for working with their students. Learning Support Assistant, Mary, wrote that the training "helped me understand how to support a child in a calm and respectful way." Kezia, 1:1 Aide and Teaching Assistant, shared that she "enjoyed every single session."  

The lesson from Rosslyn is that 1:1 support does not have to remain in the shadows. With clear roles, close partnership with teachers, and training that reflects the cultures and languages of international schools, they become inclusion champions. Every child deserves an advocate who sees the great in them and has the skills to bring it out, and well-prepared Inclusion Support Specialists can be exactly that.