Helping TCKs Make the Transition More Smooth and Enjoyable

Those who are familiar with the lifestyle of a Third Culture Kids (TCKs) would agree
that there are enormous benefits to growing up around the world, and that TCKs are
able to experience aspects of life that others only read about in books. However,
educators often fail to recognize (or never know in the first place) some of the challenges
associated with this lifestyle that accompanies students who have been raised outside of
their parents culture. While growing up abroad, TCKs have experienced a diverse array
of encounters, both positive and negative. As educators, how are we able to embrace the
benefits that greatly outweigh the negative aspects for TCKs?
For students who may spend a lifetime transition between various countries, teachers
and peers may find it difficult to understand that one of the most difficult moves for a
TCK is actually the transition, or re-entry to home. One of the key challenges is the
fact that they look like the other students and therefore are expected to behave similarly
as well. However, their social norms are quite different than their peers as they have
grown up according to a different set of rules or customs. According to Szkudlarek,
Some researchers argue that the homecoming of Third Culture Kids can often be more
adequately described as expatriation, rather than re entry.
An article by Dr. Ken Cushner describes a continuum of ethnocentric and ethnorelative
behavior and attitudes. I found it surprising to learn how many teachers rate on the
ethnocentric side of the cultural continuum. As a teacher, cultural sensitivity is one of
the most important qualities a teacher can have. As most of the literature looking at
TCKs and reentry is geared toward parents, this blog is written for teachers who are
experiencing these students in their classroom; students who are adjusting to living in a
new country, and quite possible the country that their parents call home. I hope to
provide you with solutions to make a TCK students repatriation more smooth and
enjoyable, as well as create a more culturally welcoming classroom.
While reading Third Culture Kids: Growing Up Among Worlds by David C. Pollock and
Ruth E. Van Reken, Ive compiled a list of problems students may encounter when reentering their host culture. They include but are not limited to:
Common problems that TCKs face when returning home:
No (or limited) sense of belonging. Many who have grown up around the world do not
know where their home is, and feel great anxiety because of that.
Surrounded by students that they cannot relate to because the TCKs cross cultural
experience are unfamiliar to many.
A unique perspective makes them different because although their home may not have
changed, their own perspectives have.

 Having an experienced an expanded, 3D worldview of reality, they find it hard to do

simple tasks or find interest in things which may seem normal to other children.
Students may have advanced or delayed maturity due to too much freedom or lack
thereof, which may lead to the inability to make decisions and feelings of alienation,
loneliness, social awkwardness, etc.
Accidental ignorance of home culture due to being so knowledgeable in others.
And many more...
Many solutions to make welcoming TCK students to the classroom easier are things we
can do every day in our classrooms. The following results in a better classroom for all:
Create a comfortable, welcoming classroom environment where students are friendly
and aware of diversity within it. Have a no tolerance policy on stereotyping.
Always prompt students to ask questions, and let them know there is not one right
answer.
Celebrate diversity in the classroom by letting them celebrate holidays and other things
of cultural importance.
Treat students how they want to be treated, with love and care (not all may get this from
home).
Always have a smile on your face.
With a specific TCK student:
Get to know them right away. Have them complete a survey for you or answer questions
about themselves (if willing).
Recommend clubs and other activities your student may be interested in. Speak with
other students who may share common experiences and have them befriend the new
student.
Help them to understand the school culture, i.e. new responsibilities, expectations, and
how things work.
Help them to understand students will be curious about their experiences. Urge them to
ask other students questions and let them know what is appropriate or not, if necessary.
Practice with them how to make people feel comfortable when having a conversation.
Some TCKs may find their life so interesting they are afraid to talk to others about their
less interesting life. Show them this attitude will get them nowhere.
Remind them to not compare their passport country to their home country.
Work together with a school counselor to help student adjust to his/her new school.
When these things are done, the reinvolvement stage will be sped up and students can
more quickly accept their place in the community, finding where it is that they belong.
TCKs will naturally be more adaptable with the skillsets necessary for this transition
due to their cross cultural and mobilized experience, but they cannot do it alone. Being
a culturally sensitive, accepting teacher will allow these students to have the experience

of a lifetime abroad, and use that experience to grow into a global citizen with a smooth
and successful reentry to their host country.