Publication date
What is expat child syndrome?
Many children experience emotional stress as a result of moving abroad, which can manifest as adjustment issues. This is often called Expat Child Syndrome (ECS).
This Remitly guide lists a number of experiences that expat children can be faced with, which might lead to ECS:
- Homesickness
- Difficulty making new friends
- Cultural adjustments, like having to learn a new language
- Pressure to perform – for example, in new social settings
- Lack of attention from parents, who may be preoccupied with their own concerns around moving
The younger a child is, the less likely they are to be able to communicate these experiences and their needs effectively. This can make it tricky for parents and caregivers to know how to help.
Challenges in education
These challenges can lead to uncomfortable feelings and behaviours that don’t just impact life at home – they can have a knock-on effect on other parts of a child’s life, such as school.
It can be even more difficult for teachers to spot the signs of ECS, as they’re only generally witnessing one part of a much bigger picture. However, with parents and caregivers unable to be there during the school day, it’s important that teachers do the best they can to help expat children settle in and, ultimately, thrive.
Understanding the signs is the first step. Certain behaviours in nursery and school-aged children indicate they might need support:
- Disruptive behaviour in the classroom
- Withdrawing from educational and social activities
- Fluctuating moods during the school day
- Lack of interest in joining in with class activities
- Objection to going to school
- Reluctance to leave family in the mornings
By knowing what to look for, teachers can be better prepared to support expat children when they need it.
How can educators support expat children?
Whether or not a child seems like they’re struggling, teachers should be sensitive to the changes they’re going through, and make the classroom a safe, comfortable space to be in.
Foster a sense of belonging
Teachers should foster an inclusive classroom culture where diverse backgrounds are valued, and students are encouraged to share their cultures, languages, and experiences.
Provide language support
Where possible, teachers should offer additional help for students adjusting to a new language. For example, they could provide visual aids or simplified instructions.
Be culturally mindful and responsive
Teachers could learn about students’ cultural norms and educational backgrounds to avoid misunderstandings and adapt teaching approaches accordingly.
Support emotional wellbeing
Teachers should recognise that expat children may experience culture shock or isolation, as well as mental health issues. They should provide a safe space to talk and connect children with support services if they have the resources to do so.
Engage families
Teachers should do their best to maintain open communication with parents. However, it’s important to understand that they may also be navigating a new system. Providing clear guidance on school expectations and resources can be helpful.
A support network for expat children
Adjusting to a new life abroad is never easy, particularly for younger children who may not fully understand what’s happening, or have limited involvement in move-related decision-making. However, parents, teachers and their peers can band together to create a support network for expat children who are finding their footing in a new place.
It might take some time to settle in, but ultimately, most expat children benefit from experiencing life abroad, particularly when it comes to understanding cultural diversity. With a little support from the adults around them, they can successfully adjust to school life abroad.
Key takeaways
- Expat child syndrome (ECS) reflects emotional responses to transition
Moving abroad can create a complex mix of emotional, social and cultural challenges for children, particularly in the early years when they are still developing communication and self-regulation skills. - Experiences of transition are often internalised and not easily expressed
Younger children may struggle to articulate feelings such as homesickness, uncertainty or cultural disorientation, meaning their needs can go unnoticed or be misunderstood. - Behaviour can be a form of communication
Signs such as withdrawal, disrupted behaviour, fluctuating moods or reluctance to attend school may indicate underlying emotional distress rather than defiance or disengagement. - Education settings play a crucial role in adjustment
Educators may only see one part of a child’s lived experience, yet they are key in recognising patterns, offering stability and creating environments where children feel safe and understood. - A sense of belonging is central to wellbeing
Inclusive practices that value children’s cultural identities and lived experiences can support confidence, connection and engagement in learning. - Language and cultural responsiveness matter
Thoughtful adaptations, including visual supports and culturally responsive approaches, can ease transitions and reduce barriers to participation. - Partnerships with families strengthen support systems
Open, empathetic communication with families helps educators better understand each child’s context and ensures more consistent support across home and educational environments. - Adjustment is a process, not an event
With time, relational support and responsive practice, many children develop resilience and benefit from the cultural richness of living abroad.
Critical considerations
- How do we interpret children’s behaviour in times of transition—do we view it as a challenge to manage, or as communication to understand?
- In what ways does our learning environment actively foster a sense of belonging for children navigating cultural and linguistic change?
- How confident are we in recognising signs of emotional distress that may present differently across cultures or developmental stages?
- To what extent do our teaching approaches adapt to children’s diverse cultural and educational backgrounds, rather than expecting children to adapt to us?
- How do we create space for children’s voices and experiences, particularly when they may not yet have the language to express them?
- What assumptions might we hold about ‘settling in’, and how could these influence the support we offer?
- How do we engage with families who may themselves be navigating unfamiliar systems, expectations or languages?
- In what ways do we prioritise emotional wellbeing alongside academic expectations, particularly during periods of significant change?
- How might we work collaboratively within the early childhood community to build consistent, holistic support networks for children and their families?
- What ongoing professional learning do we need to deepen our understanding of mobility, identity and belonging in early childhood contexts?
References & further reading
Ang, L. (2025). Cultural diversity and the social and emotional development of young children in early childhood. Royal Foundation: Centre for Early Childhood. Available at: https://centreforearlychildhood.org/news-insights/guest-essays/cultural-diversity-and-the-social-and-emotional-development-of-young-children-in-early-childhood/
DfE (2025). Guidance: Promoting and supporting mental health and wellbeing in schools and colleges. Available at: https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges
Remitly (N.D.). What is expat child syndrome? The families’ guide to overcoming the challenges of a move abroad. Available at: https://www.remitly.com/gb/en/expat-child-syndrome-family-guide/
You might also be interested in...
