30 Stories for 30 Years
During 2026, we’ve invited our member schools to share memorable stories that celebrate 30 years of collaboration, shared expertise, and school improvement across Latin America.
Explore the stories below to discover the wonderful things our schools have achieved — and continue to achieve — together.
March 2026 - Then and Now
See how our schools have evolved our time.
The British School, Rio de Janeiro - Two schools, three sites
You see, everything – every great story – begins with an idea. The British School, Rio de Janeiro was founded in 1924, and through action, determination and teamwork something great was achieved! Now we are two Schools, with three sites - The Zona Sul School (Botafogo Site and Urca Site) and The Barra School! Here’s to a new century of infinite potential of growth, inspired actions, and the power to create a positive and fulfilling future!
Fleming College - 35 years of international education in Trujillo
Founded in 1991, and now celebrating our 35th year, Fleming College has grown alongside the city of Trujillo, educating generations of students with a strong sense of community and a shared commitment to learning.Over the years, the school has developed into the institution it is today: one that brings together Peruvian, British and international perspectives in a way that reflects both our context and our students. Guided by our core values of passion, compassion and perseverance, we focus on helping our students grow with confidence, care for others, and keep going when things are challenging.
As LAHC marks 30 years of collaboration across Latin America, we value being part of a network of schools that learn from one another, support each other and continue to strengthen international education in the region.
Colegio Colombo Británico - 70th anniversary reflections
As LAHC celebrates 30 years of sharing expertise across Latin America, Colegio Colombo Británico, CCB, is also celebrating a major milestone: our 70th Anniversary. It is a momentous occasion that invites our community to look back on what’s been built and think about the future.
When we look at our classroom snapshot from 70 years ago, taken inside our first campus, a house in the neighbourhood of Normandía, we see all the staples of a teaching and learning environment. A caring educator making the rounds and a group of boys and girls engaging in an activity in proper-sized desks and chairs; a space obviously meant for them.
Jump 70 years into the future and, besides the colour of the image, what else do you see? The staples are there, yes, but they’ve evolved. The learning experience is on another level! The students are at the centre of the exploration, and their curiosity is the starting point of the educational experience.
It’s a fun thought experiment to imagine what our CCB students from then would say if they could walk into the classroom of now. Surely, they’d feel at home because the Corazón Colombo is always there. Yet, there’s another part of them that would probably just say, “Wow.”
And that’s how we feel as a school when we look back. Wow!
St. Paul's School - 100 years of St. Paul’s School in São Paulo
Honouring our past, embracing the future
In 2026, St. Paul’s School marks one hundred years of history (100 years on 18th February) — a century defined by a pioneering spirit, resilience, and an enduring commitment to education.
Established in 1926 by São Paulo’s British community, the school opened its doors to just 77 pupils with a simple yet ambitious mission: to provide a first-class British education for the sons and daughters of expatriate families. From these modest beginnings, St. Paul’s has evolved into one of Latin America’s leading international schools — a place where tradition and innovation go hand in hand.
The story of St. Paul’s is also the story of São Paulo itself. Over the decades, the school has reflected the city’s extraordinary transformation, from a growing industrial hub to a vibrant global metropolis. Through times of war and peace, challenge and change, St. Paul’s has remained true to its founding values: excellence, integrity, and the belief that education has the power to shape a better world.
Established in 1926 by São Paulo’s British community, the school opened its doors to just 77 pupils with a simple yet ambitious mission: to provide a first-class British education for the sons and daughters of expatriate families. From these modest beginnings, St. Paul’s has evolved into one of Latin America’s leading international schools — a place where tradition and innovation go hand in hand.
The story of St. Paul’s is also the story of São Paulo itself. Over the decades, the school has reflected the city’s extraordinary transformation, from a growing industrial hub to a vibrant global metropolis. Through times of war and peace, challenge and change, St. Paul’s has remained true to its founding values: excellence, integrity, and the belief that education has the power to shape a better world.
As we celebrate this milestone, we also look to the future. The Centenary is not only a moment to honour our past, but an opportunity to imagine what lies ahead. With sustainability, diversity, and innovation at the heart of our vision, St. Paul’s continues to educate generations of Pauleans ready to make a difference — in Brazil and beyond.
April 2026 - Sustainability
April’s theme is sustainability - look at how our schools are putting sustainability at the heart of learning and building greener, more responsible communities.
St. Nicholas School - A beautiful synergy of education and ecology
At St. Nicholas School, we have long been inspired by the spirit of our students, whose sustainability initiatives have taken root and grown over the years. The school has flourished hand‑in‑hand with LAHC, where sustainability is not only part of learning but a guiding principle in how we act as a community. While our Pinheiros site carries the wisdom of forty‑six years, our Alphaville campus is now celebrating a vibrant decade of its own journey.
LAHC has played a vital role in this evolution. Through their constant mentorship and support, our leadership has been empowered to weave a new tapestry of inclusion, most notably through our belonging statement, which defines the heartbeat of our diverse, international-minded community.
In a beautiful synergy of education and ecology, both campuses have embarked on a partnership with Climate Cooperative (formerly Carbify). Today, we stand proud as sponsors of 120 trees planted over the past two years. This stewardship has already cleared 8,600kg of CO₂ from our skies and breathed life into 70 distinct ecological systems. We celebrate these milestones not just as numbers, but as a testament to what is possible through our enduring partnership with LAHC.
St George's College - Learning and leading for sustainability
St George’s College has made sustainability a core pillar of its curriculum, a commitment reflected in its hosting of the LAHC Sustainability Summit in Quilmes last September.Students and staff from eight schools across four countries came together for five days of learning, collaboration, and climate action. They explored environmental and social challenges, learning from UN Climate Action Champion Gonzalo Muñoz, and engaging with organisations working in ecosystem restoration, sanitation access, circular fashion, and renewable energy.
Through hands‑on projects, from building solar water heaters to creating recycled‑material blankets, students strengthened regional connections and deepened their understanding of sustainability.The Summit stands as a powerful example of how LAHC schools continue to inspire one another and drive meaningful change across our network.
Newton College - Earth Day
(Click on the image to watch the video)
At Newton College, with a six hectare on-site lake and a study centre deep in the Peruvian Amazon, sustainability is embedded within our educational approach as a core dimension of academic excellence. It is not treated as a standalone initiative, but as a deliberate integration of knowledge, skills, and values that shape how students engage with the world. From Early Years onwards, students participate in structured, developmentally appropriate experiences — such as eco-brick construction, recycling programmes, building solar-powered charging stations for their cell phones, and environmental inquiry — that connect learning to real-world contexts while fostering critical thinking, responsibility, and informed decision-making.
This foundation is progressively strengthened as students advance through the school. In Upper School, sustainability is reflected in student-led initiatives that demonstrate leadership, collaboration, and a clear sense of purpose. Through this continuum, sustainability becomes a lived value within the Newton community, reinforcing our commitment to forming individuals who are not only academically capable, but also equipped to contribute thoughtfully and responsibly to the challenges of a rapidly changing world.
The British School of Rio de Janeiro - sustainable standards, a core school value
To secure sustainable standards in all sites is of paramount importance to The British School, Rio de Janeiro. We believe that investing in infrastructure and buildings that are both resilient and environmentally efficient is a responsibility and one of our school’s core values. Our everyday actions:
- Solar panels in all three sites
- Rainwater reuse system
- Waste management
- Recycling
- Composting
- Home biogas/biodigestor
- Sustainable supplies
Organic garden
As part of our commitment to sustainability and promoting healthy eating, The British School has implemented organic gardens at its three campuses: Botafogo, Urca and Barra. These gardens not only provide fresh, nutritious food for the school community but also play a fundamental role in the educational process. At the Barra campus for example, students, teachers, and staff have the opportunity to participate in the cultivation and maintenance of the gardens, learning firsthand about sustainable agriculture, nature cycles, and biodiversity.Functional landscaping
Functional landscaping is an approach that uses plants and natural elements to create more comfortable, sustainable, and healthy environments. This practice can have a significant impact, creating a cooler environment, improving air quality, and promoting sustainable soil drainage.
Green kitchen seal
The Green Kitchen Seal affirms commitment through environmental and social practices in the kitchens that serve staff and students. Green kitchen evaluates restaurants with a focus on improving quality standards, considering the benefits of their customers and their environmental impact. The evaluation is based on international criteria for measuring efficiency in social and environmental responsibility. Kitchens/restaurants with the Green Seal offer dishes with natural flavors and 100% natural seasonings, without the use of artificial additives. The school's seal was renewed, and all three sites improved their processes, resulting in an increase in their scores. Botafogo and Barra sites achieved the programme's maximum score of 5 points, and Urca advanced to level 4.
Zero waste certification
This certification, recognised by the Zero Waste International Alliance and promoted by the Instituto Lixo Zero Brasil, assesses solid waste management based on the zero waste methodology. This certification validates the organisations' commitment to efficient and sustainable environmental practices. In this context, The British School achieved the ‘Rumo ao Lixo Zero’ certification in 2025. The school diverted 52.3% of its waste from landfills and achieved a B grade in good waste management practices, demonstrating significant progress on its journey to zero waste.
May 2026 - Growing together
May’s theme is Growing together — highlighting how our schools move forward, guided by shared principles of reflection, expertise and continuous improvement.
Craighouse School - The IB journey at Craighouse School: from selection to inclusion
This is the story of a remarkable transformation. It is the account of how a small spark of ambition
in 1993 became the standard of academic excellence that defines Craighouse School today; it is
the story of an educational transformation that demonstrates how a clear vision, however small it
may seem at first, can change the DNA of a school, without abandoning its founding principles and values.
in 1993 became the standard of academic excellence that defines Craighouse School today; it is
the story of an educational transformation that demonstrates how a clear vision, however small it
may seem at first, can change the DNA of a school, without abandoning its founding principles and values.
There are moments in the history of an educational institution that define its character forever.
For Craighouse School, that moment came in 1993. In that year, the International Baccalaureate
(IB) was a distant concept in Chile. However, Craighouse decided to take the plunge with a small
but determined group: 19 students. At that time, the programme was in its infancy, there were
few subjects, and the path ahead was fraught with uncertainty. Those pioneers were not merely
studying for a diploma; they were laying the foundations of what we are today, without neglecting
the national curriculum and their own assessments.
To teach excellence, one first had to seek it where it already existed. In January 1971, Uruguay became the first Latin American country to adopt the IB Diploma Programme. For Richard Darling, who at the time was a teacher at the British School in Montevideo, working at an IB school was an extremely valuable experience. During his three-year stay, he had to learn to teach using a methodology very different from that used elsewhere, as well as getting used to inquiry-based learning. Thanks to Richard, Mrs Darling’s son, Craighouse adopted this programme in the early 1990s.In those early years, our teachers undertook regular trips to Quilmes, Argentina. In the classrooms of St George’s College, our teachers honed their skills, shared visions and brought back the rigour and critical thinking that define the IB.
Over the decades, the school’s philosophy took a bold turn. Whilst many schools chose to offer the Diploma only to an academic elite, Craighouse decided to democratise the challenge. The
commitment was clear: the IB is not just for the few; it is a tool for growth for everyone – the IB
Continuum – adding the PYP and the MYP to the existing DP (Diploma) in 2008.
commitment was clear: the IB is not just for the few; it is a tool for growth for everyone – the IB
Continuum – adding the PYP and the MYP to the existing DP (Diploma) in 2008.
Today, Craighouse’s reality reflects a commitment that began in the 1990s. The figures speak for
themselves: it is the first school in Chile to achieve a rate of 87% of Year 12 students sitting their
Diploma examinations, with excellent results.
themselves: it is the first school in Chile to achieve a rate of 87% of Year 12 students sitting their
Diploma examinations, with excellent results.
We have demonstrated that inclusion and high standards can and must go hand in hand
What began in 1993 with almost 20 young people and a handful of books is today a legacy that
runs through the veins of every Craighouse pupil. We do not merely produce graduates; we shape global citizens ready for any challenge.
What began in 1993 with almost 20 young people and a handful of books is today a legacy that
runs through the veins of every Craighouse pupil. We do not merely produce graduates; we shape global citizens ready for any challenge.
King's College School Panama - Celebrating school review as a catalyst for growth
King’s College School Panama was delighted to receive its recent British Schools Overseas (BSO) inspection report, which confirmed that the school meets all BSO standards in full. For a relatively young school, founded in 2012 and now serving pupils from 53 nationalities, this outcome provides important external validation of the quality, care and ambition of the King’s community.
What was most powerful, however, was not simply the outcome. It was the way the review captured the spirit of the school. Inspectors recognised strong relationships, an inclusive community, robust safeguarding, an ambitious curriculum and pupils who are kind, respectful, caring and internationally minded. They also recognised that recent developments in leadership, curriculum and safeguarding are already having a positive impact on pupils’ learning, wellbeing and personal development.
For King’s, the process gave us a valuable opportunity to step back and reflect on the kind of school we are building. It helped us sharpen what we believe in, test the strength of our provision against clear external standards and accelerate important areas of development, including our wider social and emotional learning provision.
Our advice to other LAHC schools preparing for external review is to approach scrutiny as more than a moment of evaluation. At its best, it can become a catalyst for reflection, alignment and growth. The strongest review processes do not simply test compliance. They help a school understand itself more deeply and move forward with greater confidence.
Colegio Colombo Británico - Achieving greater whole-school alignment in our maths programme
Curricular alignment is what every school aspires to, especially when it comes to core subjects. In 2024, Colegio Colombo Británico (CCB)’s maths programme was solid, but it felt isolated by section. Early Childhood, Primary, and Secondary were all pulling their weight, but data showed some holes in our programme because we lacked a cohesive, whole-school teaching and learning vision.That’s when LAHC’s consulting collaboration (the LAHC Review) entered the picture to help us see things differently. A group of maths experts, headed by Alan Downie (former LAHC Executive Officer), visited our campus to conduct class observations and meet with teachers. Through a series of bespoke surveys and interviews, they provided the necessary insight to crack the challenge and improve our programme from the ground up.
Now, two years later, our maths programme, although still a work in progress, stands as a premier example of curriculum alignment. Thanks to LAHC’s silk-gloved, boutique consultancy and its findings, we have bridged the gaps between sections. We have successfully moved from isolated efforts to a unified vision that ensures every student has a seamless and supported journey in mathematics.
Markham College - An international feast for its 80th anniversary
Markham College's community came together spectacularly for a special edition of the Round Square International Food Fair, a vibrant start to the school’s 80th anniversary celebrations and a powerful example of how communities grow together.
Parents, teachers, students and staff shared flavours from around the world, enjoyed live music, and connected through an afternoon that blended celebration with purpose. Alongside global cuisine and student performances, the Social Service exhibition showcased fog catcher and house‑building projects, while a high‑energy solidarity Fun Run brought the community together in support of those in need.
Creativity also flourished at a collaborative ceramics workshop, where families crafted pieces inspired by oak tree leaves for an 80th anniversary sculpture honouring the school’s journey and traditions.
It was a joyful reminder of the strength and unity of the Markham College community — and of the values that continue to guide it: Belonging, Opportunity, Responsibility and Trust.
June 2026 - Enduring values
In September, we’re hearing directly from students, capturing how school values come to life through their everyday experiences.
The British School Caracas at 75
Testifying to the adage that "out of acorns grow mighty oaks," The British School Caracas (TBSC) reached its 75th anniversary in 2025, being the only British international school in Venezuela. As if the stars were in alignment, 2025 also marked the school's largest graduating cohort of 25 students. Their learning would continue at universities including Stanford, Princeton, Georgetown, University College London and, for the first time, Trinity College, Dublin (and all places in between, of course).
For many years, TBSC existed as a Primary school serving the international community involved in the oil industry in Caracas, where the students would then transfer to schools abroad or other
international schools in the capital. However, in 2013 the first TBSC students sat IGCSEs and became the first IBDP cohort graduating in 2015. Despite Venzuela's context (which has often been challenging), the school's student population has grown by 35% in five years.
international schools in the capital. However, in 2013 the first TBSC students sat IGCSEs and became the first IBDP cohort graduating in 2015. Despite Venzuela's context (which has often been challenging), the school's student population has grown by 35% in five years.
Its British character remains highly important and to maintain connections regionally and globally, TBSC is an active member of associations including LAHC, COBIS and AoBSO. The school's British character was very much in evidence when it hosted its third British School Model United Nations (BRITMUN) and commemorated Remembrance Day with an interdisciplinary assembly on World War 1.
One of the defining characteristics of the school is the immense loyalty TBSC evinces in students, parents and staff alike. The factors are myriad, but the answer may have something to do with the fact that TBSC has maintained its fidelity to its community. It not only remains open, but continues to be a vibrant place of learning - no matter what has been running in the background in Venezuela.
Here’s to The British School Caracas reaching 100 in 2050!
The Wingate School - Committed to developing character and academics
The Wingate School (TWS), a British institution founded by a family just 10 years ago, has marked its first decade with a vibrant gala attended by 300 parents and other guests — many of whom have been part of the project since its earliest days.
TWS quickly outgrew the rented house in Virreyes where it started, relocating to spacious, leafy Huixquilucan on the western edge of Mexico City. Today, the school offers students from Kinder through Secondary a blend of academic rigour and a conscious focus on values. The IEYC and IPC are currently undergoing ICA accreditation, and the school is already a Cambridge International School and authorised to offer the International Baccalaureate Diploma Programme.
The community now has 600 students from many countries and is continuing to grow. Since joining Inspired in 2024, TWS has expanded by acquiring the neighbouring ranch to add 30,000 square metres to the existing 11,000. This will soon become the site of the new High School.
The gala also celebrated a major milestone: the school’s first cohort of IB Diploma students, now preparing to take up places at universities across the world, from Canada and the US to the Netherlands and China.
For the founders, TWS has always been committed to developing character alongside a challenging academic programme. That blend — forming well‑rounded students whose journey culminates in the IB — remains the school’s defining legacy and a value they hope will guide generations to come.
Sworn Junior College - Strengthening connections through shared values
Sofia Hughes’ visit to Sworn Junior College in May 2026 offered a valuable opportunity to deepen collaboration and reaffirm the enduring values that guide the LAHC community and our school. Across both campuses, she engaged with leaders and staff in reflective conversations on student self‑guidance, leadership development and the role of communication in building strong, connected school communities.
A key part of the visit involved exploring how these values translate into daily practice — from strengthening student voice and leadership pathways to refining communication strategies that support meaningful engagement among students, families and staff.
Her insights and suggestions provided fresh perspectives that will support the school’s ongoing improvement journey - from leadership development initiatives, opportunities for professional learning and experiences that strengthen the growth and engagement of our students.
September 2026 - Student voices
This month, we’re highlighting the students in our schools and hearing what they have to say about learning, their communities and their perspectives.
Falkland Islands Community School - Education truly based in the community
By Amelia, Shammah, Tom and Izaak who attended the LAHC Student Camp in 2025
"Education here is truly based in the community, and we have our education enriched by authentic experiences that help us to find our passions, understand our islands, and prepare for the future. The Falkland Islands Community School is a small school with around 220 students. This means that we have small class sizes, which is less overwhelming for the year 7s when they join us in September. It also means that teachers are happy to go over things, and there are lots of opportunities for support.
"At FICS, we have nearly 50 different extracurricular clubs per week, ranging from academic clubs to sporting clubs involving local sports coaches, to crafts and other hobbies. This means that there is always something for everyone to get involved in."
LAHC - Student-inspired Annual Conferences
Each year, LAHC invites students from our member schools to design the logo for our flagship Annual Conference. This simple idea has become one of the most creative parts of our conference planning, giving students a leading role in shaping how the event looks and feels.
The winning design is chosen against clear criteria and used across all conference materials, online and in print. It’s always impressive to see how students interpret the theme and translate it into something visual, bold and memorable.
Entries over the years have been consistently impressive (the winning entries for the 2025 and 2024 Annual Conferences pictured above). Students have produced thoughtful, vibrant designs that capture the spirit of LAHC and the diversity of our network. Thei creativity has helped set the tone for each conference, reminding us that student voice goes far beyond the classroom.
We’ve now launched the competition for the 2027 Annual Conference, and we’re excited to see the ideas students bring this year.
Bede's Grammar School - From passengers to pilots: How choice and leadership fuel active learning
What does it mean for students to take ownership of their learning? At this year's ESSARP Conference in Buenos Aires, Bede's Grammar School explored this question through: From Passengers to Pilots, a presentation centred on student agency, choice and leadership.
Through programmes that encourage students to explore their interests and make meaningful choices, Bede's seeks to move learners from participation to ownership.
As the School Captain reflected: "I didn't stop caring. I didn't stop trying. I didn't stop taking responsibility for my own actions... This is when I think I made the transition from being a passenger to being an actual pilot."
Her journey, from disappointment to leadership, is a powerful reminder that student voice is about more than being heard. It is about developing the confidence, resilience and responsibility to shape one's own path.
"I came as a passenger, and now I'm leaving as the pilot," she concluded.
Valeria Macedo
Bede's Secondary School English and Options Coordinator
Bede's Secondary School English and Options Coordinator
San Silvestre School - Celebrating innovation at its Annual Science Fair 2026
San Silvestre School in Lima has just celebrated its Annual Science Fair 2026. This year marked the largest fair the school has hosted in years, a direct result of linking the event to the Middle School science curriculum, which inspired widespread participation all round.
The event, on 28th August 2026, featured 36 entries from students aged 11 to 17, demonstrating the school's commitment to encouraging girls in science. Projects spanned environmental solutions, chemistry, and physics, reflecting practical problem-solving and clear critical thinking.
Here's what four 14 and 15-year olds had to say about the Fair.
"I loved being able to nerd out about my favourite science topics, and having people actively listen to me was amazing."
"What I genuinely enjoyed the most was seeing people become interested in our work, answering their questions, and improving my presentation skills, which I know will be useful throughout my life."
"The Science Fair was about being curious enough to ask questions, creative enough to find your own solutions, and believing in yourself even when an experiment doesn't go as planned."
"Not only was I able to learn more about interesting subjects, such as forensics, with my friends, but we were also able to challenge ourselves to build fun and interactive experiences to share our knowledge with more students."
Greenstock Matucana - Student led sustainability project recognised at UN's COP28
As we look back on memorable moments from LAHC's history, Greenstock International Matucana 2022 stands out as a powerful example of student voice in action.
This LAHC initiative brought together students from 16 member schools across seven countries to work alongside the local community in Matucana, Peru. Students identified local challenges and developed sustainable solutions to address community needs, guided by the United Nations Sustainable Development Goals.
Working in teams, students researched issues, pitched their ideas and brought projects to life, demonstrating creativity, initiative, collaboration and leadership. The success of the programme was later recognised internationally, being shortlisted as a UN best practice in Education for Sustainable Development (ESD) for COP28 in Dubai.
Greenstock remains a powerful reminder of what young people can achieve when they are given the opportunity to lead, collaborate and create positive change in their communities.
October 2026 - Teacher voices
For October, we turn to teachers in LAHC schools and learning more about what they love about their roles.
Duke of Edinburgh's Award at the Edron Academy
By John George Vincent
Biology Teacher. Duke of Edinburgh's Coordinator
Biology Teacher. Duke of Edinburgh's Coordinator
"We are now in our 3rd year of offering the Duke of Edinburgh's Award at The Edron Academy. The Award requires the students to choose and regularly participate in a Skill, a Service Project, and Physical Recreation in their own time, and we as a school guide them through the Adventurous Journey section.
"These journeys have taken the students to amazing parts of Mexico, where they have enjoyed the beauty of the countryside, and the challenge of navigating themselves through long hiking days.
"My favourite part of organising these trips has been setting up surprise moments to make the experiences extra special. We finished one hike atop an Aztec pyramid to enjoy an incredible view all together as a team. During another hike we participated in a meditation with a Tibetan lama in an incredible stupa hidden deep in a pine forest. We have also entered local schools during the hikes, where all of the students swapped stories and played games together.
"Particularly memorable was running ahead on our planned trail and setting up a rappel down a 60 metre overhanging cliff. The students navigated along the trail and arrived at the top of the cliff to find me with the harness and helmets (and parental permission of course) ready to help them take on this surprise challenge! This is definitely a highlight of my job - setting up significant challenges for students, providing just enough support as they step out of their comfort zones, and sharing experiences we will all remember forever".