Why student wellbeing is always number one at this top Norwegian international school
From dedicated counsellors and limited screen time to a supportive community, Oslo International School puts children's emotional health at the centre of everything it does, helping them to thrive both inside and outside the classroom.
Moving from Australia to Norway in 2023 marked the start of an exciting new chapter for Ewa Chapman, her husband and two daughters.
But the reality of relocating to Oslo – from applying for national identification numbers to adjusting to the climate – also proved overwhelming.
"We moved from summer in Australia to the worst winter on record in Norway in November," says Ewa, who's originally from Poland.
But from the moment the family connected with Oslo International School (OIS), where they had enrolled seven-year-old Lilly and nine-year-old Skye, they felt they were in safe hands.
Alongside helping with practical aspects – such as sending a list of suitable clothing for the winter – teachers met with the family virtually to discuss the girls' needs.
"We joined halfway through the year, which I worried would be very challenging for the girls," says Ewa. "We met with staff from OIS and we discussed loads of options, and they were very accommodating, I felt like we were listened to.
"Straight away, the school offered both girls additional help with learning."
This made a huge difference to what could have been a difficult transition. "I felt the other kids were all excited in the classrooms; they knew that Skye and Lilly were joining their classes," says Ewa.
"So the girls fell into the routine straight away, they made some good friendships."
Ewa Chapman with her family, who moved from Australia to Norway, and joined Oslo International School half way through the school year
Students' wellbeing at the heart of the school
This careful, considered approach to helping families reflects the philosophy at the heart of OIS, Norway's oldest international school, dating back to 1963.
Around 600 students aged three to eighteen from more than 50 countries attend the school, which is accredited by international bodies including the IB, NEASC and CIS.
And supporting students' wellbeing is central to the school's ethos, with two dedicated socio-emotional counsellors on hand for primary school and lower secondary age groups.
"If students are able to focus, if they feel calm, if they feel confident, if they feel supported: of course that's going to have a huge impact on how they do," says Cara Lange, the school's Primary counsellor.
An 'open door' approach
Through techniques like sensory walks and breathing exercises, Cara helps younger students learn to regulate their emotions so they can feel at ease in the classroom.
Counsellors maintain an "open door policy", with students able to visit their offices spontaneously, leave a note in a postbox or send a message online to arrange a chat.
"We're trying to normalise and reduce any stigma around going to see the counsellors and just making it a part of normal life," says Cara.
Young students might come for help after a playground argument or because something is worrying them.
"The kids appreciate that they have somebody to come to, to help them sort out their problems," explains Cara. "They know they're not here because they're in trouble, but because they need some support to figure out their friendships."
A typical day for Cara involves individual and group sessions as well as team meetings on curriculum development or liaising with parents.
The counsellors also schedule time in classroom and hold workshops. "We recently led a workshop on neurodiversity... and we had a really good turnout for that session," adds Cara.
OIS Counsellors: Cara Lange (Primary); Diane Cooper (Secondary)
Helping students thrive
A similar approach continues in the secondary years with counsellor Diane Cooper. Her work often involves helping young people deal with academic pressure, relationships or concerns about social media.
"For IB students or other groups, I do sessions on anxiety, exam stress or cognitive behavioural strategies," says Diane.
"Whether it’s group work or individual meetings, older students are usually dealing with some conflict resolution, and a lot of internal things like stress, teenage life, relationships, breakups… it shows up differently in the older kids but it’s similar."
Sessions on social health and emotional education also form part of Diane’s work in helping students stay safe and healthy.
Both Cara and Diane, who have been at the school for around two decades, have seen first hand how focusing on children’s wellbeing allows them to get better grades and have a healthier outlook on life.
“We do prioritise it (mental health and wellbeing),” says Diane. “A lot of it is trying to be proactive so that it helps students thrive in an academic setting.
"It’s about empowering students so they can regulate their emotions themselves and advocate for themselves."
Less screen time in the classroom
The school has also taken practical steps to promote healthier habits around technology. In the Primary years, screen time is limited and younger students no longer take iPads home for homework.
For families like Ewa’s, the impact is visible – she has noticed her daughters reading more books. "They often stay in the school library looking at books and when they come home they pick up comics or novels instead of asking for the iPad," Ewa says.
For older students in Lower Secondary, phones are stored in secure pouches during the school day, helping minimise distractions.
Counsellors say this also helps reduce disagreements that originate online. "A lot of conflict between students now happens through messages or group chats," Diane says.
Alongside its wellbeing initiatives, the school aims to create an environment where students can flourish academically.
Find out more about OIS’s approach to learning
Individual support – including dedicated university counsellors and one-to-one subject guidance – help steer students from school to higher education, with many progressing to leading universities around the world.
Smaller class sizes also allow teachers to give more individual attention.
For Ewa's daughter Skye, who was diagnosed with dyslexia before the move, this has been particularly valuable. She now receives additional time with teachers each week.
"It helps her to be on the same level as her friends without feeling different," says Ewa.
Meanwhile, a wide range of extracurricular activities and school trips help students build confidence and friendships.
Outdoor play and learning are also part of everyday life at OIS – something that parents appreciate.
"They go outside at lunchtime regardless of the weather," Ewa says. "When Skye was at school in Australia, if it was really bad rain we'd stay in. But here you just wear different clothes and go out."
Close community
One of the school’s most popular traditions – United Nations Day – reflects its diverse and warm character.
"Children get to wear their national outfits. For Australia, they wear rugby shirts or Olympic jerseys," says Ewa.
"I think it’s beautiful because I feel everyone is probably born in a different culture and they speak different languages. And we're all coming together, which is really fantastic."
All of this has helped Ewa and her family feel at home in Norway.
“We're quite a tight-knit community, we do a lot of things together,” she says of the school community. “I felt we were very welcomed."
Published: Tue 31 Mar 2026
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