Student well-being in international schools is the focus of the Fly Five SEL program

A 2026 study by Christopher C.E. Gerstner reports that the Fly Five SEL program, implemented in international schools, was associated with students reporting greater feelings of safety and improved emotional stability; the study used a mixed-methods design combining surveys and interviews.

Schools with international student bodies face varied cultural and educational backgrounds that shape students' social and emotional needs. A 2026 study by Christopher C.E. Gerstner examined implementation of the Fly Five social-emotional learning (SEL) program across international schools to understand how such programs can be integrated into diverse settings. The research used a mixed-methods design, combining survey data with interviews of students, teachers, and administrators. The study considered teacher preparation and community involvement as part of implementation strategies. Key findings: - The Fly Five program was associated with students reporting increased feelings of safety in their school environments. - Data showed reported improvements in students' emotional stability based on survey responses and interview accounts. - The study used mixed methods: quantitative surveys plus qualitative interviews with students, teachers, and administrators. - Teacher training and community (parent/family) involvement were identified as important elements for effective implementation. - The program's use of relatable scenarios and diverse storytelling was reported to support empathy, cooperation, and conflict-resolution skills. Summary: The study documents reported positive changes in students' sense of safety and emotional stability after implementation of Fly Five and highlights practical factors—such as teacher preparation and family engagement—that supported those outcomes. Gerstner also notes questions for further research, including long-term impacts and how different educational models may influence SEL effectiveness.