Category: School life

Each year, Avenor graduates choose universities across the world — from the United Kingdom and the Netherlands to Italy, Spain and the United States. Over the past seven years, 139 graduates of Avenor International High School have been admitted to leading academic institutions worldwide. Our alumni study Engineering at Eindhoven University of Technology and KU Leuven, Economics at the London School of Economics and Harvard, Medicine at Trinity College or the University of Groningen, and Design at Istituto Marangoni.

At Avenor, career guidance — and subsequently university counselling — begins in the first year of high school. Through a comprehensive process coordinated by our Career Counsellors, students discover their own path and develop a deep understanding of the options available to them at universities around the world.

The diversity of destinations and fields of study is no coincidence. It is the result of a guidance process that starts early and helps students build not only an academic pathway, but also a clear understanding of their values and identity.

At Avenor, preparing for university also means building roots strong enough that, one day — once professional expertise has been shaped in some of the world’s most competitive environments — returning home becomes a deliberate and meaningful choice.

This is how the partnership between Avenor and the Romanian Students Abroad League (LSRS) was born — an organisation that, for over 17 years, has connected Romanian students at universities worldwide and promoted academic excellence, engagement and international collaboration.

This year, Avenor is supporting one of LSRS’s most important projects: the Romanian Students Abroad Gala, which will take place on 7 April at the Palace of Parliament.

Far from Home, Close to Romania

On 7 April, at the Palace of Parliament, the Romanian Students Abroad League will host the Romanian Students Abroad Gala — the annual event recognising the outstanding achievements of young Romanians studying internationally, across fields ranging from STEM and research to the arts and civic engagement.

This year’s theme, “Far from Home, Close to Romania”, captures an idea that resonates deeply with the Avenor community as well: international education is not only about studying at top universities around the world, but also about remaining connected to Romania and understanding why returning home is meaningful.

Avenor students will therefore attend the Gala not as simple spectators, but as future university students engaging directly with young people who have already walked this path. They will have the opportunity to ask real questions about academic choices, about life in an international environment, and about what it means to be Romanian at a top 50 global university — conversations that transform an abstract future into a personal and tangible one.

Learning from Real Experiences

Avenor high school students’ participation in the Gala is designed as an opportunity for exploration and direct dialogue with Romanian students studying abroad. They will discover authentic stories about university applications, adaptation, academic challenges and everyday life in an international context.

At the same time, they will be able to ask questions and hear diverse perspectives on real experiences: what the first year away from home truly feels like, what challenges arise, how the academic culture of a British university differs from that of a Dutch one, and how students learn to navigate between them. It is also the ideal context to explore an essential question: how — and at what moment — do you realise that you want to return to Romania?

Such open and unfiltered discussions complement the university guidance process in a way that no guidebook or presentation can replace. For Avenor students, these encounters transform aspirations and dreams about the future into more concrete plans — and this is the best way to prepare them for the next stage of their lives. Choosing a university stops being an abstract concept and begins to take shape through real faces, experiences and stories.

Shared Values: Academic Excellence and Responsibility Towards the Community

The partnership between Avenor and the Romanian Students Abroad League is built on a shared vision of education: academic performance is not an end in itself, but a starting point for meaningful contribution to society. Both Avenor and LSRS support the idea of a generation of young people capable of performing internationally while remaining connected to the community they come from.

This year, Diana Segărceanu, Founder and Executive Director of Avenor College, is part of the Gala’s Grand Jury, alongside prominent figures from the Romanian and international academic and cultural environments — an involvement that reflects the direct connection between Avenor students’ international journeys and the responsibility to transform global experience into local impact.

“At Avenor, we do not aim solely for our graduates to gain admission to prestigious universities. We aspire to something more ambitious: to shape young people who become among the best in their field — in London, Amsterdam, Barcelona, Milan or Bucharest — who build their professional experience alongside leading experts, and who, at a certain point, choose to bring that expertise back home to Romania. Returning thus becomes a conscious choice and a source of pride, because they have strong roots and understand why their contribution matters. For us, this is education with purpose.” –  Diana Segărceanu, Founder and Executive Director, Avenor College.

Wings and Roots — The Foundations of a Meaningful Journey

At Avenor, career guidance and university counselling are not simply about helping a student secure admission. They are about supporting each student in understanding what they wish to build and where, having the courage to go far, and at the same time the clarity to know what they may one day return to.

The LSRS Gala is one of the moments when this process takes shape. For the Avenor students who will be present on 7 April, it will likely be the first time their academic future acquires real faces and stories — experiences that prepare them to fully embrace international opportunities while preserving their Romanian roots, making the decision to return home both a possibility and a conscious choice.

Sometimes the most valuable educational experiences do not take place in a classroom, but on the road — in conversations between people, in places discovered together, and in the questions that arise when we see the world through the eyes of others.

We are delighted that Romania hosted the XXV edition of the Global Connections seminar, bringing together educational leaders from around the world on a journey of discovery that started in Bucharest and continued through the heart of Transylvania — Cluj-Napoca, Blaj, Sibiu, Viscri, and Brașov. 

The aim of this journey was not touristic, but deeply educational: to explore how education takes root in the community, how cultural identity shapes the school, and how human connections remain essential in a world increasingly influenced by technology and artificial intelligence. It was, in essence, an invitation to rediscover education as a human experience.

Education Begins with People

Camilo Camargo, President of Global Connections, captured the essence of the experience at the end of the visit to Romania: “Romania did not reveal itself as a single story, but as a layered one, where cultures, languages, and traditions coexist. And at the heart of this story, we discovered a simple truth: it is the people who give value to a place.”

Participants met dedicated teachers, school founders, engaged mayors, and members of local communities who fight for the future of education — sometimes in prosperous contexts, other times in places where access to school is still a dream.

This meeting between educational leadership and community leadership was one of the great revelations of the journey. As Dr. Hana Kanan, Director of the International Academy in Amman, observed: “I understood how important it is for political and educational leadership to work together to support education. In some communities, we saw thriving schools, while in others, children are still dreaming of having one.”

 

Learning That Happens Between People

Unlike traditional conferences, the seminar was designed as a lived experience: long journeys, shared meals, visits to schools and villages, spontaneous conversations. For many participants, these moments became the most valuable.

“Traveling with friends is one of the most powerful ways to learn. And when we choose less well-known destinations, we discover surprises that open new perspectives for our students. Romania is a country with a layered history, where different cultures, languages, and communities have learned to live together over time. It is this diversity that makes people resilient, warm, and deeply hospitable. I left with a simple conviction: it takes a village to raise a child, and education should be rooted in kindness — the essential condition for students to flourish. As the Romanian proverb says, ‘Omul sfințește locul,’ (“It’s the people that make a place“) and it is the teachers who give meaning to a school,” says Diana Segărceanu, Executive Director of Avenor College and one of the hosts of the event.

Padme Raina, Director of Strategic Partnerships at Ashbury College (Canada), also remarked on the strength of the communities encountered: “I was inspired by the people who take responsibility for educating their communities — founders, local leaders, heritage conservators. When people build together, a sense of belonging emerges.“

And this belonging is not built through technology, but through shared experiences:

“Relationships develop when we travel, work, or eat together — not through AI.”

Wellbeing and Human Connection — Beyond Concepts

The central theme of the seminar was wellbeing in education, but participants quickly realized that it cannot be reduced to theories or institutional strategies.

Simona Baciu, founder of Transylvania College and the InIm Institute, described the experience as a rediscovery of learning through connection: “I learned that wellbeing is built in simple, human moments — in conversations, in shared stories, in the curiosity to listen and understand different perspectives. Education is everywhere, not just in schools.“

This idea was also shared by Cristina Willows, Deputy Executive Director at Avenor College: “Along the way, we met extraordinary people, each in their own way, who reminded me that life works best when it works for the common good first — only then does it truly become good for each of us. In every school and community we visited, one thing was clear: progress is never accidental. It is always the result of people who genuinely believe they can make a difference and act on that belief every day.“

Romania: A Lesson in Identity and Belonging

For many guests, discovering Romania became a transformative experience.

Dana Hamzouq, Deputy Director at the International Academy Amman, described the impact of the experiences: “Education is shaped not only by systems and structures but by values, culture, and human connections. Romania offered us not only knowledge but inspiration — an example of resilience, pride, and unity.”

Participants repeatedly noted the hospitality and authenticity they encountered along the way — elements that turned the seminar into a personal, not just professional, experience.

A Simple but Essential Conclusion

At the end of the nine days, the conclusion that emerged from this experience was surprisingly clear: the future of education does not depend exclusively on technology, curriculum, or global models, but on our ability to keep it deeply human.

 

On the Saturday when the conflict in Iran erupted, several families from the Avenor community found themselves stranded in the region with their children after flights were cancelled and the airspace was closed.

For our community, the event was not just an international news story. It was a situation that affected us directly: colleagues and friends near the conflict zone, parents trying to return home, messages and phone calls conveying concern.

When students arrived at school, the questions had already grown louder:

“Why can’t planes fly?”

“Is anyone from our class affected?”

“Who started it?”

“Why is this happening?”

Students came to school already emotionally and informationally charged after a weekend in which, at home, on television and across social media, almost all conversations had revolved around this topic.

Discussions emerged spontaneously — during breaks, in the corridors, at the beginning of lessons and, sometimes, even during class.

In moments like these, the role of the school is not to ignore reality, but to turn it into an opportunity for learning.

 

“When important events take place on the international stage, it is important to bring them into the classroom so that students can understand the relevance of what they study. In such moments, History becomes a tool for understanding the present,” says Richard Thomason, Head of Secondary and Teacher of History at Avenor College.

Conceptual Understanding: Why Learning Needs to Be Anchored in Reality

At Avenor, we know — including from research in Cognitive Science — that learning becomes lasting when it is connected to reality and to students’ authentic questions.

In Avenor’s educational model, the focus is not only on the accumulation of information, but on Conceptual Understanding — the ability of students to grasp the big ideas behind facts and to use them to interpret the world around them.

At the same time, we do not need to wait for global crises to talk about fundamental themes. Conflict is one of these themes, and the concepts surrounding it are addressed throughout the curriculum in ways that are consistent and age-appropriate.

For example:

– in History, students analyse the causes and consequences of conflicts throughout time;

– in Literature, they discuss characters facing extreme situations and difficult moral choices;

– in PSHE (Personal, Social, Health and Economic Education), they explore how conflicts can be managed at both a personal and social level;

– through Debate and critical analysis, they learn to look at the same situation from different perspectives.

These experiences gradually build a framework for understanding.

As a result, when real-world events occur — such as the current conflict or the war in Ukraine — conversations do not start from scratch. Students already have the vocabulary and the practice of dialogue.

When Reality Enters the Classroom

Today’s students have access to numerous sources of information, and not all of them are reliable.

”The role of teachers and of the school is to create a space where students can ask questions, compare information and transform their initial emotional reactions into a process of understanding.

In these conversations, teachers help students analyse the historical context of conflicts, compare different perspectives and recognise that reality is often more complex than the headlines seen on social media.

In lower secondary History classes, students study conflicts through case studies such as the two World Wars, the geopolitical balance of the Cold War or international peace negotiations. Treaty simulations and role-play activities help them understand the interests of different parties involved and the difficulty of finding balanced solutions.” – says Georgiana Socoliu, Teacher of History, Deputy Head of Secondary.

When Understanding Leads to Action

Within the Avenor community, learning adapts when current events become relevant to students.

For example, when the war in Ukraine began, the school organised an Assembly dedicated to the international context and to ways the community could support affected families.

The conversation did not stop at explanation. Initiatives proposed by students soon followed: collection campaigns, messages of solidarity and support projects.

In such situations, emotions are not left unprocessed. They can become a form of responsible action.

From Questions to Empathy

In primary school, conversations about complex topics follow a different rhythm and use a different language.

When conflicts arise in the world, primary students are not looking for geopolitical explanations; they seek safety and meaning. Their questions are simple and direct: “Why are people fighting?” or whether other children are safe.

“Our role is to use these moments as opportunities for learning and reflection, using language that is accessible and appropriate for their age. We do not avoid complex topics, but we approach them carefully, placing children’s emotional safety first. Instead of entering political or geopolitical details, we guide the discussion toward values such as solidarity, empathy and responsibility toward others,” explains Ramona Mucenic, Acting Head of Primary.

Through such conversations, students do not receive only information. They gradually build a moral compass and learn that understanding another person’s perspective is essential for a healthy community.

Beyond Information: Understanding and Learning

As students grow, the conversations evolve with them.

In primary school they learn to recognise emotions and to listen. In lower secondary and high school they begin to analyse sources, compare perspectives and observe how the same piece of information can be interpreted in different ways.

The goal of these conversations is not simply for students to be informed. The real aim is to develop young people who are able to think critically, understand nuance and participate responsibly in society.

At Avenor, we believe that education means more than preparing students for exams. It means preparing them for the real world.

And when students’ questions are genuine, one of the most important lessons is learning together how to understand them.

Dear parents, has it ever happened to you to read a message sent by your child and understand absolutely nothing? Or to hear them say something enthusiastically while you are left with the feeling that you missed half the conversation?

You are not alone. The language of Generation Z (and already Generation Alpha) evolves rapidly and sometimes feels like a true secret code. The good news? It can be decoded. And, more importantly, it can become an opportunity for connection rather than frustration.

Out of a desire to help a journalist friend working on an article about this topic, Dana Papadima, Educational Director at Avenor, had an experience from which we can all benefit.

“I tried to lend a hand to a journalist friend who is preparing a more extensive article about the language – or rather, languages – used by children and young people. He thought he would be consulting a linguistics specialist; I turned out to be an amateur. I DO NOT KNOW how young people speak, what English or American expressions they borrow, or what gestures accompany their words or exclamations.

In desperation, I turned to a few high school students with whom I have very warm relationships. However, in the presence of teachers and adults in general, they tend to self-censor. An adult attempting to immerse themselves in their language codes would immediately be labelled cringe — the only word from their jargon I have known for about three years.

Natalia helped me put together a list, and I invite both teachers and parents to read it, take note, and enjoy it. I promise — it’s worth it.”

A Mini Gen Z Dictionary

“That’s bussin!” means: “It’s really good / I love it.”

“Slay!” means: “You did an excellent job!” or “You look amazing!”

“I have rizz.” means: “I’m charismatic / socially confident.”

“YOLO.” means: “You only live once — it’s worth trying.”

“Bae.” means: someone very dear (a boyfriend, girlfriend, or special person).

“Fri yay!” expresses maximum excitement that the weekend has arrived.

“Din dins.” simply means… dinner 🙂 (yes, sometimes it’s that simple).

“Moist” (followed by laughter) refers to a word considered funny or cringe in certain online contexts.

“Holibobs.” means: holiday or vacation.

“I-a dat înjoseală”. ( “He/she got humiliated.”) means someone embarrassed or publicly shamed another person.

“Mi-a dat cu seen.” (“Left me on seen.”) means your message was read but not answered (and… yes, it stings a little).

“Ghosted.” means someone suddenly disappeared from communication without explanation.

“L-a casperizat.” (“Caspered.”) means a softer or temporary version of ghosting — disappearing for a while.

“Mane.” means: “man,” “bro,” an informal way friends address each other.

“Chill.” means: “calm down” or “relax.”

“Sho.” means: “me too.”

“Soto.” means: “seriously,” “for real,” without exaggeration.

“Te-a luat randeaua.” means someone verbally attacked you and left you without a comeback.

“Simp.” means someone who does too much for a person they like, usually without receiving the same interest in return.

“Harfă.” means exaggeration, bragging, or storytelling meant to impress.

“I’m weak” / “I’m dead” / “mor” mean something is extremely funny.

“FR FR.” means: “for real, seriously.”

“Sus.” means: suspicious — something feels off.

Why Does Understanding This Language Matter?

It is not just about words. It is about belonging, identity, and the way children build their social relationships. For them, these expressions are natural — just as the expressions of our own generation once were for us.

When we try to understand their language, we communicate something far more important than linguistic correctness: “I am curious about your world.” And from there, a real conversation often begins.

We may never say “slay” perfectly without sounding forced — and that is perfectly fine. But if we can translate a few words and smile together about them, we are already speaking the same language.

And that… is truly bussin. 🙂

In education, we often talk about reforms, programmes, examinations, or curriculum. Far less often do we speak about teachers as professionals — about what it truly means to build a strong profession around teaching.

In Romania, continuous professional development for teachers is often associated with accumulating credits or attending courses and conferences. For many, it has become an administrative obligation rather than an authentic process of growth — not due to a lack of willingness, but because of limited time, coherence, or practical relevance.

And yet, the essential question remains: what does it actually mean to be a well-prepared teacher today?

In a constantly changing educational landscape, the professionalisation of teaching can no longer be an individual endeavour. Teachers need mentorship, collaboration, and schools that function themselves as learning environments for adults. At Avenor, we are working to build such a model.

What Does a Well-Prepared Teacher Mean Today?

Being a well-prepared teacher does not simply mean mastering subject knowledge; it means transforming complex concepts into meaningful learning experiences and supporting the development of students’ critical thinking and autonomy.

Today’s teacher continuously adjusts their practice according to students’ real needs, through an ongoing process of reflection, collaboration, and professional learning that includes curriculum design, authentic assessment, and the responsible integration of technology.

Induction, Mentorship, and Continuous Development

At Avenor, teacher preparation begins during the recruitment process, with particular attention paid both to professional competencies and alignment with the school’s values.

“During recruitment, beyond the rigorous evaluation of professional competencies, we also focus on the deeper dimension of alignment with Avenor College. We share Avenor’s story with candidates and seek to understand whether we share the same vision of education and the same professional standards.

For us, excellence in teaching goes hand in hand with responsibility — including a strong commitment to safeguarding principles and the ability to create a safe environment in which every child is protected, respected, and supported to reach their potential. Professionalisation begins with competence but is strengthened through values and through responsibility for the impact we have, every day, on each student.” –  Cristina Willows, Director of People & Operations, Deputy Executive Director, Avenor.

The onboarding process before the start of each academic year includes dedicated days for joint training, planning, and pedagogical alignment. Newly appointed teachers take part in an extended induction programme centred on school culture, student safety, and professional expectations.

Annual feedback collected from participants contributes to the continuous refinement of the process, following an approach based on reflection rather than assumptions.

Teachers for Teachers: Investing in the Future of the Profession

At a time when education needs well-supported early-career teachers, the Teachers for Teachers programme represents one of the ways Avenor actively contributes to the professionalisation of teaching.

The two-year programme provides mentorship and practical training for graduates and early-career teachers, helping them build a strong professional foundation. To date, seven teachers have benefited from the programme, contributing to the development of a new generation of educators prepared for the challenges of contemporary education.

Performance Management: Development, Not Formal Evaluation

At Avenor, performance evaluation is designed as a process of professional growth. Each teacher sets annual individual objectives, including one dedicated to continuous professional development, supported through internal courses, external training, conferences, and team collaboration.

The impact of this process becomes directly visible in the classroom, in the way teachers adapt their practices and relationships with students.

“Being in my first year at Avenor College, I discovered that professional development is not just a theoretical concept but a real driver of daily activity. The Performance Management process and setting Professional Learning and Development (PLD) objectives helped me define a clear direction from the very beginning.

I feel that this system provides practical support in the lessons I observe; I have learned enormously by monitoring my progress and adapting my working methods. The impact is visible directly in the classroom, in my interaction with students from Reception to Year 4, where I can apply new techniques that keep them engaged, active, and curious. It is a continuous learning process that gives me confidence that I can genuinely contribute to each child’s development.” – Ovidiu Mirăuță, Learning Assistant

“For me, professional development is a deliberate process that helps me maintain high standards in my daily work. In a school that places such strong emphasis on the balanced development and wellbeing of the entire community, I constantly seek to integrate courses that refine my skills.

I have participated in programmes from the school’s professional development offer, such as Teaching with Love and Logic and From Values to Action: Making SMSC Visible in Secondary.

This year, I also chose the course AI Unplugged: Teaching Smarter, Not Harder, which is already helping me reduce part of my administrative workload, giving me more time for the other important aspects of my role as a teacher and counsellor.”- Anda Costache, School Counsellor, Form Tutor 8 Omega

Communities of Practice: Learning Does Not Happen in Isolation

Authentic professional development requires dialogue and shared reflection. At Avenor, teachers are part of a community of practice where feedback is natural and collaboration becomes part of everyday work.

“The beginning of my experience at Avenor was marked by enthusiasm, emotion, and curiosity. Everything felt intense and new, and my mind was full of questions. Gradually, through a sustained professional development process adapted to my needs, I found direction and clarity.

Performance Management became a space for honest reflection, where I organised my achievements, challenges, and growth steps. In the classroom, I see how my involvement transforms into students’ courage to try, their joy in learning, and their desire to seek answers. And I feel, perhaps more strongly than ever, that I belong to a community that shapes not only well-prepared students but balanced individuals with open hearts and minds.” – Ancuța Floreanu, Primary Teacher, Year 1 Delta

The PLD Programme (Professional Learning & Development): Sustained and Practical Learning

Teachers regularly participate in Professional Learning & Development sessions dedicated to sharing best practices and pedagogical reflection. At Avenor, time for professional learning is considered an integral part of the teaching role, not an additional activity.

“Because continuous learning and the quality of relationships within the community are essential ingredients in the cognitive, social, and emotional development of all its members, at Avenor we seek to create professional growth opportunities for teachers.

Our development programme is aligned with the school’s strategic objectives and guided by adult learning principles, fostering a culture of learning that enables collaboration both within and across departments.

We aim to create a learning environment in which colleagues feel safe to experiment with new teaching strategies that they can later integrate into their classrooms. Teachers therefore have autonomy to choose relevant internal courses, sessions, conferences, or external training aligned with their individual interests and needs.

Because classroom impact is built over time and reflection is an essential tool in this process, our courses include moments where teachers evaluate how they have interacted with different types of content and observe changes in their own lessons or those of colleagues through peer lesson observation.”-  Cristina Bumboiu, Curriculum Development & Teacher Training Lead

School Culture: The Environment That Supports Professional Growth

At Avenor, professional development is not a reaction to external requirements but an integral part of the school’s organisational culture. Teachers belong to a community of practice where professional dialogue is encouraged, feedback is natural, and learning becomes a collective process.

Support for teachers includes both pedagogical and technological development — through practical courses dedicated to the use of artificial intelligence and new technologies in education — as well as initiatives that promote personal balance and wellbeing.

The wellbeing strategy “Be Well in Order to Do Well” is based on the belief that teachers’ wellbeing directly influences the quality of students’ learning experiences. The school therefore creates diverse opportunities for reconnection and balance, including cultural activities, exhibition and theatre tickets, nature trips, community sports challenges, and access to services or consultations at preferential or partially subsidised rates.

Through this combination of professional development and wellbeing support, teachers gain the space and energy needed to experiment, collaborate, and transform lessons into authentic learning experiences.

Beyond an Internal Model

In the 2024–2025 Annual Report, we detail how these programmes are implemented across the school, alongside the results achieved and the impact we aim to create — not as a universal model, but as an example of how investing in teachers and strong professional communities directly contributes to educational quality.

Regardless of school or system, one thing remains constant: the quality of education depends directly on the level of preparation, support, and professionalisation of those who enter the classroom every day.

In every generation, there are students who aspire to more — to learn in an environment that challenges them, to discover their passions, and to shape their own path. For some, the Avenor Scholarship Programme becomes the moment when potential meets opportunity.

We are pleased to launch, for the 16th consecutive year, the Scholarship Programme for students who wish to begin their studies in Grade 9 or Grade 11 at Avenor International High School. Scholarships cover between 25% and 100% of the schooling fees and are awarded based on academic performance, involvement, and the potential demonstrated by students throughout the selection process.

For the 2026–2027 academic year, the Scholarship Programme is supported by Avenor College together with the Ascendis Association, part of the Ascendis Group — an organisation involved in developing projects that promote academic excellence and innovation in education. Details about the programme and application criteria are available on the dedicated presentation page.

A journey shaped by opportunity

For Ana, now in her final year at Avenor and already admitted to her first-choice university, the scholarship programme was the opportunity that first brought her into the Avenor community, which she joined as a scholar in Grade 9.

Four years ago, she arrived from a state school and stepped into a completely new environment. Today, she says the scholarship programme was more than financial support — it was the chance to discover what she could become.

“For me, receiving a scholarship at Avenor College meant, first of all, the opportunity to study throughout my four years of high school within a British system that is highly performing and intellectually challenging.

It was an honour and a great joy to have my potential recognised and to be welcomed into this community. It gave me the confidence to get involved in various projects and initiatives as a leader, to discover my passions, and to meet remarkable people with whom I formed teams and later genuine friendships.”

At the beginning, she admits, being a scholarship student felt like a significant responsibility.

“I came from a state school and joined Avenor in grade 9. At first, I thought being a scholar would feel like a lot of pressure. However, I realised that this role mainly offers opportunities — to engage in projects, extracurricular activities, and initiatives with real impact on the community.”

Over the years, the scholarship experience became a constant source of motivation.

“Being an Avenor scholar is the best decision for students who want to excel both academically and extracurricularly while studying in an international, dynamic, and interactive system.”

Ana participated in numerous educational events and community initiatives at Avenor, from meetings with guest speakers during Avenor Talks to projects coordinated by students themselves.

“I had the opportunity to turn my ideas into real initiatives, to coordinate projects, and to take part in meaningful events. All of this made my high school experience truly memorable.”

For students considering applying to the scholarship programme, her message is simple:

“Being an Avenor scholar gives you the role of a role model within the community, the opportunity to lead teams in various projects, and the chance to become an ideal candidate both for your future university and your future career.”

A programme that supports excellence

Ana’s experience is one of many stories made possible through the Avenor Scholarship Programme, launched in 2010 for students who wish to study in a British high school. At Avenor, the academic programme follows the British curriculum, preparing students for IGCSE and A Level examinations. Their journey is complemented by interdisciplinary projects, extracurricular activities, and university counselling.

“At Avenor, we have always promoted academic excellence while supporting young people who aim not only to succeed academically, but to fulfil their potential.

Our graduates are consistently accepted into some of the world’s leading universities — the result of an exceptional university and career guidance programme that helps them pursue exactly what they aspire to study and continue to excel at university.

Avenor Scholarships Programme provide meaningful financial support, but beyond that, Avenor becomes a partner in delivering the education these young people deserve. To date, we have supported 56 scholarship students.

I am delighted that for the 2026–2027 academic year our partner in the scholarship programme is the Ascendis Association — an organisation with which we share the same values and the same belief in the power of quality education.” — Diana Segărceanu, Executive Director.

How students can apply

Students outside the Avenor community who are currently in grade 8 or grade 10 and wish to join Avenor starting in grade 9 or grade 11 may apply to the Avenor Scholarship Programme by submitting a portfolio that includes a personal profile, academic performance, and motivation explaining why Avenor is the right choice for their development. More information is available on the Avenor website.

For further details about the scholarship programme and other opportunities available to our high school students, we invite you to read the 2024–2025 Annual Report.

We have become so used to seeing children holding phones that it barely surprises us anymore. A 10–12-year-old with eyes fixed on a screen in every spare moment of the day has become the norm.

At Avenor, phones are not part of that norm. Students do not use them during the school day. If they bring them, they leave them at the entrance in a specially designated locker. Throughout the day, technology is used through school-managed devices, with controlled access and educationally validated applications. The goal is not rigid control, but protecting the learning environment and students’ well-being.

And yet, even within a regulated framework, digital reality remains present. Children live in a world where access to social media is just one click away outside of school. That is why the question is not only whether we ban it, but how we prepare them for the moment when we will no longer be able to control access.

Because beyond rules, we all play a role in this equation — school, parents, and society as a whole.

Victor Bratu, EdTech and Data Lead at Avenor College, speaks in this article about our shared responsibility.

Social Media Is Not “Just Another App”

For children and teenagers, social media is an environment designed to capture attention, amplify social comparison, and turn validation into currency.

At the conference “What`s Worth Learning?”, Dragoș Stanca, founder of Ethical Media Alliance, addressed this reality directly: we live in a digital ecosystem built for efficiency and profit, not for balance or social good.

“Only 3.5% of the content reaching people today is in the public interest. The rest is noise,” he said.

In this model, attention becomes the product. Children are not just users — they are part of the economic mechanism of platforms. And one comparison remains particularly powerful:

“Scrolling is the new smoking.”

As teachers, we see the effects immediately: fragmented attention, tensions between classmates, constant social pressure, and conflicts at home related to time and limits.

The “Forbidden Fruit” and the Illusion of Control

This leads to the dilemma: do we ban or do we educate?

Believing that a law or a firewall will solve the problem ignores the natural ingenuity of children growing up in the digital era. VPNs, fake age accounts, older friends’ help — technical barriers are often only temporary.

A ban without explanation turns social media into the “forbidden fruit,” consumed in secrecy, without guidance and without a safety net.

We need both — but in the right order: first education, then autonomy.

The Lesson We Learned from How We Approach AI

A realistic model comes from the way we manage artificial intelligence in school.

AI is not “free for all” from the start. Independent access to certain internally managed tools is allowed only starting in grade 7. However, education about technology begins much earlier.

Students go through a process of “gradual release of responsibility”: first they understand the concepts and ethics, then they practice with guidance, and finally they navigate independently, once they are able to make informed decisions.

The lesson is not about AI itself, but about development. Children need reference points before freedom. The same approach should apply to social media: we prepare them to understand what happens online, and then we teach them how to make good decisions when we are no longer beside them.

Five Educational Principles for Social Media in School

1. A clear and consistently enforced minimum age limit (13 or 16) for accessing any social media platform, explained to both students and parents.
2. In primary school: recurring 15–20 minute micro-learning sessions, not “one lesson per year,” focusing on understanding public vs. private space, disguised advertising, digital footprint, and algorithms.
3. In lower secondary (ICT and homeroom): a dedicated media literacy module covering privacy settings, time management, information verification, and appropriate online behavior, with real-life case studies.
4. In other lower secondary subjects: targeted integration where relevant — persuasion in Romanian/foreign languages, propaganda in history, sleep and stress in biology, civic responsibility in social studies — with direct references to both positive and harmful uses of social media.
5. Parent education: sessions for the wider community, so that school rules are not undermined at home.

Shared Responsibility: School and Family

At Avenor, students do not use their phones during the school day. If they bring them, they leave them at the entrance in a designated locker. This rule is applied clearly and consistently up to age 16 (Year 11). During the day, students use school-managed iPads equipped with monitoring systems and restrictions on applications that have not been validated by the educational team. Access to social media or other social platforms is excluded.

Technology is present, but filtered and guided.

And yet, like any other children today, these students may have access to phones and tablets outside of school, depending on what parents allow. That is why a unified approach is essential.

If there are clear limits at school but total freedom at home, children will struggle even more with boundaries. Consistency between the school and family environment is not an administrative detail — it is a protective factor.

Wall or Compass?

We cannot build an infinite wall around the internet. Technology evolves exponentially, and digital reality cannot be suspended by decree.

But we can build an internal compass: the ability to understand mechanisms, recognize manipulation, manage time, and make informed choices.

A ban may stop something temporarily. Education shapes behavior for the long term.

At Avenor, the past is not just a collection of dates and events — it is a space for reflection, an opportunity to understand how societies are formed and how each of our choices shapes reality. For young people, becoming aware of the past is a form of responsibility and an exercise in critical thinking, essential in a world where extremist and polarizing ideologies increasingly find their way into the public sphere.

Although our high school follows a British curriculum, the Romanian language remains a bridge between identity, culture, and historical context. Starting this year, the Romanian Language curriculum includes a special component dedicated to the communist period, with a focus on understanding everyday life, the mindsets of the time, and the impact of this past on today’s society.

Reading relevant novels and poems, engaging with significant speeches, and watching films that illustrate this era turn theoretical lessons into concrete, memorable experiences for our high school students.

Learning through Literature and Film

Classes dedicated to studying communism, integrated across different learning units, have used diverse resources: from the novel ”Sînt o babă comunistă” by Dan Lungu and the essay ”Era mai bine înainte” by Andrei Pleșu, to the banned poetry of Ana Blandiana and the speech “Istorie, eroi și moștenire” delivered by Princess Marina Sturdza at TEDxCluj.

Within this framework, watching the film Anul nou care n-a fost offered students a direct and moving perspective on everyday life and moral dilemmas during that period. The film complemented these resources, providing a visual and emotional context that stimulated curiosity and reflection.

“At the high school, out of the need to understand the Romanian communist era, we dedicated a few Romanian classes to this period, which for students sounded as distant as the Battle of Rovine. With each class, we introduced a concise overview of society, dictatorship, and daily life. Recently, the 11th-grade classes, along with a few guests from other classes, watched the film ”Anul nou care n-a fost” from start to finish. For two and a half hours, the room remained completely silent — you could have heard a pin drop,” says Dana Papadima, Educational Director.

Dialogue with the Film’s Creators

The experience was enriched by the presence of actress Emilia Dobrin and the film’s creative team: set designer Iulia Fulicea, set designer Victor Fulicea, and director Bogdan Mureșanu. After the screening, students met the team and took part in a discussion lasting over an hour, asking questions, receiving answers, and engaging in an active exchange of ideas.

“For Victor and me, participating in this event confirmed that we made a good choice regarding our children’s school. We have presented the film Anul nou care n-a fost at several screenings for students from different high schools in Bucharest and across the country. We felt the unequal opportunities among various social and cultural backgrounds, but we were also deeply impressed by the lucidity, confidence, and light in the eyes of some of the students.

At Avenor, we arrived with hearts full of emotion. Some of the participants we know personally, others only by sight, yet I can say we found a group of beautiful, curious, spontaneous, and courageous students who, after more than two hours of watching the film, stayed for the Q&A session. Their ability to listen calmly and attentively to our answers, and the maturity of their questions — surpassing even many adults — was remarkable. People say their generation lacks patience and wants everything fast, with immediate gratification. What we saw in these wonderful young people was exactly the opposite.

We left Avenor with our hearts at peace and filled with the emotion shared by the students and their teachers,” says Iulia Fulicea, set designer and parent in the Avenor community.

More Than a Film

From an educational perspective, the experience was much more than watching a movie. It was an opportunity to understand social and historical context, reflect on the impact of the past on the present, and practice open, reasoned, and empathetic dialogue. Through such activities, classroom theory comes alive, and students learn to connect literature, history, and direct experience in a coherent and profound way.

A school can look very good on paper. It is far more difficult to look just as good when every process is placed under a real magnifying glass, with close attention to students’ learning experience.

BSO (British Schools Overseas) inspections are international evaluations that function as a complete diagnostic scan of a school. Avenor College is preparing for its third BSO inspection, benchmarked against “Outstanding” standards — the highest level this inspection awards, which the school has held since 2023.

In this article, you can discover how such an inspection unfolds, how rigorous it is, and what impact it has on school life.

 

An inspector may ask a question that seems, at first glance, simple: A student is consistently late for morning lessons. How is the situation addressed?

Is it merely a disciplinary issue? A matter of personal organisation? Or a signal that something deeper needs to be understood?

In a BSO inspection, such a situation is never treated superficially. Inspectors do not only ask what the policy states, but how it is applied, who identifies the pattern, how the case is analysed, and what impact the intervention has on the student.

Because a school is not evaluated on how well it writes policies, but on how coherently and consistently it implements them — in real situations that may seem small, yet are essential.

Three Days, Five Inspectors, and a Complete Diagnostic Review

A BSO inspection lasts three days and is conducted by a team of independent inspectors with experience in the British education system. During this time, the school is observed from every possible angle. Inspectors enter classrooms, speak with students, teachers and parents, and analyse documents, data and processes. Nothing is considered too minor to overlook.

In a Project-Based Learning lesson, inspectors notice that some students are working in English while others are working in Romanian. It is not the teacher who explains the situation, but the children themselves: they choose their working language for the project, and the transition from Romanian to English happens naturally, without effort or hesitation.

It is one of those moments when bilingualism is not declared in a document, but lived daily in the classroom.

Inspectors ask uncomfortable yet necessary questions: What happens to students who learn very quickly? What about those who need more time? How does the school ensure that every child makes progress — even if that progress looks different from one student to another?

 

The SEF: What You Say and What You Can Prove

Long before inspectors arrive, the school submits a key document: the Self-Evaluation Form (SEF). This document covers eight standards and must answer one essential question:

Why is this school Outstanding and not simply good?

For BSO, statements are never enough. Every claim in the SEF must be supported by clear evidence: multi-year progress reports, academic and behavioural data, structured feedback from parents and students, and documentation of real processes applied consistently.

Inspectors analyse students’ progress comparatively over time, paying equal attention to highly able students and those with specific educational needs. The question returns constantly: “Why did you choose this solution and not another?” The answers must be rooted in the school’s real context — not in generalities or standardised phrasing.

“At Avenor, preparing the self-evaluation report for the BSO inspection always begins with consulting the most recent official documents and with carefully coordinated work. It is a collaborative process when building the narrative and selecting the evidence, but it also requires individual responsibility and adherence to timelines, precisely to avoid unnecessary pressure or last-minute work.

For each standard, we clearly state where we believe we stand, differentiated across educational levels — nursery, secondary and sixth form — and we explain why we do things in a certain way, how they unfold in practice, what results we achieve, what impact they have, and what next steps follow from this analysis. Preparing this report thus becomes a valuable opportunity for reflection, allowing us to examine school projects and processes both in detail and from a broader perspective, essential for the development of an educational institution.

Regarding the evidence included, we do not collect it simply because an inspection is approaching, but as part of a consistent, annual way of working. We analyse this evidence intentionally, individually or in teams, use it to make informed decisions, and preserve it as a foundation for future evaluations. This quality assurance process is structured, predictable and designed to become part of the school’s culture. It allows us to always know where we stand and to support our statements with real arguments and examples, reducing stress and directly contributing to the wellbeing of the entire team.” — says Mihaela Ancuța, Assistant Head of Secondary and coordinator of the internal preparation process for the BSO inspection at Avenor.

The People and Culture Behind the Structure

A crucial chapter of the inspection focuses on the team. Inspectors request organisational charts, job descriptions, recruitment procedures, evidence of reference checks and criminal background checks for employees. They analyse the leadership structure — from the Board and Senior Leadership Team to middle leaders and subject experts.

Beyond structures, however, their primary interest lies in professional culture: how teachers are supported to grow, what happens when someone is at the beginning of their career, or when performance has not yet reached the expected level.

 

At Avenor, the emphasis is on deeply knowing the team and having clear development plans. There are quality control mechanisms, continuous feedback and active leadership that monitors the process.

“At Avenor, learning and professional development are not treated as a separate programme, but as part of the school’s culture. With rigour and clarity, we aim to build a collaborative learning framework grounded in reflection, which helps teachers bring the pedagogy of the 3Cs and the Avenor Profile into the classroom.

Rooted in educational research, this framework focuses on deepening knowledge, refining teaching expertise and sustaining motivation within a psychologically safe learning environment.

When the entire team advances towards a shared pedagogical objective, teacher autonomy becomes essential. It translates into real choices: from shared reading materials and common assignments to the freedom to adapt strategies to one’s own class, access to additional professional development opportunities, and personal decisions about how this learning contributes to individual performance goals.”— says Cristina Bumboiu, Curriculum Development & Teacher Training Lead.

The Campus: A Space That Supports Learning

Avenor has consistently invested in a modern campus. For inspectors, however, size or aesthetics are not what matters most, but how each space genuinely supports learning and students’ wellbeing.

From experiential learning areas for nursery children to dedicated sixth form spaces, every area is analysed through the lens of functionality. The space must allow movement, collaboration, focus and clear transitions between activities. Safety is an integral part of this equation: well-established arrival and dismissal routines, evacuation procedures, and systems that enable continuous monitoring of each child’s presence throughout the day.

Inspectors also observe informal moments, such as break times. Even when hundreds of children are playing outdoors, the atmosphere must remain calm, predictable and well organised. A solid routine, visible even in these moments, is a key indicator of a school that protects its students and provides a safe environment.

In this context, technology is viewed as part of the learning environment, not as an end in itself. Inspectors assess whether it is meaningfully integrated into classroom practice, whether it supports pedagogical objectives, and whether there are clear policies regulating its use, including limiting excessive exposure to devices. Like physical space, technology must serve learning — not dominate it.

When Excellence Becomes a Benchmark

At the last BSO inspection, one of the inspectors’ firm messages was that a truly Outstanding school does not keep its good practices to itself.

In recent years, Avenor piloted its own mathematics curriculum in a state school in Râmnicu Sărat, through a project funded by Romania’s National Recovery and Resilience Plan (PNRR).

More recently, the school was designated a Pilot School for the next four years, with the mission of developing a lower secondary model that can be replicated in other schools.

At the same time, Avenor has become a space for dialogue about education through the “What Is Worth Learning” conferences, now in their eighth edition, as well as through courses and webinars delivered by teachers and educational leaders to colleagues in Romania and abroad.

Innovation as Responsibility

Another sign of a truly Outstanding school is the ability to innovate coherently — not through isolated initiatives, but through deliberate curricular decisions. At Avenor, this has meant launching a comprehensive curriculum rewriting process, guided by Kevin Bartlett (Common Ground Collaborative), using the lens of the 3Cs: Concepts, Competencies and Character.

This approach starts from a fundamental question: How can we ensure that what children learn is relevant, applicable and contributes to their full development?

At Avenor, learning is not reduced to the accumulation of information. The focus is on developing deep conceptual understanding — the ability to think critically about the big ideas that shape the world; on acquiring essential practical competencies — real skills for action and problem-solving; and on cultivating strong, positive character — the values and attitudes that define an ethical and responsible individual.

Through this lens, the curriculum becomes clearer, more coherent and more relevant: content is deepened, not crowded; competencies are practised intentionally, not assumed; and character development is integrated into the learning experience, not treated as an optional add-on.

In this context, innovation does not mean doing things differently for the sake of novelty, but doing them better, more responsibly and closer to children’s real needs.

What Remains After the Inspection

Avenor College is now preparing for its third BSO inspection. At the previous one, the school achieved an Outstanding rating across all standards — the highest possible level.

But this result does not bring comfort.

It brings responsibility.

Because a BSO inspection is not about three carefully prepared days, but about what happens every single day throughout the rest of the year.

At Avenor, we nurture curious children and cultivate critical thinking as an essential tool for navigating a world in constant change. The 8th edition of the “What’s Worth Learning?” conference, themed “The Future: Between Anticipation and Preparation”, once again confirmed that the direction we are taking is both relevant and necessary.

 

In a context shaped by technological acceleration, artificial intelligence and an overwhelming flow of information, the discussions during the conference highlighted the importance of skills that Avenor students already practise every day: critical thinking, the ability to make connections, responsibility, and a strong sense of identity.

“The future is already here, but it is not always visible or understood,” emphasised Dragoș Stanca, founder of the Ethical Media Alliance, as he explained the accelerating pace of technological change and its impact on democracy, information and childhood. He illustrated how technological progress can no longer be perceived in linear terms: ten ordinary steps in daily life translate into more than a kilometre in technology. The pace is no longer exponential, but “super-exponential”, and developments in artificial intelligence, robotics, biotechnology and quantum computing are not happening sequentially, but simultaneously.

This reality brings innovation, but also confusion, anxiety and growing generational gaps.

“Scrolling is the new smoking,” Stanca added, pointing out that today’s digital ecosystem is built efficiently, but not ethically. Children are growing up in an environment where their attention is a commodity, and algorithms reward extreme emotion and polarisation rather than truth or the public good. The message is clear: it is no longer enough to protect children. We must teach them to understand how platforms work and to consume information with a critical eye.

“What if we taught the future in school?” challenged Diana Stafie, strategic foresight consultant and founder of Future Station. The concept of future literacy encourages us to explore possible scenarios, use imagination and develop transdisciplinary thinking — exactly what we do at Avenor through integrated projects and an applied curriculum. One concrete exercise that resonated strongly with parents was that of “memories from the future”: before making a decision, children are encouraged to imagine possible outcomes. This helps reduce anxiety and supports more conscious, responsible decision-making.

The conference reaffirmed that Avenor’s pedagogy — centred on critical thinking, autonomy, responsibility and character — is not only relevant, but essential. At the same time, it offered new perspectives: how to talk meaningfully about the impact of technology, how to prepare children for uncertainty, and how to develop their capacity to be active participants in the world, rather than passive spectators.

future is not just something that happens to us; it is something we can shape and co-create through engagement,” Diana Stafie concluded.

The conference was therefore not only a space for dialogue, but also a powerful reminder that education is not about prediction, but about preparing children to think, adapt and actively contribute to the world of tomorrow.