“There is no way to talk about the Race problem and tell the truth, and make logical suggestions based on the truth, without White People being offended, and without Non-White people being embarrassed.” – Neely Fuller Jr.

I wasn’t sure how to begin this piece on racism in international education, bilingual schools, English training centers, and the likes here in China. But when asked to share my thoughts, I began reflecting on what I’ve witnessed over the past several years.

Let me first define racism so that my audience clearly understands the context and weight of the observations I’m about to share. I’m using Neely Fuller Jr.’s definition, which encapsulates a systemic, global form of racism. He defines racism as:

“One or more white people using deceit, direct violence, or the threat of violence to promote falsehood, non-justice, and/or incorrectness against non-white people on the basis of color, in order to satisfy white people, in every area of people activity – including economics, education, entertainment, labor, law, politics, religion, sex and war.”

This form of racism knows no borders. Its influence travels through people, media, and information, shaping how individuals see themselves and others. It conditions behavior, spreads confusion, and controls perception, and China is no exception.

So, based on that definition, I do not believe the Chinese are racist in the same way. However, what I have observed is that some have adopted the qualities and behaviors modeled by those who historically used racism as a tool of power and control. These learned behaviors – favoring whiteness, excluding others based on skin tone, or internalizing racial hierarchies – cause harm to the greater human community, even if they are not rooted in the same structure of global dominance.

I was shocked the first time I saw job postings that openly stated “White female preferred” or “Only applicants from the U.S., Canada, or U.K. – white applicants only.” These weren’t isolated cases. They circulate frequently in WeChat job groups and read like echoes from 1960s America.

Why do we see these job postings?

Many Chinese parents, often unknowingly, have internalized the idea that “white is right.” That whiteness equals excellence, refinement, and in the case of English education, authenticity. Schools, in turn, feel the pressure to market themselves with this illusion. They staff white foreigners to meet parent expectations, filling brochures, websites, and social media posts with light-colored faces.

But what gets lost in this process? Qualified non-white candidates.

I know of a highly qualified Black educator with years of experience, teaching and leadership certifications, and a record of success in international schools. When a leadership role opened at his school, he wasn’t even granted an interview. Instead, the job was given to a white female with less experience, no leadership background, and no completed certifications at the time.

This wasn’t an exception – it’s part of a pattern.

Now, I’m not saying that all light-skinned educators are unqualified. The point I’m making is that often, qualified Black educators are passed up based on skin color. How often do we see Black professionals in leadership roles in international schools in China? Rarely. So we must ask: Are leadership roles factoring in skin color rather than relying solely on competence? If so, then parents are being sold an image.

This isn’t just about hiring preferences. It’s about systemic exclusion and a lack of representation. When leadership remains overwhelmingly white or Chinese, it reinforces a limited set of perspectives. In some cases, decisions may be shaped less by qualifications and more by racial comfort zones.

If you’ve read my previous work, you know I don’t just talk problems – I propose solutions. Racism, like all social issues, requires collective action from school leaders, teachers, parents, and the community.

Here are a few steps we can take:

1. Host Cultural Awareness and Anti-Bias Workshops
   Help staff, school leaders, and parents understand how racial bias – both conscious and unconscious – shows up in hiring, evaluation, and daily interactions. Challenge the myth that English ability is tied to skin color.
2. Audit Hiring Practices for Equity
   Schools should regularly review their recruitment and promotion processes. Are hiring decisions made based on credentials and performance – or on optics and assumptions? Diverse hiring panels and anonymized CV reviews can help reduce bias.
3. Promote Diverse Role Models in Marketing and Public Events
   Representation matters. Schools must ensure that qualified staff of all racial backgrounds are visible in promotional materials, on stage at events, and in leadership positions. This normalizes diversity and helps shift parent perceptions.
4. Empower BIPOC Educators With Clear Growth Pathways
   Establish mentorship programs, leadership training, and internal pipelines that help talented non-white educators move into leadership roles. Sponsorship, not just mentorship, is key.
5. Create Space for Uncomfortable but Necessary Conversations
   School leaders should facilitate open dialogue on race, equity, and inclusion. These conversations won’t always be easy – but they are essential to building a truly inclusive school culture.

Racism in education will not dissolve through silence or neutrality. It will take courage to name it, address it and actively dismantle its influence.

If schools truly believe in global citizenship, diversity and inclusion, they must first look inward and confront the racial inequities within their own walls.

Check out Malcolm Solomon’s bilingual book Choosing the Best International School for Your Child, where he dives into the world of international education in China and how to find the school that’s the perfect fit for your child.

Images: Malcolm Solomon, Freepik

I’ve spent the last four years of my teaching career in China, and the experience has been nothing short of exceptional. One event I’ve come to expect each year—no matter the school or city—is the parent-teacher conference (PTC). It’s a global constant for educators. PTCs come around at least twice a year and are always full of surprises—it’s like a surprise two-episode season of your favorite drama series, just with more data and fewer plot twists.

At nearly every PTC I’ve attended in China, one concern rises to the surface again and again: parents are worried about their child’s English language development. Some are especially determined for their child to speak English like a native speaker or read at or above grade level. I understand and respect those expectations. However, one question I always find myself asking is: What does the child’s English environment look like outside of school?

See, native English speakers are immersed in the language daily—at home, in school, on social media, in stores, on signs, through casual conversations. The language surrounds them, constantly feeding their development without deliberate effort. In contrast, many students here in China only encounter English for about 90 minutes during their school day. Once they go home, the exposure often stops completely.

If we want students to develop like native speakers, we have to be honest about one thing: language growth comes from consistent input and output. If your child spends 22.5 out of 24 hours a day hearing and speaking Chinese, guess which language they’ll naturally improve in? (No, not Spanish—just kidding—it’s going to be Chinese, of course.)

So, what can parents do? The goal is to create an English environment at home—one that simulates the kind of daily exposure native speakers enjoy. Here are some suggestions to help you get started:

• Watch English-language cartoons or shows that are age-appropriate. This strengthens listening and familiarizes children with natural expressions.
• Give simple instructions in English, such as “Please close the door,” or “Turn off the light.” This introduces routine phrases.
• Create a sight word wall at home with commonly used words that your child will see and use daily.
• Read books together and discuss them. Ask questions about the story to build comprehension and vocabulary.
• Set a daily “English Hour” in which only English can be spoken at home. Be ready, though—kids will get clever and try to stay quiet to avoid speaking. When that happens, ask them silly questions or play interactive games that require a response, like charades or “Would You Rather” questions in English.
• Start a small English book club with their peers. Reading and talking with friends make learning more engaging and social.
• Find a language buddy—and if you don’t speak English yourself, you can always call Mr. Solomon, your favorite teacher’s favorite teacher.

Creating a home environment that supports English doesn’t mean replacing your native language—it means giving your child the tools to thrive in both. With a little intentionality and a lot of encouragement, your home can become one of the most powerful classrooms your child ever steps into.

Check out Malcolm Solomon’s book Choosing the Best International School for Your Child, where he dives into the world of international education in China and how to find the school that’s the perfect fit for your child.

Images: Malcolm Solomon, Freepik

I recently attended a high school graduation for a few players I coach in flag football. It was one of those nostalgic, feel-good moments, watching students celebrate their achievement as they prepare to enter universities across the world.

As I sat there, I couldn’t help but reflect on my own transition from high school to college – and how completely unprepared I was. I submitted college applications late, had no real plan, and didn’t even know if I’d been accepted anywhere until after graduation. It got so bad that my mom and I had to drive to the college just to pick up my acceptance letter in person. That experience taught me one of the most important lessons of my life: Educational transition matters.

Right now, as the school year winds down, it’s the perfect time for parents to begin thinking about what’s next. Maybe your child is moving from kindergarten to first grade, from primary school to middle school, or from high school to college. Each of these transitions can bring both academic and social challenges. The question is: Are you prepared? Is your child?

Whether you’re enrolling in a new school or simply moving up a grade level, it’s important to understand what the school has in place to support students during times of change. Some children struggle with adjusting to unfamiliar routines or building new friendships. Others may feel overwhelmed by increased academic demands. That’s why it’s so important to ask the right questions and get clear answers.

Support systems make all the difference. Schools that take transition seriously often provide orientation programs, buddy systems, counseling support, and early communication about academic expectations. These tools can help your child feel secure, welcomed, and confident in their new environment.

As a parent, you can also take steps to ease the transition. Attend orientation events, encourage your child to visit the campus ahead of time, and, if possible, connect them with future classmates. The more familiar they are with the school environment before day one, the better they’ll adapt socially and academically.

To bring this closer to home, here’s something I often ask parents during conferences: “What does your child know about where they’re going next?” In my experience, the students who feel the most comfortable on day one are the ones who’ve already seen the halls, met the teachers, and pictured themselves there.

Here are five key questions to support your child’s educational transition:

1. What transition programs or orientation events does the school offer to help new students adjust?
2. How does the school support students socially and emotionally during times of transition?
3. Are there opportunities for my child to visit the school and meet teachers or future classmates before the school year begins?
4. What academic expectations or changes should I prepare my child for at the next level?
5. How does the school communicate with parents during the transition process, and who can I contact for support?

Educational transitions don’t have to be overwhelming – for you or your child. With the right preparation and support, these moments can become exciting opportunities for growth.

More practical guidance like this can be found in my book, Choosing the Best International School for Your Child.

Check out Malcolm Solomon’s book Choosing the Best International School for Your Child, where he dives into the world of international education in China and how to find the school that’s the perfect fit for your child.

Images: Malcolm Solomon, Freepik

Over the course of my teaching career, I’ve observed a familiar pattern in the education world: A school builds a strong foundation, develops a solid reputation, and then seeks to expand in hopes of replicating its initial success across new campuses. On the surface, everything seems in place: modern facilities, qualified teachers, ample resources. But despite these advantages, the new campuses often fall short of the original school’s achievements.

Why is that?

In most cases, the missing piece is clear: effective and appropriate leadership.

Strong leadership can take a struggling school and turn it into a thriving learning community. But even the best school – when placed in the hands of poor leadership – can quickly lose its momentum and become a shadow of what it once was. Without vision and strategic direction, even the most promising program becomes stagnant.

I’ve seen this unfold firsthand. A well-known international school in a Chinese city gained a reputation for excellence. Its leadership was forward-thinking, hands-on, and committed to the growth of both students and teachers. Their ability to transition students successfully from high school to college was not just celebrated – it became the school’s brand.

However, when this same school opened a branch in another city, things didn’t go as planned. The new campus struggled to gain traction, and the buzz surrounding the original location didn’t carry over. When you peel back the layers, the difference becomes obvious: The leadership in the new location wasn’t cut from the same cloth.

Rather than visionary leaders, the new campus had managers – people who looked good on paper but lacked the capacity to create healthy systems that empower teachers and engage students. These managers focused on surface-level tasks: checking lesson plans, monitoring teacher attendance, and enforcing rules. Meanwhile, the true leaders – the ones who drive long-term growth – are doing much more. They’re investing in teacher development, building school culture, supporting both staff and students, and executing a vision with purpose.

A school’s success hinges not on micromanagement but on leadership that inspires, empowers, and builds systems that can stand the test of time. School growth doesn’t come from polished resumes or bureaucratic checklists – it comes from bold, thoughtful execution of a meaningful vision.

Without real leadership, even the strongest school can find itself starting over – with nothing but a blank canvas.

With over ten years of experience in education, Malcolm Solomon, M. Ed., has worked in diverse classroom settings, from America to China. These experiences have allowed Solomon to adapt and integrate the best practices from both environments, continuously improving his skills as an educator. Throughout his career, he has remained dedicated to fostering strong, positive relationships with students while delivering impactful instruction. His varied roles in the field of education equip him with a wealth of knowledge and expertise to contribute meaningfully to any program.

Check out his book Choosing the Best International School for Your Child where he dives into the world of internaional education in China and how to find the school that’s the perfect fit foir your child.

Images: Malcolm Solomon, Pexels