The survey, conducted in partnership with Renaissance, collected information from COBIS member schools worldwide about assessment and curriculum choices, student and teacher numbers, and university destinations, as well as information about diversity, wellbeing, digital innovation, governance, parental engagement, and the impact of geo-political conflict in schools. The Annual Research Survey was carried out between 7 October and 11 November 2025. We would like to thank Renaissance and all responding schools for supporting this project.
 

Selected Headlines

• Student numbers in COBIS schools remain consistently strong, with 56% of responding schools reporting an increase in student numbers compared to last year, and 78% of respondents feeling optimistic or very optimistic about enrolment growth. 
   
• 42% of responding schools report a notable or significant change to the nationalities that make up their student bodies in the past two years (up from 39% last year). These changes vary from region to region, but increases in Chinese nationals is the most common response. 
   
• More than half of responding schools (53%) felt the demand for British international school education in their region has increased compared with two years ago.   
   
• Wellbeing and mental health continue to be key a challenge and priority for schools. When asked about wellbeing and mental health challenges observed in their school community in the past two years, the top responses were: increases in wellbeing issues (59%); increases in mental health issues (58%); increases in social/behavioural issues (48%). The percentage of schools reporting increases rose across almost all categories.  
   
• 76% of responding schools felt that mental health and wellbeing of students was somewhat or significantly worse than ten years ago, but only 38% felt that it was somewhat or significantly worse than two years ago. 61% felt that it was about the same or better than two years ago.  
   
• Nearly half of schools (47%) felt that social media had the most significant adverse effect on wellbeing and mental health of students, with smart phones as the second highest response (32%). 
   
• Schools continue to adapt their curriculum to meet the needs of students. Over the past two years, 63% of responding schools have increased their focus on wellbeing within the curriculum (up from 53% last year). A significant proportion of schools have also increased their focus on digital skills/digital literacy (58%, up from 40% last year), and thinking skills (51%, up from 38% last year). 
   
• 59% of respondents teach students how to use artificial intelligence responsibly and appropriately (up from 53% last year). More than a quarter of schools teach students how to prompt AI effectively with a further 27% considering this addition. 60% of schools have offered training to their staff on AI (47% last year) 
   
• Schools were asked about the impact of the increased use of AI tools. Positively, 60% stated that it decreased teacher workload; 49% reported increased efficiencies for administrative or support staff; 47% reported increased accessibility for students with diverse learning needs. Less positively, 57% felt AI led to increased instances of suspected plagiarism or academic dishonesty. Over half of schools (52%) also stated an increased need for explicit AI literacy education (e.g. teaching students and staff about safe, ethical and effective use of AI tools).  
   
• The majority of responding secondary schools (92%) indicated that mobile phones are banned entirely or significantly restricted in schools (i.e. handed in upon arrival, not taken out during the school day, kept in lockable pouches).   
   
• 47% of secondary schools reported that students may have their mobile phones in school, but these must be kept in their bag/locker or locked in a pouch, while 36% have banned mobile phones outright in school (up from 26% last year). 43% of secondary schools have amended their mobile phone policy within the last 2 years (up from 30% last year). 
   
• More than half of schools (55%) felt that current and recent geo-political conflicts had a significant or moderate impact on their school and community. 
   
• The impact of geo-political conflict manifests in schools in various ways. More than a third (37%) schools reported an increase in anxiety in students as a result, or linked to, geo-political conflicts.  
   
• 93% of leavers from COBIS Schools (from 2023/24) went on to University; 41% of those leavers went on to University in the UK (up from 39% in 2024, but down from 45% in 2023 and 44% in 2022). 
   
• For students who chose University destinations in countries other than the UK, cost of University in the UK (including cost of living) remains the top factor believed to influence the decision (74%). 
   
• 89% of responding schools find it somewhat or very challenging to recruit the required quality of teaching staff (87% in 2024), and 98% of respondents report that they are ‘sometimes’ or ‘always’ able to recruit candidates that meet their expectations (96% in 2024) 
   
• 45% of schools use trainee teachers (e.g. iQTS, iPGCE, etc.) to support with teacher supply (up from 20% in 2024); 35% use teaching assistants to cover lessons (up from 20% in 2024). 

For more information or questions, contact fiona.rogers@cobis.org.uk.

For more information about the Annual Research Survey and selected headlines, please visit the website.

Read the Tes article about our survey

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