Annual Research Survey

COBIS Annual Research Survey 2025

The 2025 COBIS Annual Research survey, delivered in partnership with Renaissance and GL Education, collected information from COBIS schools relating to the 2024/25 academic year. The survey collected information about assessment and curriculum choices, student and teacher numbers, and university destinations, as well as information about diversity, wellbeing, digital innovation, parental engagement, governance, mobile phone policies, and the impact of geo-political conflict in schools. The full report is now available to COBIS members and Supporting Associates via the Members Area (under Resources).

Selected Headlines (data collected in September/October 2025):

• 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.  

• 18% of responding schools have had admissions enquiries from families leaving the UK due to changes to VAT on school fees in independent schools.

• 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, reflecting some of the other trends within this report. 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).

• 97% of schools felt their students were very well or well prepared for their next step in education and their future after education.

• 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 2024/25) 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%).

• On average, 46% of the teacher workforce are UK nationals (down from 48% in 2024) and 34% of the teacher workforce are local nationals, including dual nationality, up from 33% in 2024. 

• 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).

• Three quarters of responding schools (75%) feel the Board is effective or very effective; 94% of Heads feel they have an effective relationship with the Chair of the Board; 93% report that Head and Chair are aligned on the cultural and educational ethos of the school. 87% agreed that the Chair/Board provide strategic guidance and oversight, but 19% felt that the Board was overly involved in the day-to-day running of the school.

• Nearly two thirds of schools indicate that training for staff has made the most significant positive impact on DEIJB within their school in the past two years.

• 50% of schools reported that local context and legislation was a barrier to progress on DEIJB in their school, alongside parental expectations (39%) and competing priorities (32%).

COBIS Annual Research Survey 2024

The 2024 COBIS Annual Research survey, delivered in partnership with GL Education, collected information from COBIS schools relating to the 2023/24 academic year. The survey collected information about assessment and curriculum choices, student and teacher numbers, and university destinations, as well as information about diversity, wellbeing, digital innovation, curriculum reform, mobile phone policies, and the impact of geo-political conflict in schools. The full report is now available to COBIS members and Supporting Associates via the Members Area (under Resources).

Selected Headlines (data collected in September/October 2024):

• Student numbers in COBIS schools remain consistently strong, with 58% of responding schools reporting an increase in student numbers compared to last year.
• 39% of responding schools have seen a notable or significant change to the nationalities that make up their student bodies in the past two years. These changes vary from region to region, but increases in Chinese, Russian, and Ukrainian nationals are the most common responses.
• 87% of responding schools find it somewhat or very challenging to recruit the required quality of teaching staff (down from 91% in 2023), and 96% of respondents report that they are ‘sometimes’ or ‘always’ able to recruit candidates that meet their expectations (up from 94% in 2023)
• 32% of schools offer flexible working arrangements for teaching staff, but a higher proportion (45%) offer flexible working for support and administrative staff.
• Wellbeing and mental health of the school community continues to be a key priority for schools, with respondents observing a range of challenges in their school community in the past two years including: increases in mental health issues (53%); increases in wellbeing issues (50%); and unacceptable online behaviour (40%). However, the percentage of schools reporting increases in mental health and wellbeing issues has declined compared to 2023.
• Schools continue to adapt their curriculum to meet the needs of students. Over the past two years, more than half of responding schools (53%) have increased their focus on wellbeing within the curriculum. A significant proportion of schools have also increased their focus on leadership skills (41%), life skills (40%), and digital skills and literacy (40%).
• 53% of respondents teach students how to use artificial intelligence responsibly and appropriately. This is a significant increase on last year’s response (25%) when schools were asked about use of AI for the first time.
• The volume of schools considering training staff on AI use, developing school polices on AI use, and adapting homework policies in light of AI advances has decreased compared to last year, while the schools reporting having implemented training and policies has increased, suggesting that schools have now moved ahead the training and policy changes that were being considered in 2023.
• The majority of responding secondary schools (85%) indicated that mobile phones are banned entirely or significantly restricted in schools (i.e. handed in upon arrival, or not taken out during the school day). 
• 52% 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 26% have banned mobile phones outright in school. 30% of secondary schools have amended their mobile phone policy within the last 2 years.
• 91% of leavers from COBIS Schools (from 2023/24) went on to University; 39% of those leavers went on to University in the UK (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 (63%).
• More than half of schools (53%) 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. A third of schools reported an increase in anxiety in students as a result, or linked to, geo-political conflicts. More than 30% of schools reported conflicts/confrontations between students and parental views impacting student behaviour or relationships. 22% of schools reported confrontations between parents.
• Two thirds of schools indicate that training for staff has made the most significant positive impact on DEIJB within their school in the past two years.
• Close to half (46%) of schools reported that local context and legislation was a barrier to progress on DEIJB in their school (down from 54% in 2023), alongside parental expectations (34%) and competing priorities (30%).

COBIS Annual Research Survey 2023

The 2023 COBIS Annual Research survey, delivered in partnership with GL Education, collected information from COBIS schools relating to the 2022/23 academic year. The survey collected information about assessment and curriculum choices, pupil and teacher numbers, and university destinations, as well as information about diversity, wellbeing, digital innovation, and changes to curriculum and assessment. The full report is now available to COBIS members and Supporting Associates via the Members Area (under Resources).

Access the 2023 Report (Members Area)

Selected Headlines (data collected in October/November 2023):

• Student numbers in COBIS schools remain strong, with 58% of responding schools reporting an increase in student numbers compared to last year
• Wellbeing and mental health of the school community is a key priority for schools. Schools have observed a range of challenges in their school community in the past two years including: increase in wellbeing issues (67%); increase in mental health issues (64%); increase in social/behavioural issues (49%); and increase in unacceptable online behaviour (39%).
• 87% of schools have a member of staff with specific responsibility for wellbeing (other than the Head)
• 91% of responding schools find it somewhat or very challenging to recruit the required quality of teaching staff, but 94% of respondents report that they are ‘sometimes’ or ‘always’ able to recruit candidates that meet their expectations.
• Nearly half of responding schools indicated that they are considering how to teach students how to use AI responsibly and appropriately, with a further 25% indicating that they already do so.
• More than 2/3 of schools have offered (or intend to offer) training for staff on AI and a third of schools are considering developing school policies on the use of AI (while others have adapted or are considering adapting existing policies in light of advances in AI and technology).
• In the past two years, schools have been adapting their curriculum to meet the needs of students in a variety of ways. 61% of schools report an increased focus on wellbeing within the curriculum. A significant proportion have also increased digital skills/digital literacy (46%), climate/environmental topics (39%), 21^st century skills (37%) and life skills (37%) within the curriculum.
• 80% of responding schools feel they have made progress on EDI since 2020, with policies and procedures, staff training, curriculum, and student voice the areas in which the largest proportion of schools reported progress.
• Local context/regulations and parental expectations were the most common factors felt to be barriers to EDI.
• 47% of responding schools have an individual with responsibility for EDI in the school (up from 29% in 2022).
• 93% of leavers from COBIS Schools (from 2022/23) went on to University; 45% of those leavers went on to University in the UK (up from 44% in 2022 and 42% in 2021, but still below pre-pandemic levels).
• 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 (60%). 

COBIS Annual Research Survey 2022

The 2022 COBIS Annual Research survey, delivered in partnership with GL Education, collected information from COBIS schools relating to the 2021/22 academic year. The survey collected information about assessment and curriculum choices, pupil and teacher numbers, and university destinations, as well as information about diversity, equity and inclusion in schools, and the ongoing impact of the pandemic on schools and young people. The full report is now available to COBIS members and Supporting Associates via the Members Area (under Resources).

Access the 2022 Report (Members Area)

Selected Headlines (data collected in October/November 2022):

• Student numbers in COBIS schools remain strong, with 62% of responding schools indicating that student numbers have increased compared to the previous academic year (up from 51% reporting an increase in the 2021 survey)
• Increases in wellbeing issues (70%) and mental health issues (58%) are some of the top responses from schools about ways in which the pandemic has impacted students within their school community. 58% of schools felt that a small proportion of students have fallen behind academically, and 62% of schools felt that students had increased technology skills as a result of the pandemic.
• 88% of schools have a member of staff with specific responsibility for wellbeing (other than the Head)
• Nearly three quarters of respondents (74%) felt that their school had made progress on Diversity, Equity and Inclusion (DEI) in recent years, with particular progress on staff training, policies and procedures, and recruitment.
• More than half of schools (56%) responded that their workforce was more diverse, compared with three years ago, and 29% of schools now have an individual with specific responsibility for DEI (other than the Head). More than half of schools (53%) felt that their school’s approach to DEI was constrained by the local context in which they operate.
• 96% of leavers from COBIS Schools (from 2021/22) went on to University; 44% of those leavers went on to University in the UK (up from 42% in 2021, but down from 50% in 2020 and 53% in 2019).
• 52% of responding schools indicated that the percentage of leavers from their school choosing a University in the UK stayed the same for 2022/23 compared to the previous academic year. 29% indicated that the percentage of leavers choosing a University in the UK had decreased (down from 42% in the 2021 report).
• For students who chose University destinations in countries other than the UK, schools reported a number of factors that are thought to have influenced this decision. The top responses were cost of University in the UK (65%, up from 51% in 2021), preference for a University closer to home/family (41%), Brexit (35%), and lack of access to financial support (34%).
• Schools continue to retain some practices, developed as a result of pandemic, including virtual parent/teacher interviews (70%, down from 80% in 2021), increased use of technology for personalised learning or support (66%, down from 75% in 2021), and increased pastoral or wellbeing support (65%, down from 68% in 2021).
• Two thirds of schools felt that teachers were still using technical and IT skills developed during the pandemic most or all of the time (66%)
• A third of respondents indicated that their school’s operations continue to be impacted by the pandemic (e.g. masks; restrictions on activities; school, year group or class closures; staff absences; recruitment challenges; etc.)
• Schools continue to adapt their recruitment practice, with increased use of remote/virtual interviews (73%), earlier advertising of vacancies (43%), increased recruitment of international staff who are already in the country (36%) and increased social media usage for recruitment (36%) as the top responses.

COBIS Annual Research Survey 2021

The 2021 COBIS Annual Research survey, delivered in partnership with GL Education, collected information from COBIS schools relating to the 2020/21 academic year. The survey included information about school profiles, assessment and curriculum choices, pupil and teacher numbers, and university destinations, as well as questions about the impact of Covid-19. The full report is now available to COBIS members and Supporting Associates via the Members Area (under Resources).

Access the 2021 Report (Members Area)

Selected Headlines (data collected in October/November 2021):

• Despite the challenges of Covid-19, the overall picture regarding pupil numbers in COBIS schools is positive. 51% of responding schools reported that pupil numbers had increased for 2021/22, compared with 22% in the 2020 survey.
• 47% of schools also reported an increase in student numbers compared to the start of 2019/20 (pre pandemic).
• At the time of data collection (Oct/Nov 2021), 72% of schools were fully open (compared to 38% of schools at the same time last year), with all students attending face-to-face; 20% were delivering a blended model, with a mixture of remote and face-to-face delivery (compared with 40% this time last year); and only 5% of schools were delivering all teaching and learning remotely (compared with 22% last year).
• Schools have indicated that they are likely to retain some of the elements of their provision that have been developed as a result of Covid-19, including virtual parent/teacher interviews (80%), increased use of technology for personalised learning or support (75%), and increased pastoral or wellbeing support (68%)
• Covid-19 continues to impact teacher recruitment, with 42% reporting delays or difficulties with visas and pre-employment checks, and 34% reporting delayed start of international staff due to travel restrictions
• A third of responding schools also reported that the majority of applications for posts for 2021/22 came from teachers who were already working internationally, and more than a quarter of responding schools indicated a decrease in the volume of applications from teachers currently living in the UK.
• 96% of leavers from COBIS Schools (from 2020/21) went on to University; 42% of those leavers went on to University in the UK (down from 50% in 2020 and 53% in 2019).
• 20% of responding schools indicated that some 2020/21 leavers/graduates were pursuing a UK Higher Education programme outside the UK, including studying at an international campus of a UK University or studying with a UK University via distance learning
• 46% of responding schools indicated that the percentage of leavers from their school choosing a University in the UK stayed the same for 2020/21 compared to the previous academic year. 41% indicated that the percentage of leavers choosing a University in the UK had decreased (up from 32% in the 2020 report).
• For students who chose University destinations in countries other than the UK, schools reported a number of factors that are thought to have influenced this decision. The top responses were cost of University in the UK (51%), potential challenges with UK visas (36%), Brexit (30%), and preference for University closer to home/family (30%)

Read the media coverage of the 2021 Annual Research Survey results: 

• 'COBIS schools have shown resilience but the pandemic isn't over yet' - School Management Plus (January 2022)
• K12: pupil numbers rise at COBIS schools - The Pie News (January 2022)
• More school leavers choosing university abroad, survey finds - Independent Education Today (January 2022)
• 'Positive' picture on pupil numbers in British international schools - School Management Plus (January 2022)
• How the pandemic is reshaping international education - Tes (January 2022)

COBIS Annual Research Survey 2020

The COBIS Annual Research survey, conducted in partnership with GL Education, collected information from COBIS schools relating to the 2019/20 academic year. The survey includes information about school profiles, assessment and curriculum choices, pupil and teacher numbers, and university destinations. The 2020 survey also included questions on the impact of Covid-19. The full report is now available to COBIS members and Supporting Associates via the Members Area (under Resources).

Access the 2020 Report (Members Area) 

Selected Headlines (data collected in October/November 2020):

• COBIS schools range in size from 27 to 3,000 students.
• 74% of responding schools teach both primary and secondary phase; 16% teacher primary only; 10% teach secondary only.
• Covid-19 has had an impact on pupil numbers. 46% of schools reported a decrease in pupil numbers. 54% of schools indicated pupil numbers had increased (32%) or stayed the same (22%). 66% of schools attribute the change in pupil numbers wholly or partly to Covid-19.
• At the time of data collection (Oct/Nov 2020), 38% of schools were fully open, with students attending face-to-face; 40% of schools were delivering a blended model, with a mixture of remote and face-to-face delivery, and 22% of schools were delivering all teaching and learning remotely.
• Covid-19 has impacted teacher recruitment in various ways, with 41% of schools reporting delays/difficulties with visas/pre-employment checks, and 36% of schools experiencing delayed start of international staff due to travel restrictions.
• 89% of leavers (from 2019/20) went on to University; 50% of leavers from responding COBIS schools went on to University in the UK.
• Other than the UK, the most popular destinations for Higher Education were the United States, the Netherlands, and Canada
• 32% of schools indicated that the percentage of leavers choosing a University in the UK had decreased for 2020/21.
• 28% of schools felt that Covid-19 had had an impact on leavers' decisions regarding University destinations, and 30% of schools felt that Brexit had had an impact.
• From an operational standpoint, schools have implemented a number of changes as a result of Covid-19. 90% of schools have offered families the opportunity to pay in instalments and 65% of schools have reduced spend on budget areas such as school trips and events. 

COBIS Annual Research Survey 2019

The COBIS Annual Research survey, in partnership with GL Education, collected COBIS school information relating to the 2018/19 academic year. With questions about curriculum, assessments, school leaver destinations, student and staff nationalities, class sizes, and staff turnover, the results of the survey support the lobbying work of COBIS and help inform the strategic development of the association. 

DOWNLOAD 2019 Summary Report

Headline Figures

• 79% of responding schools indicated that student numbers had increased over the past three years.
• COBIS schools perform strongly at A-Level compared with the UK average, with an 18.9% higher A*/A pass rate, a 16.4% higher A*/B pass rate and a 6.8% higher A*/C pass rate. 
• COBIS schools perform strongly at GCSE/IGCSE compared with the UK average with a 26.2% higher A*/A (9-7) pass rate and a 19.1% higher A*/C (9-4) pass rate.
• 92% of school leavers from COBIS schools in 2019 went on to university, with 53% choosing a UK university.
• The number of student nationalities in COBIS schools ranges from 3 to 110.