| Summary: | As more families continue to relocate to other countries due to professional
opportunities, more children live abroad. These unique children are known as third culture
kids (TCKs). These individuals are spending, or have spent, a significant number of
developmental years outside their parent’s cultures(s). Due to their high mobility lifestyles,
they experience a series of challenges, such as developing multiple senses of belonging or no
sense of belonging. Hence, feelings of being misunderstood by their community are recurrent
among them. Generally, TCKs attend international schools, specifically International
Baccalaureate Programme (IBP) schools. TCKs have significant academic and socio-personal
needs during periods of transition that should be identified by school personnel. Therefore,
developing psychoeducational resources to support their adjustment processes is crucial.
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