ABSTRACT
This chapter aims to analyse the structures and underlying values that support the development of relations between children, teachers, principals and parents in the institutional setting of the school. The social environment of the school provides more than organisational structure and governance – it also shapes social relations that permeate the environment. Common knowledge is understood as the resources drawn on and the intentions of each participant when entering a collaborative relation. Common knowledge is extended through relational expertise, which is additional to expertise in a specialist area. International schools provide varying levels of support for children and parents entering this educational environment. Adults and children both contribute to a child’s social situation of development. Hill School had systems in place for new students and their families that if they chose to participate, could support their engagement in social interactions, with the aim of ‘getting the social part sorted so the learning begins’.
