How Nord Anglia teachers are helping students learn more deeply and think more purposefully

At Nord Anglia Education, we believe helping students understand how they learn is just as important as what they learn. That’s why our teachers have spent the past two years leading a global research project on metacognition—a powerful skill that helps students plan, monitor, and reflect on their learning.

Earlier this month, teachers from 27 Nord Anglia schools around the world gathered at Boston College in the United States to share findings from their individual research projects on the topic. Their research, conducted in real classrooms with students of all ages, shows how metacognitive strategies are helping children become more confident, independent, and thoughtful learners.

What is metacognition and why does it matter?

Metacognition involves helping students become more aware of their learning process. It teaches them to set goals, choose strategies, reflect on what works, and adjust when needed. These are essential skills not just for school, but for life.

Our teachers explored how these strategies can improve everything from reading comprehension to empathy and from collaboration to critical thinking. And the results were inspiring.

Real results from real classrooms

Here are just a few of the incredible stories shared at the conference:

• In Abu Dhabi, Year 5 students at BIS Abu Dhabi made significant progress in reading when their teacher, Aaron Regan, introduced structured thinking routines. This is a reflective strategy where students observe something, interpret its meaning, relate it to their own experiences, and then consider its impact on others or the wider community. These young readers were then able to make stronger inferences and predictions, which are key skills for understanding complex texts.
• In Bangkok, Meg King’s Year 2 students at St Andrews International School nearly doubled the number of compassionate acts they could identify after using a simple reflective thinking routine called “See, Think, Me, We”. The children also showed a 78% improvement in their understanding of empathy and global issues.
• In Florida, Tracy Slatoff at North Broward Preparatory School found that fourth-grade students working in groups used over 50% more critical thinking skills than when working alone. They also felt more confident in analysing information and sharing ideas.
• In Beijing, Mumbi Jessica Mulenga’s Reception class at the British School of Beijing Sanlitun, showed that even the youngest learners can develop powerful learning habits. Her students—many of whom speak English as an additional language—used gestures, drawings, and conversations to reflect on their learning. 75% of them independently revisited and improved their work.

Why this matters for your child

These projects reflect our commitment to helping every Nord Anglia student become a confident, capable, and compassionate learner. By teaching children how to take charge of their learning, we’re giving them tools they can use for life.

As Dr Elise Ecoff, Chief Education Officer, put it: “This research proves the power of teacher-led innovation. Our educators are not only improving outcomes in their own classrooms, they’re shaping the future of global education.”

What’s next?

The full findings from our Metacognition Research Project will be published later this year. In the meantime, our teachers continue to apply what they’ve learned—bringing the best of global research into children’s classrooms every day.

To learn more about how we’re building better learners, visit www.nordangliaeducation.com/metacognition.