Trouble Case Study: The Problem of School Staff Not “Escalating” Issues

In educational migration, particularly to international schools in Malaysia, Japanese families often encounter a serious structural problem: “school staff do not report issues to their superiors and postpone decisions.” This is not due to individual incompetence but stems from a misunderstanding of the organization’s hierarchy and staffing. This article explains the essence of this problem and effective practical countermeasures.

The Fundamental Premise: “Staff” and “Teachers/Management” are Separate Tiers

In Japanese schools, there is a culture of collaboration where administrative staff, homeroom teachers, vice-principals, and principals work together, and decisions move up the organizational chain. However, this premise does not apply in overseas international schools. The organizational structure is fundamentally different.

The Reality of the Staffing Structure

In many international schools, teachers, principals, and senior management are relatively elite professionals. On the other hand, admission staff, administrative staff, and support staff are primarily locally hired and are not necessarily personnel with high decision-making abilities or deep organizational understanding. This is not discrimination but a reality stemming from the local labor market structure.

Why School Staff Mistakenly Think “They Are in Charge”

This is the point most difficult for Japanese families to understand.

Why Staff Believe They Are “The Ones with Authority”

The following factors combine, frequently leading staff to mistakenly believe they are in a “decision-making position” beyond their actual authority.

• Belonging to the authoritative organization of a school
• Foreign parents being overly deferential
• Having an advantage in English and institutional knowledge
• Handling parent communications on a daily basis

A Mismatch Between Individual Capability and the “Weight” of Their Duties

This is the core of this trouble. The duties handled by staff include critical decisions that directly impact a child’s education and life planning, such as adjusting enrollment timing, class placement, arranging special support, explaining grades, and visa-related documents. However, some individuals, with shallow institutional understanding, who judge based solely on precedent, and who do not understand the scope of their own decision-making authority, end up halting important decisions.

Why They “Don’t Escalate”

Reason ① Fear of Exposing Their Own Ignorance

Confirming with a superior means admitting “I don’t know” or “I can’t decide.” Therefore, they are prone to actions like buying time with vague answers or pretending to make a decision on the spot.

Reason ② Believing Problems Become Their Responsibility if Escalated

For many school staff, escalating a problem is often perceived as an act that shows “their own inadequate management.” As a result, avoidance behaviors emerge, such as trying to make the problem disappear or treating it as an issue caused by the parents.

Reason ③ The Belief that “Foreign Families Will Eventually Give In”

Seeing the language barrier, lack of institutional understanding, and the desire of Japanese families to avoid conflict, some staff have learned that “if we stand firm, they will eventually give up.”

Common Specific Trouble Progression Pattern

1. A problem occurs.
2. When consulting with administrative staff, the response is “I’ll check” or “Let’s wait and see.”
3. Weeks pass with no progress. Inquiries are repeated, but the conversation goes in circles.
4. Before you know it, the term or school year has advanced, the problem has worsened, but it is not being treated as a “formal issue” by the school.

The “Worst Response” Japanese Families Tend to Make

Continuing to wait politely, only consulting with the same staff member, and thinking it’s rude to speak firmly—this is a virtue in Japan, but in overseas international schools, it is interpreted as “there is no problem” and worsens the situation.

The Practical Response That Should Have Been Taken (Design)

① Confirm “Who is the Final Decision-Maker” from the Start

Confirm “Who is the decision-maker for this matter—the Principal, Head of School, or Academic Director?” The first step is to hold the premise that staff are not the decision-makers.

② Involve Superiors Early via “Written Communication + CC”

Include management such as the Principal, Head, or Head of School in email CCs from an early stage. This is not an attack but a basic action to have the problem handled by the “organization,” not just an individual.

③ Clearly Communicate That “A Decision is Being Sought”

Explicitly state that this is not mere information sharing or consultation but “a matter requiring a decision.”

④ Do Not Rely on a Single Staff Member

Staff turnover and transfers are commonplace. It is crucial to adopt a stance of dealing with the “organization,” not becoming dependent on an individual.

Common Traits of Successful Families

• Do not over-trust staff
• Establish contact with teachers/management early
• Keep written records
• Escalate issues early
• Do not become emotional

In other words, they have designed their approach to communicate with “the person who can take responsibility,” not just “the person on the front line.”

Conclusion:

School Staff are the “Point of Contact,” Not the “Decision-Makers”

The essence of the problem where school staff do not escalate issues is not individual negligence or malice, but a mismatch in organizational design and staffing. Staff cannot make decisions but act as if they are, resulting in problems stagnating. Unless you understand this structure, you will experience the same trouble repeatedly.

In educational migration and overseas relocation, what’s important is not “who to talk to,” but identifying “who can make the decision,” and designing your approach to communicate with the correct hierarchy (Principal or management) early on. This is the most practical and effective strategy to prevent school-related troubles, which can occur in international schools in Penang or KL, from becoming fatal.