These responses indicate a mismatch between parental perceptions and the actual curricular standards followed by the school. It appears that once their children had attained functional fluency in English, many parents began to shift their focus toward broader academic concerns—only to find the school falling short of their expectations. What complicates this perception is that the parents’ understanding of “academic success” did not necessarily align with the standards outlined in the British curriculum implemented at the school. For example, while the curriculum focuses on literature and the development of grammar, punctuation, and comprehension across all four skills (reading, writing, speaking, and listening), the parents did not appear to be familiar with these criteria. Furthermore, they seemed unaware that the school did not assess language proficiency through the Common European Framework of Reference (CEFR) levels (e.g., A1–C2), which may have led to their misjudgement regarding academic expectations. This points to a deeper issue—parental misconceptions about what constitutes progress in both language learning and subject-specific education in an international school context.

In exploring what aspects of the school the parents appreciated most, English once again featured prominently. However, several parents also spoke favourably about the teaching staff, classroom environment, and pedagogical methods. Emma praised the teachers’ ability to strike a balance between structure and compassion, describing them as “kind and approachable… not too strict, but loving, and consistent with the rules.” Mia contrasted her child’s experience at the international school with previous experiences in local systems, saying, “Back home, it’s like 40 students… here, the teachers can give attention to each child, which provides more freedom.”

Perhaps most telling was Diana’s comment regarding her son’s interpersonal experiences at school: “He learned English and felt very good at school communicating with other children… he comes home satisfied and happy.” Although only one parent explicitly highlighted intercultural communication as a positive outcome, it is evident that a sense of social belonging and emotional well-being also featured prominently in parents’ evaluations.

The reflections shared by the parents suggest that their expectations extended beyond academics to include a supportive learning environment in which children are encouraged to express themselves. Particularly for the parents from Asian countries, the contrast with rigid and overcrowded education systems back home was significant. They associated smaller class sizes and less hierarchical teacher–student relations with an increase in “freedom to think and speak,” highlighting how pedagogical culture intersects with the development of CDA and ICC.

In conclusion, while English language proficiency was the initial benchmark for success, parental expectations evolved over time to include academic rigour, student–teacher relationships, and the cultivation of an inclusive, learner-centred environment. However, their views also reveal certain gaps in understanding regarding assessment frameworks and learning outcomes, indicating a need for better school–parent communication on academic benchmarks and the broader aims of international education.