In October 2021, ISD chose to seek accreditation with NEASC, despite advice from some who believed it was unnecessarily challenging and that easier alternatives were available. At the time, we believed that NEASC accreditation was exactly the kind of challenge ISD needed to lay the foundations of a great school. The journey has not been straightforward; at one point, it seemed we might fail to meet our self-imposed deadline. However, as reflected in our shift from the Standard to the ACE pathway, the letter from Trillium Hibbeln (Director of the NEASC Commission on International Education), and the contents of our External Review Report, ISD clearly made a very good choice. The NEASC ACE accreditation journey has been every bit as joyful as it has been challenging!
Since October 2021, ISD has raced against the clock to attain NEASC ACE accreditation in time to ensure that our first graduating class graduates with a credible high school diploma. We are very happy to share that the race is over — and we succeeded with twenty-three days to spare! This success was a team effort, involving every ISD teacher and staff member, key members of our parent and student community, as well as the ISD Board Chair and CEO of DENOK. It is now time to reflect on the contents of the External Review Report and consider potential refinements to our major learning plans before sharing them with our wider community for consultation. The race to attain NEASC ACE accreditation is over but the journey from being a good school, with great potential, to a truly great school has just begun!
Below, is a quote from Trillium Hibbeln as well as a few highlights from the External Review Report.
Quote from the letter
“The Visitors noted the school exemplifies remarkable progress for its young history, establishing a strong, inclusive community and fostering respect and understanding across diverse perspectives. It demonstrates deep commitment to multidimensional learning, well-being, and student empowerment, aligning its efforts with its mission to inspire innovation and positive change. Areas for growth include enhancing interdisciplinary instruction, fostering co-created learning opportunities, and improving communication and stakeholder engagement strategies. The Major Learning Plans provide strong guidance for sustainable future growth.”
Highlights from the report
“The school demonstrates a deep commitment to well-being, embedding social-emotional learning, student support, and a strong culture of care into everyday experiences. Positive relationships, active student engagement, and school-wide initiatives that promote connection and balance reflect a well-established well-being framework. The school is proactive rather than reactive in its approach, structuring advisory programs, wellness initiatives, and mentorship to meet the needs of students and staff alike. Parents, students, and faculty consistently report a strong sense of belonging, well-being, and positive relationships within the school community. The school is actively refining stress-management strategies, faculty wellness initiatives, and transition-support structures to further strengthen an already thriving well-being culture.”
“The school is a deeply caring and connected community, where kind interactions are evident everywhere.”
“Well-being is a priority embedded into the school’s Major Learning Plans, ensuring that mental health and emotional well-being are not afterthoughts, but a core focus of the student experience.”
“Beyond internal well-being, the school fosters connections with the broader community, such as a partnership with a retirement home in Debrecen where students engage in sustainability and service projects through design class. Additionally, a community-led discussion was held to organise Iftar services for community members observing Ramadan, demonstrating the school’s responsiveness to cultural and religious inclusivity.”
“Student voice is a central pillar of well-being, with MYP/DP Student Council members expressing appreciation for the supportive and caring relationships they have with teachers.”
“The school has cultivated a thriving learning community where well-being is deeply embedded in school culture and everyday interactions. The commitment to holistic well-being — spanning students, staff, and families — is visible through structured programs, community traditions, and intentional support systems. Relationships among students, faculty, and staff are respectful, ethical, and deeply rooted in care, contributing to an inclusive and connected environment.”
“As a start-up school that laid an impressive foundation in an amazingly short period of time, the visitors are confident that as they simplify, clarify, and prioritise their focus, the Conceptual Understanding will deepen consistently across the community and educators will be able to transfer that Conceptual Understanding of the Learning Principles and their Impacts to their individual teaching and learning contexts at ISD.”
“The visitors thank everyone at ISD for creating such a warm caring environment and for bringing their authentic and best selves to building the foundation of what the visitors are convinced will become known as the educational pearl of Eastern Europe, and for their commitment to shaping the future by nurturing caring, curious, innovative changemakers.”
