We believe that students learn best when their individual strengths and needs are recognized and supported. We foster a mindset that strong intercultural relationships enrich interpersonal relationships, meaningful learning experiences and intentional programming.
Learning is at the core of all that we do. ISD values meaningful and transferable learning. Through an inquiry-based, student-centered approach, learners at our school deepen their knowledge and develop their skills to construct understanding.
School Counselors
Our counseling practice is guided by the International School Counselor Association.
“Students learn best in environments that are validating, respectful, supportive, inclusive and safe. Implementing the ISCA Student Standards through the lens of equity and belonging is essential to improving outcomes for all students and creating a safe school culture free of bias and oppression”
ISCA Student Standards
School Psychologist
ISD employs a school psychologist who is available to all students and community members. School Psychologist at ISD supports students’ academic, social, and emotional development. Psychologist provides consultation, evaluation, and takes active prevention acts to help students overcome difficulties and provide instructions that align with the students’ needs.
To achieve the desired results, school psychologist provides a variety of services:
- Conducting psychological assessments to identify learning and behavioral difficulties.
- Providing counseling and support to students who are struggling with mental health issues.
- Collaborating with teachers and parents to develop interventions and accommodations for students.
- Supporting students who are experiencing social or emotional challenges, such as bullying, low self-esteem, emotional control or family problems.
- Helping families and the school to manage crisis situations.
- Providing guidance on college and career planning.
Our everyday practice focuses on providing holistic support for students focusing on their social and emotional development as well as academic and careers.
We use the Second Step program to deliver counseling curriculum in classes. We provide individual and small group sessions for students focused on the short term solution focused activities.
Some Typical Areas We Address with Students:
- Adaptation for new students and transition meetings for students leaving ISD
- Anxiety
- Social skills including goal setting, problem solving, effective communication, friendship difficulties
- Emotional wellbeing and regulation
- Crisis Interventions
- Academic planning
- University counseling
Meet the Student Support
Services Team
My name is Ola Semaan, I joined ISD in August 2022 with my two children. I have more than twelve years of experience working as a counselor in international schools. Previously I have been working in China, UAE, Qatar, England, Spain and Poland.
I am passionate about working with children and supporting them in realizing their strengths and becoming independent, responsible and lifelong learners. I value collaboration and partnership with parents and teachers to create a supportive environment in which children can feel safe and thrive. My professional interest is strongly focused on Third Culture Kids and canine therapy.
I’m grateful to be a part of such an inclusive, supportive and vibrant community at ISD!
I am passionate about working with children and supporting them in realizing their strengths and becoming independent, responsible and lifelong learners. I value collaboration and partnership with parents and teachers to create a supportive environment in which children can feel safe and thrive. My professional interest is strongly focused on Third Culture Kids and canine therapy.
I’m grateful to be a part of such an inclusive, supportive and vibrant community at ISD!
If you would like to make an appointment, please contact me via aleksandra.semaan@isdebrecen.hu
Szia! My name is Whit Altizer, and I am the DP/MYP Counselor. I am in Debrecen with my wife and two children who are students at ISD. I grew up in the southeastern United States where I dreamed of seeing the world outside of my small town. I am very excited to be a part of the growing international community at ISD and learn more about the rich Hungarian history and culture.
I have been a school counselor for four years now after over a decade teaching in South Korea. I am very interested in helping students make choices at ISD that enhance their MYP and DP years and help prepare them for their life after high school graduation. Professionally, I am committed to professional growth that connects me to colleges and universities all over the world, continuing Diploma Program education and support, and ways to help all of our student population feel safe, included, and respected. Currently, I am finishing a Masters of Education with a focus on School Counseling at Southeastern Oklahoma State University.
I look forward to supporting the students of ISD as they make their way through our MYP and DP years and begin to make plans for life after ISD. I hope to help them discover what will give them the same kind of energy I get from school counseling.
Onward and Upward, Falcons!
whitney.altizer@isdebrecen.hu
My name is Mrs Sarolta Rácz Ruszkabányai Viktorné. I graduated at the Faculty of Special Education at Eötvös Loránd University in 2016, specialized in speech therapy. My three sons were already born when I completed my studies, so I had the opportunity to experience the necessary approaches to teaching by playing with my own children. I also graduated as an English Language Teacher and Communication Specialist. In 2022/23 I finished Animal Assisted Therapy at Debreceni Egyetem Gyermeknevelési és Gyógypedagógiai Kar.
From 2016 I worked as a speech therapist at the Hajdú-Bihar County Pedagogical Specialist Service, where I provided speech therapy and learning skills development in several schools and kindergartens.
In October 2022, I joined the ISD team. My work is my mission and I put all my heart in it. My goal is that your children enjoy our learning journey together and they develop through play, both in my classroom and at home through the exercises I give them. They should be proud of their success and celebrate it. To be able to reach this goal it is essential that we work together.
My work in the kindergarten includes:
In collaboration with kindergarten teachers and parents, I assess the speech and language development of 3-year-old children and provide speech and language screening for 5-year-old children. I monitor articulation and preschool skills such as pencil grip, general knowledge, spatial orientation, vocabulary and sentence formation, verbal memory, eye-hand coordination, etc. (language independent). If necessary, I provide speech therapy and skill building sessions for children in need.
My work in the school
In the classroom, I help students who have difficulties in learning a subject, and I provide individual development sessions for students with learning difficulties. I work with homeroom teachers to help children meet classroom assignments and expectations.
At the request of the teachers, I administer appropriate remedial tests in the school e.g. reading assessment, reading comprehension test, numeracy test, etc., and I recommend children for external assessment when necessary.
Frequently Asked Questions
Why would a student see a school counselor?
Children might be facing challenges that impact their school performance as well as their wellbeing. Those might include, but are not limited to, anxiety, adjustment to school, self esteem, emotional regulation.
What does the referral process look like at ISD?
Students might express the wish to talk to us.
Basing on teacher concerns or parent concern.
We do not provide long term therapy but if we see the need to meet with a student on a frequent basis we will always consult it with parents.
If concern is outside of the counseling scope of practice we refer a student to a school psychologist.
How can school counselors support parents/guardians?
We support parents in following areas:
- Concerns for social and emotional wellbeing of their child,
- Communication,
- Family situation that might impact student behavior at school
- Establishing routines and increasing independence (especially with young children)
- Understanding developmental changes
- Consulting academic achievements and career path
How does a school counselor manage privacy and confidentiality?
The Basis of our relationship with students is trust and confidentiality. However, there are exceptions when we cannot keep information confidential. This is when a student will tell us that they want to hurt themselves, hurt another person or someone is hurting them.
Why would a student access learning support?
It is in the learner’s interest to learn in the way that suits them best. To this end, teachers and members of the student support team hold a weekly screening session to discuss which students need extra help (have learning difficulties) to achieve better results. If needed they get tested by specialists and given the support that is needed by the support team.
Why would a student access a school psychologist?
There are multiple reasons why a student would seek out a professional psychologist’s help even of their own volition. These may range from seeking guidance or support for personal or emotional issues, to seeking help coping with stress or anxiety either related to academic performance or social situations, but family or relationship related issues are also common reasons. It is important to note that every student is unique and may have their own reasons for seeking support from the school psychologist.
Learning Support
The International Baccalaureate (IB) is committed to providing an inclusive and supportive learning environment for all students. IB schools provide a range of learning support services to ensure that all students have access to the curriculum and are able to reach their full potential.
Learning Support in an IB School May Include:
Differentiated instruction: Teachers use a variety of teaching strategies to meet the diverse learning needs of students. This may include modifying assignments, providing additional resources, or adapting assessments.
To achieve the desired results, school psychologist provides a variety of services:
- Individualized support: Students who require additional support may receive one-on-one or small group instruction from a learning support specialist.
- Assistive technology: IB schools may provide assistive technology such as text-to-speech software, speech recognition software, or other tools to support students with learning differences.
- Counseling services: IB schools may provide counseling services to support the social and emotional well-being of students.
- Professional development: Teachers in IB schools receive ongoing professional development to support their understanding of best practices in teaching and learning, including strategies for supporting students with diverse learning needs.
Overall, IB schools are committed to providing a supportive and inclusive learning environment that meets the needs of all students.
Learning Support in the Kindergarten
In collaboration with kindergarten teachers and parents, the Learning Support Teacher assesses the speech and language development of 3-year-old children and provides speech and language screening for 5-year-old children. She monitors articulation and preschool skills such as pencil grip, general knowledge, spatial orientation, vocabulary and sentence formation, verbal memory, eye-hand coordination, etc. (language independent). If necessary, she provides speech therapy and skill building sessions for children in need.
Learning Support in the School
In the classroom, the Learning Support Teacher helps students who have difficulties in learning a subject, and provides individual development sessions for students with learning difficulties. She works with homeroom teachers to help children meet classroom assignments and expectations.
If teachers suggest, the Learning Support Teacher administers appropriate remedial tests in the school e.g. reading assessment, reading comprehension test, numeracy test, etc., and recommends children for external assessment when necessary.
Education breeds confidence. Confidence breeds hope. Hope breeds peace.
- Kǒngzǐ (孔子, Confucius)
- Kǒngzǐ (孔子, Confucius)
I am a native English speaker from Canada with over 18 years of teaching experience. I have earned Qualified Teacher Status in the UK in addition to a Teacher Certificate from the USA and from Canada. I am currently enrolled in the Master of International Education degree program with the College of New Jersey.
For myself, teaching provides an opportunity for continual learning and growth. I hope to instill a love of learning in my students as I share my own passion for learning with them. I feel there is a need for compassionate, strong, and dedicated individuals who are excited about working with children. In our competitive society, it is important for students to not only receive a solid education, but to work with someone who is aware of, and sensitive to, their individual needs. I am such a person and will always strive to be the best educator that I can be.
My other passions are spending time in nature and using my hands to restore, repair and create. These two passions have led to a life full of: hiking, biking, camping, working at a ski resort, becoming a SCUBA Master Instructor and an NACD Cave Diving instructor, crewing sailboats, working with the Artificial Reef society, building houses and lapstrake boats, completing SCUBA salvage and cleanup missions, fixing computers and restoring cars and motorcycles. I have been able to use the artisan skills I have honed through my varied experiences to support my students with their independent learning projects, PYP Exhibitions and after-school activities.
Through authentic relationships with my students, I inspire and nurture agentic, passionate, self-directed learners who have a voice in their education and take ownership of their learning. I am a student-centered educator who values all learners by celebrating diversity.
I was born in the Flemish-speaking part of Belgium and have loved the English language for as long as I can remember!
I completed a Diploma course in Teaching English as an Additional Language from Cambridge and graduated as a Primary School teacher. I also qualified as a Literacy Coach which has helped me develop stimulating and effective ways to teach my learners to communicate through multiple formats as well as learn how to share information.
For the last 20 + years, I have taught English in many wonderful places such as Greece, Luxembourg, Estonia, Russia, Thailand, China, India and now I am excited to teach and live in Hungary.
Over the years, I have grown into a teacher who relates to her students and who creates a safe environment where all learn through cooperation and positive feedback. I strongly believe in the power of encouraging students to take ownership of their learning, of instilling the joy of learning while striving to make a positive impact on our world. Language learning is an active and collaborative process and I count myself fortunate to be able to be a life-long learner together with my students!
I completed a Diploma course in Teaching English as an Additional Language from Cambridge and graduated as a Primary School teacher. I also qualified as a Literacy Coach which has helped me develop stimulating and effective ways to teach my learners to communicate through multiple formats as well as learn how to share information.
For the last 20 + years, I have taught English in many wonderful places such as Greece, Luxembourg, Estonia, Russia, Thailand, China, India and now I am excited to teach and live in Hungary.
Over the years, I have grown into a teacher who relates to her students and who creates a safe environment where all learn through cooperation and positive feedback. I strongly believe in the power of encouraging students to take ownership of their learning, of instilling the joy of learning while striving to make a positive impact on our world. Language learning is an active and collaborative process and I count myself fortunate to be able to be a life-long learner together with my students!
My name is Vivien Giller and I’m from Budapest. I moved to Debrecen with my family 5 years ago. I was drawn to teaching from a very young age, as my mother is a passionate English and Hungarian language teacher. I have MA degrees in Teaching English Language and Literature and in Dutch Studies specialised in History of Art. I also studied Public Relations at Budapest Business University. During my Secondary School years, I lived in the UK which had a great impact on my life. Later I moved to the Netherlands where I worked and studied.
I have been teaching English for different age groups for more than 10 years. I taught students from primary to university level. I left teaching for a couple of years and worked at a PR Agency in Budapest, which I enjoyed a lot, yet it also helped me recognise my passion for teaching, so I returned to it.
I teach English Language Acquisition in MS in ISD. I enjoy teaching in the IB system as it gives a positive and supportive teaching environment. IB focuses not only on academics but also on personal development and creativity. My aim is to guide students to express themselves and to engage in their own learning. I’m curious about how my students can become more thoughtful and reflective citizens.
In my free time, I like spending time with my family, going out with friends, sewing and reading. I have a great passion for the Arts.
Angéla Fodor
EAL/Science Teacher
