Bonnie McKie, Executive Director of the Canadian Association of Public Schools – International (CAPS-I), shares her insights on the experience of Spanish students in Canada, market growth, and the cultural and administrative challenges they face. With over 16 years leading CAPS-I, McKie highlights the increasing participation of Spanish students and emphasizes the crucial role of agencies in supporting these young people’s adjustment and success. She also offers key recommendations to help students set realistic expectations and make the most of their academic stay in Canada.
We already have all the students in Canada for 24/25. How have the number of students been? How has the Spanish market been?
The market is still strong. CAPS-I members are seeing more short-term (3-month) students than in the past. The 2022-2023 school year saw unprecedented numbers (2,499 students) which seems to have been pent up demand post-pandemic. Last school year, 2023-2024 seems to have ‘normalized’ to just under 2,200 students, still up incredible growth over the 1,400 students enrolled on average pre-pandemic.
How do you think the Canadian families and schools see the Spanish students?
The Spanish students that choose to study in Canada are typically outgoing and want to connect with their host family and other students at school. The students are open and willing to share about their culture. Many of our members report that Spain is one of their best markets not only in terms of the number of international students enrolled but also in terms of student engagement at school and with their host family and friends. Spanish students get involved in many activities and sometimes even take the initiative to start or lead clubs.
The students are often very independent when it comes to socializing and connecting with friends. They don’t seem to have any difficulties navigating transit and making the most of their stay in Canada outside the home.
However, the students tend to be more dependent in the home. Most need to be guided at first with respect to household expectations – cleaning their bedroom, bathroom and making breakfast/lunches which many Canadian children do from a young age.
We know that the changes in the interpretation of the validation of studies has been a challenge for the school districts. Do you think it is the most complicated country to do this or is it usual with other countries?
Several countries require validation however Spain does seem to have become the most challenging! There is very specific information that must be included and it seems to vary by region in Spain. Also, there are extra letters that are not required in other countries. The courses that are required are also very specific and must be constantly checked to be sure that they qualify for validation.
Do you think that the school districts know and appreciate the added value that Spanish agencies provide?
Absolutely! Overall, 80% of students enrolling in CAPS-I member school boards/districts/divisions are referred and supported by an agency. That number is much closer to 100% for the Spanish market. It is critical for K-12 International Student Programs to have close working relationships with agency partners given the international students are young, minor children. The agent’s importance and role extends well beyond the application process. In fact, their work predeparture and as a conduit of information between the school districts and natural parents throughout the student’s stay in Canada is critical.
Do you think that the last districts that still do not do it will incentivize with the deserved commission to the agencies that have students that stay two and three years?
When CAPS-I last surveyed members about 18 months ago only about ½ of members paid a fee to agents in subsequent years. While it’s not common for Spanish students to stay beyond one year, it does seem as though there continues to be a slow/steady shift in that direction.
The Spanish culture is very family oriented. Do you think that they have unrealistic expectations with respect to the Canadian reality?
It seems there’s a different understanding of ‘family’ from Spanish and Canadian perspectives.
In Canada, family are the members of the household. Most activities are done with the family in the home, not all of the extended family, so dinners and outings are with a small group. Outings tend to be more normal, day-to-day, family-based activities such as a child’s soccer game, walking the dog at a local park, family movies nights (often at home), etc.
Extended family often gather (where possible) for celebrations such as Thanksgiving, Diwali, Christmas, Easter, etc. but often not as frequently as a Spanish student would expect.
Spanish students tend to expect ‘bigger’ outings on a much more regular basis and extended family to be involved.
It is important to set appropriate expectations and thoroughly prepare the student going abroad as well as their natural parents.
Finally, what do you think should be the message to Spanish agencies and students about the reality of an academic year in Canada in 25/26?
Students need to understand that they are taking on a big adventure – there will be many differences between their life in Canada and Spain. Their host family will welcome them and want the students to be a part of their family. A Canadian welcome may not be as emotional and physical as a Spanish welcome.
Students need to ask questions anytime they feel unsure, even when it feels like a small or perhaps unimportant question. They are the one who is going to be noticing differences more than the family as they are in a new home. Their host family will help them settle in and adapt to their new life in Canada.
Communication is the key. Students need to be open talk to their homestay families, teachers/counsellors and International Student Program support staff. Natural Parents need to encourage that communication and support their children in their homestay. Natural Parents also need to understand that the host family experience will be different, and they need to encourage their children to problem solve rather than panic. A study abroad experience can be an excellent opportunity for their child to develop confidence, resiliency and new skills.
However, studying abroad can involve a roller coaster of emotions and successful experience requires them to be open, curious and brave!
