Elementary School counselor Mariana Patterson shared her perspective on the unique experiences of Third Culture Kids (TCKs). Third Culture Kids (TCKs)—children who grow up between cultures, blending different influences into their unique identities. With an approach based on empathy, Mariana helps these young students navigate the complexities of moving to a new country, offering guidance on how to feel safe, included, and understood. She emphasizes the importance of empathy, consistency, and community in making transitions smoother for TCKs, encouraging everyone to learn about different cultures and create an environment where every child feels valued and at home.

 

 

Third Culture Kids are children who grow up in a culture different from their parents, creating a blend of influences that shape their identities. “Your parents are from one place, you’re living in another, and you end up being a wonderful mix of all the cultures you’ve experienced,” Patterson explains.

 

Moving to a new country can be both an exciting adventure and a significant challenge, especially for young children. Patterson reminds us that it’s important to recognize the ups and downs in this journey. “There will be amazing moments, but there can also be tough times. The best thing we can do is to empathize with kids and remember that change is hard, and that it’s okay to embrace every part of the journey ” she says.

 

 

For young children navigating these changes, consistency is key to helping them feel safe and included in a new environment. “There are so many moving parts—emotions, people, cultures—so providing consistency gives students a sense of stability,” Patterson notes. In schools like the American School of The Hague (ASH), where many students are international or Third Culture Kids, the community could naturally lean toward showing inclusive behaviors towards others. “Our students are often eager to include others because many of them have been the ‘new kid’ themselves. They know what it feels like and understand what others might need,” she shares. One example for this could be ASH’s Student Ambassador program is designed to make the transition of new students (and families) to the school and The Netherlands run smooth and feel warm. In daily school life, examples of inclusive attitudes among students could range anywhere between encouraging new students to sit together at lunch, to offering working together in a project.

 

Patterson believes that helping TCKs connect with peers who share similar experiences is essential. “When inclusion doesn’t come automatically, it’s my role to guide students in finding others with common interests or experiences, helping them form bonds that ground them in their new environment,” she explains.

 

 

As part of a diverse and global community, there’s so much we can do to foster empathy and inclusion. Patterson encourages everyone to take the time to learn about different cultures and perspectives. “Too often, when someone new arrives, we expect them to adapt to the environment. But by learning about other cultures, we can practice empathy, expand our own understanding, reduce our expectations from each other and help everyone feel more connected,” she suggests.

 

In her work, Patterson encourages students to define their own sense of culture based on what makes them feel at home—whether it’s a place, a tradition, or simply being with someone who understands them. By finding common ground and engaging in mutual learning, both TCKs and their peers can build a supportive, inclusive environment where everyone feels valued and welcomed.