Date of Submission


Document Type



Doctor of Education




family migration, cross-culture kid, relational leadership, culturally responsive leadership, policy development, collaborative inquiry


Globalization and migration have impacted the cultural demographics at educational settings worldwide. Families with young children relocating to new countries experience distress and a sense of cultural loss, in terms of language, beliefs, and values. Grounded in the social constructivist worldview, this organizational improvement plan proposes how to support cross-cultural kids and their families during the periods of transition and adaptation, at an international nursery school located in the Middle East. Influenced by the cross-cultural adaptation theory and a multidimensional ethical framework, the problem of practice addresses the need to develop a relevant policy and to enhance culturally responsive practices. The appreciative inquiry approach and the change path model are the chosen models to guide the change. A hybrid solution to the problem focuses on improving the organization from a macro- and meso- standpoint. Aligned with the relational and culturally responsive leadership approaches, the involvement of parents, teachers, and other stakeholders in the policy creation is recommended (macro-level). Additionally, by engaging in collaborative inquiry sessions, teachers can improve their responsive practices to cater to the needs of the children (meso-level). The Plan-Do-Study-Act framework for monitoring and evaluation, along with a three-stage communication plan are discussed to support the organization in minimizing the gap between the current and future desired state at the nursery school.