Laurus International School
Reviewer
Anonymous reviewer
Comments
I recently read the previous review from a parent and want to confirm they are completely correct when they point out the lack of outdoor playgrounds, cramped classrooms, and high staff turnover, but what they do not see from the outside is how toxic the internal corporate culture truly is. This institution operates entirely on public relations optics. Expensive tuition goes toward flashy marketing and secondary science equipment, while basic primary classroom supplies, teacher well being, and structured student discipline are severely underfunded. Leadership is heavily criticized internally for being out of there depth, uncommunicative, and defensive. Holiday structures are routinely disrupted, forcing primary and kindergarten staff to work through breaks to prepare for corporate promotional events. Furthermore, because management views students purely as enrollment metrics, teachers are actively discouraged from enforcing strict behavioral limits. Highly disruptive behavior is routinely ignored by site leaders to prevent parents from withdrawing tuition. This directly creates an unsafe, chaotic workspace and drives away exellent educators mid-year. If the ownership does not stop prioritizing corporate profit over basic educational infrastructure, the faculty turnover rate will continue to compromise the schools high potential.
Questionnaire Responses
How effectively does the school communicate important information (e.g., policies, updates, events) to teachers?
How well does the school support teachers’ social, emotional, and professional well-being?
How accessible and sufficient are the resources provided to support your teaching (e.g., classroom materials, technology, support staff)?
How effective are the professional development opportunities provided by the school in enhancing your teaching skills and career growth?
How positive, inclusive, and supportive is the school environment for both teachers and students?
How well does the school’s leadership team support teachers in implementing their teaching practices and addressing challenges?
How much autonomy does the school allow teachers in designing and delivering their lessons?
Overall, how satisfied are you with your experience at this school?
What do you appreciate most about the school’s approach to supporting teachers and creating a positive work environment?
The brightest spot at this school is definitely the incredable community of teachers. Because we face the same severe structural challenges daily, the faculty has developed an incredibly tight-knit, collaborative and supportive subculture to help one another survive. Additionally, the school does grant a high level of instructional autonomy when it comes to formating daily Cambridge lessons, witch allows us to bring genuine creativity to our science classrooms despite the lack of official school resource.
What areas of improvement do you think the school should focus on to better support its teachers?
The administration must completly shift its mindset from running a corporate franchise to managing an actual educational institution. First, they need to establish a functional, strict student behavior management policy; ignoreing severe classroom disruptions just to protect enrollment numbers ruins the learning environment. Secoundly, they must stop restricting basic classroom resources under arbitrary rules like fire hazards because teachers shouldn't have to DIY basic learning materials out of pocket. Lastly, middle management needs to protect staff from burnout by stopping sudden schedule overhauls for PR events that completley derail the academic curriculum.
Can you share an example of how the school has positively and/or negatively impacted your teaching or the learning experience of your students?
I read a review from a parent recently who noticed that their child felt emotionaly distressed by losing favorite teachers mid-year, and I can confirm that this is a direct result of internal management friction. A clear negative example of this ocurred when management abruptly changed a campus schedule to force a marketing event, completely erasing a heavily prepared academic unit. When teachers voiced concerns about student learning continuity, management reacted with hostility rather than collaboration. This corporate friction directly causes the high teacher turnover that parents see from the outside, which heavily penalize the students academic stability.
Details
- Reviewee
- Laurus International School
- School
- Laurus International School
- Country
- Japan
- State / Region
- Tokyo, Tokyo
- Reporting Period
- 2020-2024
- Submitted
- August 3, 2026
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