Edarabia had the opportunity to interview Mr. Martin Clark, Headmaster of King’s College Riyadh, a leading international school in the Kingdom of Saudi Arabia. In this exclusive interview, he shares his insights on the school’s plans for 2025, academic priorities, challenges in education, and his vision for the future of King’s College Riyadh.

1. What are your plans for 2025?

We will continue extending our education by opening Year 7, allowing our Year 6 pupils, many of whom are from our founding families, to continue their outstanding education within the King’s community.

Longer term, we are busy planning King’s new campus, a very exciting addition to the education offering in Riyadh and the Kingdom as a whole. This will enable our pupils to complete their full school education with us, benefiting from a world-class learning environment that prepares them for higher education and future success. Our focus remains on academic excellence, character development, and providing outstanding opportunities beyond the classroom.

2. How do you decide what to focus on academically each year, and which new ideas are you pursuing?

Our academic priorities are guided by a commitment to delivering a rigorous British curriculum tailored to the needs of our pupils in Riyadh. Each year, we evaluate our approach, incorporating the latest educational research and best practices. We are particularly focused on developing critical thinking, creativity, and adaptability—skills that will serve our pupils well in an ever-evolving world. We also continue to integrate innovative teaching methods, technology, and enrichment opportunities to ensure an engaging and dynamic learning experience. As our pupils transition into Senior school, we will build on the close working relationship with King’s College UK, facilitating pupil exchanges and educational trips and preparing them for life beyond King’s College Riyadh.

3. What challenges do you anticipate in the field of education over the next five years?

The educational landscape is evolving rapidly, and we anticipate several challenges, including the integration of emerging technologies, meeting the diverse learning needs of pupils, and ensuring that education remains relevant to future careers. Our role as educators is to equip pupils with not just knowledge but the skills and resilience to navigate a rapidly changing world. We also recognize the importance of maintaining pupil engagement and well-being in an increasingly digital society.

4. How do you keep pupils interested in learning, especially those who struggle or seem unmotivated?

Every pupil learns differently, and our approach is to create a stimulating and supportive environment that fosters curiosity and a love of learning. We use active learning strategies, personalised instruction, and a variety of co-curricular activities to maintain pupils’ enthusiasm and engagement. Additionally, we believe in strong teacher-pupil relationships and parental involvement to support those who may find certain aspects of learning challenging. Encouraging a growth mindset and celebrating progress, not just achievement, helps pupils build confidence and resilience.

5. How does the school ensure all pupils feel welcome and have the same chances to succeed?

Respect and tolerance are at the heart of our school ethos. We foster a culture where every pupil feels valued, supported, and empowered to achieve their full potential. Through pastoral care, mentorship programmes, and a curriculum that celebrates diversity, we ensure that every child—regardless of background or ability—has access to the same high-quality education and opportunities. Our staff are committed to understanding and meeting the individual needs of each pupil, ensuring that all feel a sense of belonging.

6. How proactive is the school in matters of pupil stress and bullying?

The well-being of our pupils is a top priority, and we take a proactive approach to addressing stress and bullying. We have clear policies in place to prevent and respond to bullying, and our pastoral care team provides ongoing support to pupils who may be facing challenges. Mental health and emotional resilience are embedded in our school culture with workshops, counseling services, and open conversations to ensure that every pupil feels safe and supported.

7. How do you help pupils build the skills they need for life after graduation?

At King’s College Riyadh, we prepare our pupils not just for exams but for life. We focus on developing skills such as problem-solving, leadership, collaboration, decision-making, and adaptability. Our curriculum includes a strong emphasis on real-world applications, and we provide opportunities for pupils to engage in public speaking, entrepreneurship, and community service. By fostering independence and confidence, we ensure that our pupils leave school equipped for university and beyond.

8. How involved are parents and the community in making the school better?

We believe that a strong partnership between school and home is essential for a child’s success. Parents are actively involved through regular communication, workshops, and participation in school events. As our school transitions into senior year groups, we will engage with the wider community, creating opportunities for pupils to connect with industry professionals, alumni, and local leaders. This collaborative approach enriches our pupils’ education and strengthens the school’s role within Riyadh’s international and local communities.

9. How do you develop a school culture that attracts and keeps great teachers?

The strength of any school lies in its educators, and we are deeply committed to attracting, supporting, and retaining outstanding teachers. We provide a stimulating and rewarding work environment, opportunities for professional development, and a culture of collaboration and innovation. Teachers at King’s College Riyadh are valued, supported, and encouraged to grow in their careers, ensuring that our pupils benefit from the very best teaching and learning. Our links with King’s UK support the ongoing professional development of our teaching team, and our colleagues in the UK support the recruitment of the very best teachers.

10. Do teachers at your school have growth opportunities for leadership roles?

Absolutely. We believe in nurturing leadership at every level, and our teachers have access to professional development programs, leadership training, and mentoring opportunities. Many of our staff members take on additional responsibilities, from leading academic departments to spearheading initiatives in pupil well-being, innovation, and extracurricular activities. Our goal is to empower teachers to develop their careers within our school and beyond.

11. Which after-school activity would you say has the biggest positive impact on a pupil’s future?

While all extracurricular activities contribute to personal growth, those that develop leadership, teamwork, and critical thinking tend to have the most significant impact on a pupil’s future. Activities such as debate clubs, Model United Nations, sports teams, and community service initiatives provide valuable experiences that help pupils develop confidence, resilience, and a sense of responsibility—qualities that serve them well in both higher education and their professional lives.

12. As a Principal, what is your definition of success?

Success, for me, is not just measured in grades or university placements—it is seeing our pupils grow into confident, compassionate, and capable individuals who are ready to make a positive impact on the world. It is about developing character, fostering curiosity, and instilling a lifelong love of learning. If our pupils leave King’s College Riyadh feeling empowered to pursue their dreams and contribute meaningfully to society, then we have succeeded.

13. If you had the opportunity to inspire the world in one sentence, what would that sentence be?

“True education is not just about knowledge—it is about character, curiosity, and the courage to shape the future.”