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Abstract
An engaging education attends to how students perceive and experience schooling. This article uses data, collected as part of a mixed-methods PhD study of the conditions that make international schools engaging places for students, to explore the school culture and community contexts that impact student engagement. The twin notions of ‘institutional habitus’ and ‘encapsulated-inclusive’ school missions focus the discussion. The findings are expected to be of relevance to those decision makers and practitioners interested in enhancing international school environments by achieving a better fit between students and the school.
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