Children’s friendships have been researched in various contexts with many studies performed in school settings. This study seeks to contribute to the field of childhood studies by examining children’s descriptions of their experiences of friendship within the unique context of the international school. The aim is to gain a deeper understanding of how 8-9 year old children in an international school setting, who move frequently, describe their experiences of friendship. Questions regarding how children describe their experiences of making friends, the qualities or traits they perceive make a good friend, and the strategies they use to make friends are all considered and analyzed. Research and analysis is conducted from the standpoint of viewing children as competent social actors with the intention of honouring their voices and authentically describing their experiences.

A mixed methods approach was utilized to collect data through child-friendly interview questions combined with a friendship map drawing task. Scaffolding was a key component of the interview process to ensure children involved understood and were comfortable answering questions as they progressively became more complex. Twelve children were interviewed and their thoughts, ideas and, descriptions were analyzed through the use of a thematic analysis involving coding themes from transcribed data and the creation of different thematic maps. The results of this analysis demonstrated the importance of communication, humour and kindness, inclusion, and shared experiences. These were significant in the children’s descriptions of their experiences of friendship. Children within this international school context described experiences of laughter, inclusion, and open communication as central upon entering new school environments. Educators and childcare professionals should support and encourage these behaviours in students across school settings to help ease with transitions and facilitate inclusion and acceptance in learning environments worldwide.