Rosmini College

Misook Kim Rylev serves as the international student director at Rosmini College, where she leads the school’s international education and student well-being initiatives. She focuses on creating a strong sense of belonging by ensuring students feel safe, included and supported throughout their journey. With over two decades of experience, she works closely with teachers, parents, homestay families and partners to build a connected support system.

As I get ready to step onto a larger, global stage in the years ahead, I reflect not just where I am going, but the journey that brought me here. It is a journey that began quietly in the shadows of shyness and gradually evolved into a life dedicated to helping others find their place in the world.

Today, as International Student Director at Rosmini College, I lead international education and student well-being initiatives with a clear purpose to help students build not just academic success, but a strong internal identity. Because in my experience, true growth begins from within.

From Silence to Purpose

My journey into international education began when I arrived in New Zealand in 2001 as an international student. Like many others, I stepped into a new world filled with possibility, but also uncertainty.

What many people may not expect is that I was, at heart, a very shy student. Finding my voice did not come naturally. It was something I had to consciously work on, pushing myself beyond comfort zones and choosing growth over hesitation.

Over time, I came to realise something important: I had a reason for being here, and that reason was connected to giving back. That realisation transformed my path from simply building a career to pursuing a purpose.

Having experienced international education as a student, recruiter, and now an education provider, I have gained a 360-degree understanding of the ecosystem. But more importantly, I have carried forward a deep sense of empathy for every student navigating that journey.

Discovering the Power Within

In today’s fast-evolving global education landscape, there is often a strong focus on systems, processes and outcomes. But I have always believed that the most important transformation happens internally.

The power is within each student.

It lies in their values, their integrity and their willingness to grow. These are lessons I carry from my parents, who taught me to live with quiet strength and to act with integrity, regardless of circumstances.

This belief shapes how I guide students. Many arrive feeling uncertain, limited by language, culture or self-doubt. My role is not to “fix” them, but to help them recognise their own potential—to understand who they are, why they are here and what they can become.

Because when students begin to believe in themselves, everything else follows.

Building Belonging Through Everyday Practice

Each day begins with the same intention of ensuring that every international student feels they belong.

For me, this is not an abstract idea. It is built through everyday actions and consistent human connections. I work closely with teachers, parents, homestay families and external partners to ensure that every interaction reinforces one simple message to students: “You are part of this community.”

This requires constant alignment. Not every teacher or homestay family has the same level of experience with international students, and that can create gaps in understanding. My role is to bridge those gaps so that students experience a consistent sense of care and support throughout their journey.

I see myself not just as an administrator, but as a host. Living in New Zealand, I feel a deep responsibility to ensure that students are not only welcomed but genuinely supported, often beyond what they expect.

At Rosmini, we have moved beyond simple “support systems” to cultivate a true brotherhood. By integrating our international students with local peer mentors and ambassadors from day one, we aren't just helping them adjust. We are inviting them to co-create a global community. Whether through a homestay brother or a classroom buddy, these peer connections are the catalyst that transforms a shy newcomer into a confident global citizen.

“When students feel like true members of a community and not outsiders or visitors, they begin to explore, participate and grow with confidence.”

A Network of Shared Responsibility

A school community, in my view, is an interconnected system.

When a student faces a challenge—whether academic, cultural or personal—it is never addressed in isolation. Instead, we respond collectively, bringing together teachers, families and staff to find solutions.

This collaborative approach prevents small misunderstandings from becoming larger barriers. It also ensures that students feel supported from every direction, not just one.

Everything we do comes back to a shared goal of creating an environment where students feel secure, connected and understood.

Why Belonging Drives Learning

From my own experience, I know that belonging is not just a social need. It is the foundation of learning.

The more connected I felt as a student, the more confident I became. That confidence shaped how I engaged, how I learned and how I saw my future.

Today, I see the same pattern in the students I work with. When they feel like true members of a community and not outsiders or visitors, they begin to explore, participate and grow with confidence.

Belonging is what turns adaptation into transformation. It is what allows students not just to succeed, but to thrive.

Leadership Rooted in Integrity

My leadership philosophy is grounded in something simple, yet powerful: “Treat people the way you want to be treated.”

This “Golden Rule,” passed down from my parents, guides every decision I make. In a field often shaped by policies and procedures, I believe in maintaining a human-centred approach.

Leadership, for me, is not about hierarchy. It is about responsibility. Whether working with students, colleagues or families, I approach every interaction with respect, empathy and openness.

When we take the time to truly understand why someone is struggling, we are better able to support what comes next. That understanding is what transforms systems into meaningful experiences.

Stepping Onto the Global Stage

Even after more than two decades in international education, I continue to challenge myself to grow.

Now, I find myself preparing to step onto a broader platform, intending to share my experiences and perspectives with educators and leaders across the world. In many ways, it is another step outside my comfort zone, much like the journey I began years ago.

But growth has always required that willingness.

If there is one message I hope to carry forward, it is that every student has the capacity to transform their own story. What may feel like a limitation today can become the foundation of strength tomorrow.

Advice to Future Leaders in International Education

For those entering this field, my advice is to focus on creation, not competition.

Every student’s journey is unique, and no single pathway fits all. Our responsibility is to remain open, collaborative and student-focused, even when that means guiding someone toward a different path that better serves them.

This work is not about ownership, but about opportunity.

When we work together with intention and empathy, we create space for students to discover who they are and where they belong in the world.

And sometimes, that journey begins with a quiet, uncertain voice—one that, with the right support, can grow into something truly powerful.