Beyond Access: Foundational Learning Barriers among Indigenous Students in International School Settings

International schools increasingly admit marginalized and indigenous students through scholarship or charity programs intended to promote educational equity. However, access to international education does not automatically translate into successful learning outcomes. Many students entering such environments possess profound gaps in foundational literacy, numeracy, and language skills, which may be compounded by behavioral, environmental, and technological factors. This conceptual paper examines the barriers faced by indigenous charity-sponsored students enrolled in English-medium international schools, focusing on four interacting domains: educational poverty, foundational literacy deficits, attention and behavioral regulation difficulties, and digital overexposure. Drawing from classroom observations and scholarship on experiential learning, contextualized instruction, and learner readiness, the paper proposes a conceptual framework explaining how these interacting conditions impede English language acquisition and broader academic success. The study argues that international schools must move beyond mere access and develop structured bridging programs, glocalized learning materials, and controlled digital environments to address extreme learning gaps among marginalized learners.