Kikoku Shijo: Japanese Children Who Return From Overseas

Learn what kikoku shijo means, how Japan has come to see returnee children's language and cultural skills as strengths, and how families and schools support the move home.

Published October 19, 2026 at 12:29 PM JST | By Tokyo Paul

Quick answer: Kikoku shijo (often written kikokushijo) means "returnee children": Japanese children who spent part of their schooling abroad, usually because a parent worked overseas, and then came back to Japan. Many return bilingual and cross-culturally aware. Japan's Ministry of Education has addressed their schooling since the 1960s, and schools, universities and families use several kinds of support to ease the transition.

What the term means

Kikoku shijo is a Japanese term for children of Japanese families who received part of their education overseas and later returned. The term is also written as one word, kikokushijo. Its companion term, kaigai shijo (overseas children), describes the same children while they are still abroad. In English they are often called returnees, or sojourn children, and the wider concept of third culture kids covers children raised in a culture different from their parents' for much of childhood.

Most returnee children are in this situation because a parent was posted overseas for work, often for several years. The family lives in another country, the child attends a local school, an international school or a Japanese school abroad, and then the family returns when the assignment ends.

The word describes a situation, not a type of person. Returnees differ in age, destination country, language and the length of their time away, so no single description fits all of them. The term is best seen as a way for schools and families to recognize a shared set of circumstances.

A short history

Japan recognized this group early. The Wikipedia article on kikokushijo notes that in 1966 the Ministry of Education acknowledged that schools had difficulty educating children returning from abroad and reintegrating them. As Japanese companies sent more staff overseas in the following decades, the number of returnee families grew, and attention to their schooling grew with it.

Public views have changed over time. In the 1970s returnees were often described as children who needed help readjusting to Japanese society, and parents also worried about the transition. By the 1980s, as Japan emphasized internationalization, the language and cultural skills of returnees were increasingly seen as valuable. Today the common view is positive, and many returnees go on to work in international fields.

As of 2002, roughly ten thousand children of Japanese expatriates returned to Japan each year, according to the same source. Numbers change with economic conditions and corporate postings, so current figures should be checked with the Ministry of Education, Culture, Sports, Science and Technology (MEXT).

Strengths and common experiences

Many returnees bring strong skills. Living abroad can build fluency in another language, comfort with different viewpoints, and flexibility in new situations. Researchers describing third culture kids point to a broader worldview, cultural sensitivity and adaptability as common traits. These are useful in school, in universities and in careers.

At the same time, coming home can involve adjustment. A child may need to relearn classroom customs such as cleaning duties, school lunch routines, uniforms and group activities. Reading and writing kanji (Chinese characters) may lag behind classmates after years abroad, and subjects taught in different sequences can leave gaps. Some returnees describe a feeling of being between two worlds, which is a recognized experience for children raised across cultures.

It is also common to assume that returnees are fluent in English. In reality, their language depends on where they lived. A child who spent years in a country where English is not the main language may be strongest in that other language.

School and university support

MEXT lists the education of Japanese children overseas and of children returning to Japan among its international education priorities. In practice, support comes in several forms. Some schools may offer returnee-focused classes or extra help in Japanese, particularly with kanji and school terminology. Teachers may be trained to understand the returning child's background, and a school may pair a returnee with classmates who can explain routines.

Many universities and some high schools have admissions routes designed for returnees. The Wikipedia article reports that over 300 universities offered adjusted admission criteria for returnees as of 1997, and such options have been debated. Details change, so families should check each school's current rules, usually listed on its website, and ask about eligibility, such as the number of years spent abroad.

While abroad, many families use Saturday or after-school Japanese supplementary schools, called hoshuko, and correspondence courses to keep up with the Japanese curriculum. Availability depends on the city, so the Japanese embassy or consulate can be a starting point for local information.

Language and identity: keeping both strengths

Bilingualism is a main asset, and families often work to keep it. Reading books, talking with relatives, and using both languages at home all help. After a return, English or another second language can fade if it is not used, so some families arrange lessons, clubs or reading time to keep it alive.

Identity matters too. A returnee may feel Japanese at home and foreign at school, or the reverse. Parents and teachers can help by showing interest in the child's experience abroad, inviting stories and photos, and treating differences as interesting rather than as problems. Friends who share similar backgrounds can be a great comfort.

For children, a steady routine, clear communication with teachers and time to ask questions are important. A returning child may also miss friends, food and places abroad, so keeping in touch with old friends by video call can ease the transition.

Practical steps for a family preparing to return

A few months before the move, contact the local board of education or the target school to ask about enrollment procedures, the school year calendar and any support for returnees. Japan's school year begins in April, so the timing of the return affects which grade a child joins, and the school can explain how placement works.

Gather documents such as school reports, a record of subjects studied, and any language certificates, and ask the current school for copies in advance. Translations may be useful. If the child will move into a school with an entrance exam, such as a junior high or high school, ask early about returnee admission rules and deadlines, since these vary and can change.

At home, build in time to practice kanji, reading and school vocabulary, and tell the child what to expect in a Japanese classroom, including cleaning time and shared lunch. Visiting the school before the first day, if possible, makes the first morning easier.

What overseas families can learn

The kikoku shijo experience offers ideas for any family that moves between countries. Plan the return early by checking school options, learning how enrollment works, and asking about support. Keep records of schoolwork and grades in an easy-to-share form. Maintain the home language throughout the stay abroad.

Foreign families moving to Japan can also learn from the story. Schools in Japan have long experience with children who bridge cultures, and teachers may be familiar with the challenges. Ask the local board of education about support for children who need extra help with Japanese.

Related terms include kokusai kyoiku (international education), kaigai shijo (children abroad) and third culture kid. This guide shares general cultural information and published sources, not professional advice; for a child's education or wellbeing, talk with the school, local education office, or a pediatrician.

Frequently Asked Questions

What does kikoku shijo mean?

It means "returnee children": Japanese children who spent part of their education abroad, usually because a parent worked overseas, and then returned to Japan. The term is often written as kikokushijo. While the children are still abroad, they are called kaigai shijo, or overseas children.

Are kikoku shijo always fluent in English?

No. Fluency depends on where the child lived and how long. Some returnees grew up in countries where English is not the main language, so their strongest second language may be another one. Language skills also fade if they are not used after the return, so many families plan ways to keep them active.

How do schools in Japan support returnee children?

Support varies by school and region. It can include extra help with Japanese and kanji, teachers familiar with returnees' backgrounds, and admission routes at some high schools and universities. Because policies change, families should ask the school or local board of education about current options.

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