Life at IASA

Where high-ability students are appreciated, not alienated.


The students at IASA, who possess high ability and a deep desire to learn, find a welcome oasis at our high school.

These young people are often the smartest students in their class back home. When they arrive at IASA, they find students just as smart, or perhaps smarter. Many of these young people have struggled at their schools, finding themselves “alone” or “different.” This can be very disconcerting for an adolescent, leading to a suspicion that “maybe there’s something wrong with me.” Girls report that they felt the need to “dumb down” back home, because “boys don’t like girls who are too smart.”


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IASA students feel at home


a “thinking community.” 


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Finding the place where they belong.

Then they come to IASA, with its diverse student body made up of young people from all across Israel, curious about the world around them and eager to learn.

One student, when asked what is different about IASA, smiled and said, “This is the first place I ever lost an argument to someone my own age.” Another student happily stated, “It’s the first time I can walk in the middle of the corridor.” Being part of a community of other young people with high ability is stimulating and invigorating. Each student is spurred to do his or her best while applauding one another’s success.


A uniquely dedicated faculty.

Teachers are chosen because of their passion for teaching, expertise in their fields and commitment to our students. Teaching very bright students can be daunting. Sometimes the teacher is asked a question for which she/he doesn't know the answer. The IASA answer is, “I don't know, let's go find out together.”

On the other hand, one of the greatest rewards for an educator is to see one's student succeed. That reward is more often obtained at IASA than at other schools. Teachers at IASA follow the maxim, “Not as a sage on the stage, but as a guide on the side.”


Forging unique bonds with teachers.

Teachers mentor their students and often spend time with them outside of class. Each student relates to one or more teachers in a variety of ways. For example, one student formed a band.  His music teacher, Andre Hajdu—a well-known Israeli composer and winner of the Israel Prize—joined his band.

The bonds teachers develop with their students are rich and lasting. Many adults remember a teacher or two from their school years who left a lasting impression. IASA is a school full of such teachers.