Calendar of events

Tackling Racism Workshop: Addressing Implicit Bias

28 September 2021
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Supporting student social and emotional well-being in international schools

Webinar for members
View details in the community portal

Child Protection Foundation Workshop

5–7 October 2021
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Syracuse University, Syracuse, United States

Syracuse University
Syracuse, United States

King's Academy Jordan

King's Academy

Lynn University

Lynn  University
Florida, United States

CIS Global Forum 2019

CIS Global Forum on International Admission & Guidance



CIS is a membership community...

...working collaboratively to shape international education through professional services to schools, higher education institutions, and individuals. Global citizenship is the centre of everything we do at CIS to support our members.

Learn more about CIS

Tackling Racism Workshops

focus on implicit biases, intercultural competencies, and structures and systems

Global Recognition

of CIS International Accreditation

Mental Health & Well–being Workshop

2–4 November 2021



Student well-being is an ongoing area of focus and even more so as we continue to learn and assess new challenges due to the ever-evolving pandemic. We are excited to announce that Linden Global Learning & Support are our latest supporting members, helping CIS member schools and universities address a range of challenges that students experience related to their well-being and learning.

Imagine the scenario. A 16-year student sobbing in a school teacher’s classroom because on the surface it would appear that he is struggling to cope with the stress of his first semester school examinations. Then you discover that this young man has a known history of anxiety and lost contact with his professional support when he transitioned between international schools and countries. Natasha Winnard gives valuable advice to help schools and educators.

Practitioners who have taught open-ended models of curricular frameworks will appreciate the liberating freedom and flexibility to not only curate but also experiment with content and concepts when developing a unit of study. However, with such freedom also comes great responsibility. It requires ongoing curriculum conversations and negotiations in terms of what is to be taught (the content), when it is to be taught (the pacing), and how it is to be taught (the methodology). The most important question in this process is, however, who gets to make these decisions? The term ‘decolonising the curriculum’ acknowledges that no one owns knowledge and that it is socially constructed.