Where are you and your school community on your journey to inclusion via diversity, equity & anti-racism (I-DEA)? Identifying where to start and how to take action can be challenging. Let’s get you started with three big ideas that emerged in our recent discussions.

Could I be a leader? Am I a leader? Should I even want to be a leader? Surely there are more suitable people out there. I wanted more representation. I wanted my classroom and biological children to see more people of color in the international school sector, but I had always hoped that someone else would do that work. 

CIS has talked a lot over the past few years about the well-being and support for students transitioning between schools and from secondary school to higher education. Now, let’s talk about the transitions of educators between teams, departments, schools and beyond. I’ve outlined some ways school leaders can support them.

The breaks we take during the summer, winter and mid-semester are vital for reinvigorating our own and our colleagues’ spirit and passion for teaching when school resumes. Middle level leaders can help teams leave for the holidays with some peace of mind.

Part three of a blog series to unpack well-being in international education welcomes student voice and perspective as a mini-case study to shine a light on what’s truly important when it comes to their well-being.

Diversity, equity, and inclusion initiatives are finally getting the attention they deserve. Knowing where to start can be quite daunting. Reid Pierce from Mahindra United World College of India (MUWCI) outlined tips, tools and approaches for you to try out. 

How do you approach a data-led, data-fed approach to well-being and illuminate your pursuit of the 'well-being first' school? Matthew Savage suggests ways to measure what really matters.

Nicholas Alchin reflects on the role of adult-organized events for students to respond to conflict and whether there's a risk that 'students attend these because everyone is attending [...] without due attention to understanding events or learning about complexity.' He outlines what a school's response could look like.

The thought of running off-site visits for students during the pandemic is challenging at best. But the great benefits of running educational visits for students’ well-being and learning development make it even more important for schools to have a programme of outdoor learning in place during this period. 

Young children’s voices matter. By extension, the voice of those who work closely with young learners matters too. Their pedagogical insights are rich in considerations for what constitutes the foundation for lifelong learning. Hear these voices from the field.

Here's a guide for international school educators working in schools in Ukraine, Russia and other impacted communities. It's designed to help educators navigate through the coming weeks and beyond. 

We're eager to share new CIS research and continua of thinking and practice to advance the understanding and application of global citizenship and intercultural learning. Learn more and find opportunities to explore further.

Should we do everything we can to avoid war? Of course, we should. Not everyone agrees. Read Chris Durbin's personal reflections and how vital our role-modelling is for the well-being of all students. 'What appears to be distant war comes right into your classroom and into the corridors.'

We previously asked 'What is well-being in education?' and looked at the associated challenges for schools as they align with CIS International Accreditation standards. Now, we reflect on what is driving change and consider how to react.

Hans de Wit and Elspeth Jones consider a missed opportunity from the Common Statement in Support of International Education and Mobility, recently issued by the international education organisations of nine Western countries as a result of their 2021 summit. Read their perspectives.

'Being LGBTQ+ isn’t a risk factor for anything, but stigma and discrimination creates risks.' More than ever, schools and universities recognise the importance of safeguarding their staff and students. Learn about three areas to address for schools seeking to become truly inclusive, plus an insightful case study.

What does well-being in education really mean? How can we give it a mandate and support it in our school communities? The purpose of this post, the first in a series, is to move the well-being conversation forward and share some practical resources and stimuli. Let’s start at cloud level by looking at concepts and theory.

Our highlights from the CIS Global Forum on International Higher Education Admission & Guidance provide a clear snapshot of the overarching themes and challenges facing the global admissions and guidance community.

What salary gaps exist in international education? Learn from our research and test your assumptions—how does gender and ethnicity impact the salary of school heads? Explore the data and think about how you can bring about positive changes in international education.

Educational visits and outdoor learning play an extremely important role within a school community, enriching the educational programme and helping to develop students’ self-confidence, character, resilience and positive relationships with peers and adults. Jake Wiid explains the importance of an Educational Visits Coordinator role and how it could be a key part of your community.