From cyberbullying to social networking to digital identity, Safer Internet Day each February aims to raise awareness of emerging online issues and current concerns.

CIS Supporting Members are long-standing educational organizations, twenty-seven in total, whose strategic objectives support and complement our own. Here’s the story of AIELOC: The Association of International Educators and Leaders of Color, who celebrate their 5th Anniversary.

As a new year dawns, here's a round-up of our most popular blogs in 2022, in case you missed them.

Valérie Besanceney explores how students won't be able to reap all the benefits of their education if unaddressed emotions are impeding their ability to learn. She outlines intentional ways to embed transitions-care within and between schools.

We talk a lot about ‘culture shock’, the anxiety and uncertainty created by experiencing a new culture, language, weather, food, and behaviours. But what about the 'health culture shock' that can occur in doctors' consulting rooms in other countries and cultures?

We're seeing increasing reports of eco-emotions such as eco-anxiety. Helping children to make sense of what is happening in the world is vital. Climate psychologists outline six tips for how to talk with young people about it.

As a membership organization offering school accreditation internationally, we have a significant role to play as we guide and support schools to foster inclusion across diverse communities. 

With great pleasure, we celebrate the outstanding work across our community of universities and schools each year via the CIS Higher Education Awards. This year’s recipient was just announced at the CIS Global Forum on International Admission & Guidance in Madrid!

The covid pandemic accelerated a pandemic that was already underway: one of disconnection. Ours is an era of struggling to find, maintain, or rediscover a sense of belonging. We asked our Forum keynote speaker Dr Doug Ota to tell us more.

Cheryl-Ann Weekes has worked as a counsellor with the teen population since 1997. In this short Q&A, she highlights what we will learn from her expertise in social emotional counselling during her upcoming Mental Health & Well-being Workshop session.

Explore seven key texts plus supporting evidence and resources from Alysa M Perreras and Dr Emily Meadows who look at safeguarding through an equity lens. They guide schools to build more robust protections against harm in schools and strengthen existing child safeguarding measures.

Learning from student perspectives and recommendations, we explore gaps in our knowledge and practice relating to international students' mental health and well-being when transitioning from secondary school to higher education. 

As we update our CIS Safeguarding and Governance Briefing for 2022, Leila Holmyard looks at some unique considerations for schools to take into account when planning safeguarding training for their board.

Impromptu chats often enable us to address challenges and find solutions quickly; they can foster creativity and generate connection. Can virtual chats emulate 'water cooler' chats?

Climate psychologist Dr Patrick Kennedy-Williams believes in the unstoppable power of the human spirit. He strongly believes in an international parity of voices in the climate emergency and in 'passing the mic' to those in more affected areas worldwide, from whom we have much to learn.

Dr Linn Friedrichs and Reid Pierce invite you to use the energy of a new school year to reflect on lessons learned and courageously reimagine what the future for your school could look like through a DEI lens. 

Amazing work has been achieved by the International Taskforce on Child Protection volunteers since they joined together in 2014. Jane Larsson highlights the breadth of experience they contribute and the opportunity to get involved and further expand the pool of knowledge.

Educational associations continue to explore and report on concerns about the mental health and well-being of school leaders, faculty, and staff. New research by NAIS prompts Jane Larsson to wonder how leaders in international education are thinking and feeling about these challenges as they begin a new term.

Immanuel Kant describes a good person as one who is committed to taking moral considerations and making reasonable conclusions before acting. But what does it mean to be a good person? And what does it mean to do good?