A stronger parent voice has emerged in education. Dr Sandra Webster suggests it is part of the global move towards democratisation and decentralisation. So, our attention to developing an effective partnership is even more important.
We underestimate the effect that bad news, particularly about climate change, has on the minds of young people. Many young people feel that their futures and those of the planet are doomed. Hear more from Dr Laurence Peters.
A student-led initiative at the International School of Basel faced resistance and overcame scepticism to establish an impactful committee dedicated to tackling discrimination.
It was the right time. Earlier this month, the CIS Global Team gathered in person in Leiden for the first time since 2019. Our global team includes people who work in the Netherlands (39 of us this year) and another 18 colleagues who work from their homes worldwide.
Are you thinking of strengthening the health and well-being support in your primary school? Here are five steps we learned through our recent experiences at St Michael’s International School, Kobe, Japan.
These compelling case studies from schools worldwide demonstrate practical examples of how wellbeing data can be used in reality.
'In the context of the brutal invasion and war on Ukraine, it is difficult, but essential, to consider the present and future of higher education and scientific relations between Russia and the rest of the world.' Philip G Altbach, Hans de Wit and Jamil Salmi look at the longerterm perspective.
Helping young people develop the knowledge, tools, and skills to keep themselves safer online is a vital aspect of our adult roles. A powerful medium for students to explore this topic and raise awareness while developing a new or budding skill is filmmaking.
[Childnet's international student film competition deadline: 22 June 2022]
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.