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 (and upcoming keynotes) outline six tips for how to talk with young people about it.

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.

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?

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.

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.

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.

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. 

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.

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.