Online safety and well-being curriculum

Some safeguarding and well-being risks have increased for many children as a consequence of moving to remote learning. At the same time, the sudden shift to home-based learning and concerns about students’ academic progress has meant that key elements of some schools’ safeguarding and well-being education were paused or weakened. We look at different approaches to terminology, explore challenges, and offer eight steps/solutions that schools can take as we draw on examples from CIS Accredited schools and on the work of experts in this field.

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Learning from young people: How schools and universities can protect students from peer-on-peer abuse

A series of conversations with students since 2018 about different forms of peer-on-peer abuse provides the first-hand context and a strong foundation for the guidance in this post. We’ve been careful to reflect on the Coronavirus, anti-racism and diversity and how these may also have an impact on peer-on-peer abuse. 

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Safeguarding implications for online learning

There's been a recent surge of online learning activity as schools and universities around the world look for solutions to continue their teaching, learning and student support while institutions close due to the outbreak of Covid-19/coronavirus. While this surge will help to protect the well-being of their students, these institutions now face the additional challenge of how to protect students while they learn virtually.

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Realities and solutions to promote online safety, navigate Edtech and protect data

On #SaferInternetDay (11 February) we join thousands of you in promoting the safe and responsible use of technology for young people. Where do you start when tackling such a broad and complex topic in an international school context? We called on our colleagues at Childnet International and 9ine Consultancy for information, guidance and resources.

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Out with the old, in with the new

A new year begins. And with it come our resolutions; taking on the challenges we have been avoiding, at long last solving recurring problems, reaching out to those who need our help, stepping up to take action where we know we can make a difference. What would these resolutions look like for those of us responsible for leadership in international education? 

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Student Well-being Workshop Panel Discussion

I’d heard first-hand from colleagues and members of our community about the profound and perhaps confronting experience of attending a CIS Child Protection Workshop. Harsh realities are brought into sharp focus and participants leave with an urgency to take positive action. 

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You can make children safer at your school by changing how you talk about harm. The strongest word isn’t always the right word. Perhaps it’s the news or social media, but there is a tendency to refer to all sexual offenders as predators or pedophiles. Yet, no one believes they hire, work with, or know a pedophile or predator. Casual use of these pejorative terms is inaccurate and leads to harmful bias.

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Meeting of the International Taskforce on Child Protecton May 2019

The impact we’ve made as a volunteer taskforce has been significant, especially considering it was only five years ago that we set out to make a difference. Those of us who founded The International Taskforce on Child Protection (ITFCP) determined it was time to chart our course for the future, and so we did, and five areas of impact emerged from our discussion ...

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Student mental health and well-being: Supporting students in transition from school to university

It's not always easy to find guidance or resources to help support students making the transition from school to university, so Katie Rigg has pulled some together, with particular focus on international students. She outlines six important approaches to consider along with resource tips and useful links for each.

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