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.
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.
Members of the International Taskforce on Child Protection are dedicated volunteers who maintain focus on their fundamental responsibility to keep children as safe as possible in education. Read their latest report and resources.
Are you confident Zoom is configured correctly and provides a safe and suitable remote learning experience for your staff and students? Here are some effective practices and things to consider when using Zoom for your virtual classrooms.
This is the second article in our series on how schools and universities can adapt to new learning environments, prepared in response to the many questions we have received from our members in recent weeks.
Schools and universities are making extraordinary efforts to support their communities right now. This is the first in a series of articles to address challenges and the many questions we’ve received, explaining how to keep students safe and protect their well-being in new learning environments.
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.
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.
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?
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.
Amidst the usual flurry of activity in many schools this September, I'm sure that, like me, your thoughts have been diverted to victims of the latest environmental and human-made disasters. Exposure to these traumatic events can, of course, have a lasting effect on impacted children way beyond the clean-up period.
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.
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 ...
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.
As another series of CIS child protection workshops draws to an end, I have been reflecting on what we have learned, what the impact of the workshops has been, and what some of the key challenges and questions are for schools going forwards. Here are some of the highlights.
Who else has a better chance to make a positive impact in our world than those of us who have devoted our careers to the education of children and young adults as they grow, develop and find their places in the world, no matter where their paths may take them. Our ideal of global citizenship inspires and sustains us in our daily work.
The CIS Research & Development team recently conducted a study to answer this question.
It is not often that I have an out-of-body experience sitting in a professional training. To be honest, I’m normally daydreaming about something or another.
I’m just back to Leiden after leading child protection workshops with our team of experts in three cities with vastly different cultures. Our journey last month began in Nairobi, went on to Dubai and finished in Beijing.
The Council of International Schools has at its core, global citizenship. A vital aspect of global citizenship is taking action to benefit humanity in order to create social sustainability.