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. 

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.

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. 

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?

A student-led initiative at the International School of Basel faced resistance and overcame scepticism to establish an impactful committee dedicated to tackling discrimination.

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. 

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. 

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.

Should we do everything we can to avoid war? Of course, we should. Not everyone agrees. Read Chris Durbin's personal reflections and how vital our role-modelling is for the well-being of all students. 'What appears to be distant war comes right into your classroom and into the corridors.'

We previously asked 'What is well-being in education?' and looked at the associated challenges for schools as they align with CIS International Accreditation standards. Now, we reflect on what is driving change and consider how to react.

'Being LGBTQ+ isn’t a risk factor for anything, but stigma and discrimination creates risks.' More than ever, schools and universities recognise the importance of safeguarding their staff and students. Learn about three areas to address for schools seeking to become truly inclusive, plus an insightful case study.

Our highlights from the CIS Global Forum on International Higher Education Admission & Guidance provide a clear snapshot of the overarching themes and challenges facing the global admissions and guidance community.

What salary gaps exist in international education? Learn from our research and test your assumptions—how does gender and ethnicity impact the salary of school heads? Explore the data and think about how you can bring about positive changes in international education.

The CIS definition of global citizenship is often cited in research and continues to be one of our most visited web pages since its publication in 2009. Yet, in 2020, rising voices on social injustice compelled us to take a closer look.

We’re always looking for ways to use data to help solve challenges facing our membership community. And our work to foster greater inclusion across our global community via diversity, equity and anti-racism (I-DEA) continues at pace. One way we are linking these two priorities is to share our data analysis expertise via strategic partnerships, most recently to determine diversity baseline data in international schools, collecting data on gender, nationality, and ethnicity of board members, heads of schools, leadership teams, and teachers.

What does global citizenship mean to your students and school community? How do you define, articulate, and implement global citizenship development and intercultural learning? Many schools that we support along their school improvement journeys continue to grapple with how to envision this work.

I have taught critical race theory for the past ten years in three different overseas American schools, and that experience has solidified my unequivocal belief that teaching diversity, equity, and inclusion (DEI) are fundamental to an effective liberal arts education, still very relevant in preparing our youth for the world they will inherit.

If diversity means including other viewpoints and perspectives, and representation from groups other than the majority, then this surely includes linguistic diversity as well. And surely there is no better route to decolonising the curricula of international schools than to set local and student languages in parity alongside the colonial language that is English.