Identifying the Challenge��

As an international school, we recognised that while students were aware of global environmental issues, there was a gap between knowledge and action. We sought to bridge this gap by embedding sustainability into daily school life, encouraging students to take ownership of their impact on the environment. We introduced the CCSC Sustainability Pledge to ensure that every student and staff member contributed to sustainable practices in a tangible way.��

Implementation and Key Initiatives��

The Pledge operates across different age groups with age-appropriate sustainability commitments. Primary students focus on simple actions like turning off lights and carrying reusable water bottles, middle school students go meat-free one day a week and avoid single-use plastics, while high school students track their carbon footprints and write articles on environmental issues for the school newspaper.��

In addition to these sustainability-focused habits and activities, we have made physical improvements to our campus. The school cafeteria has eliminated disposable containers and plastic straws, and every classroom now features reusable water bottle stations. Recycling bins have tripled in number, and energy-efficient lighting has been installed throughout the campus. Perhaps the most impactful project has been the transformation of a previously unused space into a school allotment, where students grow vegetables that are either used in the cafeteria or donated to the local community.��

Source: Cogdel Cranleigh School Changsha

To further support this initiative, students took the lead in creating an internal sustainability audit. A group of middle and high school students assessed energy usage, waste production, and recycling habits, providing recommendations for further improvement. This student-driven approach fosters a sense of responsibility and allows students to witness firsthand the results of their efforts.��

Impact and Evidence of Success��

Since launching the CCSC Sustainability Pledge, we have seen measurable improvements in waste reduction and environmental awareness. Daily food waste has dropped by 35kg, and plastic waste has significantly decreased. The school allotment has provided a practical and educational opportunity for students to learn about sustainable agriculture while also benefiting the wider community.��

Beyond the campus, our initiative has inspired local community groups to adopt similar sustainability strategies. We actively share our practices with neighbouring schools, amplifying the impact of our efforts. One notable example is our collaboration with a nearby public school, where CCSC students conducted sustainability workshops, introducing younger students to simple environmental actions that can be implemented at home and in their classrooms.��

Students have also taken their knowledge beyond the school gates, advocating for environmental responsibility in their own communities. Several students have initiated personal sustainability projects, such as organising neighbourhood recycling drives and launching social media campaigns to raise awareness about single-use plastics. These independent efforts illustrate how the programme has inspired students to become proactive environmental stewards.��

Sustainability and Longevity��

To ensure the long-term success of the initiative, we have embedded sustainability themes into our curriculum. Students calculate water savings in mathematics lessons and explore the feasibility of renewable energy in science and engineering courses. Additionally, sustainability committees, composed of students, staff, and faculty, set and review new sustainability goals regularly.��

By making sustainability student-led, we cultivate a culture where each new cohort takes responsibility for continuing the initiative. Partnerships with local environmental organisations and other schools further strengthen the programme’s longevity.����

Looking ahead, CCSC aims to establish an annual sustainability conference, bringing together students from international schools across China to exchange ideas and best practices. This initiative will not only reinforce our own sustainability efforts but also encourage cross-school collaboration in tackling global environmental challenges.��

Additionally, we are exploring ways to integrate emerging technologies into our sustainability initiatives. With the rise of AI and data analytics, we plan to introduce digital tools that allow students to track their energy and water consumption more accurately. By using real-time data, students can gain deeper insights into their environmental impact and make more informed decisions about conservation strategies.��

Embedding Diversity, Equity, Inclusion, and Justice (DEIJ)��

A key principle of the CCSC Sustainability Pledge is ensuring that all students, regardless of background, can contribute to and benefit from sustainability efforts. By tailoring age-appropriate actions, we ensure participation from every student, reinforcing a sense of shared responsibility. The school allotment not only teaches sustainable land use but also addresses social justice by supporting food access in the local community.��

Our curriculum incorporates discussions on environmental justice, educating students about how climate change disproportionately affects marginalised communities. This holistic approach ensures that sustainability is not just an environmental issue but also a matter of equity and inclusion.��

Beyond the direct educational benefits, we have also fostered a culture where sustainability is linked to wellbeing. Research suggests that engaging with nature has positive effects on mental health, and we have witnessed this firsthand. Our school allotment has become not just an environmental project but a space for relaxation and mindfulness, where students take breaks from their academic workload while contributing to a meaningful cause.��

Source: Cogdel Cranleigh School Changsha

Practical Takeaways for School Leaders��

For international schools looking to implement a similar initiative, here are some key recommendations:��

• Start with Student Leadership: Empower students to take charge of sustainability initiatives. Their engagement ensures longevity and enthusiasm.
• Make Actions Age-Appropriate: Assign sustainability commitments based on age groups to ensure accessibility and impact.��
• Integrate Sustainability into the Curriculum: Connect environmental topics to subjects like mathematics, science, and social studies.��
• Foster Community Partnerships: Work with local organisations to amplify impact and provide real-world learning experiences.��
• Monitor and Evaluate Progress: Track key metrics like waste reduction, recycling rates, and energy savings to measure success and adapt strategies accordingly.��

“A key principle of the CCSC Sustainability Pledge is ensuring that all students, regardless of background, can contribute to and benefit from sustainability efforts.”

The CCSC Sustainability Pledge has transformed sustainability from an abstract concept into an actionable, schoolwide movement. By integrating environmental responsibility into daily school life, we have fostered a culture where students are not just passive learners but active changemakers. Our experience demonstrates that with student leadership, practical commitments, and a structured approach, international schools of all sizes and orientations can successfully embed sustainability into their communities. By sharing our journey, we hope to inspire other schools to embark on their own sustainability journeys and collectively work towards a more environmentally responsible future.��

By Adam McRoy

Adam McRoy is the Headmaster at . You can connect with him on .��

The post Creating a Culture of Sustainability at Cogdel Cranleigh School Changsha appeared first on �鶹��ý.

I recall a moment when my youngest son came home one day from school, proudly announcing: “I was a philosopher today.” He was four years old at the time. Upon further investigation, I discovered that he was involved in an initiative called , or P4C, which encourages children to explore questions and ideas in a collaborative, non-judgmental setting.��

Source: Globeducate

P4C seemed like an ideal way to address the issue of student engagement and improve oracy skills, while also helping students develop essential 21st century core competencies: critical thinking, creativity, communication, and collaboration.��

The Problem:�� Superficial and Surface Level Thinking��

The problem was two-fold: some classroom discussions lacked depth, and students were not given ample time to articulate their critical thinking. Teachers were either too quick to accept the first answer provided or students were hesitant to challenge each other’s viewpoints. ��

One challenge I encountered was fostering critical thinking and respectful dialogue among students, especially in a classroom environment where engagement levels were low. Oracy levels was another focus area, as well as empowering students to express their ideas and reflect upon them. It was important to discover a way to draw out students’ thoughts and give them the tools to question, reason, and explore different perspectives.��

The Solution: Implementing P4C in the Classroom��

As a global initiative, we launched Philosophy for Children across our entire network of schools and offered professional development courses to interested educators. The core idea was simple: encourage students to engage with philosophical questions in a safe, guided environment. The goal was for our learners to not only understand content, but to learn how to think, communicate, and work effectively with others.����

Now in its second year, we have educators using P4C in twenty different schools across eight countries: Spain, UK, Portugal, Italy, France, Cyprus, India, and Canada. Teachers are supported through our well-established Professional Learning Communities (PLCs) – these include regular online meets and a shared working space to upload questions, best practices, and unique solutions.����

“It is not just about teaching philosophy: it is about teaching students how to think deeply, reason clearly, and communicate respectfully—a set of skills they can carry with them long after they leave the classroom.”

The Process: P4C in Action��

We utilised a ‘community of inquiry’ model, where students sit in a circle and take turns speaking. The aim was not to get the ‘right’ answer, but to think deeply and listen to each other’s perspectives. Acting as facilitators, teachers guide the conversation with open-ended questions, letting students take ownership of the dialogue. The peer-to-peer element was critical. It allowed students to learn from each other, build on each other’s ideas, and challenge assumptions in a respectful manner.����

Teachers introduced P4C gradually, beginning with short, structured sessions to help students get used to the format. During the first few sessions, participation was tentative. We quickly realised we needed to create a more inclusive atmosphere, so we incorporated some reflective practices like ‘thinking time’ before speaking. This allowed quieter students to gather their thoughts and feel more confident in sharing ideas.��

Each session followed a similar pattern: we started with a short stimulus—this could be a story, a short video, or even an image—that would raise a philosophical question. For instance, “What is fairness?”, “Can we trust what we see?” and “Is it ever okay to break the rules?” The students would then break into small groups to discuss the question before coming back together as a class to share their thoughts. Some teachers also introduced a ‘question of the week’ board, where students could anonymously submit questions that they wanted the class to discuss. This helped teachers to gauge student interests and ensure the discussions felt relevant.��

Source: Globeducate

How P4C develops students’ core competencies:��

• Critical Thinking: Sessions are centred around complex, open-ended questions, designed to encourage students to think beyond simple answers. Students have to reason through their ideas, reflect on them, and question the perspectives of their peers.��
• Communication: Emphasis was placed on listening and communicating respectfully, helping students present their ideas coherently and constructively challenge each other’s opinions.��
• Collaboration: The peer-to-peer format allowed students to practice working as a team, sharing ideas and building on each other’s contributions.����
• Creativity: To encourage creative problem-solving, it is vital that we provide students with safe spaces to think in new, imaginative ways. The focus is not on providing answers, but on exploring possibilities and considering ‘what if’ scenarios.��

The Impact��

The outcomes of our action research were promising. Over time, students became more engaged, and discussions grew deeper. They began to challenge each other in constructive ways, asking follow-up questions, and bringing in examples from their own lives. However, it was not always smooth sailing; some students found it difficult to detach from the idea that there was a ‘right’ answer. But the more we practiced, the more they understood that the goal was the process of thinking itself, rather than arriving at a conclusion.��

An unexpected benefit was the impact on students’ social skills. Because they were learning how to listen, reason, and build on others’ ideas, the respect they showed each other in these discussions carried over into other classroom interactions. We also noticed improvements in their writing, as they became better at structuring arguments and considering different viewpoints.��

P4C is a practical, adaptable tool that can easily be integrated into various subjects. It is not just about teaching philosophy: it is about teaching students how to think deeply, reason clearly, and communicate respectfully—a set of skills they can carry with them long after they leave the classroom. For teachers seeking a practical and innovative approach in their classrooms, Philosophy for Children offers a fresh solution to an age-old challenge—getting students to think.��

By Oanh Crouch��

Oanh Crouch is a Director of Education at Globeducate and leads on teaching and learning projects, assessment initiatives, curriculum development, global events, and professional learning communities across the group.�� You can connect with her on and .

The post Philosophy for Children: Supporting Students in Oracy and Future Competencies���� appeared first on �鶹��ý.

Recent trends indicate an increase in the number of incoming students to international schools with diverse linguistic and cultural backgrounds.��

Within the UAE in particular, only 13% of the population is native. Within the country’s school system, 49% of students are Emirati, with the majority having Arabic as their first language, but data shows that, in 2023-2024, there were 162 nationalities represented at schools within the UAE.������

More widely, in the GCC region, 52% of the population are non-nationals, while globally 40% of students face challenges in understanding course materials that are not in their mother tongue. These figures all highlight the increasingly diverse classrooms that schools are experiencing.����

While this diversity enriches the learning environment, it also presents unique challenges, particularly for students who are learning in a language other than their mother tongue, for example English. EAL students (or English as an additional language students) account for a large proportion of the 6.9 million students who attend international schools worldwide.��

With language barriers come struggles to understand instructions, challenges with grasping new vocabulary, and difficulties expressing themselves confidently in the dominant language of instruction. These difficulties can affect academic performance, engagement, and overall well-being.��

Expressing knowledge��

Historically, assistive technology has been a game changer for learners with additional learning needs, providing the adjustments needed to give these learners access to their course materials or the tests and exams that assess their progress.��

��But it has become increasingly clear that the use of technology can also provide innovative ways for multilingual learners to access and comprehend materials in their second (or third, or fourth, or fifth!) language. Furthermore, technology can provide innovative ways for these learners to express and communicate the knowledge they have gained during lessons.��

Louise Dawson, a qualified teacher, SENco/Head of Inclusion and a respected inclusion professional based in Dubai, who works with schools, parents and students across the Middle East, spoke recently about the challenges faced in multilingual classrooms: “With any language barrier, the challenge is to overcome a lack of vocabulary and unfamiliarity with sounds and pronunciation. The variety of skills that are required to learn include listening, speaking, reading and writing; likely to be learned in that order. What we know is that when children struggle with vocabulary, sound and pronunciation, this creates a further effect on their expression or written work.”��

“EAL learners will see unfamiliar letter formation, and spellings and hear unfamiliar sounds and words and can then struggle to express what they know.�� For example, if a child wants to describe the colour ‘m������Գٲ�’, they may use the word ‘red’ because they are familiar with and can spell the word. However, if a child does know the word ‘m������Գٲ�’ but doesn’t use it because of the fear of the spelling, this could lower their mark in a writing test, despite the fact that they knew the word. An additional barrier may be that English is also approached from left to right, whereas other languages are right to left.”��

Source: ReadSpeaker��

The role of text-to-speech technology����

Text-to-speech is just one tool in the assistive tech arsenal. It takes written text and reads it aloud, helping students access and understand curriculum content. Additional tools, such as synchronous highlighting, translation, dictionary, and focus page masks can also support pupils as they tackle text in their lessons.��

Just imagine sitting in a classroom where your teacher is speaking in a language you ��Dz�’t speak at home – ����’s hardly surprising that students can end up daydreaming or losing focus. Then imagine taking a test in a language you only speak at school. With ethical, AI-powered, lifelike voices from ReadSpeaker helping them to study, learners can re-engage with the curriculum and truly flourish when it comes to examinations.����

Lily, a year 6 student from Stafford Grammar School in the UK, speaks Arabic at home with her family – but her lessons at school are all provided in English. She said: “At home, I speak Arabic so sometimes I use ReadSpeaker to help me, as it can read the English content in Arabic back to me.”��

By hearing course content in both English and Arabic, Lily is able to improve her comprehension of English words and gain confidence in her own understanding of the materials.����

“What we know is that when children struggle with vocabulary, sound and pronunciation, this creates a further effect on their expression or written work”

Louise Dawson

Reducing teacher workload��

As a bonus for teachers navigating classrooms with many diverse students, text-to-speech can help to reduce their workload. How many teachers feel the burden of personalising content so all students are catered for? Providing a curriculum which is accessible, inclusive, equitable, and challenging for every learner can seem like an impossible task. But this is where text-to-speech comes into play, giving students the independence to choose how, when and on what device they consume their coursework.��

“Varying levels of language proficiency and engagement can lead to a lack of confidence and feelings of exclusion,” added Dawson. “When we have children like this in the classroom this leads to increased teacher workload and introducing text-to-speech is one of the ways this workload can be reduced.”��

Text-to-speech and other assistive technologies offer powerful solutions for supporting multilingual learners in international schools. By embracing these tools, schools can foster a more inclusive and equitable learning environment, empowering students to achieve their full potential. and provides a range of supportive tools which can empower multilingual learners to reach their full potential and shine in the classroom.

This is an advertorial from

By Emily Worthington

Emily Worthington is the Education Marketing Manager for EMEA at ReadSpeaker. You can connect with her on .

The post How AI-Powered Text-to-Speech Supports EAL Students in International Schools appeared first on �鶹��ý.

This article highlights the key learnings from the latest webinar, part of a free series provided by Accessit, hosted by renowned library consultant Sarah Pavey. Supported by Accessit, Sarah will be joining �鶹��ý in March for an exclusive webinar looking at AI in the library. Join the �鶹��ý Community for more details.��

Read more from Sarah and a range of library leaders at and watch the webinar recording ��

As international school librarians, we navigate a unique landscape of challenges and opportunities. In the recent webinar presented by Accessit Library, “Multilingual Challenges and Cultural Sensitivity in International School Libraries,” I offered invaluable insights into addressing these complex issues. If you missed it, I’ll explain how we can implement the best practices suggested in the talk and use our library management systems (LMS) to maximum effect.

The webinar tackled three critical areas: multilingual environments, cultural sensitivity challenges, and managing transient student populations. Each of these issues present distinct hurdles, but with the right strategies – and clever use of our LMS – we can transform them into opportunities for growth and innovation.

Source: Accessit Library��

Multilingual environments: Supporting language diversity��

Our libraries serve students speaking a multitude of languages, and research shows that strong home language skills positively impact students’ overall academic performance. The webinar emphasised the importance of supporting both mother tongue development and proficiency in the school’s language of instruction. Practical strategies included using multilingual databases and e-book platforms, collaborating with local libraries and cultural institutions, and developing home language programmes with community involvement.

So how could we use our LMS within this context? We could consider:��

• Tagging resources by language, making it easy for students to find materials in their mother tongue.��
• Generating reports on language diversity in your collection and identifying areas for expansion using data–driven analysis of the findings.����
• Creating multilingual interfaces to ensure that all students can navigate digital resources comfortably.����

By highlighting the inclusivity of multilingualism and celebrating home languages, we can ensure that our libraries are a welcoming environment for all students.����

Balancing intellectual freedom and cultural sensitivity��

In the webinar, we also looked at crucial guidance on navigating the delicate balance between intellectual freedom and cultural sensitivity – a challenge unique to our international settings. For starters, having a clear collection development policy is key to success. We can initiate diverse library committees to underpin inclusivity in this respect. During the talk, we also examined the importance of staying informed about local laws and cultural norms, particularly those condoned by an education authority.����

Again, we could use our LMS to support these strategies by:��

• Maintaining detailed records of collection decisions and any challenges.
• Allowing for the flexible categorisation of materials to reflect cultural sensitivities.��
• Providing data on usage patterns to inform collection development decisions.��

In international schools, we often find that the curricula we follow can be at odds with acceptable content within the school’s host country. This, in some cases, can have heavy financial implications if infringements are found during an inspection. Through international librarian groups such as , schools and librarians can reach out to others experiencing similar dilemmas to find solutions.

Source: Accessit Library��

Managing transient student populations��

In international schools, there is inevitably a high student turnover as parents move between jobs in global markets, and this can disrupt our library services. To ensure continuity, I suggest using a streamlined library induction session that could be used whenever a student joins the school. Another strategy would be to create a ‘Library Buddy’ initiative where established students show newcomers the ropes. School leavers pose yet another challenge, so having flexible loan periods and establishing a good relationship with the school administrators is crucial.����

However, this is where your LMS really shines and can be your ally. We can use it to:����

• Quickly generate library cards and user accounts for new students.��
• Set up automated welcome emails with library information.��
• Create custom loan rules for departing students.��
• Track buddy system partnerships and induction completion.��

“By highlighting the inclusivity of multilingualism and celebrating home languages, we can ensure that our libraries are a welcoming environment for all students.”��

Opportunities for professional development����

Professional development was another key theme of the webinar. We can be so isolated as school librarians, and there is much value to be found in engaging and sharing best practices with global school librarians’ organisations – the and , for example. We might also choose to present at or attend conferences aimed at our profession and run by educational organisation such as . Perhaps we can also use our LMS to track professional development activities and set reminders for upcoming networking opportunities.

Continuous learning and adaptation are essential in our field, and such practices keep us informed about global educational trends and student demographics shifts. Our LMS can help by providing data on changing student demographics and resource usage patterns, informing strategical approaches.��

I strongly encourage you to watch the if you haven’t already. The strategies and insights provided, combined with creative use of your LMS, can significantly enhance your library’s ability to serve your diverse, dynamic international school community.

Remember, our work has a lasting impact not just on our current students, but on the global community they will help shape. Let’s continue to learn, adapt, and innovate in service of this vital mission. �����’s encourage global citizenship and promote cross-cultural understanding together.����

This in an advertorial from .��

By Sarah Pavey

Sarah Pavey is an accomplished library professional with over 30 years of experience. As an independent consultant and trainer, she has dedicated her career to empowering school librarians worldwide, running online courses and participating in multinational projects.

The post Linguistic Labyrinths and Cultural Crossroads: Navigating the international school library appeared first on �鶹��ý.

Power is everything��

In many respects, I am dripping in privilege. As a private school- and Oxbridge-educated, financially secure, white British, mother tongue English-speaking, cisgender and heterosexual man, I recognise power because I have oftentimes occupied it. However, my physical and mental ill health and disability have pushed me to the margins in vital and visceral ways.

When sat in my wheelchair, I am painfully aware that a majority of those people around me possess a power that I will, perhaps, never enjoy again. In my worst moments, my powerlessness has plunged me into despair. I can no longer live a normal life without special assistance, in and out with my home, and this lack of agency is depressing. Power, and its opposite, lurk and linger in every corner of our schools too, with their roots often deep into the soil of our culture and climate, and the broken paradigm we have inherited. It is only the school which identifies, accepts and challenges the sources of this power, and is intentionally radical in redistributing it, that can claim to be in pursuit of authentic inclusion.

It is exhausting being me��

Every single journey I make – be it local, national or international and regardless of its duration – requires so much more preparation than it would do without my disability. I have to research every physical space in advance, so as to identify obstacles and actively seek mere accommodation, let alone actual adaptation. This research pertains both to the physical accessibility of built space and to the psychological safety of convened space.

I remember the same level of preparation well in advance of every single day trip, holiday, or relocation on which we embarked when my now adult, autistic daughter was a child. And this is not to mention the exhaustion of both of us, in our own ways, having to mask many aspects of who we are in different contexts, or the frustration of other symptoms being masked without our consent. In schools, standardised expectations of all students or all staff tyrannise the disabled and the neurodivergent.

The most inclusive schools recognise just how exhausting is both the planning and masking demanded of many a disabled person, simply for them to be present in school on any particular day.

UDL liberates school spaces��

Universal Design for Learning has taken on new resonance and meaning to me since I have become disabled. I have become captivated by the metaphor of the spike (an intended or unintended obstacle, in any setting, which directly marginalises those whose bodies or minds work or look different); and the curb cut (an intentional adaptation co-constructed with that group so as to bring them back to the centre of the heat lamp in ways from which everyone else will inevitably benefit as well).

I often drink much less when in public so as not to need to use public bathrooms, but when I come across a bathroom cubicle with both an automated sliding door and sufficient room inside to use and turn my wheelchair, I instantly feel like I belong. This curb cut works not only for me but for everyone else too. I love working directly with students, educators, leaders and parents in hunting the spikes which marginalise myriad minoritised characteristics and co-constructing the curb cuts which disarm that spike such that everyone benefits.

If you want your school to be inclusive, it must engage multiple constituents on that ‘spike hunt’ and embark sincerely on constructing those curb cuts too.

The world is inaccessible

My able-bodied son cannot now leave his home without noticing every possible spike which would prevent me from accessing the vast majority of physical spaces because, in all honesty, most of the world is inaccessible to me even with my walking stick, let alone in my wheelchair. Most design commissions have failed meaningfully to consult the disabled user, which means that most designs directly exclude people like me from using them freely, independently and without obstacle – leaving me having to adapt, because the world rarely does.

This means that, when I leave the house, I know that, when I either most or least expect it, even the seemingly most minor barrier may as well be a huge, brick wall, and I am left, again, trapped on one side. Too many schools are fundamentally inaccessible to people like me, because too many schools are designed neither with people like me in mind, nor having intentionally consulted us too.

Inclusive school campuses provide for me a seamless journey between and within different zones and spaces, without my experiencing delay or discomfort, and affording me independence over my movement throughout.

“I believe that every single member of the school community has the fundamental right, without exception or condition, to be seen, be heard, be known and belong. To be enough; and to be loved for that.”

Policies can be instruments of exclusion

When policy precludes accessibility, something is profoundly wrong. One of the few headteachers under whom I have worked for whom I have had deep respect once told me that equality of opportunity derives from treating people differently; and we now call this equity. Too often I have been told that a school, a hotel or an airport would have liked to be accessible and inclusive, but that policy made it impossible.

A school might say they understand that, in a world where aviation fundamentally fails the disabled traveller, due to my complex, physical disability, and my being severely immunocompromised too, I can only fly safely and without pain and discomfort if I have the space afforded by a business class seat. And yet, too often, they will tell me that, unfortunately, their policy only permits the payment of an economy fare.

I even remember an airport a few years ago insisting that it was “policy” that all guests remove their shoes at security (despite the fact that no other airport asks this of me), because to put on or remove my shoes is a lengthy, painful and difficult process, often prostrate and contorted on my bed. Because they persisted, even shouting at me to comply, I tried, in vain, to oblige, leaving me sliding off the chair to the floor, crying and humiliated in public, their ableist logic arguing that policy for one must be policy for all.

If you want to be an inclusive school, both screen all your policies to be sure they are fully and unconditionally inclusive, and do not be afraid to bend them where rigidity would cause harm.

However, all that aside, there are two main challenges I have faced as a disabled person in a world built on the presumption that everyone is like the physically able majority, in perverse ignorance of the more than 1 in 5 who are disabled:

1. Where is the visibility?

I could count on a couple of fingers of one hand the number of educators and leaders in the international schools sector who are disabled. Sure, some disabilities are invisible, but the trouble with invisible disabilities, as with the lack of a disability altogether, is that I cannot see myself. For me, my other privileges have ensured this not dissuade me, and I have, despite everything, just kept going, but many are not that lucky.

Unless and until the disabled community is proportionally represented in teacher and leader positions in every school, as we are, rightly, trying to do in terms of, for example, race and colour, or gender, potential teachers and leaders with one or more disability will be confined to the edges of visibility in their schools or, worse still, will not consider a teaching or leadership career at all in the first place.

Therefore, an inclusive school is one whose recruitment decisions have been intentionally inclusive too: after all, students and staff can only be what we can see.

2. Lack of training, and experiential learning.

Too large a majority of educators and leaders I have met simply do not know enough about disability (or, for that matter, neurodivergence, mental health or trauma). If we do not know about an identity, characteristic or lived experience, we can, at best, be ignorant of its needs and, at worst, fearful of and, even, prejudicial towards how it manifests or what it represents.

Throughout my teaching and leadership career, I learned about many aspects of pedagogy and practice, and many types of learning and learner; however, until the steep learning of my own, lived experience, I knew virtually nothing about what it meant to be disabled (and it was only the fortune of being parents to two neurodivergent and trans children that I learned anything about neurodiversity or trans identity). These can and must not be on the periphery of our DEIJB work in schools.

The inclusive school will intentionally and sustainedly train its staff, parents and students about disability, harnessing the wisdom and experience of that community itself.

Moving towards universal belonging

Finally, what I have learned through two decades of mental or physical disability or ill health is what was also taught to me through parenting my two, extraordinary children: the necessity and power of unconditional love. Schools are too often engines of compliance and conformity, incentivising desired responses and inauthenticity, and applying conditions and contingencies aplenty to the conferral of worth on each constituent.

On the contrary, I believe that every single member of the school community has the fundamental right, without exception or condition, to be seen, be heard, be known and belong. To be enough; and to be loved for that.

And a future which moves closer to equity, justice and universal belonging, through both intentional and genuine inclusion and a proud celebration of the beautiful diversity of human existence, will be one infused and permeated by, and brimming with, unconditional love.

Because, after all, I belong where I feel loved, and love with conditions or exceptions was, in fact, never love at all. Maybe this is what my disability has taught me most of all and, through this article, I pass this message on, passionately and deliberately, to you too.

Formerly an international school principal, and the architect of , Matthew’s mission is to help schools ensure that every single child and young person, without condition or exception, can be seen, be heard, be known and belong. He is also a member of the Advisory Board for Parents Alliance for Inclusion, the Global Equality Collective, and a proud contributor to the Diverse Educators’ network. He lives on the Isle of Skye with his wonderful wife and atypical dog, and a selection of mobility devices.

The post The View from My Wheelchair – PART 2 appeared first on �鶹��ý.

Think back to a time in your career when you have had a good ‘bad’ example of what leadership should be. Rather than being an inspiration, perhaps that person serves as an ongoing warning of what you do not wish to become. It is often easier to think of such bad examples, but how many of us have had excellent examples of leaders to be inspired by in our careers? What would the ideal leader look like in a school context? How might we become that example for others where we can lead effectively, courageously, relationally, and in alignment with our values? We can gain many insights from the restorative justice field as we consider such questions.

Respect, listen, value

A restorative leader is built upon the foundation that every individual deserves to be respected. This is, in essence, the embodiment of restorative values. Their primary commitment is to respect by building relationships, sustaining communities and modelling restorative values for others to learn from. In contrast to the traditional ‘manager’, the restorative leader does not view others as subordinates. Each individual is recognised as having inherent value and is respected for what they can bring. This sense of equality brings a commitment to listening to all voices and valuing the multiplicity of perspectives. Restorative leadership is a commitment to a relationship at the expense of ‘being right’.

Fostering morale

As school leaders, we need to shift away from the view that staff are only concerned with what’s best for themselves, an assumption which often results in poor decision-making processes. Many are willing to go the extra mile for no extra payment but in return need their intrinsic motivation levels to be high. Motivation is often sapped when Fair Process is ignored. Employees can be pushed too far to the point that they demand ‘retributive justice’. If all trust and morale is eroded, then staff want to punish the management and wreak havoc on their decision-making, the epitome of a toxic work environment. However, when Fair Process is followed, when people feel involved and that their opinions matter, they start to care. The phrase ‘procedural justice’ is very helpful to ascribe words to this concept. It is through invitation – as opposed to coercion – that one can lead restoratively.

There are three principles to Fair Process;

• Engagement,
• Explanation,
• Expectation clarity.

Engagement means seeking ways to involve individuals in decisions that affect them. By listening to their views and considering their perspectives, we respect their voice. When important decisions are made, by explaining the reasons that underlie such decisions, we help people to understand and accept. When it comes to expectation clarity, we aim to ensure that not only are decisions understood, but everyone clearly understands what is expected of them in the future. The implication of these three tenets is that everyone is treated respectfully.

Courage in accountability

Nonetheless, as per the tenets of Fair Process, restorative leadership is not a full democracy. A restorative leader does not relinquish responsibility, nor do they lead by group consensus aiming to please everyone. A restorative leader consistently offers high levels of support whilst also maintaining high levels of accountability within their team. This means a willingness to have courageous conversations with team members in a spirit of honesty, growth and accountability. Inherent to the restorative construct of ‘leader’ is the idea of growth mindset, which stems from Daniel Goleman’s five components of emotional intelligence. Although we can be cognisant of the need to be a ‘leader’ and not a ‘manager’, this in no way guarantees that in practice, that is what we will become – it is not enough to merely follow a process or a formula. Our fundamental core beliefs need to change in order to become a truly restorative leader.

The democratic pulse

It has been accepted from the work of the renowned social psychologist Kurt Lewin, often credited as the most widely cited study in the leadership field, that of the three leadership styles he identifies (authoritarian, democratic or laissez faire), the democratic approach yields the best results. This is very much consistent with the restorative concept of working ‘with’ others, as opposed to doing things ‘to’ them or ‘for’ them. Leadership at its essence, is a dynamic relationship between the leader and the followers. Effective leaders are those that can stimulate the team to go above and beyond. Effective leaders are those that provide others with opportunities to use their talents in a safe environment conducive to growth.

Individual and organisational growth

As leaders, whether middle managers or senior leaders, we must never lose sight of the importance of relationships. Cultivating genuine, authentic and real relationships with a team positions the leader to promote growth, enabling individuals to achieve their aspirations, whilst at the same time achieving the organisation’s mission. Effective leaders stimulate individuals to do more than what they would normally opt to do when left alone. Failing to empower a team, avoidance of hard questions, poor communication, failing to distribute tasks equitably and poor engagement are all hallmarks of poor leadership. Relationships are to be maintained and cultivated to ignite a team’s motivation to perform at their highest level. Blurring the boundaries between leader and follower creates trust and an environment for growth. From this lens, leadership is collaborative, dynamic, flexible and prone to easily fluctuate and shift. Such an approach allows for greater voice and ownership by the team, and by implication, greater levels of motivation as a result. Through being invited rather than coerced, the quality of input from the team becomes greater, more authentic and more impactful.

Competencies such as empathy, conflict resolution skills, emotional intelligence, communication skills, promoting and modelling accountability and building an inclusive community are all the hallmarks of how a restorative leader is to be defined. Concepts such as psychological safety, the capacity to foster a team climate characterised by deep levels of trust and mutual respect allowing individuals in the team to be fully themselves, are also critical to being an effective leader.

As eloquently states, “Integrity is choosing courage over comfort…����’s practising your values, not just professing them”.

Six ways to be a Restorative Leader��

• Embrace a Restorative Mindset: Foster a mindset that values respect and equality. Recognise the inherent value in each team member, moving away from traditional managerial views to become a restorative leader.
• Implement Fair Process Principles: Prioritise Fair Process by actively engaging team members in decision-making (engagement), providing clear explanations for decisions (explanation), and ensuring everyone understands expectations for the future (expectation clarity).
• Prioritise Relationships over Hierarchies: Shift from viewing staff solely as self-interested individuals to recognising and cultivating genuine relationships. This promotes intrinsic motivation and prevents a toxic work environment.
• Cultivate a Growth Mindset: Embrace a growth mindset within your leadership approach. This involves consistently offering support and maintaining accountability through honest, growth-focused conversations with team members.
• Promote Psychological Safety: Create an environment characterised by trust and mutual respect, allowing team members to be themselves. This fosters psychological safety, encouraging authentic input from the team.
• Develop Leadership Competencies: Invest in key leadership competencies such as empathy, conflict resolution skills, emotional intelligence, effective communication, accountability modelling, and building an inclusive community.

Alistair Goold is a grade level leader and social science teacher at the . He holds a Master of Science in restorative practices and is the founder of . You can connect with Alistair directly on .

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I identify as being disabled. My disability is complex, derives from multiple diagnoses and has grown from manifold roots, but, for the purposes of this article, I will focus not on my Diabetes, Borderline Personality Disorder () or Complex Post Traumatic Stress Disorder (), but two others instead: my Functional Neurological Disorder (); and my Rheumatoid Arthritis (RA). I do this partly because of their frequent comorbidity, and partly because they have something critical in common: namely that each condition disrupts the signals of what was my healthy brain, which disruption impacts significantly on my physical and mental health. This is ironic given that, on the surface at least, my brain has often been regarded as one of my best assets.

First rearing its head over 20 years ago, my initial experience of FND – a condition to which many survivors of childhood trauma are predisposed – whilst dramatic, was mercilessly short-lived. However, when it returned, in the summer of 2021, it was a bigger beast entirely, and back with a vengeance. Quickly, this Version 2.0 scrambled the brain signals on which we all depend in order to walk (Functional Gait Disorder), rendering me wheelchair-dependent for the foreseeable future, whilst also sending erroneous signals daily throughout my body of excruciating pain despite there being no objective cause (Allodynia). However, whilst the pain persists even now, in January 2024, after many months of neurophysiotherapy and what is called ‘synaptic pruning’, I finally began learning to take my very first steps again.

Even though my trajectory has proven erratic (it is likely I will continue to experience periods of partial paralysis throughout my life, and it may be I never stop being a wheelchair user), it was hard to shake the joy of walking once more, a joy I never want to forsake or forget. Like the spectacular mountain, sea loch and moorland views that surround my Skye home, I hope that I always view each step with awe.

All of which made doubly difficult my diagnosis of RA just weeks later. Unlike its namesake, Rheumatoid Arthritis is an autoimmune disease in which the immune system mistakes and attacks the joints as if they were an infection. Whilst we hope that the cancer drug I self-inject weekly to switch off my immune system can, when we finally find the optimal dose, mitigate further harm – by the time you read this, we may have found that, or we may still be a long way from doing so – the damage it will already have caused, already visible in my hands and fingers, is irreparable.

And the pain I currently suffer most days often renders even the most basic of manual tasks (from opening a door handle or a bottle, to stirring a saucepan or putting on my own clothes and shoes) at best, excruciating and, at worst, impossible. Most cruelly of all, the walking I was beginning to master again is often impossible again, due to inflammation in my foot and ankle joints and atrophy in my foot pads.

All of which has made me reflect not only upon what it means to be disabled in an ableist world, but also upon what I have learned, from my disability, about schools, school leadership, and what it means to provide a truly inclusive education.

I am not my disability

This is a tricky one. On the one hand, one of the ways I have learned to cope with, and not be ashamed of, my disability has been to own it, to embrace it as an essential part of who I am. In that sense, therefore, I am my disability, and my disability is me. My Disability Pride badge still travels with me in my hand luggage, even if I have not yet plucked up the courage to display it. And yet, contradictorily, I refuse to become my disability, or to let it become me. I am so much more than my disability. On several occasions, in airport security, staff have talked about me, over my head, referring to me as “the chair”, but I am not my chair.

I am so much else besides these parts of my identity – of some of which other parts I am often proud and by others of which I am sometimes embarrassed. But all of these things are also me, even if they cannot be for the time being. I am – even if, currently, I cannot be – a runner, a kayaker, a swimmer, a scuba diver and a cyclist; I am a writer, a poet, a reader and a wordsmith, a musician and a film fanatic; I am an empath, a visionary and a leader, a student, a learner and a pioneer. And I am also an imposter, who does not believe that I am actually any of these things.

To be inclusive is to recognise simultaneously that your disabled students and staff both absolutely are, and are indefatigably not, their disability, and that is ok.

Contextual disability

I recently had a fascinating conversation about whether disability exists on a spectrum from mild to severe, and my experience says otherwise. In fact, I would argue that, in many respects, my disability is contextual. For example, the extent to which I am disabled by my CPTSD will depend in part by the psychological safety of the environment in which I am operating, and my FND is markedly different in new or urban settings than it is in the rural familiarity of where I live.

Similarly, even my dependence on a wheelchair is so much more of a disability when the physical environment has not been built for me, which means that, as someone who travels worldwide for a living, I experience different degrees of disability in different cities and schools, hotels and conference venues, and such has been my traumatic experience of airports and planes that my legs still become paralysed completely in both.

Therefore, if schools were intentionally designed with the needs of disabled people at the forefront, those people would enrich their community rather than be shackled by their disability.

Gatekeepers and self-identification

And if disability can be contextual, so can it come down to identification too. Of two people with very similar conditions, one might identify as disabled, whilst another might choose not to do so. I have been reminded of this in response to the recent disparagement, in a rapidly rightward-tilting world, of identity as a construct in the first place. For example, the perceived explosion recently in the number of people identifying as neurodivergent, or as trans or non-binary, has led to the charge that such identities be tightly controlled by a diagnostic gatekeeper.

However, this ignores the fact that waiting lists typically mean that assessment is often the preserve of the wealthy, not to mention that those gatekeepers invariably herald from privileged demographics.

Therefore, I wonder what space we could make in our schools for students’ identification to play a greater role in signposting their needs and determining the adaptation and support their school should make readily available.

Binaries are for computers

I have long known, from parenting two trans children, that binaries are for computers. However, before I first depended upon a wheelchair, I had always assumed, naïvely, that somebody either needed a wheelchair or they did not: that there was some sort of disability binary. Sure, there were those who needed a device temporarily, as a result of, say, a sporting injury, but, other than that, people were either this or they were that.

Now, as someone who needs my wheelchair some weeks, days or even hours, but, on others, either just my crutches or a walking stick, or, sometimes, no support at all, I have learned that a majority of wheelchair users only need it some of the time.

Imagine how much we could augment our DEIJB work in schools if we embraced this nuance in its glorious technicolor across all intersecting and marginalised characteristics and identities.

Everything is connected

If I had not experienced abuse as a child, I would not have developed BPD or CPTSD. Without my mental health history, I would have been much less likely to have developed FND. It is impossible to separate my contraction of RA from my previous three years in a wheelchair, and my Type 2 Diabetes has not only arisen due to those years of immobility and weight gain but it has also increased the likelihood of, and been exacerbated by, my RA. In other words, it is all linked.

The work I do with schools hammers this point home: wherever we approach education in silos (academics and wellbeing, inclusion and the mainstream, the Arts and the Sciences, home and school, the list goes on) bad things happen.

Everything about me, about you, about us, is interconnected, and we must remember this at all times, if we are to seek new paradigms of education and inclusion.

You can read the second part of this article – in which I talk about everything from power to policy, and from (in)visibility to exhaustion – in the next issue of International School Leader Magazine. However, if you have any questions in the meantime, please reach out to me on , or email me.

Formerly an international school principal, and the architect of , Matthew’s mission is to help schools ensure that every single child and young person, without condition or exception, can be seen, be heard, be known and belong. He is also a member of the Advisory Board for Parents Alliance for Inclusion, the Global Equality Collective and ECIS’ DEIJ team, and a proud contributor to the Diverse Educators’ network.

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Diversity is a fact. Belonging is a choice.

In the wake of the global awareness prompted by George Floyd’s murder in 2020, leaders have become aware of longstanding discrimination and harm in international schools. This heightened consciousness has fuelled more intentional efforts to foster inclusive and safe international schools.

Notwithstanding, implementing Diversity efforts is increasingly complex as society becomes more politically polarized. From the display of rainbow flags (solidarity to some and political indoctrination to others) to student usage of racist and religious “jokes” and slurs, and heated parent WhatsApp groups to accusations of indoctrination via curriculum and library books, stakes are high for educators committed to fostering cultures of dignity and respect. We are all too familiar with the cautionary tales of leaders who have “explored new opportunities” following Diversity-related controversies at their schools.

While my practitioner research over the past 25 years leading efforts in more than 30 countries has identified numerous obstacles to realizing Diversity objectives that extend beyond the scope of this article, I posit that the fundamental challenge is the word “Diversity” itself, which I argue in my .

More specifically, international schools communicate, and constituents perceive conflicting understandings of Diversity, most often equating Diversity with “different” instead of differences, in ways that not all members feel included by or perceive themselves as benefactors of Diversity efforts. As a result, key individuals opt out of these critical efforts, or work is deprioritized, creating a paradoxical space where the onus to solve issues of discrimination and harm is placed on the most marginalized individuals in schools. In this article, I will offer strategies to reframe Diversity efforts to foster deeper belonging for all community members.

“We are already diverse.”

In 2015, I delivered a keynote exploring Diversity at the AAIE 50th Anniversary Leadership Conference . While the international school leaders in attendance found the topic intellectually stimulating, it was clear that the majority did not find the issues relevant. Many international school communities mistakenly conflate the presence of multiple passport holders, nationalities, languages, and cultures (diversity) as confirmation of an inclusive community (belonging). This misconception often manifests in the requisite “food, fun, flag, and festival” events, where schools showcase flags and sample international cuisines to the absence of intentional efforts to bridge differences, deepen empathy, and cultivate inclusive perspectives, attitudes, behaviours, practices, and policies.

However, research conclusively finds that international communities require additional intentionality and strategic efforts to reconcile divergent cultural norms, worldviews, and experiences to truly foster an inclusive environment.

International school communities overwhelmingly equate Diversity exclusively with LGBTQ+ and United States indoctrination.

The contemporary concept of Diversity originated in the United States during the1960s civil rights movement for racial justice and expanded to include gender equality and LGBTQ+ rights. In 2024, the term continues to evolve to foster deeper inclusion and belonging for individuals from a wide range of backgrounds.

Outside of the United States, Diversity was introduced decades after the US civil rights movement, often in conjunction with efforts to advance LGBTQ+ rights, coupled with rainbows at advocacy events, such as Pride Parades or Pride Games. This historical context helps to better understand the genesis of the perception that Diversity efforts focus solely on supporting the LGBTQ+ community, to the exclusion of other individuals and groups who also experience discrimination due to religion, ethnicity/race, socioeconomics, learning differences, physical disabilities, etc.

This perception is further complicated by the fact that individuals leading Diversity efforts in international schools are often from the United States, reinforcing the notion that these efforts represent an imposition of US values and beliefs primarily aimed at exclusively supporting the LGBTQ+ community.

Strategies to Redefine Diversity to Drive Belonging

To cultivate an authentically inclusive learning environment, international schools must acknowledge and address the limitations of current Diversity models. The first step is to define terms and then align efforts with the school’s mission to foster a culture of dignity (equal inherent value of ALL individuals regardless of background) and respect (individual or institutional behaviours that acknowledge dignity), such that all students flourish.

• Define Diversity in Inclusive Ways and Align with Mission Without clear definitions, constituents may interpret Diversity in narrow ways, such as focusing solely on LGBTQ+ issues; referencing racial categories from the United States that may not resonate in the school’s country (e.g., conflating multiple nationalities and ethnic groups as “Asians” in Malaysia, counting “Latinx” in Argentina, or assuming shared history of “Blacks” in Senegal); or viewing Diversity efforts as an ideological imposition from the United States.

Strategy: Define diversity in a way that includes everyone and all groups, recognizing both individual uniqueness and shared human characteristics that unite individuals across differences. This definition process should be collaborative and involve all constituents, as individuals are more invested in structures they help create. Align efforts with the school’s mission to provide an inclusive environment where all students and community members flourish. Therefore, if anyone from any group experiences discrimination or harm, the school is compelled to act, being mindful that not all harm is related to an individual’s identity.

• Ground Efforts in Belonging While Diversity represents the unique composition of a community, belonging reflects the personal emotional outcome when individuals feel valued, respected, and seen as equals. Indeed, benefits attributed to Diversity are often proxies for belonging, psychological safety, and/or overall well-being. It is widely accepted by most constituents that ALL students have a right to belonging and the opportunity to flourish. Some argue that focusing on Belonging dilutes the work or merely appeases those who have objections to these efforts. However, the focus on Belonging provides a greater likelihood of strategically sustaining efforts, mitigating politicization of the work, reducing ideological echo chambers on many sides, and providing a compelling motivation to prevent and address harm while intentionally promoting well-being.

Strategy: Anchor your efforts in Belonging, as articulated by your school’s mission, your commitment to child protection and individual flourishing. In this context, Belonging becomes apolitical and not an opinion or agenda. Instead, these efforts become a fundamental tenet of your school’s educational value proposition.

Conclusion

International schools intentionally curate communities of individuals from different backgrounds to learn and grow from each other’s perspectives, viewpoints, and experiences. As such, international schools are uniquely positioned to drive educational innovation, engage in deeper learning, and model inclusive schools for the world.

However, international schools must move beyond superficial markers of Diversity, such as passport counts or cultural festivals, towards a deeper, more intentional approach that acknowledges and bridges differences and deepens empathy to inform inclusive behaviours, curricula, practices, and policies.

Reframing Diversity strategically positions these efforts as an integral part of the school’s commitment to fostering a culture of dignity and respect for all. This strategic redefinition and commitment to belonging will enable international schools to navigate the complexities of discrimination and harm more effectively to create truly inclusive communities where all students can thrive.

is a globally recognized Belonging and Intercultural Strategist with more than 25 years experience leading efforts in the international schools sector. You can connect with him on his or on .

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Human trafficking is the illegal and unethical act of exploiting individuals for various purposes through the use of force, fraud, or coercion. It involves the recruitment, transportation, harbouring, or receipt of people for the purpose of exploiting them. In our ever-evolving world, fostering awareness about critical issues such as human trafficking is essential. As educators and mentors, we hold the responsibility of guiding our young learners toward becoming compassionate and informed global citizens.

Atlanta International School Against Human Trafficking (AISAHT) is an organization in our secondary school that began 14 years ago, and we are key players in this mission. We are Jannapha Hubeny and Kennon Coe, primary educators at Atlanta International School (AIS). As facilitators within AISAHT, we bridge the gap between primary (kindergarten – grade 5) and secondary (grades 6-12) students to support their efforts in raising awareness about human trafficking throughout our school and globally.

Supporting AISAHT

Due to the engagement and interest of a group of grade 6 students, a middle school AISAHT group was created. This division resulted in two groups: the middle school group took the lead in educating primary students, while the high school group was tasked with educating the entire secondary school. Hence, our roles in supporting these groups vary slightly. Overall, we support the student leadership teams by helping to make their ideas become a reality. This involves brainstorming sessions, helping student leaders to delegate tasks, or simply offering words of encouragement. Every week we meet with both groups to discuss what events may be coming up and help students plan and organize these events.

“Connecting primary and secondary students not only educates but also empowers, fostering a ripple effect of awareness.”

Bridging Primary and Secondary Schools

At our international school, bridging primary and secondary students is crucial in combating human trafficking. Secondary students lead child-friendly activities for kindergarten through 5th, educating younger peers on human trafficking and nurturing leadership. This fosters a sense of responsibility and solidarity, inspiring primary students to engage and spread awareness beyond school walls. AISAHT has organized various student-driven activities such as (but not limited to):

• #MyFreedomDay
• Dressember
• Youth Summit
• Rotary Club Presentation
• Tabling at various 5k runs and sport events

Connecting primary and secondary students not only educates but also empowers, fostering a ripple effect of awareness. By participating in joint activities, secondary students gain leadership skills such as event planning and public speaking, becoming agents of change in their communities.

My Freedom Day

Every year AIS takes part in a global event known as #MyFreedomDay. On March 14th, 2024, schools around the world came together to raise awareness about modern-day slavery and human trafficking. It is a day of action where students, educators, and communities worldwide come together to shine a light on the issue and pledge to take a stand against human exploitation. In addition, it is also a day where students come together to celebrate their freedoms and human rights, particularly the UN Rights of a Child.

Our Impact on Primary Students

So, what did we do, you ask? What did the middle school AISAHT group do for primary students and how did it all come together? This year the middle school group put a lot of time and effort into creating differentiated lessons and activities to help primary students understand their rights as children, according to the UN Rights of the Child. Overall, every primary student participated in an activity called “Little Hands”, where they placed a handprint on a large mural to show their solidarity in ending child labour around the world. Specifically, by grade level, kindergarten to grade 1 played a hula hoop game in which they identified their individual rights. In another session, grades 2 & 3 were grouped up according to these rights and were given a presentation. Lastly, for grades 4 & 5, the middle school group made their own film debunking human trafficking myths and showed it to these students. After the film was shown, students had the opportunity to ask questions in a Q&A session, followed by a time of reflection on what they had learned. Every activity was solely led by middle school students in AISAHT, and their effort and hard work were supported through our roles as stated above.

Photo: #MFD AISAHT Students Teaching KG

Uniting primary and secondary students for this cause creates a synergistic move of awareness. When primary students learn about human trafficking from their older peers, they’re more likely to discuss it with their friends and families, spreading awareness beyond the walls of our school. This grassroots approach is essential in tackling such a pervasive and complex issue. Furthermore, organizing joint activities allows secondary students to develop valuable leadership and organizational skills. They take on roles such as event planning, public speaking, and peer mentoring, which not only enrich their educational experience but also equip them with tools to become changemakers in their communities.

Photo: #MFD AISAHT teaching G2

Fostering a lasting effect

Our efforts have been instrumental in connecting primary and secondary school students to combat human trafficking. Through our dedication, AISAHT has been able to educate and engage primary students on the issue, fostering a lasting effect of awareness and solidarity within our school community. Our support in creating differentiated lessons, engaging activities, and focusing on the UN Rights of the Child has empowered students of all ages to take a stand against exploitation and promote human rights. This guidance also enables secondary students to develop leadership and advocacy skills, enriching their educational experience and equipping them with tools to become risk-takers. As students share their knowledge with friends and families, the fight against human trafficking gains momentum, highlighting the vital role we play in our school’s mission to tackle this complex global issue.

Jannapha and Kennon are educators at Atlanta International School and this article was written in conjunction with Veronica McDaniel, AISAHT Supervisor and founder of Freest. You can connect with Veronica directly via email and follow the development of the project on .

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Model United Nations (MUN) conferences are a simulation of the United Nations, where students are assigned countries and committees while learning how to debate issues of global importance from a variety of perspectives. Aside from the development of important skills (research, policy-writing, public speaking, collaboration, diplomacy and conflict resolution), students also get the unique opportunity to engage with real-world situations, seeking sustainable and feasible solutions that could make a difference in real people’s lives. But perhaps most importantly, MUN provides students with the chance to meet, engage and work together with students from various backgrounds and value systems.

Not just for athletes

Many schools have extensive programmes for students to participate in sports activities, sometimes involving international travel to distant locations. But what about all those students who yearn for such a travel experience but may not be athletically inclined? This is a common challenge in many international schools: how do we provide travel opportunities for students who do not like participating in sports? The West African International Schools Activities League (WAISAL) has a long and rich history of sports events that attract international school students from across West Africa. But it was high time for there to be a different type of event that appeals to the intellectual, and academic types who may or may not also be involved with sports.

The inaugural conference

In March 2023, Lincoln Community School (Ghana) hosted the inaugural WAISAL MUN conference. This was the first large-scale, non-sports event hosted by WAISAL, featuring 150 students from 10 schools across the region. Significantly, the conference was largely student-run: The four committees (Security Council, ECOSOC, Human Rights Council and Disarmament Committee) were chaired by students; the Secretariat that played a key role in the logistics of the conference was made up of elected students; and there was a student-run Press Corps, which published a daily “newspaper” that featured events surrounding the conference. This gave a wide variety of students the chance to participate in a meaningful way in the event, both in the run-up to the conference and during the conference itself.

The WAISAL MUN Conference’s Opening Ceremony’s keynote speaker was the Israeli ambassador to Ghana, Liberia and Sierra Leone, Her Excellency Shlomit Sufa; and Senior Durable Solutions Officer from the UN Refugee Agency, Andrew Ginsberg, addressed the Human Rights Council. The theme of the conference was based on UN Sustainable Development Goal 5 ‘Achieve gender equality and empower all women and girls’ and the resolutions passed by the Human Rights Council were submitted to the UNHCR’s MUN Refugee Challenge. On the second night, a social event was hosted at the school where students congregated in the multipurpose hall to listen to music, socialize, shoot some hoops, or kick a ball around.

At the WAISAL MUN conference in March 2023, half of the attending schools came from within Ghana (some of whom had never participated in MUN before) and the other half came from across West Africa, ranging from Cameroon to Senegal. The personal friendships forged at the conference created lasting memories and the skills the students developed in those three days continue to be invaluable to the students’ continued academic and social success. Once a MUN culture has been established at a school, the older students naturally morph into becoming mentors and role models for the younger delegates, making the teacher’s role much less central to the success of the programme as a whole. This also gives the students increased ownership and pride in the MUN programme, and the school-hosted conference in particular.

Photo: Lincoln Community School student

“The skills the students developed in those three days continue to be invaluable to the students’ continued academic and social success.”

Tips for success and sustainability

While 2023 marked the first year for a WAISAL MUN conference, it was just the beginning of what will hopefully be a storied tradition of MUN conferences for WAISAL member schools. In April 2024, the American International School of Lagos hosted the second conference, and the third conference is scheduled for next school year at the International Community School of Abidjan (Côte d’Ivoire). There are several keys to making an international MUN conference both successful and sustainable, some of which are listed below.

• Regional organisation: It helps to have a regional school organisation in place already because it is easier to tap into existing travel and housing structures. The West African International Schools Activities League (WAISAL) is such an organisation but most international schools are already members of similar regional activities leagues.
• Chair and delegate preparation: It is imperative that all participants are well prepared ahead of time because the quality of the debate is directly dependent on this level of preparation. Chairs must be intimately familiar with debate procedures; delegates must know their assigned country’s position on the committee topics; who their allies and adversaries are on the global political stage; and how to prepare and deliver speeches that will convince their fellow delegates to vote with them.
• Chair reports: The student chairs of each committee publish a so-called Chair Report well ahead of the conference, which provides background information and resources about each of the committee topics being debated. This helps to frame the debate and facilitates a basic level of delegate preparedness, which raises the overall quality of debate.
• ��Committee size: MUN conferences have varying committee sizes and there are advantages and disadvantages to each. If a committee is too large, it may make it difficult for all delegates to actively participate because of time limitations. If a committee is too small, then debate may not be as fruitful because there may be a limited diversity of perspectives.
• ��Collaboration, not competition: Unlike sports events, MUN conferences, by definition, are marked by collaboration and cooperation. Yes, there may be struggles between countries over influencing others’ perspectives, but the end goal is always to find mutually agreed upon solutions to the world’s most pressing issues, which can only be achieved by working together towards a common end. The aim of MUN is to help students – as the IB Mission says so eloquently – “…understand that other people, with their differences, can also be right.” A life skill indeed.

Johnny is a counsellor at the Lincoln Community School in Accra, Ghana. He has directed MUN programs for over 20 years including 9 years in Ghana. You can contact him via email.

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