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Matt Magowan reflects on the challenge of creating a truly inclusive learning environment and the hidden barriers within teaching practices that may hinder student success. By exploring the Universal Design for Learning (UDL) framework, he highlights the importance of designing a PE curriculum that anticipates diverse learners’ needs from the start, thereby promoting inclusivity and bridging educational gaps.
Technologies like Virtual Reality (VR) and Augmented Reality (AR) hold great promise for use in instructional design in education. Danie de Beer, Ian Malloy and Emlyn Majoos delve into how VR and AR can revolutionise learning by enhancing engagement, interaction, and comprehension.
Oanh Crouch discusses the growing concern of Nature Deficit Disorder among children, exacerbated by the digital age. The article outlines a structured outdoor learning programme, ‘The Journey,’ designed to reconnect students with nature, enhance their physical activity, reduce stress, and support cognitive development.
Alistair Goold discusses Restorative Leadership in schools, emphasising respect, relationships and community. He shares tips on becoming a Restorative Leader and explores the principles of Fair Process.
Tom Wade, Assistant Head (Digital Strategy) at Haileybury, highlights a key conundrum in AI education: it can enhance learning and reduce teacher workload but also risks plagiarism and diminished student critical thinking. Balancing these factors is crucial as we integrate AI into classrooms.
In this two-part article series, Matthew Savage reflects not only upon what it means to be disabled in an ableist world, but also upon what he has learned from his disability, about schools, school leadership, and what it means to provide a truly inclusive education.
In the wake of George Floyd’s murder in 2020, international school leaders are more acutely aware of longstanding discrimination and harm, spurring intentional efforts to create inclusive environments. However, Dr Derrick Gay highlights that as society grows more politically polarised, diversity initiatives face increasing complexity, often misunderstood and resisted, leaving individuals from marginalised groups to bear the brunt. He shares strategies to reframe diversity efforts, aiming to foster deeper belonging for all community members.
Sanjeev Baga underscores the importance of social-emotional learning (SEL) in fostering resilience among diverse students in international schools. He highlights the challenges of implementing SEL without a standardised curriculum and the need for teachers to embrace multicultural identities
International schools have significantly evolved to meet diverse student needs, emphasising critical literacies, cultural responsiveness, and holistic development. Sekolah Cita Buana in Indonesia turned to the International Curriculum Association (ICA) for guidance, using the International Early Years Curriculum (IEYC) to enhance resilience and adaptability among students, ensuring continuous, meaningful learning experiences despite the crisis.
Jannapha Hubeny and Kennon Coe, primary educators at Atlanta International School (AIS), are dedicated to raising awareness about human trafficking both within their school community and on a global scale. They serve as key facilitators of the school’s organisation, Atlanta International School Against Human Trafficking (AISAHT), working tirelessly to educate students and combat this critical issue.