America still attracts the world’s students. The harder question is what happens after they arrive, and whether the system still wants them to stay When I spoke recently with Dane Rowley about international student recruitment at U.S. universities, one question kept resurfacing for me. Where does recruitment actually end? Universities devote considerable resources to attracting international students: overseas visits, admissions teams, partnerships, glossy campaigns and increasingly sophisticated enrollment strategies. Yet an admissions offer is only the beginning of an international student's relationship with a country. They still have to secure a visa. Cross cultural, physical and psychological borders. Find a community. Understand an unfamiliar academic culture. Graduate. Find an employer willing and able to hire them. And, for those hoping to remain, navigate another immigration system altogether. That journey has become markedly more uncertain. The numbers still matter The United States remains the world's largest destination for international students. In 2024–25, American colleges and universities hosted 1,177,766 international students, representing around 6% of the U.S. higher-education population. More than half were studying STEM subjects. This is not a peripheral group. At Massachusetts Institute of Technology, for example, international students represented about 12% of undergraduates but 41% of graduate students in 2025–26. At Columbia University , 13,729 international students from 153 countries were enrolled in autumn 2025, while 16% of the incoming Columbia College and Engineering class was international. That distinction matters. International students are particularly prominent at the graduate and research level, which is precisely where universities generate research, patents, laboratories, doctoral expertise and, eventually, highly skilled workers. But the pipeline has begun to weaken. IIE's autumn 2025 survey of more than 825 U.S. institutions recorded a 17% fall in new international enrolments, including a 12% decline in graduate enrolment. For autumn 2026, NAFSA and JB International have gone further, projecting that the United States could see as many as 111,000 fewer international students, with up to $3.4 billion in lost economic activity and nearly 40,000 fewer supported jobs. Those are projections rather than final enrolment figures, but they indicate the scale of the concern within the international-education sector. An offer of admission is not the same as access This is where the language of international recruitment can sometimes becomes misleading. A university can admit a student without being able to guarantee that the political, immigration or employment environment surrounding that student remains stable. In the late 2020s, this distinction is becoming painfully visible. The Associated Press identified more than 1,000 international students across U.S. institutions whose visas or legal status had been revoked or terminated, sometimes in cases involving minor or previously dismissed infractions. The administration subsequently restored many SEVIS records while developing new guidance. For the students involved, this was not an abstract policy dispute. Bangladeshi computer-science graduate student Anjan Roy described learning that his status had been terminated: “I was in literal shock.” After obtaining court protection, his status was restored, but he told AP that the experience had changed how safely he felt able to move through ordinary life. Another case is particularly revealing. Indiana University Indianapolis student Jelena Liu had previously been stopped at Chicago O'Hare after an earlier F-1 status problem. She said she spent two days in a holding cell before being returned to China. Years later, after completing her undergraduate degree and returning to the university for postgraduate study, her SEVIS record was unexpectedly terminated again in April 2025. Her story is unusual. But that is precisely the point. International education is sold as an investment in stability, opportunity and future possibility. Even relatively rare episodes of abrupt status changes travel quickly through families, schools, counsellors and international networks. A country does not need to reject hundreds of thousands of students to change perceptions of it. It only needs to make enough of them wonder: could this happen to me? Then comes the labour market The second transition receives less attention during recruitment: moving from student to professional. In 2024–25, 294,253 international graduates were participating in Optional Practical Training (OPT), up 21% in a single year. OPT ordinarily permits eligible F-1 graduates to work in their field for up to 12 months, with qualifying STEM graduates able to receive a further 24-month extension. MIT alone recorded 1,418 international students using post-completion work authorisation between October 2024 and October 2025 — 616 on standard OPT, 776 on STEM OPT and 26 using J-1 Academic Training. This is important because OPT functions as a bridge between education and employment. And increasingly, that bridge is carrying a substantial part of America's international-student population. The difficulty comes afterwards. For some graduates, the next step is H-1B employment. In September 2026, President Trump extended for another year an order imposing a $100,000 fee on certain new H-1B applications. Current H-1B holders and foreign graduates already in the United States are exempt from that particular charge, and the measure remains the subject of legal challenges. Supporters of tighter H-1B rules argue that the programme can suppress domestic wages or displace American workers; employers and industry groups argue that it fills important skills shortages. Both concerns deserve serious examination. But universities should also ask whether the wider system makes strategic sense. The debate is not simply “international students: yes or no?” It is becoming a debate about how many, from where, under what conditions, and with what future after graduation. America recruits a student from Delhi, Lagos, Seoul or São Paulo. That student pays for an American education, joins a laboratory, completes a STEM master's degree, develops professional relationships and learns how to operate inside the U.S. economy. Then, just as that investment begins to produce professional value, the pathway can become dramatically harder to navigate. There is a contradiction. International students are not new to the American story None of this began with today's recruitment industry. IIE has been systematically tracking international students in the United States since 1948, with records of international educational exchange stretching back even further. For much of the post-war period, American higher education became one of the country's most effective forms of international influence, and possibly a cause for American commercial dominance. Students came to study engineering, medicine, economics, literature and science. Some returned home. Others stayed. Many built professional relationships that lasted decades. The results are difficult to separate from America's wider innovation story. The American story is interwoven with theirs and build on the literal backs and brains of foreigners. Research from the National Foundation for American Policy found that one quarter of U.S. billion-dollar start-ups had at least one founder who originally came to America as an international student. And the immediate economic contribution is substantial even before entrepreneurship enters the picture. NAFSA estimates that international students contributed $42.9 billion to the U.S. economy in 2024–25 and supported more than 355,000 jobs. The case for international students therefore does not need to rest on sentiment. There are educational, scientific, cultural and economic arguments. So why make it harder? Part of the answer is that student mobility is increasingly being treated as one component of a much larger immigration debate. Governments are facing some legitimate, and some debatable questions about border control, housing, labour markets, security and public confidence in migration systems. The United States is not alone. Australia announced further restrictions on international students this month as part of an attempt to reduce net migration, even as international education remains one of the country's largest exports. But there is a danger in treating every form of mobility as though it produces the same costs and benefits. An international student is simultaneously a migrant, a consumer of education, a contributor to a university community, a possible researcher, a potential employee and, sometimes, a future entrepreneur. Policy has to hold those identities together. And universities have a great responsibility too. It is not enough to celebrate international enrollment when the student signs the acceptance letter and then pass off the complicated parts of belonging, immigration and employment to somebody else. Recruitment should include much more honest conversations about what comes next for the student and how they can still connect to the university after they have graduated. Beyond recruitment Universities should be asking themselves: Are we recruiting students, or are we building journeys? The difference is significant. The first ends when somebody enrolls. The second includes the visa office, academic transition, friendship, identity, internships, careers, immigration advice, professional networks and eventually the decision to stay, leave or build something somewhere else. America's universities have spent decades becoming extraordinarily good at attracting global talent. The next challenge may be ensuring that the experience awaiting that talent remains worthy of the invitation. This "Green Note" grew from my recent conversation with Dane Rowley on international student recruitment, identity and belonging in U.S. higher education. Bibliography & Further Reading Institute of International Education (IIE). Open Doors 2025: International Student Enrollment Data. 17 November 2025. The principal source for the 1,177,766 international students in the U.S., the 6% share of U.S. higher education, STEM participation, graduate enrolment and OPT figures. Open Doors 2025 Baer, Julie and Sumeyra Ekin, Institute of International Education. Fall 2025 Snapshot on International Student Enrollment. 2025. Used for the 17% fall in new international enrolments, 12% decline in graduate enrolment and institutional recruitment priorities. Fall 2025 Snapshot Institute of International Education. Open Doors: Historical International Student Data. IIE has conducted its annual international-exchange survey since 1948, with historical student data extending back to 1921. Open Doors historical information NAFSA: Association of International Educators and JB International. International Students Contributed $43 Billion to the U.S. Economy in 2024–2025. 17 November 2025. Reports an estimated $42.9 billion in economic activity and 355,736 U.S. jobs supported by international students. NAFSA economic analysis NAFSA: Association of International Educators and JB International. Fall 2026 International Student Enrollment Outlook & Economic Impact. August 2026. Projects up to 111,000 fewer international students, as much as $3.4 billion in lost economic contribution, and nearly 40,000 jobs at risk. These are projections, rather than final 2026–27 enrolment figures. Fall 2026 Outlook Massachusetts Institute of Technology. Enrollment Statistics, 2025–2026. MIT Facts. Reports 529 international undergraduates, representing roughly 12% of undergraduates, and 2,908 international graduate students, representing roughly 41% of graduate students. MIT enrollment statistics MIT International Students Office. 2025–2026 International Student Statistics. Includes 1,418 post-completion work-authorisation cases, including 616 OPT and 776 STEM OPT cases, between October 2024 and October 2025. MIT international student statistics Columbia University International Students and Scholars Office. International Student and Scholar Statistics, Fall 2025. Reports 13,729 enrolled international students representing 153 countries. Columbia international student statistics Associated Press. More than 1,000 international students have had visas or legal status revoked. April 2025. AP's review documented more than 1,000 affected students across U.S. colleges and universities during the 2025 enforcement actions. Associated Press investigation Brumback, Kate / Associated Press, via PBS NewsHour. International students stripped of legal status in the U.S. are piling up wins in court. 23 April 2025. Includes the case of Missouri State computer-science student Anjan Roy, whose legal status was terminated and subsequently restored following court intervention. PBS NewsHour / Associated Press report Nelson, Natalia. An IU Indy student's visa was revoked and reinstated. She still doesn't know why. Indiana Daily Student, 7 May 2025. Documents Jelena Liu's experiences with F-1 status, including being detained at Chicago O'Hare and returned to China following an earlier status violation, and the later termination and reinstatement of her SEVIS record. Indiana Daily Student report Reuters. Trump extends push for $100,000 H-1B visas by another year. 18 September 2026. Covers the administration's extension of the $100,000 charge on certain new H-1B applications, exemptions and continuing legal challenges. Reuters report on H-1B policy National Foundation for American Policy. Immigrant Entrepreneurs and U.S. Billion-Dollar Companies. 2022. Finds that 143 of 582 U.S. billion-dollar start-ups — 25% — had a founder who originally came to the United States as an international student. NFAP research report Reuters. Australia cracks down on student and backpacker visas to curb migration. 17 September 2026. Useful comparative context showing that the tension between international education, migration policy and domestic political concerns is not confined to the United States. Reuters report on Australian student-visa policy

AI makes answers instant, but real learning still depends on systems, consistency, and judgement

Why Diagnosis Must Come First By Founder of Study & Learn

Motivation ≠ discipline

Selected bibliography American Academy of Pediatrics. “School Start Times for Adolescents.” Carskadon, Mary A. Research on adolescent sleep and circadian timing. Foster, Russell. Work on circadian neuroscience and sleep. Harvard Medical School, Division of Sleep Medicine. Resources on sleep, learning, and adolescent health. Panda, Satchin. Research on circadian rhythms and biological timing. Walker, Matthew. Why We Sleep.

Understanding the Shift in Educational Perspectives Generative artificial intelligence has transitioned from a novelty to a necessity in education. Discussions now encompass policy and integrity , as well as pedagogy and assessment . However, a common misconception persists: the belief that the primary value of AI lies in its efficiency. This perspective is understandable. Schools are bustling environments, and any technology that promises speed or automation is appealing. Yet, if we begin with efficiency as our primary focus, we risk overlooking a more crucial educational question: What kind of thinking does generative AI invite, and what kind of thinking does it require from us in return? The Nature of AI Outputs Generative AI does not create knowledge in a meaningful epistemic sense. Instead, it produces plausible language-based outputs shaped by patterns in existing data. These outputs often appear confident, coherent, and authoritative. This is precisely why they require careful evaluation. The danger lies not in AI “getting things wrong,” but in it getting things almost right . Such outputs can seem convincing enough to bypass critical judgment. AI outputs are only as educationally valuable as the thinking we bring to them. The Importance of Critical Thinking Critical thinking must remain at the forefront of our educational approach. When students and educators analyse, challenge, compare, and justify AI-generated material, learning is enhanced. Conversely, when these outputs are accepted, reproduced, or treated as final answers, the quality of learning diminishes. In this context, AI does not lower the bar for thinking; it raises it. Much of my recent work with schools and students has centred on this shift. We are moving from asking whether AI can help us work faster to exploring how it can assist us in designing tasks that require judgment. A well-structured curriculum and assessment should not merely ask students to explain or describe. Instead, they should encourage students to evaluate, justify, recognise limitations, and take responsibility for their claims. AI can support this endeavour by generating contrasting interpretations, surfacing assumptions, or modelling flawed reasoning, but it cannot replace the need for human judgment. The Question of Expertise in AI There is no final authority on AI, so who are the experts? Another claim I frequently encounter is the notion of the “AI expert.” While there are individuals with deep technical knowledge of machine learning systems, data structures, and computational models, this expertise is not as crucial as the media often suggests. In education, the rapid pace of development means that no one can credibly assert final authority over what AI is or will become . The technology evolves too quickly, the contexts of its use are too diverse, and the pedagogical implications are too varied to predict or control. In educational settings, humility is not a weakness; it is a professional strength. Acknowledging uncertainty, modelling responsible experimentation, and remaining open to revision are far more valuable than projecting confidence or control. There is no shame in saying “we are still learning”—in fact, it may be the most honest stance available to us. The Future of AI in Education As we approach the next phase of AI’s integration into education, the central message is clear: Generative AI will not improve teaching and learning by itself. However, when it is met with disciplined critical thinking, careful curriculum design , and professional judgment , it can enhance our educational practices. The quality of AI outputs will always reflect the quality of the thinking that surrounds them, and that responsibility remains firmly in human hands. The Role of Educators in AI Integration Educators play a pivotal role in integrating AI into the learning environment. They must guide students in navigating AI-generated content, encouraging them to question and critique these outputs. This process not only fosters critical thinking but also helps students develop a deeper understanding of the material. By facilitating discussions around AI, educators can help students recognise the limitations of these technologies. This awareness is crucial in a world where AI is becoming increasingly prevalent. Students must learn to discern between credible information and AI-generated content that may lack depth or accuracy. Designing Curriculum with AI in Mind Curriculum design must evolve to incorporate the capabilities of AI while maintaining a focus on critical thinking. Educators should create assignments that challenge students to engage with AI outputs thoughtfully. For instance, tasks could involve comparing AI-generated responses to human-generated ones, analysing the strengths and weaknesses of each, and discussing the implications of relying on AI for information. Such assignments not only enhance critical thinking skills but also prepare students for a future where AI will play a significant role in various fields. By integrating AI into the curriculum, educators can ensure that students are equipped to navigate a landscape increasingly influenced by technology. The Ethical Considerations of AI in Education As AI becomes more integrated into education, ethical considerations must be at the forefront of discussions. Issues such as data privacy, algorithmic bias, and the potential for misinformation must be addressed. Educators should engage students in conversations about these ethical dilemmas, fostering a sense of responsibility and awareness. By discussing the implications of AI, students can develop a more nuanced understanding of its role in society. This critical engagement will empower them to use AI responsibly and ethically in their future careers. Conclusion: Embracing the Challenge of AI In conclusion, the integration of generative AI into education presents both opportunities and challenges. While AI has the potential to enhance learning experiences, it is crucial that we approach its use with a critical mindset. By prioritising critical thinking, careful curriculum design, and professional judgment, we can harness the power of AI to enrich educational practices. As we navigate this evolving landscape, let us remember that the responsibility for quality education lies with us. Embracing the complexities of AI will ultimately lead to more meaningful learning experiences for students. Christopher Clyde G. for Verdant Consultancy Editor’s note The image accompanying this article shows an unfinished work by Keith Haring. Its incompleteness is intentional. Like generative AI outputs, it offers form and direction without closure. Meaning is not contained within the work itself but emerges through interpretation, judgment, and context. In 2023, an attempt was made to “complete” this unfinished work using generative AI. While technically impressive, the result underscored a central tension explored in this article: completion is not the same as understanding. The presence of an output does not resolve questions of intention, meaning, or value—those remain human responsibilities. Selected Reading International Baccalaureate Organization. Academic Integrity. International Baccalaureate Organization, 2019. International Baccalaureate Organization. Theory of Knowledge Guide. International Baccalaureate Organization, 2020. International Baccalaureate Organization. Guidance on the Use of Artificial Intelligence in the IB Programmes. International Baccalaureate Organization, 2023. Kahneman, Daniel. Thinking, Fast and Slow. Farrar, Straus and Giroux, 2011. Selwyn, Neil. Should Robots Replace Teachers? AI and the Future of Education. Polity Press, 2019. Bender, Emily M., et al. “On the Dangers of Stochastic Parrots: Can Language Models Be Too Big?” Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency , ACM, 2021, pp. 610–623.

Earlier this year, during the Coalition to Honour All Learning Conference , I found myself in a wide-ranging discussion with colleagues about the skills that underpin what's been called human flourishing . Grades or rankings didn't come close as talking points. We spoke about thinking, relating, managing pressure, navigating digital complexity, and building meaning in an increasingly interconnected world. That evening I found myself jotting down the first sketch of what would become the Whole-Child Competency Model (WCCM) . It wasn’t planned. It wasn’t a strategic initiative. It was simply the articulation of something many educators sense instinctively, but I wanted to solidify the ideas from the morning and capture it in a single framework. The model emerged from experience, dialogue, and a sprinkle of intuition. Afterwards, I went to work, mapped it onto research from UNESCO, WHO, and the Human Givens Emotional Needs Audit (ENA) to give it some balance. The pieces seemed to align. Whole-Child Competency Model (Verdant Consultancy) Why “Whole-Child”? The model is named for what it attempts to honour: Not just academic ability, but the whole constellation of competencies that shape a our growth. The framework rests on three interconnected pillars. 1. Cognitive Resilience Positioned at the “head” of the diagram, this refers to a student’s ability to think flexibly, stay composed, adapt, and recover from challenge. It includes: focus and attentional control task-switching and adaptability calm problem-solving the ability to revise a plan when faced with obstacles The Emotional Need Audit (ENA)  reminds us that when emotional needs such as security, autonomy, and belonging are met, the mind becomes naturally more resilient and creative (Human Givens Institute, 2023). Parents and teachers see cognitive resilience when a child restarts an assignment calmly, persists through difficulty, or considers new strategies independently. We can see this in educators, when they need to adapt a lesson plan to the ebbs and flows of the students in front, or next to them. 2. Interpersonal + Intrapersonal Competency This represents the “heart” of the model and aligns closely with UNESCO’s “transformative competencies”. These skills enable individuals to navigate change, build relationships, collaborate, and develop emotional self-awareness. This area includes: empathy communication emotional regulation understanding one’s inner world navigating conflict respectfully These competencies profoundly shape how students participate in learning communities. You can see them when a teenager regulates their anxiety before an exam, or when a student mediates group work with maturity, or when a teachers personalises learning. 3. Technology Competency Represented by the “hands,” this refers to digital literacy, not just technical skill but responsible, wise, and intentional use of technology. The WHO emphasises digital literacy as a protective factor in youth wellbeing (WHO, 2020). This section includes: healthy boundaries evaluating information critically digital organisation balancing online/offline activity ethical online behaviour Families often notice this when a student manages research independently or navigates digital tasks thoughtfully. Educators can show this by looking how responsible use of technology can lead to good . These skills are non-negotiables, not “extras,” not “soft skills,” but core predictors of confidence, wellbeing, and long-term academic and personal success. You hear it everyday, even from top tech companies - they are not looking for memorisers and drone bees, they're looking for doers, creators and thinkers. Where This Could Go: Admission,Schools, and the Future Many schools and universities are beginning to acknowledge that grades alone cannot capture a learner’s potential. Models like this and assessments such as the ENA or the learner passport could enrich admissions processes by highlighting self-management, emotional intelligence, adaptability, and digital maturity. Methods and tools that explore the whole student could help promote equitable and more ethical practices too. There are already seeing early signs: interviews focusing on reflection, portfolios that capture process, and competency-based admissions in innovative institutions. This model aligns with that future. Let's hope that this path is followed with stronger dedication from more traditional institution and admissions offices globally. Five Things Parents & Teachers Can Do Today Narrate your own decision-making.  Show children what thinking looks like. Create small choices.  Autonomy builds resilience. Use emotional vocabulary casually.  Make feelings discussable, not dramatic. Model digital discernment.  Compare sources, question online content, discuss your digital boundaries. Praise strategies, not results.  Shift value toward process and learning. Why Mentorship Is Becoming Essential These competencies develop best through reflective conversation, guidance, and structured exploration, not by chance. Mentorship provides the context in which young people integrate thinking, wellbeing, relationships, and digital literacy into a coherent sense of self. If you want a student to grow across all three domains, Verdant  provides guided, research-informed pathways for developing the whole learner. Bibliography Human Givens Institute. (2023). Emotional Needs Audit (ENA). UNESCO. (2019). Transformative Competencies for 21st Century Education. World Health Organization. (2020). Youth Mental Health and Digital Literacy. Coalition to Honour All Learning. (2024). Conference Proceedings.

"Sir, what do you think about what's happening in Gaza?" "Miss, what's your opinion about immigration?" "Why don't some people like Andrew Tate?"  "What do you think about Charlie Kirk?" Ever been in this situation? Kids want to know your opinions, your feelings, and your position. Its part of being in a modern classroom.  Teachers face a dilemma: do they stick to neutrality, and policies, or do they show their feelings and model civic discussion?  Or should they just stick to the lesson at hand? How do they achieve balance? Globally voices are being silenced, by violence. The killing of Kirk on a college campus shows that in 2025, having an iPhone and an opinion can make someone a target. At the same time, satirists like  Bassem Youssef,  and more recently Jimmy Kimmel, have been taken of the air. Which reminds us that speech can be suppressed not only through violence, but also through institutional cowardice and political pressure. In schools, for instance, we have seen many  progressive projects,   scaled back ,  challenged  and  questioned . When teachers discusses a sociological or politically-charged topic, there is a danger always looming behind. The danger of violence against them. The Rise of the Digital Influencer Clearly Kirk's political views were deemed deplorable by many , but he did not deserve to die due to them. Kirk's story, like the deaths of  María ,  Umm  and other internet stars is a stark reminder that today:  Influence is not tied to office but to reach .  Students have the capacity to start a riot from an online rant or a protest from a post, or from even telling a parent about a lesson, like in  Samuel Paty's case . For educators, these events, like Kirk's are not distant headlines. They raise urgent questions: What do we teach young people about freedom of expression when civic kindness itself is politicised?  How do we protect the next generation from believing that violence or silencing are acceptable forms of dialogue?  How can  progressive  initiatives like DEIJ be reclaimed or reformatted, and seen as shared civic practice, not an ideological battlefield? How can we protect the young people we teach, and ourselves from extremism? Political Violence: A Global Issue  Unfortunately, we have been here before. In  2016, British MP Jo Cox was murdered for her pro-EU stance . In 2007, Pakistani opposition leader  Benazir Bhutto  was assassinated at a campaign rally. Ecuador lost presidential candidate Fernando Villavicencio to gunfire in 2023. Students are witnessing violent protests - from the streets of London to US campuses to Hong Kong. Incidents of political violence globally increased by  28% between 2020 and 2023 , with sharp rises in Latin America and parts of Europe. A 2023 YouGov poll found  7% of citizens believed political violence can sometimes be justified .  In the U.S., around a quarter of respondents hold the same view . While still small,  these figures highlight a dange rous acceptance that violent means can be a politically legitimate means of expression.  The Generational Divide: Who Do Students Listen To? Traditional leaders are no longer the only voices shaping civic life. For younger people, content creators are role models, sources of truth, and sometimes substitutes for traditional civic education. Half of adults under 30 get news primarily from TikTok, YouTube, or Instagram  (Pew Research, 2023), while fewer than 10% of over-50s do the same. Figures like Kirk or progressive influencers such as  Hasan Piker  command audiences that dwarf those of many elected officials. This generational divide matters.   Follower count can be linked to credibility. For older generations, who rely more on newspapers or television, the dynamic feels alien and sometimes threatening. The result is a widening cultural and informational gulf. From Labels to Practice: Critical Thinking at the Core Labels are easy. As pattern seeking beings, humans feel comfortable (but not always safe) with labels. Frameworks with labels, like DEIJ, were created to safeguard, fairness, respect, and belonging. Yet, overtime, the language has been politicised and the acronyms can carry more heat than light. When kindness, listening or intercultural understanding are seen as ideological positions the essence of civility gets lost.  How do schools get back on track? Educators must step wisely .  Reform is needed, but also restraint. Teaching should be anchored around the subjects and supported by well-informed curriculum design. We know that kids love it when teachers go on tangents (I did!) but  facts, scholarship, and inquiry must come before opinion.  At the same time, education must prepare young people for  complexity : navigating religion, culture, migration, and global conflict requires the skills of critical thinking, not the slogans of one camp or another.  The challenge is balance,  which more complicated in an international school setting. Classrooms should not be pulpits for ideology, nor sterile zones of silence. Instead, every learning institution should provide structured, intergenerational forms for debate. When I worked with Institut Le Rosey this is what was intended through creating inter-religious dialogue with the "Co-exist" series, and through Culture Week. However, these spaces don't need to be super-curricular. There are plenty of ways to help in the classroom. These opportunities should be where all stakeholders can ask difficult questions and challenge perspectives, safely; a place for reasoning rather than ranting. In this light, labels such as DEIJ should be seen as one example of how a label can obscure a deeper understanding: that  human flourishing depends on our ability to live well with difference .  Those who benefit from labels are rarely those who are marginalised.  Therefore what matters is the practice: fairness, dignity, and courage in dialogue. As Kwame Anthony Appiah reminds us,  “Cosmopolitanism is about conversations across difference.”  Education’s role is not to erase disagreement, but to teach students how to think with balance - and to disagree without the fear of physical or psychological harm.  Practical Strategies for Educators Structured reflection exercises  Begin difficult discussions with short, private writing tasks where students process their thoughts. This lowers emotional tension and prepares them for dialogue. Dialogue over debate  Use protocols such as “circle dialogue” where each student must summarize the previous speaker before contributing. This reinforces listening as much as speaking. Global case comparisons  Present three cases (e.g., Jo Cox, Bhutto, Villavicencio) alongside Kirk. Ask: what conditions allowed violence to occur? What lessons emerge across contexts? Media mapping  Assign students to trace how a single story spreads on TikTok, YouTube, TV, and newspapers. Compare narratives. Discuss the impact of algorithms on what people see. Reframe EDI/DEIJ as civic practice  Embed small rituals of kindness: rotating peer shout-outs, collaborative projects across groups, and class charters co-written by students. Keep the language human, not bureaucratic. Safety protocols for speech  If your school hosts public speakers or student debates, establish safeguarding: security, codes of conduct, and debriefs. Protect the right to speak without fear. Keeping the Conversation Alive ". ..violence is an instrumental tool that can only destroy [power] and does not contribute to its legitimate creation" - H. Arendt Political violence is neither new, nor confined to one country. Yet, its extension to digital figures signals a worrying turn. For educators, the task is to ensure students understand both the fragility of dialogue and its necessity. Citizenship today is digital as much as physical. Students step into the public sphere through TikTok uploads as much as through voting booths. Maybe Schools need to catch up? In a world where young people increasingly look to content creators over traditional leaders, classrooms must model alternative ways of engaging: with empathy, with courage, and with a commitment to civic kindness. If we really want successful people to be come out of our educational institutions we need to care more about forming citizens who can think for themselves, than to fall in line. Our schools must remain to be where dialogue and democratic discourse can survive. Bibliography ACLED (2023).  Global Political Violence Data . Appiah, K. A. (2006).  Cosmopolitanism: Ethics in a World of Strangers . Ahsan, S. (2022)  Endless Distraction and Inaction ,  The British Psychological Society Arendt, H. (1970).  On Violence . Carnegie Endowment for International Peace (2023).  Polarization, Democracy, and Political Violence in the U.S. Nussbaum, M. (1997).  Cultivating Humanity . Harvard University Press. Pew Research Center (2023).  News Consumption Across Generations . YouGov Germany (2023).  Attitudes Toward Political Violence .

A Vital Conversation Several students that have graduated from high schools talk about the stress and mountains they have had to climb to achieve "success". Navigating the International Baccalaureate (IB) Diploma Programme, in particular, can feel like climbing a mountain, with its challenging academic demands. Ultimately, most see it as a worthwhile and rewarding experience, superseding other more exam focused courses, such as A-Levels. However, with increased pressure, it’s critical for students, to prioritise their mental health. Students cannot and should not be alone in this journey. Therefore even if non-IB schools, teachers, and parents adopt ideas from the IB's Approaches to Learning (ATL) , their students can boost resilience and develop effective coping strategies . How can we use practical strategies so the students can enhance their mental well-being at home and school during this intense time? Understanding ATL Skills Seemingly most non-educators do not open, let alone flick through the several PDFs/handouts received at the start of the post-16 welcome assemblies. Its understandable as usually they are a deluge of information. Who has the time? Let's break down what an ATL skill actually is and see how we can apply them. ATL skills include a set of important tools that help students manage both their studies and their emotional health. These skills are made up of self-management, social skills, communication, and critical thinking. Strengthening these skills allows IB students to better cope with stress and maintain a balanced lifestyle. Self-Management Skills Self-management means taking charge of your goals, time, and lifestyle. Here are some effective strategies for IB students to develop these skills: Create a Study Schedule : Design a timetable that includes specific slots for studying, relaxation, and social activities. For instance, reserving two hours each evening for studying while also dedicating weekends to leisure or hobbies can limit late-night cramming and significantly reduce anxiety. The American Psychological Association found that students who create structured study schedules experience vast decrease in stress levels. Practice Mindfulness : Integrate mindfulness practices such as meditation or deep-breathing exercises into your daily routine. Research shows that even 10 minutes of deep breathing can improve focus and reduce anxiety, leading to a more productive study session. A chilled environment for students to study in Social Skills Development A ex-colleague of mine was discussing the "Gen-Z" stare , with some ridicule. Unfortunately this "stare" could be caused by something we adults, never had to endure as young people in school : COVID. We need to cultivate a social culture in school. One not intergenerational competition, non-peer competition. Strong social connections are essential for good mental health, which could be the reason a lot of younger people (particularly young men) are struggling. The WHO states that loneliness is one of the biggest health threats currently. Encouraging students to interact with peers can provide invaluable support. Here are a few suggestions: Join Study Groups: Being part of a study group can create a sense of community. This could be online, but it would be more effective in person. Research from the University of Cambridge highlights that “peer learning has many benefits, from collaborative knowledge construction in formal settings to building a sense of community through discussion and peer-help outside of class” (University of Cambridge, 2024). Collaborating with classmates fosters both emotional support and shared solutions to mutual challenges. Communicate Openly: Help students feel comfortable sharing their feelings and concerns with friends, family, or teachers. Open communication can reduce feelings of loneliness and promote understanding. Research shows that even one simple communication with a friend in a day (asking how they are, joking, listening) is associated with improved daily well-being and lower stress by the end of that day. (Quality Conversation Can Increase Daily Well-Being, 2023) Critical Thinking and Problem-Solving Enhancing critical thinking skills empowers students to effectively address challenges. Here are ways to nurture these skills: Reflect on Experiences: After exams or major assignments, encourage students to reflect on what strategies were successful and which were not. For example, if a student finds they performed well when managing time effectively, they can apply the same approach to future projects. UNESCO’s Global Education Monitoring Report underlines that “reflecting on progress and shaping the future of education” is essential for improving learning outcomes and achieving more inclusive and equitable education systems. Seek Feedback : Encourage students to actively reach out for constructive feedback from teachers and peers. Receiving different viewpoints can spark growth and enhance understanding, leading to improved overall performance. Some teachers take umbrage when a student takes a second opinion. This action should be welcomed and communicated properly. Deepening trust will encourage self-esteem and non-risky behaviour. Students and parents can also get professional experience from us, and other decent educational groups. Parental Support Parents can significantly influence their child's mental health during the demanding IB journey. Here are some effective ways to assist: Encourage Balance: Remind students of the importance of breaks and engaging in hobbies beyond academics. For instance, dedicating time on weekends for sports or arts can enhance their overall well-being. Research shows that better sleep quality and a positive attitude toward exercise are significantly associated with higher happiness among college students (Li et al., 2025) and that people who report a sense of life balance tend also to report greater life satisfaction in large global surveys. Be Available: Foster an open environment where students can discuss their challenges and stressors. Being a supportive listener helps students feel less isolated. Surveys show that adolescents who report high levels of family support also report significantly better mental health outcomes compared to those who do not. (WHO/Europe HBSC survey, 2022). Teens have frequently complained that parents and teachers demand things and then ghosting when it matters. From Stress to Strength The IB Diploma can feel intense and overwhelming at times, but keeping mental health at the centre makes a real difference. When students and parents lean on ATL skills, like self-management, social awareness, and critical thinking, they build the resilience needed to thrive. Looking after well-being isn’t just about getting through exams; it’s about setting the foundation for a balanced and fulfilling life. Something that a lot of us should take note of. Take these strategies to heart, and remember: supporting one another is what turns the IB from a challenge into a rewarding journey. The IB isn’t just about grades, it’s about learning to manage stress, reflect, and grow. Focusing on wellbeing, communication, and resilience helps students come out not just with a diploma, but with life skills that last. And yes, ATL skills are more than just a mysterious IB acronym (no, it’s not “All The Learning” 😅), they’re the habits that make the journey sustainable. When we keep mental health at the centre, the IB becomes less about surviving, and more about thriving. Verdant specialises in guiding students through these pivotal years: from tailored academic support to wellbeing strategies that last a lifetime. A girl content, studying. Bibliography Chamdani, M., Yusuf, M., Salimi, M., & Fajari, L. E. (2022). The correlation of reflective thinking and student achievement: A meta-analysis. Educational Research and Reviews, 17(7), 219–229. https://www.eriesjournal.com/index.php/eries/article/view/735 Clarke, A. (2021). Helping adolescents to feel competent and purposeful, not just happy, may improve grades. University of Cambridge Research News. https://www.cam.ac.uk/research/news/helping-adolescents-to-feel-competent-and-purposeful-not-just-happy-may-improve-grades Li, Z., Jiang, X., & Chen, Q. (2025). The mediating role of exercise attitude and sleep quality in the relationship between physical activity and happiness among college students. Frontiers in Psychology, 16, 1421080. https://pmc.ncbi.nlm.nih.gov/articles/PMC11794275 Lim, M. Y., Hoe, J. T. T., Ong, S. J. M., & Tan, C. C. (2022). Reflective practices in public health higher education: A systematic review and meta-analysis. Frontiers in Education, 7, 938224. https://www.frontiersin.org/articles/10.3389/feduc.2022.938224/full Sandstrom, G. M., Boothby, E. J., & Collins, N. L. (2023). Quality conversation can increase daily well-being: Evidence from a 30-day ecological momentary assessment study. Communication Research, 51(3), 299–322. https://doi.org/10.1177/00936502221139363 UNESCO. (2022). Reflecting on progress and shaping the future of education. Global Education Monitoring Report. https://www.unesco.org/sdg4education2030/en/articles/reflecting-progress-and-shaping-future-education University of Cambridge. (2024). Peer learning. Cambridge Centre for Teaching and Learning. https://www.cctl.cam.ac.uk/enhancing-education/peer-learning WHO Regional Office for Europe. (2024, November 13). Rising school pressure and declining family support, especially among girls, finds new WHO Europe report. World Health Organization. https://www.who.int/europe/news/item/13-11-2024-rising-school-pressure-and-declining-family-support-especially-among-girls--finds-new-who-europe-report World Happiness Report. (2022). Insights from the first global survey of balance and harmony. World Happiness Report 2022. https://www.worldhappiness.report/ed/2022/insights-from-the-first-global-survey-of-balance-and-harmony