What impressed me most was that NCBI adapts many of their wonderful engagements exploring identity and diversity, and tailor these to develop children’s understanding of conflict and encourage them to develop strategies to resolve conflict peacefully. In addition to learning about the importance of an inclusive classroom atmosphere and school ethos, many participants commented on how valuable the workshop was in allowing us time to learn about each other as individuals. In addition to highlighting the importance of a classroom that embraces all of its members, the workshop also fostered a sense of community and togetherness within our staff. I know that several children have left the workshops with a much higher level of confidence in dealing with bullying and teachers that have used some of the learning engagements in their own classrooms to celebrate diversity.
Sean Walker, Deputy Principal, Southbank International School, London
NCBI’s ability to lead us in becoming a safe and cohesive group was most impressive. Students and teachers felt right away that they were in a caring and trusting environment in which to uncover prejudice. As an international school the need to explore and celebrate our differences is fundamental to our success as a school. We had been looking for ways to empower students to help in the creation of a safe space for all students at ISB, and feel that NCBI has greatly helped us toward this cause. Our new high school NCBI group gave a presentation to the entire high school which was very well received. Students now feel they have the ability to create change on campus. I wholeheartedly encourage you to bring NCBI to your campus. We have decided to run the training with our students on an annual basis and also plan to do a workshop with the entire high school faculty.
Alan Andrew, School Psychologist / Head of High School Learning Support, International School of Brussels
Our students were buzzing about the activities that really pushed them and uncovered many hidden prejudices and highlighted the need for them – and all their peers – to develop further sensitivities to inclusion in our school. The kids developed a strong and powerful activity called “Label Me,” which was delivered to students across the Middle and Upper School spectrum and also to many of our faculty groups. The activity’s goal was to uncover and highlight stereotypes that exist in our school, and included a most impressive series of debrief questions. The activities were entirely led by our kids and the feedback was extremely powerful.
Chris Akin, Assistant Principal – Upper School, Zurich International School