News Search

EOIs Open – ISKL The International School of Kuala Lumpur (ISKL) is exploring the possibility of hosting a one-day School Operations Connect, bringing together non-teaching staff from schools across Malaysia for a day of practical learning, professional exchange, and shared ideas. The proposed event is designed for staff working across areas such as operations, administration, finance, IT, facilities, and other school support functions. With a focus on practical application, the day would provide opportunities for participants to engage in hands-on workshops, interactive sessions, and discussions centred on the real work of supporting effective school operations. The emphasis is on learning from how different teams approach their work, including the processes, workflows, and tools that help schools function well day to day. Whilst some sessions may touch on technology, the broader focus is on what works in practice and how useful ideas can be adapted within different school contexts. As part of the planning process, ISKL is inviting expressions of interest through a short form. Responses will help the team gauge interest and identify the topics most relevant to school operations staff across the sector. The form takes approximately 5–7 minutes to complete, and all responses will be used solely for planning purposes. Complete the expression of interest form here.

EdEvents has launched EdEvents Alerts, a simple new Chrome extension designed to help international school educators stay on top of upcoming professional learning events across Asia-Pacific. The extension gives users a quick, convenient way to view relevant events directly from their browser toolbar. After setting preferences by country and theme, educators can instantly see a curated list of upcoming events that match their interests, without needing to search manually each time. Featured events appear with images at the top of the extension, followed by a streamlined list of other matching opportunities. Users can then click straight through to the full event listing on ed.events for more information. EdEvents Alerts has been built to keep things simple and useful. Educators can filter by country, including Singapore, Thailand, Hong Kong and others, as well as by themes such as Leadership, EdTech, Wellbeing, and Pedagogy. Online events can also be toggled on or off, and the extension includes a badge notification when new matching events appear. Importantly, the extension requires no account, collects no data, and is focused purely on making relevant events easier to find. The launch reflects EdEvents’ broader aim of making professional learning more visible, accessible, and easier to navigate for educators across the region. EdEvents Alerts is now available on the Chrome Web Store: https://chromewebstore.google.com/detail/edevents-alerts/coddjolikmknnapcmjklibcclcepjhbk

It was a pleasure to welcome 17 international school educators to the Steelcase showroom in Singapore for our latest EdTech Connect meetup. We extend our sincere thanks to Steelcase for hosting the evening and providing such an inspiring environment for conversation and connection. Denise from Steelcase led the session with insights into the evolving design of learning environments, encouraging educators to reflect on how physical spaces can better support technology use in schools. Her input sparked open discussion around innovation spaces, flexibility, and how schools are adapting to changing teaching and learning needs. At its heart, EdTech Connect is about community. It’s a relaxed, informal opportunity for those working in school technology, innovation, and leadership to come together—whether to exchange ideas, explore new thinking, or simply catch up with colleagues across the international schools network. We also shared early updates on the upcoming International Schools EdTech Summit on 6 November, with strong interest building across the community. Thank you to everyone who joined us and contributed to such a positive and engaging evening. If you’d like to be part of future EdTech Connect meetups, make sure you’re signed up to the EdEvents newsletter to stay informed and connected.

Singapore in November will be the place to be for school leaders and those responsible for EdTech in schools. The International Schools EdTech Summit (EdTech Summit) will take place on Friday, 6 November 2026 at German European School Singapore, organised by EdEvents. Designed specifically for Asia’s international school community, the summit will bring together school leaders, EdTech directors, ICT managers, and innovation leaders to explore the intersection of leadership, strategy, and impact in school technology. Taking place the day after EduTech Asia, the EdTech Summit offers a natural opportunity for international school professionals already in Singapore to extend their visit and engage in deeper, school-focused conversations. The summit has been scheduled for November to align with the growing EdTech Connect community gatherings across the region, allowing the conversations and relationships built throughout the year to culminate in a focused leadership summit. The EdTech Summit will focus specifically on the realities faced by international schools — from strategic technology leadership and system design to implementation, governance, and long-term impact on teaching and learning. The theme for the 2026 summit is Leadership, Strategy, Impact , exploring how international schools can think more deliberately about the role technology plays in shaping learning, school operations, and institutional direction. More details, speakers, and partners will be announced in the coming months. A call for presenters will also open shortly, inviting experienced educators and school leaders to share practical insights, leadership perspectives, and real-world strategies from international schools across Asia. For those interested in learning more about presenting or sponsorship, please contact David Burke - dave@ed.events

Korea international school technology leaders with Korean EdTech startup representatives. Last Friday evening, EdEvents hosted an EdTech Connect gathering in Seoul, bringing together a small group of international school technology leaders, school leaders, and several Korea-based EdTech companies. The session primarily consisted of short presentations from the participating companies, giving them an opportunity to introduce their work and share what they are developing. For the educators in the room, it provided a useful window into some of the projects currently emerging from Korea’s growing technology sector. Just as importantly, this first event has established a space for people to meet in person, exchange perspectives, and begin building connections. These in-person conversations are an important part of helping local technology companies better understand the needs and realities of international schools, whilst also giving school leaders insight into local ideas being developed in the region. EdEvents appreciates the time and interest shown by those who attended, and we are grateful to everyone who contributed to the discussion. Special thanks to WeToon for hosting this meetup. This gathering is part of a broader effort to build a small but active EdTech Connect network in Korea, with additional events planned throughout 2026. As different topics are explored, we look forward to welcoming a range of technology leaders, school leaders, educators, and partners from across the international school community. We look forward to continuing these conversations at future EdTech Connect events in Korea. If you’re interested to attend future EdTech Connect meetups in Seoul, please email us: info@ed.events

International school educators across Seoul have a unique opportunity in the coming weeks to take part in a series of high-quality, free professional learning and networking events. On 27 February, EdTech Connect Korea: Designing Learning in the Age of AI brings educators together in Gangnam for an informal evening exploring how technology is shaping teaching and school strategy, alongside discussion and networking. On 28 February, Navigating Career Pathways for Educators , led by Dr Suzanne Otte, offers a practical and interactive session focused on leadership growth, global mobility, and long-term career development. Then on 7 March, the SENIA Korea Chapter hosts Connecting People and Systems: Inspiring Inclusion at Korea International School Seoul Campus, featuring keynote Rachel Arnold and breakout sessions focused on strengthening inclusive practice across schools. These events offer a great chance for educators in Korea to connect with colleagues, share ideas, and engage in meaningful professional learning — all free to attend with registration.

Why This Matters Now Across international schools, generative AI has moved rapidly from experimentation to everyday consideration. Many educators are already familiar with foundational tools and concepts, yet questions about effective classroom use, assessment integrity, workload, and ethical decision-making remain unresolved. As AI capabilities continue to evolve, the professional conversation is shifting from what AI is to how educators work with it well. For teachers and school leaders operating in diverse curricular and regulatory environments, this next phase presents both opportunity and pressure. Schools are increasingly expected to respond with clarity, while acknowledging that guidance and policy are still emerging. Key Considerations for Schools and Educators At this stage, the focus is less on specific tools and more on professional capability. Educators are grappling with how to design learning experiences where AI supports, rather than replaces, thinking; how to maintain academic integrity while recognising new forms of authorship; and how to make informed judgements about when AI use is pedagogically appropriate. There is growing recognition that no single framework or policy resolves these challenges. Effective practice depends on subject context, student age, assessment design, and school culture. This complexity reinforces the need for ongoing professional dialogue rather than quick solutions. Implications for Practice and Leadership In classrooms, AI is already influencing lesson planning, differentiation, and feedback practices. Teachers are testing how AI can streamline routine tasks while preserving depth of learning. These decisions require reflection, iteration, and a clear understanding of learning intent. At a systems level, leaders are navigating broader questions around staff guidance, student expectations, and communication with families. Decision-making increasingly relies on professional judgement informed by shared learning, rather than fixed rules in a fast-changing landscape. Professional Learning as an Ongoing Process As AI tools continue to change, professional learning in this area is becoming more iterative and practice-based. Educators benefit from opportunities that allow them to explore real examples, develop core skills for working effectively with AI, and discuss implications with peers who are facing similar challenges. This approach reflects a wider shift in professional learning: moving beyond introductory sessions toward deeper capability-building that supports confident, context-aware use over time. Supporting the Next Stage of Practice For educators looking to extend their practice beyond the basics, schools are increasingly engaging with facilitated learning that focuses on practical application. One such opportunity is AI Next Steps for Educators, a half-day workshop led by Andrew Mowat, Co-founder of EduSpark, which explores current and emerging AI capabilities through a classroom-focused lens. EdEvents highlights professional learning experiences like this as part of its role in supporting educators to engage thoughtfully with complex and evolving areas of practice. Looking Ahead AI is likely to remain a defining feature of contemporary education, not because of any single tool, but because of the professional decisions it requires educators to make. As schools continue to navigate uncertainty and rapid change, sustained, reflective professional learning will play a key role in ensuring AI is integrated with purpose, care, and educational integrity. Learn more and register: edSummit Singapore 2026 | EdEvents Community

The December holidays bring a welcome break from the school calendar and the excitement of holiday gifting. Yet, this season also creates a predictable tension point concerning children's digital engagement. Research shows that Christmas is one of the times of years when families tend to buy new technology (smartphones, smartwatches, gaming consoles, and other devices) the most. This influx of novelty combined with the absence of regular school structure frequently means a significant surge in device use, often manifesting as increased social media scrolling, intensive gaming sessions, and other potentially problematic digital habits. This shift can negatively impact sleep cycles, heighten familial conflict, and reduce opportunities for quality, in-person family connection - all of which students can bring back into the new semester and your classroom. To learn what you and other educators can do to support your students and parents over the holidays take a look at the new virtual panel talk by our partner Kigumi Group, “Parent's Guide: Setting Healthy Screen Time Limits for Kids Over the Holiday Break”, featuring child psychologist Lorraine Sin and positive parenting coach Bharati Lachmandas. We’ve pulled out 3 quick tips from the talk below. Forward it to your parenting association or counsellor to share with your parents and start this holiday season differently. Tip 1: Set the Stage Early with Family Agreements  Don't wait until the problems arise : Sit down before the break to openly discuss screen usage. Cover key questions like: "How much are we going to use the screens?" "What times of the day are appropriate?" and "What screens are we going to use?". Build Buy-In and Autonomy:  The goal is collaborative "compassionate collaboration,"  not parental enforcement. Listen to your children's desires and take their perspective into consideration to find a middle ground. Give Developmentally Appropriate Reasons:  When setting a limit, always give reasons for why you’re setting a screen or tech related limit, rule or boundary.. For example: "The phone needs to stay in the living room after 8 PM because the blue light makes it hard for your brain to slow down, and we want to protect your sleep". Introducing logic, medical evidence and respect for them as rational thinkers can start quite early. Or: “We’ve had a number of discussions now about how you want Instagram because your friends do. I hear that you feel it’s important to you to have the same things as them. But I think we still see that the risks are still too big for you right now. And I’d rather talk about what’s the most important thing to your friendships - having the same things or spending time together?”  Tip 2: Prepare for Transitions Ahead of Time Use Visual Reminders (Especially for Younger Kids):  For children under eight and neurodiverse kids, visual reminders are essential. Print out the agreed-upon plan and put it on the fridge or wall at the child's eye level. Use a visual timer, such as a round clock with a colored-in section that "runs out," or a sand timer. Physical reminders are better than relying on the parent to manually take the device away, which can trigger a fight-or-flight response. Give Timely Warnings:  Prepare your child for the "cliff". Give them a five-minute warning, then a three-minute, and a two-minute warning before the time is up. This prevents the sudden emotional upset that comes from an immediate cutoff. Reframe the Discussion:  Instead of battling over a specific amount of screen time, zoom out. Discuss how their body and brain feel when they have a certain balance or proportion of different activities  throughout the day. Encourage hobbies and interests that are not screen-based. Tip 3: Practice Emotional Regulation Before entering a high-strung conversation or moment of conflict, parents must first recenter and ground themselves. Take a Break and Ground Yourself:  It is okay to take a break and tell your child, "I'm feeling very frustrated. I just need a minute to calm down. I'll be back in five minutes when I feel a little more ready to talk". Always come back to the conversation. Use Simple Breathing Techniques:  Breathing exercises trigger the vagus nerve, which is part of the parasympathetic nervous system, to calm the body. Box Breathing:  Inhale for four seconds (up one side of the box), hold for four seconds (across the top), exhale for four seconds (down the next side), and hold for four seconds (across the bottom). Use the Five Senses (5-4-3-2-1):  When overwhelmed, focus on simple senses to ground yourself. Name five things you can see ; four things you can hear ; three things you can smell ; two things you can taste ; one thing you can feel . Model Emotional Awareness:  Show your children that it’s okay to be overwhelmed and that you are using tools to calm down. Simply being aware of your own internal emotional flux is a huge step. For those based in Thailand, Kigumi Group founder and CEO, Mila Devenport, is leading a workshop entitled Moving from Digital Literacy to Digital Wellbeing for School Leaders . Learn more on the event website .

Learn more about AI Process Journals and try out Kigumi’s automated AI Process Journal to equip your students to become AI-literate at edSummit Bangkok 2026 , taking place at Bangkok Patana School 23-24 January 2026. Register now >> What is an AI Process Journal? An AI Process Journal is a single document (word, pdf, etc.) that learners submit to their teachers or instructors when they use one or more AI tools (including LLMs, coding agents, image generators, or other AI tools) to complete or generate an assignment or deliverable (including a research paper, essay, visual presentation, visual/art project, coding assignment, etc.). The AI Process Journal should always be submitted alongside with the original assignment or deliverable.  The best way to think about an AI Process Journal is as a scaffold for your learners to think critically about their AI-use in specific tasks. Eventually, after a period of intensive and repetitive use of AI Process Journals, a mature AI-user will rely on the template less and less, and integrate the reflexive questions into their own thinking processes, at which point you can begin extending the Process Journal design into other PBL experiences.  How Do I Use an AI Process Journal as a Teacher? You should set the expectation for students that any assignment they use AI  on should be automatically accompanied by an AI Process Journal when it gets submitted to you. When you receive them, you (or the instructors / graders) should read through each student’s individual Journal in parallel to their original assignment.  The idea is to read them together and have these two works be in conversation with each other, to understand how the student arrived at their end deliverable.  Try out Kigumi’s virtual AI Process Journal for free for 2 months (unlimited number of assignments) when you sign up for one of our products before 25 January 2025: KiguLab, K-12 digital wellbeing e-learning platform  Digital Parenting Kit Virtual Student & Family Digital Wellbeing Diagnostic Tests All products available in Eng, Chinese, Thai and other languages available upon request. What is the point of an AI Process Journal? AI Process Journals benefit both learners and teachers in both the short- and long-term. Benefits for Learners : At their core, AI Process Journals teach AI-users of all ages (including employees, interns, secondary school students and even upper primary students) how to become responsible AI-users who have the judgment and nuance to make balanced AI decisions for the long-term. They also act as a quality control process for potential plagiarism and other issues, helping learners to catch potential mistakes or inaccuracies early, before submitting an assignment or deliverable. Benefits for Teachers/Managers : By acting as a “worksheet” for research or other assignments, AI Process Journals can incentivise students to check their own learning process while it’s happening, and make better decisions in real-time. Journals can also allow students to review their thinking after an assignment is completed and make corrections to implement their learning next time on similar assignments.  Another benefit of AI Process Journals is that they can help to weed out potential cases of academic dishonesty, by allowing teachers to scan through and judge the level of effort a student put in. What age is right for an AI Process Journal? AI Process Journals are not strictly tied to grade levels, but rather to your students’ maturity and access to AI tools at school and at home. If you have students submitting assignments (in writing, presentation, art or any other subject) who are heavy or automatic users of AI but who don’t have the training to track or reflect on their use, an AI Process Journal (or a similar format) is something you should consider. Likewise, if you Our Kigumi AI Process Journal is made for secondary school students (middle school and up) through tertiary level (university). Where can I find or make an AI Process Journal? Many dedicated teachers in high-resource schools already have made their own AI Process Journals for the students and grades they serve. If you have a digital literacy lead, instructional tech coach, or any colleague who is very motivated and a pro-AI early adopter, ask them first if they’ve created anything that they’re willing to share with you that you can adapt for your own kids.  What we find is that: Adapting or customising your own template  can be the best option if you have a low student:teacher ratio in your secondary school, if your school has a clearly communicated and consistent AI use policy and rubric (or you have one for your own classroom) and if your teachers already have the confidence and literacy to create and adapt the AI use policy and rubric into specific academic areas. Custom templates also work best if you, the teacher, have a work structure that enables you to take the time to spend reading through each student’s individual Journal response in parallel to their assignment (since the idea is to read them together, or in conversation with each other, to understand how the student arrived at their end deliverable). Using a pre-built template  can be the best option if you don’t have the time everyday to manually read through each student’s Journal. If you have a student:teacher ratio that requires you to prioritise which kids to help first, using an automated template like Kigumi’s may help you to quickly scan which Journals need the most attention first (i.e. which are “higher risk” for AI misuse versus “medium” or “low risk”) and quickly keep tabs on which students are in positions to teach others while you work with the high-need students. An automated template also makes it less of a chore to students, meaning easier buy-in from them. Finally, an automated template can save you grading time by highlighting salient features or areas for improvement for each student to work on, including automatic “action items” suggested to scaffold each student’s personalised need.  Think about the quality of the rubric and research that the AI Process Journal template is based on , since your grading and judgment of high, medium and low risk will be influenced by the rubric. If you’re creating your own template, do your research to make sure the rubric or learning progression you’re basing it off of is something you can stand behind and feel comfortable implementing with your students. Kigumi’s AI Process Journal and teacher dashboard are based on our AI Quotient Framework for AI literacy, developed with academic advisors in computer science, linguistics and AI ethics from the University of Chicago, UC Berkeley, and other institutions.

Insights from Project Vivify’s Singapore International Schools Administrative Support Course (SISAS 2026) International school operations have never been more complex — shifting parent expectations, rapid technological change, new compliance requirements, and the daily realities of running dynamic, multicultural campuses. Administrative and support staff are often the ones holding those moving parts together. In 2026, the Singapore International Schools Administrative Support Course (SISAS) returns with a revised, modernised program designed to help support personnel, aspiring middle managers, and emerging leaders develop the capabilities schools need most. Created and facilitated by Andrew Coller of Project Vivify, the course focuses not just on skills, but on mindset, confidence, and relational strength. 1. Relational Leadership — the quiet engine of school culture At the heart of effective administration is the ability to build trust, communicate clearly, and navigate delicate moments with empathy. SISAS places relational leadership at the centre of its curriculum because administrative staff are often the first and last human touchpoints for students, colleagues, and families. Organiser and facilitator Andrew Coller believes the real transformation begins when people deepen their understanding of themselves and each other. “Diving into our emotional intelligence can feel confronting at first, but the reward is remarkable. When we expand our self-awareness, we break down the internal barriers that tell us we ‘can’t’ and instead begin to imagine what could be.” Participants examine their own leadership style and explore the everyday habits that build or erode trust. It is, at its core, about understanding how communication and presence shape workplace culture. 2. Personal Resilience — the capacity to handle complexity with calm Administrative roles require calm under pressure: enrolment surges, timetable disruptions, urgent parent issues, staffing changes, and cross-departmental communication breakdowns often land first on the desks of support staff. SISAS tackles resilience not as a buzzword but as a practical leadership tool — helping participants recognise stress triggers, understand decision-making under pressure, and establish healthy boundaries. As Andrew puts it: “When we truly listen to others in a way that says, ‘I care what you think and feel,’ we create trust. And trust inspires people to step up, contribute, and grow.” This trust is the foundation of resilient teams — and resilient individuals. Andrew sees resilience as something built not in isolation, but through reflective dialogue, shared experience, and a willingness to re-examine assumptions. 3. Strategic Agility — seeing the bigger picture The most effective administrators are not only responsive but anticipatory. They notice patterns, understand the ‘why’ behind processes, and collaborate across departments to improve systems rather than simply maintain them. SISAS participants work on practical, real-world tasks such as: Designing meaningful induction programs Understanding and applying SOPs Mapping workflows Using AI tools to streamline administrative tasks Communicating change in ways that build trust rather than resistance These aren’t just technical tasks; they are exercises in strategic thinking and influence — core capacities for anyone stepping into or aspiring toward middle management. Andrew summarises this beautifully: effective administration is not just operational work, but collaborative leadership. A shared learning journey for Singapore’s international school community Perhaps the greatest strength of SISAS is the community it builds. Colleagues from across Singapore’s international school network join in high-trust, interactive sessions, sharing challenges, insights, and practical approaches that transcend individual schools. The course is delivered in two parts: 📍 Session 1: 9–10 February 2026 at Dulwich College Singapore 📍 Session 2: 23–24 March 2026 (Venue TBA)💰 Fee: SGD $975 Whether you are an established administrator, a support staff member looking to grow, or an aspiring middle leader ready for the next step, SISAS 2026 offers a rare opportunity to sharpen your leadership, deepen your resilience, and reimagine your impact. Learn more and register on EdEvents.

Bangkok Patana School is the host of edSummit Bangkok 2026 The first-ever edSummit Bangkok takes place on 23–24 January 2026 , bringing a simple, high-impact two-part format to the international school community in Thailand. Friday 23 Jan  – A relaxed, community-focused evening featuring short talks, idea sharing, and networking. Tickets are just 10 SGD , making it an easy entry point for educators across the city. Saturday 24 Jan  – A focused morning of practical, high-quality 2-hour workshops designed to give educators, leaders, and EdTech professionals tools they can use immediately in their schools. Below is a spotlight on the three Saturday workshops , each running 10:00am–12:00pm and priced at 99 SGD . 1. AI Next Steps for Educators with Andrew Mowat, Co-founder, EduSpark | 99 SGD AI has moved beyond the experimental phase — and classrooms are already shifting.This 2-hour practical workshop is built for educators who want clarity, confidence, and concrete next steps. Andrew guides participants through: The essential skills teachers now need when working with AI Real classroom examples across subjects and year levels What’s possible today — and what’s coming next How to embed AI into daily teaching without creating extra workload A session for teachers who want to be competent, current, and classroom-ready . 2. Building Community Through Conversations with Stephanie Lill, Founder & Teacher, Mindful Sparks10:00–12:00 | 99 SGD Schools thrive when conversations deepen connection. In this reflective and human-centred workshop, Stephanie helps educators understand how mindful communication reshapes relationships with students, colleagues, and families. Participants will explore: How to pause, notice, and understand their Inner Landscape The impact of intention on how we speak and listen How to replace reactive patterns with thoughtful responses Simple, effective tools for empathy-driven communication This is the workshop for anyone who wants a calmer, kinder, more connected school culture . 3. From Digital Literacy to Digital Wellbeing (for School Leaders) with Mila Devenport, Founder & Chief Education Officer, Kigumi Group | 99 SGD International schools are now navigating the shift from Can students use technology? to Are students and staff thriving in a digital world? Drawing on Kigumi’s extensive work in Hong Kong, Singapore, and Thailand, Mila’s workshop helps leaders: Distinguish digital literacy from true digital wellbeing Understand how AI ethics and SEL link to healthy digital habits Build sustainable, mindful digital cultures across whole schools Implement frameworks that support wellbeing without overwhelming staff or budgets A must-attend for Heads of School, EdTech directors, and pastoral leaders driving the next stage of digital strategy. Join Us in Bangkok If you’re in Thailand (or nearby), this is a brilliant way to start 2026 with clarity, inspiration, and professional connection. Workshops are capped for quality — early booking strongly recommended. Visit the edSummit BKK website | Get tickets

As student well-being continues to shape the global education landscape, the Korea International School Counselor Association  ( KISCA ) stands at the forefront of advancing this vital dialogue in East Asia. This November, KISCA will host its annual conference, Whole Hearts, Clear Paths: Empowering Student Well-Being and Purpose , at Dwight School Seoul, located in the Digital Media City (DMC) of Sangam-dong, Seoul, South Korea. The two-day event—scheduled for November 28–29, 2025—will gather international school counselors, psychologists, and higher education professionals for a powerful program centered on student wellness, purpose, and connection. As the only regional conference uniting both social-emotional learning (SEL) and university and career counselors, KISCA provides a unique space where professionals who guide students’ emotional and academic journeys can collaborate and learn together. The 2025 theme, Whole Hearts, Clear Paths , embodies KISCA’s commitment to helping educators foster balance, resilience, and meaning in the lives of the young people they serve. The conference opens on Friday, November 28 , with a Pre-Conference Day  designed to offer in-depth professional learning and regional engagement opportunities for counselors across specializations. In the morning, university and career counselors will participate in the Korea University Bus Tour , featuring a visit to Sungkyunkwan University (SKKU) —Korea’s first and oldest institution of higher learning, founded in 1398. The tour provides an exclusive opportunity to explore SKKU’s historical and modern campuses and engage with admissions teams while deepening understanding of Korea’s higher education landscape. Past conferences have always been well attended, providing a great opportunity to meet with so many colleagues. In the afternoon, Nancy Conner  will lead an extended SEL Pre-Conference Workshop  for social-emotional and student support counselors. With over 40 years of experience as an educator and counselor across the U.S. and Asia, Nancy has devoted her career to building compassionate, trauma-informed school communities. Certified as a trainer of trainers in “Trauma-Informed Schools” and “Restorative Practices,” she brings a wealth of practical insight on fostering care, connection, and belonging. Her interactive session will guide participants through trauma-informed frameworks and restorative strategies that can strengthen counseling programs and school-wide well-being initiatives. The Main Conference Day , held on Saturday, November 29 , will feature a keynote address by Dr. Rana Cheatwood , a seasoned clinical counselor, educator, and researcher with more than 25 years of experience in international schools. Dr. Cheatwood’s keynote will explore how schools can create ecosystems that nurture purpose and well-being for both students and educators. The main day will also include counselor-led and expert-led sessions, job-alike meetings, and collaborative workshops covering a range of topics—from program design and mental health practices to family engagement and global admissions trends . Since its inception, KISCA has become a cornerstone professional gathering for the region’s counseling community—bringing together educators from across Korea, and beyond. The conference is recognized for its blend of professional rigor, cultural insight, and collegial warmth, creating a networked environment where meaningful collaboration thrives. “ Whole Hearts, Clear Paths  is both an invitation and a mission,”  say the KISCA Committee organizers. “Our goal is to help counselors create environments where students feel seen, supported, and purposeful—because when students have clear paths guided by whole hearts, they thrive both academically and emotionally.” Registration for the 2025 KISCA Conference closes on November 8, 2025, with limited spots available for both the pre-conference and the university tour. For more information, including sponsorship and registration details, visit the conference website.