Global Education for Middle School
Global education opportunities offer the development of global competencies and the exploration of students’ personal leadership styles.
In a world that’s becoming increasingly interconnected, it’s more important than ever for students to develop global competencies and a deep understanding of other cultures. For 18 eighth graders and four educators, that meant embarking on a 10-day adventure in Belize, where they spelunked, snorkeled and visited ancient Mayan ruins. But this wasn’t a vacation—it was a chance for students to develop their leadership skills, engage in community service, and learn about conservation and sustainability from a global perspective.
“The experiential or global education programs teach students how to show up in other spaces, how to be a traveler and not a tourist, and how to accept and understand other cultures in a meaningful way,” explains Middle School Science Educator Noa Parker.
Students applied for an opportunity to attend the trip—demonstrating why they would like to be part of the global leadership program. Upon acceptance, they engaged in pre-trip learning sessions and leadership activities to prepare for the experience. Post-trip, they reconnected to reflect on lessons learned.
The students were pushed outside their comfort zones as they navigated new experiences. They collected data on coral bleaching while snorkeling and learned about marine ecology through the lens of conservation and sustainability. They attended a trash repurposing workshop and met with the Smithsonian Tropical Research Institute station to learn about marine meiofauna and its role in aquatic and island ecosystems. They also engaged in various service projects at a local elementary school assisting teachers in pre-k–Grade 8 classrooms, helping build a garden, and even laying a cement foundation for the new classrooms as part of the school’s expansion.
“Every single student pushed themselves to a limit they could handle,” shares Ms. Parker. “They were all put in an uncomfortable position at some point. Some more than others. They tried everything, even if it made them uncomfortable. Some of them didn’t do it again. But they did do it. And that builds confidence. I definitely see them. Now that we’re back, even the quieter students, I see them being more confident in the classroom and answering questions that they never would’ve done before. They are more comfortable in certain spaces and with certain people because of these experiences. The relationships they built with each other continue on campus. It’s a huge confidence boost.”
Students expanded their interests, including individual food palates. “I learned to be more open to doing new things,” shares Robert Luddy ’27. “If I was ever scared, I’d still try and ended up having a ton of fun. I tried over 27 new foods, but I’d say termites were the coolest. It was a fun experience to try because we had to catch them off the tree and they tasted like minty carrots.”
Students learned what it means to be an authentic leader in sessions that taught them how to show up as a leader. They reflected on their personality traits and how it affects the people around them. Each student had a chance to be a “leader of the day” and was responsible for making sure that everyone knew the itinerary and expectations. “Their leadership skills also came out in ways that we didn't plan for,” shares Ms. Parker. “It was really, really powerful. During the nightly debriefs, they made some really true connections about who they are and how they show up in other cultures. There was one specific conversation after the second day partnering with the Belizean school, where students realized that how they looked and their personalities made a huge difference in how the students there responded to them.”
While the sites are breathtaking and the conservation efforts spark their passion, the students found the most impactful part of the trip to be the micro-moments with people they met. They were moved by the work ethic of children their age who were doing construction work instead of going to high school because that was the advantageous option for their families. They were touched by the kindness of a community organizer who spontaneously cut coconuts with his machete for them. “It’s the little things that are the most impactful,” shares Ms. Parker. “Everything they’re expressing gratitude for is these micro-moments with people that taught them something that they would’ve never known or understood if they weren’t there.”
Ms. Parker emphasized the importance of global education. “I think that there are really impactful life skills and character-building that you cannot get within the four walls of a classroom or within the community that you are raised in. You need to get pushed out of your comfort zone. You need to experience and see how other people are living and what they are going through and doing on a daily basis. You can’t understand by watching videos or taking field trips within the same community or doing assignments. I think breaking those barriers has to be done by pushing the limit. You do that by global education.”
