When I enrolled in the Counselor Training Center (CTC) Certificate of International School Counseling program, I was looking to grow professionally and strengthen my ability to support students in international school settings. What I didn’t expect was just how transformative the experience would be, not only in terms of tools and strategies, but in how I think about my role as an educator, an advocate, and a member of a global learning community.
The courses helped me better understand the unique and multifaceted role of the international school counselor. We’re supporting constantly shifting communities, often with incredibly diverse backgrounds and needs. What stood out immediately was how practical and applicable the learning was. Each of the four modules I completed offered research-based tools and strategies I could use right away, not just in counseling, but also in my roles as a teacher, advisor, and wellness advocate.
I also developed a much deeper sense of cultural competence. The "Culturally Responsive Counseling in International Schools" course helped me build skills to better support students from all backgrounds, to advocate for equity, and to be a stronger ally for marginalized groups. It reminded me that creating inclusive spaces isn’t just something we talk about; it’s something we practice daily. Alongside this, I gained clarity around the ethical guidelines and legal responsibilities we carry as educators, especially in a counseling context.
One of the greatest gifts of this experience was the chance to connect with other international school counselors and like-minded educators. We came together during synchronous and asynchronous sessions, sharing best practices, supporting one another, and building relationships that have continued long after the course ended. In many ways, we became a family, a network of people committed to helping international school students thrive.
My experience in the "Getting to Solutions, the Heart of Counseling" course also changed how I approach my work in schools. I’ve become more solution-focused, especially in tough conversations with students, parents, or colleagues. When working with students, I guide them in identifying their challenges, acknowledging the impact those challenges have on their emotions and behavior, and then reframing their thinking to promote a more constructive mindset. I’ve also deepened my understanding of cognitive behavioural therapy (CBT), particularly techniques like cognitive restructuring and use of thought records. These strategies are effective for students experiencing anxiety, depression, panic attacks, and executive functioning issues. For example, with a student who often becomes overwhelmed during exams, through CBT, we can identify the automatic thoughts fueling the anxiety, and use thought records to challenge those beliefs with evidence. We can also implement grounding techniques and create a study schedule to reduce last minute stress. By helping students recognize unhelpful thought patterns and replace them with more realistic thinking, I hope to support them in building resilience and developing healthier coping mechanisms.
One of the biggest lessons I’ve taken away is that every student has a story. And as educators, we have a responsibility to listen, really listen. This includes making space for conversations about privilege, equity, and antiracism. These are not always easy topics, and depending on the environment or culture of the school, it can be challenging to go deep. But baby steps matter. Each school’s journey will look different, and that’s okay. When we take the time to truly hear students, we build trust, and that trust becomes the foundation for meaningful learning, growth and belonging. Connections are not a “nice to have,” but rather a critical part of how we support students socially, emotionally and academically.
Looking ahead to a new position next year at the American School Foundation in Mexico City as a high school teacher and advisor, I’m excited to put the lessons about transitions from "Essential Skills for International School Counselors" and wellbeing from "Mental Health and Wellbeing in International Schools" into action. I want to help develop transition programs that are more targeted and relationship-centered. I want to support weekly wellbeing meetings, including those who may not be part of the official counseling team, because I believe all educators have a role to play in supporting mental health and belonging. One thing I hope to remind my colleagues of is this: every person—student, teacher, administrator—has three fundamental needs: to express who they are, to feel recognized and accepted, and to belong to something bigger than themselves.
I keep coming back to this question: how can we share student stories more often and more intentionally? Whether it’s in classrooms, hallways, or community events, I believe there’s real power in connection. When we know each other better, we support each other better. And that’s where real change begins, not just in individual students, but in school culture as a whole. So let’s start making space for those stories. Ask your students to share. Create moments where their voices lead. Look for small, meaningful ways to celebrate who they are, and who they’re becoming. It doesn’t have to be perfect; it just has to be real. That’s where the impact lives.
Ashley Maxson is a third culture kid who grew up in Spain, France, and Canada. She has over 20 years of experience in international education, with a background in Spanish language instruction and student wellness. She is a high school teacher and advisor currently moving with her family to Mexico City to teach at the American School Foundation (ASF). Ashley is passionate about creating inclusive, student-centered environments and supporting adolescent wellbeing through connection and curriculum.
