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"The collection of values, mindsets and attitudes that are nurtured in a school community. A school community may identify multiple subcultures. For example, IB World
Schools will have a “culture of learning,” which must exemplify the learner profile. The school culture should be reinforced through its policies, environment, and
operational procedures."
- PYP Principles into Practices draft

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In internationally-minded schools, students have multiple opportunities to learn about themselves and understand their own culture better.

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Schools have a responsibility to help children learn about and appreciate the differences between us below the surface level of food, flags, and fun.

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I think we need to be clear about our goals in international education. Education has been mis-used to facilitate colonisation; it is only fortunate that culture is more resistant to change than colonising leaders expected. For decades children have been disenfranchised from their education and robbed of their potential and identity because the cultural norms of the classroom have been exclusionary or required assimilation. To teach internationally, you have to appreciate and understand the significant role culture plays in not only what and how children learn, but also how their education impacts on their personal and social identities. As teachers, we need to provide safe havens within our classrooms where students can express and come to know their own beliefs and cultures better. We also need to help them understand and appreciate the cultures of their classmates, without feeling that their own culture is less valued. We must be continuously, consciously aware of our actions and words as teachers and school leaders.

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School policies and practices should be reviewed and examined to ensure that they do not perpetuate issues of systemic oppression.

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Students learn about the important issues, events, and places where they currently live, as well as global issues, events, and other places in a relevant way.

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Students understand the connections between the IB learner profile and international-mindedness.

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"Teachers provide students with opportunities in the curriculum to reflect on the growth and demonstration of their learner profile attributes."

"Students understand the Learner Profile, and can reflect on it effectively."

PYP Principles into Practices draft

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All IB mandated policies must be considered through the lens of the international-mindedness.

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It is important to remember that there is more diversity between members within a cultural group than there is between cultural groups.

When teaching about and through culture, we must be cognisant of not having one member of a cultural group represent all members of that cultural group. We must avoid sweeping generalisation about how members of a culture behave, think or feel.

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IB schools must develop inclusion policies that allow the greatest level of access possible within their context.

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Multilingualism - the ability to communicate with varying levels of sophistication in more than one language - is acknowledged as a fact, a right, and a resource for learning.

Languages should be used to make the teaching and learning more inclusive and accessible, not more divisive.

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IB schools develop admission policies that embrace diversity.

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The school environment supports the social, emotional and physical well-being of students. Social and emotional health is connected to children's sense of identity, which is embedded in their cultural identity. Schools must protect children's developing cultural identities and recognise that for many students, passport nationality may not be their cultural identity.

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The learning community must show a commitment towards embodying the learner profile attributes.