Student Dialogues

GEBG’s Global Student Dialogues provide students the opportunity for intercultural dialogue and connect thousands of students with their peers from schools across North America and more than 25 countries around the world. These dialogues have addressed topics of global significance such as climate change and gender equality, topics related to global current events such as the ongoing war in Ukraine, and various UN Sustainable Development Goals in order to develop the student intercultural communication and perspective-taking.

With the guidance of facilitators, students engage in conversations in small groups, share their experiences and thoughts on the topic and practice essential skills related to respectful civil discourse.


Students report that the two skills they most practice in this program are listening for understanding and listening with empathy. GEBG has developed and hosted this year’s dialogues with the generous support of the E.E. Ford Foundation.

2024 Winter Student Dialogues: Artificial Intelligence

High School Student Dialogues

February 6, 2024 // 9-10AM Pacific, 12-1PM Eastern, 6pm Central European // Hosted by Academy of Notre Dame de Namur // Register here
March 5, 2024 // 9-10AM Pacific, 12-1PM Eastern, 6pm Central European // Hosted by Appleby College // Register here

Middle School Student Dialogues

February 13, 2024 // 9-10AM Pacific, 12-1PM Eastern, 6pm Central European // Hosted by GEBG // Register here

Student-developed essential questions for this series of dialogues:

How does AI have an impact on your daily life? 

What changes do you think can be made to AI to impact society?

Do you feel that AI takes away from people’s privacy?

What are some ways you think AI can be used to have a positive effect on the Global Scale?

Will it be challenging to use AI globally if each country is protective of their own data?

What are some improvements you are seeing in your life now that are influenced by AI?

What is a major change for the Earth that AI can help with?

Partnership Driven Dialogues

Integrating dialogue into the curriculum of a course or program allows educators to support participants in adequately preparing for, meaningfully engaging in, and thoughtfully debriefing an intercultural experience; however, one of the greatest challenges to doing so is the partnership development and logistical complexities required to make such an opportunity available to students across a school community.

As a result, GEBG has developed a distinct approach to our dialogues program in the 2023-24 School Year:

>> Classroom teachers, program directors, advisors, or school administrators can submit their interest in participating in intercultural dialogue/s, indicating their preferred timing and topics of interest.

>> GEBG will take these preferences into account and partner educators from across the network, supporting the identification of common goals and determination of an appropriate structure to pursue those goals.

>> Participating educators and students will have access to new resources, including a comprehensive handbook on intercultural dialogue filled with models and tools, online facilitator training courses for students and educators, and coaching for leaders of these initiatives across grade levels and disciplines.

We will be sharing these opportunities throughout the school year. If you are interested in hosting a Student Dialogue, email

GEBG Dialogues Leading Partner Schools

Through an exciting new grant from The Edward E. Ford Foundation, GEBG is expanding our Global Student Dialogues program focused on intercultural dialogue and civil discourse and develop accompanying competency-based curricular resources adaptable for use by educators. 

2022-2023 Leading Partner School Achievements

In partnership with our select group of 22 Leading Partner Schools, we engaged over 1000 middle and high school students from 10 different countries in active intercultural dialogue on global issues. We experimented with a number of models for our virtual dialogues, varying our timing; the length of each session; and also added student facilitators in late spring. Students reported communicating with people who were different from them, listening for understanding, listening with empathy, and understanding a perspective other than their own as the top skills they were able to authentically practice in this program.


Student leaders  involved in the Student Leadership Council helped guide the topics and format of all our dialogues, as well as developed their leadership and facilitation skills in partnership with peers from over 20 different schools. Adult representatives serving on the Educator Advisory Council provided essential contributions towards our publication of a guidebook on Intercultural Dialogue for schools. The Council identified the areas of most meaningful growth, and drafted materials that will be shared with our wider independent school community next school year. The leadership and insight of this group guided our dialogues as well as provided insight that will shape student learning around intercultural dialogue at independent schools throughout North America and well beyond.

Appleby College (ON)
Academy of Notre Dame de Namur (PA)
Buckingham Browne and Nichols School (MA)
Brewster Academy (NH)
Castilleja School (CA)
Columbus School for Girls (OH)
Flintridge Preparatory School (CA)
Friends Seminary (NY)
Groton School (MA)
Holton-Arms School (MD)
Lower Canada College (QC)

Miami Country Day (FL)
Palmer Trinity School (FL)
Polytechnic School (CA)
Providence Day School (NC)
Rye Country Day School (NY)
St. Andrew’s Episcopal School (MS)
St. Mary’s Episcopal (TN)
St. Mark’s School (MA)
Holy Innocents’ Episcopal School (GA)
Pace Academy (GA)
McDonogh School (MD)