Kevin Glass spoke with Focus: about how Atlanta International School cultivates globally minded students in one of the nation’s most diverse metro areas. With nearly 100 nationalities on campus and instruction delivered in five core languages, AIS embeds intercultural learning from the earliest years through graduation. “Our aim is to help students turn their learning into action so they can make a positive impact wherever they go, whether that’s in their local communities, at university, or in the workforce,” Glass said.
How would you define the global mindset of AIS students, and how is that reflected in the curriculum and school experience?
Our community is one of the most diverse in the Southeast. This year, we’re between 90 and 100 nationalities, with 60 to 70 languages spoken. That diversity is reflected directly in our teaching model: we teach in, and through language, not just about it. Students participate in immersion and dual-language immersion programs in Spanish, Chinese, French, German, and English, and we support a range of heritage languages in primary and secondary school.
The belief that language and culture shape identity sits at the center of AIS. From age 3 through grade 12, students follow the full International Baccalaureate continuum — the Primary Years, Middle Years and, in grades 11 and 12, either the IB Diploma or the IB Career-related Programs. We also offer AISx, our ‘passion program’ that allows high-school students to pursue individual interests, and, new this year, an AIS Impact Diploma.
Everything we do is intentionally inclusive and grounded in multiple cultural perspectives. Our aim is to help students turn their learning into action so they can make a positive impact wherever they go, whether that’s in their local communities, at university, or in the workforce. A defining example of this is our Journey Abroad program, where all fifth-graders spend up to two weeks immersed in a country aligned with their language track — China, Costa Rica, France, or Germany — without parents, focused on cultural, experiential, and service learning. From grades six through 12, students expand on this through extensive international trips, exchanges, and service projects.
As an IB continuum school, how do you ensure coherence and continuity for students from early learning through grade 12?
We look at everything through the lens of the student’s long-term experience. A 3 -year-old who started in our immersion Early Learning Center this year will graduate in 2040. That timeline shapes our planning. We ask what their experience will be as they move through our community and the IB framework, and how we prepare them not just to thrive but to add value and make a positive difference wherever they end up after AIS.
This long view guides program alignment, expectations and developmental priorities from early years through graduation. It keeps the student’s future at the center of our thinking, rather than just relying on our own past experiences.
How do you balance the rigor of the IB with student well-being, creativity, and identity exploration?
The IB framework emphasizes that language and culture shape identity, and that aligns closely with our philosophy. Student voice, choice, agency, and personal story are central. We see learning as the student’s journey, and they have real ownership over it. That supports their sense of self, belonging, and well-being.
We use a system called Mario Education from grades three to 12 to support social-emotional learning. Through simple surveys and check-ins, it tracks trends in well-being — for example, overall happiness in a specific grade or language group — and flags individual students who may need additional support.
Teachers, advisers, or counselors can then intervene proactively.
This is layered with wellness, counseling, advisory, and “Making Good Decisions” programs. Academically, IB rigor is embedded across the subjects and languages. We teach through language, not about language, using it as the medium of instruction. Research shows that bilingual students think conceptually using more of their cerebral cortex, approaching problems from multiple perspectives. By middle and high school, fully bilingual students consistently outperform monolingual peers on reasoning, cognitive, and problem-solving measures.
AIS highlights innovation, design thinking, and STEAM. How are these areas evolving, and how do you measure their impact?
Design thinking is integrated from age three through grade 12. Even our youngest students identify problems, conduct empathy exercises, analyze needs, ideate, prototype, test, and reflect, often looping through these cycles multiple times. Learning in our makerspaces is always tied to action and impact. It’s not siloed by subject; it mirrors how challenges appear in the real world.
From grades six to 10, design becomes a required course with the same instructional time as math, science, or social studies. Students explore product design, digital design, and design engineering. Through interdisciplinary IB units, students form groups to solve complex challenges, supported by teachers who act as facilitators or provocateurs to push their thinking.
In high school, students can pursue a STEM/STEAM endorsement on their diploma and participate in extensive after-school programming. Our internship program places about 100 rising 10th-, 11th- and 12th-graders each summer in STEM- and STEAM-related industries — medical research, entrepreneurial startups, fintech, and more. Some internships become paid, and many students discover the fields they want to study in college. That is one of our strongest indicators of impact.
Atlanta is emerging as a global business center. How does AIS help students build a future in the local economy?
Our internship program is one of the strongest examples. About 100 students each summer work across metro Atlanta in STEM and STEAM fields, creating early connections to local industries. We also have an innovation and entrepreneurship initiative where students design business ideas, pitch for funding and, in many cases, launch real ventures.
We partner closely with Atlanta United, the Mouratoglou Tennis Academy, and Google, both locally and internationally. Through the IB Career-related Program, we have students dual enrolled at AIS as well as institutes of higher education such as SCAD, GA Tech and GA State. Eleventh- and 12th-graders can thus take classes both at AIS and at these institutions, which helps root them in the local academic and professional environment.
Georgia’s HOPE and Zell Miller scholarships also play a major role. These merit-based programs can cover a large portion, or even 100%, of tuition at great Georgia universities like UGA, Georgia Tech, Kennesaw State and Georgia State. That keeps many AIS graduates in-state. In fact my own son is a beneficiary of this amazing support and is in his second year at UGA.
Is there anything else you would like to highlight about AIS’s role in Atlanta and the wider region?
AIS is deeply woven into the city’s fabric. We’re active in our Garden Hills neighborhood and in organizations such as Buckhead Rotary and the Buckhead Coalition. We work with the Metro Atlanta Chamber, especially its Global Commerce Committee, and with the Georgia Department of Economic Development.
We host and collaborate with many of the international organizations in the region, from the International Club of Atlanta to numerous consulates, chambers of commerce, and diplomatic delegations. When companies evaluate Atlanta for relocation or expansion, we often host them on campus. Over the years, we’ve welcomed new families from Mercedes, Porsche, Novelis, Novartis, Delta, and Invesco, among others.
We have also supported the mayor’s office when international delegations visit. Overall, AIS is connected locally, regionally, and statewide. As Atlanta and Georgia continue to grow as global business hubs, the school grows with them — preparing multilingual, globally minded students who are ready to make an impact.






