Risk Assessment and Crisis Management

wooden blocks falling domino style, with hand stopping some from falling

Resources for Crisis Response in International Education

March 3, 2026

As events continue to unfold in the Middle East, international educators may find the following resources useful in supporting students, managing institutional risk, and navigating this difficult moment. As ever, turn to NAFSA's professional networks on Network.NAFSA to connect with peers on these

NAFSA International Education Professional Competencies 2.0 Self-Assessment

Advancing Internationalization at Equity-Focused Institutions

NAFSA is committed to supporting the global engagement goals of Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Community Colleges (CCs). These institutions play an undeniably critical role in shaping inclusive

Comprehensive Guide for Evaluating Education Abroad Program Partners: Non-Academic Vetting Strategies

This resource provides a structured framework for assessing international education program partners in collaboration with academic institutions. It details key criteria for evaluating health, safety, and security (HSS) standards, operational efficiency, ethical practices, and student support

Climate-Conscious Education Abroad: Building Support Systems for Global Learners

This one-hour recorded Collegial Conversation brings together institutional representatives—including experts from risk management offices—to explore how education abroad programs can adapt to the growing challenges of weather-related and climate emergencies. The discussion focuses on practical

Supporting Students with Cognitive Disabilities and Neurodivergence

This resource equips faculty leaders, advisors, and administrators with actionable strategies to make education abroad programs more inclusive for neurodivergent students. The guide explains what neurodivergence means and why students with cognitive differences—such as autism, ADHD, or learning

Redefining the Talent Ecosystem: Who Goes and Who Stays?

July/August 2025 By Davina Potts At the turn of the century, approximately two million people crossed borders to study abroad (UNESCO 2024). By 2022, this number had tripled to around 6.4 million people, according to data released that year. Although the COVID-19 pandemic temporarily impeded

ISSS Crisis Management Planning: Lessons from the Field

How can ISSS offices develop robust, responsive, and effective crisis management plans? In this recording, we will review the 5 C’s of Crisis Communication to understand a framework that can shape an ISSS office’s response to a crisis. We will speak to Dan Kampsen, Director of Global Safety and

House Committee Sends Letters to Several Universities Requesting Detailed Information on Chinese Students

Rep. John Moolenaar (R-Mich.), as chair of the House "Select Committee on the Chinese Communist Party" (CCP), sent letters to six U.S. University presidents asking for written responses to numerouse questions regarding demographics, funding sources, research activities, security protocols, and post

Supporting Student Mental Health Abroad: A Case Study Approach

March 11, 2025

Mental health concerns are an important consideration in all aspects of education abroad programming. This resource provides study abroad offices and the faculty members they support with valuable insights into recognizing and addressing the diverse mental health needs of students while they are