school travel policy

Home to school travel FAQs

Find answers to frequently asked questions and read the latest details about changes to our home to school travel policy.

Home to school travel information for parents and carers

Here is a summary of the discussions at the Executive on 16 July 2024: 

• there has been an extensive consultation on the proposed changes and the papers for the meeting of the Executive were published five clear working days ahead of the meeting on our website
• the Home to School Travel assistance budget has been over-spent for a number of years and this needed to be addressed - the current policy makes provision for eligibility above and beyond statutory requirements
• the policy will only apply to applications made after 1 September 2024 – this means that pupils who have an existing eligibility for school transport will not be affected unless there is a change in their circumstances, for example they move house
• there will be measures in place to support families on low incomes
• there is a need to balance our council budget and the estimated savings of up to £4.2 million will contribute to the overall savings of £48 million that need to be made by us over the next four years
• the cost of providing home to school travel assistance is our third largest item of revenue expenditure
• home to school travel routes are risk assessed
• our councillors recognised that this was not an easy decision to make but one that needed to be made to help ensure the longer-term financial security of North Yorkshire Council

The Executive considered the report and recommended the report be taken to the Full Council meeting on 24 July 2024.  View the papers for the Executive on 16 July 2024 .

View the details of the full council on 24 July 2024 .  View the new policy which was approved by Councillors.

How many children will this affect?

The current population at compulsory school age (five to 16) of schools in North Yorkshire is approximately 75,000 pupils and the number of those accessing free home to school travel assistance is approximately 10,000. Therefore, our policy and provision of free transport services is currently a factor for broadly 13% of the pupil population aged five to 16, and for approximately 87% it is not.

Can you lobby the government for more money?

Yes. We are doing that and we will continue to lobby the government for funding for rural authorities. However, public finances being as they are, we cannot rely on more funds being given to us.

What support can you offer parents and carers who find the changes to this policy too much of a financial strain?

No-one will lose their current travel assistance provision unless there is a change in circumstances after the 1 September that requires a re-assessment of travel eligibility. There will be measures in place to support low-income families.

Why are you sending children to out of county schools?

The changes to the Home to School Travel Policy will not have any impact upon the schools’ admissions arrangements and parents and carers will continue to have the right to exercise choice in making an application for a school place for their child.   However, the change in the Home to School Travel Policy will mean that assistance with travel, for those pupils who are eligible, will only be provided to the nearest suitable school (with available places). In some cases, this will be a school that is outside North Yorkshire.  

Parents and carers have expressed concerns and do not feel listened to

A consultation took place from 12 February 2024 to 26 April 2024.  All responses from the online consultation, drop-in sessions, MP, Parish and Town Council views, Councillor views and school feedback were considered.  The consultation, including the survey, was available on our website but was also promoted through a number of different channels, including:

• pre-consultation briefings with headteachers and school leaders 
• email distribution to schools, asking them to pass the link on to families through their own newsletters/ email services
• email distribution to all registered early years providers in the county
• email distribution to neighbouring local authorities
• webinars with primary, secondary and special schools
• group and individual meetings with schools and councillors when requested
• links to the online consultation were sent to all parish councils in the county
• 16 public face-to-face events in venues across the county - these were held during the day and in the evenings 
• promoted through the local media and also through our own social media channels

A total of 1,299 responses were received to the online survey. Of these, 800 consultation responses included detailed written statements in a ‘free text’ question within the survey. Copies of all of the written statements are attached to this report . 

Did the schools know about the proposed changes?

Yes. We included them in the consultation process.

What solutions have you looked at?

We have explored all avenues and continually review contracts and procurement processes to ensure that there are efficiencies made and we are achieving value for money.  In parallel to the policy review, there are working groups reviewing and improving data and systems relating to all elements of the travel assistance. Consideration was given to a fixed cut-off date for the implementation of the new policy; however, this was ruled out by officers and Councillors due to the impact on families and schools, and a phased implementation was approved.  We will be publishing a sustainable modes of travel plan each year setting out our vision for sustainable travel to schools. We will be working with schools and other educational settings to identify how this can be promoted and facilitated.

What would you say to parents and carers who have concerns over siblings attending different schools and the knock-on effect it will have on families?

In terms of admissions to school, parents will continue to be able to preference any school of their choice and the admission arrangements for the school will continue to determine who has priority for a school place. This is not changing. Applications for a school place from families living in the admissions catchment area for a school will still have priority for a school place over those who live outside the admissions catchment area.    We are responsible for setting term dates for our maintained community, voluntary controlled and community special schools and maintained nursery schools; The Education (School Day and School Year) (England) regulations 1991 require all maintained schools to educate their pupils for at least 380 sessions (190 days) in each school year. These regulations do not apply to academies and free schools; the academy trust is responsible for deciding the length of the school year.  It is hoped that for consistency across North Yorkshire all schools adopt the same recommended term dates. Furthermore, we are part of the group of local authorities across the area that have agreed a set of guiding principles - the aim of which is to achieve more consistent holiday dates across local areas.   A consultation on the draft calendar for future academic years is proposed each year with all schools, academies, professional associations and interested parties. After the consultation, the calendar is presented to the Children and Young People's Service Executive Member for Education, Learning and Skills for consideration and approval.

How will it work if the nearest school is oversubscribed? Will travel costs be covered by the council?

If an application has been made during the normal admissions round and you have made a preference for your nearest school, and the admission authority is unable to offer a place, then the next nearest school with places available is their nearest suitable school for school travel purposes.  Here is an example provided by the Department for Education that answers this: Child M is 11 years old and attends the second nearest secondary school to their home. It is 4.2 miles away. Their nearest secondary school is 3.7 miles from their home. Their parents applied for this school, but it was oversubscribed, and they were not offered a place. Child M is eligible for free travel to school as they are attending their nearest suitable school with available places.   Where a parent does not list the nearest school, the council will not normally provide transport to any other school. The exception to this is where a pupil is eligible on low-income criteria. 

How will it work if your child has to travel further to a school with special provisions?

A child is eligible for free travel to school if: 

• they attend their nearest suitable school, and  
• it is within the statutory walking distance of their home, and
• they could not reasonably be expected to walk there because of their special educational needs, disability, or mobility problem, even if they were accompanied by an appropriate adult   

To be eligible on these grounds, a child does not need to: 

• have an Education Health and Care plan; or
• have travel to school specified in their Education Health and Care plan if they have one; or 
• attend a special school; or 
• live beyond the statutory walking distance

Not every child with an Education Health Care plan or who attends a special school will be eligible for free travel to school.   To qualify for eligibility on the grounds of special educational needs, disability or mobility problems, we will complete an individual assessment of the child, and this will take into account the child’s physical ability to walk to school, and any health and safety issues related to their special educational needs, disability, or mobility problems. We may also take into account whether the child would be able to walk to school if they were accompanied by an appropriate adult. We will consider each case on its facts.

How can parents and carers share their views now?

Councillors approved the new home to school travel policy on 24 July 2024. The consultation period is now closed.

What legal and ethical standards do you have to comply with? How can you advocate for equal access to education and support for all children in this context?

We are delivering on our statutory requirements with regards to home to school travel. The new policy is designed to be fair to all families, responsible and affordable. This won’t affect the provision of education.   We face a £48 million shortfall in our overall council budget and need to bring our policy in line with that offered by many other councils to ensure it and other essential frontline services are sustainable. Providing school transport has become the third-largest expenditure for us at £51 million a year – behind adult social care and waste management – and has more than doubled since 2018 to 2019. We have statutory duties to balance our budget and deliver statutory services within the resources we have available. We have a duty to fully consider how we can continue to deliver statutory services and ensure that the services are sustainable into the future. If we did nothing, then the rising cost of home to school travel could have a crippling effect on the other services we must deliver by law.  We understand the concerns from parents and carers around transporting children and young people to the school of their choice, as well as concerns if siblings will attend different schools due to travel costs. However, parents and carers still have a choice as to where to send their children. It is important for them to now factor in travel costs if they choose a school that is not their nearest school. The online tool will be available from 1 September to help determine which is their nearest school.  The new policy ensures we are legally compliant, and importantly means we can manage the escalating costs of this service while protecting those who are most in need of our help. The new policy ensures equality and transparency of provision for parents and children. It brings us in line with several similar and neighbouring local authorities such as Buckinghamshire, Cheshire and Chester West, Durham, West Berkshire, Lancashire, Leeds, Redcar and Cleveland, Darlington, Wakefield and Bradford.

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Free school transport explained: From who’s eligible to how it works

When choosing which schools to apply for, it is important to consider how your child will get there. Some children are eligible for free travel, but this isn’t the case for everyone.

Most parents should expect to be responsible for making arrangements for their child to get to and from school.

Here, we explain everything you need to know about free school travel, from who’s eligible to how it works.

Is my child eligible for free school travel?

We set the national eligibility criteria for free travel to school and your local authority is responsible for deciding whether your child meets these criteria.

Your child is eligible if they are of compulsory school age , go to their nearest suitable school and one of the following applies:

• they are under 8 and the school is more than 2 miles away
• they are 8 or over and the school is more than 3 miles away
• they wouldn’t be able to walk there safely, even if accompanied by a parent or guardian
• they wouldn’t be able walk there because of their special educational needs, disability or a mobility problem, even if accompanied by a parent or guardian.

If the local authority decides your child would be able to walk to school if they were accompanied, the general expectation is that you will accompany them, or make other suitable arrangements. A child will not normally be eligible for free travel solely because of their parent’s work commitments or caring responsibilities.

Your child may also be entitled to free transport if you have a low family income and they are entitled to free school meals or you get the maximum Working Tax Credit and one of the following applies:

• they are aged 8 to 11, go to their nearest suitable school and it’s at least 2 miles away
• they are aged 11 to 16 and go to a school 2 to 6 miles away - if it’s one of their 3 nearest suitable schools
• they are aged 11 to 16 and go to a school 2 to 15 miles away - if it’s one you chose because of your religion or belief.

If your child doesn't meet the criteria above, you are responsible for arranging their travel to and from school. Some local authorities arrange travel for children who don’t meet the eligibility criteria, although they are not required to. Where they choose to do so, they may charge you for the cost of it.

You can find your local authority’s school travel policy through our postcode search on Gov.uk .

What is a ‘suitable’ school?

A suitable school is one that provides education appropriate to the child’s age, ability, aptitude, and any special educational needs they may have.

If your child has an Education, Health and Care plan, the school named in their plan will usually be considered their nearest suitable school for travel purposes.

What do I need to do if I think my child is eligible?

You should check your local authority website to see the school travel policy and find out how to apply.

If your child is eligible for free school travel, your local authority will make suitable travel arrangements.  For example, they might provide your child with a pass for free travel on public transport or arrange a dedicated school bus or taxi. They may expect your child to walk to a suitable pick-up point if they are able to.

My child has a special educational need or disability, what does this mean for them?

Your local authority will assess whether your child meets the eligibility criteria. They may ask for information to help them decide whether your child would be able to walk to school.

Your child doesn't need to have an Education, Health and Care plan to be eligible but having one doesn’t make your child automatically eligible.

If your child is eligible, your local authority will make suitable travel arrangements for them, taking into account their needs. It may often be the case that they share a vehicle with other children.

If they have a medical condition which may affect them on the journey, your local authority will decide what arrangements they need to make to manage this.

Your local authority may offer you a personal travel budget or mileage allowance to take your child to school yourself. Some parents prefer this, but you don’t have to accept it if you don’t want to. If you don’t accept it, the local authority will need to arrange your child’s free travel.

As your child gets older, your local authority may offer them the opportunity to take part in independent travel training.

The authority will pay for this and your child will be supported, by a trainer, to learn how to travel to school independently, for example on public transport.

Learning to travel independently is an important part of preparing a child to lead a fulfilling and active adult life. If you want to know more about independent travel training, you should contact your local authority.

What if my child spends time at more than one address?

It’s not normally possible to provide eligible children with travel to and from more than one address, for example if their parents don’t live together. Local authorities usually only arrange travel to and from a child’s main place of residence.

Your local authority’s school travel policy will explain how it decides which address they will arrange travel to.

Can I appeal the local authority’s decision?

Yes. There is an appeals process, published on the local authority’s website, for parents to follow should they want to challenge the decision about their child’s home to school travel.

If you’re not happy with the way the local authority conducts your appeal, the Local Government and Social Care Ombudsman may be able to investigate. Further information can be found on the LGO website .

What about young people aged 16-25?

When a young person begins post-16 education or training, the level of school travel support changes. It is for the local authority to decide the level of support they offer and these arrangements don’t have to include free or subsidised travel. More information can be found on Gov.uk .

You may also be interested in:

• Before and after school childcare: Everything you need to know about wraparound care
• Sex education: What is RSHE and can parents access curriculum materials?
• Secondary school applications deadline 2023: How and where to apply

Tags: Free school transport , free transport to school , school transport , School transport for secondary schools , School travel

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How does school travel time impact children’s learning outcomes in a developing country?

• Published: 11 January 2021
• Volume 19 , pages 1077–1097, ( 2021 )

Cite this article

• Clifford Afoakwah   ORCID: orcid.org/0000-0002-8551-3651 1 &
• Isaac Koomson 2  

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Nearly 88% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations.

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Acknowledgements

We are thankful to Shoshana Grossbard, Joyce Chen and two anonymous referees for their very constructive comments on the earlier version of this manuscript.

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Appendix 1: Modes of travel to school

Appendix 2: Distribution of learning outcomes across different genders and locations

Appendix 3: modes of travel to school across percentiles of school travel time.

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Afoakwah, C., Koomson, I. How does school travel time impact children’s learning outcomes in a developing country?. Rev Econ Household 19 , 1077–1097 (2021). https://doi.org/10.1007/s11150-020-09533-8

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High School Global Travel Programs: Increasing Access and Impact

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Editor’s Note: Rebecca LeBlond, Director, Global Citizens Program, Democracy Prep Public Schools , shares the reasons that high school study abroad can be beneficial for all students and how to make it happen.

In the winter and spring of 2018, nearly 400 students from across the seven high schools in the Democracy Prep Public Schools network traveled abroad on week-long, educator-led programs to examine global challenges through real-world experience. Destinations of the 21 distinct groups included Ecuador, France, Italy, South Africa, South Korea, and Spain. The Global Citizens Program at Democracy Prep is designed to ensure that students gain firsthand appreciation of the fact that there is no corner of the world they cannot access or in which they cannot be successful. At the same time, the program seeks to transform the idea of what is possible for educational global travel experiences in public schools. Through strategic budgeting, Democracy Prep schools are able to fund over 85 percent of the total program costs for students.

Since the first Democracy Prep high school students traveled to London in 2010, we have found, again and again, that these opportunities present both quantitative and qualitative benefits. Our hope is that, by sharing some of the lessons learned through the growth of the Global Citizens Program, others may find some inspiration to advance similar opportunities in their own schools or support the continued expansion of opportunities for high school students to participate in educational global travel, particularly for those who are underrepresented in the wider study abroad field.

Benefits of Short-Term Global Travel Programs

1. College Applications and Acceptances Democracy Prep schools place a significant emphasis on ensuring that all students are prepared for success in college. Our school culture demonstrates this emphasis in myriad ways, including with a focus on preparation to apply to college. In order to participate in a global travel program, students are required to submit an application, which includes questions loosely modeled after those found on The Common Application .

These prompts provide the opportunity for students to tell their story, demonstrate why they are the right fit for the program, what they will bring to the table, and how they will complement and enhance the overall group experience. Additionally, this application process ensures that students are not selected based solely on academic success. While 20 percent of our high school students travel abroad each year, by the time they graduate, more than 60 percent will have had at least one abroad experience. This is significant not only because 75% of Democracy Prep high school students qualify for free or reduced price lunch, but it also demonstrates that the opportunities are not solely limited to those who either can pay to participate or to those with the highest grades but also because of the impact these experience(s) may have on college acceptance rates.

Among 2018 seniors, there was a positive correlation between traveling abroad and the average number of acceptances per college application that students submitted. The average college acceptance rate was 38 percent for those who did not travel abroad versus 48 percent for those who did. Because there is a wide range in the total number of colleges a student applies to, simply counting the number of acceptances would not paint a clear enough picture as to whether travel abroad increases acceptance rates. When accounting for the range in total applications, we found that students who traveled abroad had, on average, a 10-percent higher average acceptance rate than their peers who did not travel abroad.

2. Global Mindedness In 2018, Democracy Prep’s Global Citizens Program implemented a brief assessment to measure what, if any, impact these short-term global travel experiences have on students’ global mindedness or global competence. In order to do so, we drew on questions from the 2018 OECD PISA global competence framework , specifically from the global mindedness construct. For each of the four statements below, students were asked to select one response (“strongly disagree,” “disagree,” “agree,” or “strongly agree”).

• I think of myself as a citizen of the world.
• I think my behavior can impact people in other countries.
• I can do something about the problems of the world.
• Looking after the global environment is important to me.

The gathered results demonstrated that students who traveled abroad not only predominantly agreed with the statements but that there was growth across all questions from before departure to after their return. On a four point scale, the average agreement before traveling was 3.1. Post-travel, the average increased to 3.4. Interestingly, the question that averaged the lowest overall agreement was ‘c': “I can do something about the problems of the world,” defined by PISA as the “global self-efficacy” facet of global mindedness. We do not have a clear sense of why this was the case. Thus, in future assessments we may solicit more feedback on this particular question to gain insight into a potential answer and opportunities to address this.

3. Social Capital While college acceptance percentages and global mindedness currently allow for some level of quantitative analysis, there are also qualitative benefits of cross-cultural experience that are less tangible but by no means less significant. As an article in The Atlantic examining the impact travel can have on creativity points out, “Foreign experiences increase both cognitive flexibility and depth and integrativeness of thought, the ability to make deep connections between disparate forms.”

At Democracy Prep, we believe deeply in the benefit of global travel for the impact it has on the current and future confidence, success, career readiness, and overall social capital and well-being of our students and alumni. As first-generation college students, students of color, or students of financial need, the fact that 60 percent of Democracy Prep graduates will arrive on their college or university campus having already had at least one experience abroad cannot be underestimated. To be able to describe seeing the statue of David at the Accademia in Florence in an Intro to Art History course, for example, or to leverage their experience of service learning in Ecuador in a seminar or as part of a student club, may very well serve as a shared experience and to dispel preconceived notions about who does and does not have high school travel experience.

How to Make It Happen

How then can opportunities for all high school students, including and especially those who are traditionally underrepresented as study abroad participants, both be increased and made to be more impactful? What can other schools, districts, and educational leaders do in pursuit of further equity of opportunity? Below are some ideas and suggestions for increasing access to global travel as well as the impact for high school students. These are by no means exhaustive but include some of the lessons learned as Democracy Prep’s Global Citizens Program embarks on its tenth year of offering global travel opportunities to every high school student.

2. Require deliverables. Just as participation based on the ability to pay one’s way does not inherently or effectively contribute to an impactful group experience, limiting the program solely to direct experiences on the ground does not maximize the potential takeaways. Once accepted into a travel program at Democracy Prep, students are required to attend three to five (and often more) pre-departure workshops, which include a review of and reflection on aspects of historical, social, political, and cultural significance. In-country, daily reflections both in shared group format and in the form of journaling help solidify students’ experiences, knowledge gained, and skills developed. Upon their return, students frequently present to the wider school community or to elementary or middle school peers, reference their experiences in college application essays and interviews, and speak at enrollment and back-to-school nights for new and returning families.

3. Educator involvement. An essential component of the Global Citizens Program is the faculty and staff who serve as program leaders and chaperones with an average educator-to-student ratio of 1:5 on most programs. This allows for valuable small-group experiences and leverages the knowledge that faculty and staff have of the students, as well as their expertise as educators. In advance of departure, chaperones participate in a training that includes content about logistics, health, and safety, as well as scenario-based training exercises and an exploration of cross-cultural differences, orientation, and communication practices. In addition, faculty and staff each take on a specifically designated role (e.g., program lead, administrator, documentarian, facilitator, etc.) to ensure clarity around roles and responsibilities and maximize effectiveness.

When people think about study abroad, many likely envision an undergraduate student embarking on a traditional semester-long sojourn to a foreign institution of higher education. But as the understanding of what it means to be globally competent evolves, so to does the definition of a global experience. Similarly, as research and information continues to point to the value and importance of possessing a global mindset and intercultural skills for success, the significance and value of an experience that contributes to developing those also grows. Thus, we anticipate the expansion of opportunities to embark on a global education experience, particularly for high school students, K-12, and traditionally underrepresented students, and we welcome and encourage more schools and organizations to join us.

Connect with Democracy Prep , Heather , and the Center for Global Education on Twitter.

Photos by Democracy Prep faculty and staff and used with permission.

The opinions expressed in Global Learning are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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School Travel Planning

School Travel Planning (STP) is a community-based model for implementing active school travel that systematically addresses barriers to and incentives for walking to school. STP strengthens local commitment to active school travel.

STP is a proven cost-effective way to get more kids walking and wheeling to school . When effectively coordinated and implemented, it results in positive travel behaviour changes with health, safety, environmental, and economic benefits.

Through STP, school and community stakeholders collaborate to create and implement school-level action plans that use all of the Five E’s to:

• address ongoing transportation and traffic safety problems
• increase the number of students using active and sustainable modes for all or part of the journey to school.

Keys to success

To succeed, STP requires:

• implementation for at least two or three years at each school
• a trained Facilitator who works directly with the school, liaises with community stakeholders, leads data collection and analysis, and guides action-planning and implementation

Read testimonials from parents and other stakeholders.

Getting started

• Watch this video tutorial for an overview of the School Travel Planning process.
• Review our extensive School Travel Planning Toolkit to begin implementing STP in your community.
• STP Facilitator training is available from Green Communities Canada .
• Learn about ways to prioritize equity and engagement during the STP process. 
• If you have other questions about School Travel Planning, contact us

Other STP resources

• School Travel Planning in Toronto : Summary of Programs, 2017-2020
• School Travel Planning in Waterloo Region : Annual Report, 2019-2020
• School Travel Planning in Action in Ontario  showcases ten Ontario STP communities.
• The School Travel Planning Feasibility Study  assesses STP implementation in two contrasting regions of Ontario: the City of Toronto and the Wellington-Dufferin-Guelph region.
• The STP Benefit-Cost Information Sheet summarizes research on cost-effectiveness. Read the full report:  Benefit Cost Final Report 2016.
• Benefit-Cost Analysis Tool – Individual School
• Benefit-Cost Analysis Tool – Multiple Schools
• The Stepping It Up  pilot used the STP model in 30 Ontario elementary schools in Hamilton, Brampton, and Mississauga.
• Children’s Mobility, Health and Happiness : Final report on the 2009-2012 national pilot project that introduced STP to 120 schools across Canada.
• The Ottawa High School Pilot Project adapted the School Travel Planning model to the high school context. Read the  Project Overview  for further information.
• School Travel Planning for high schools has been further developed by Green Communities Canada as part of the Eglinton Crosstown STP Project funded by Metrolinx – the  Supplementary Report for High School STP  describes the key considerations for implementing STP at the high school level.

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Home-to-school travel

Local authorities’ responsibilities when making home-to-school travel arrangements for children of compulsory school age.

Applies to England

Travel to school for children of compulsory school age.

PDF , 554 KB , 66 pages

This statutory guidance applies to local authorities.

It may also be of interest to:

• parents and organisations that advise parents
• other organisations involved in home-to-school travel (for example, transport operators)

Statutory guidance sets out what local authorities must do to comply with the law. You should follow the guidance unless you have a very good reason not to.

Updates to this page

Updated the guidance to make minor clarifications. This includes updates about schools that arrange home-to-school travel for their pupils, children with education, health and care plans, and how local authorities should determine a child’s nearest school.

The statutory guidance has been updated to help local authorities perform their functions in relation to home to school travel for children of compulsory school age.

Extended the review date to 2017.

First published.

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Travel Policy

Office of Community Engagement, Equity, and Belonging (CEEB) Wasserstein Hall (WCC) 1585 Massachusetts Avenue Cambridge, MA 02138

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Please refer to  Coronavirus: Advice for Travelers  for the University’s guidance on international travel for Harvard affiliates.

Domestic Travel

All students planning to travel domestically with a student organization on a field trip, or for a course, must sign an  Assumption of Risk and General Release Form  and forward copies to the  Office of Community Engagement, Equity, and Belonging , WCC 3039.

International Travel

All students planning to travel internationally , please refer to our  HLS International Travel information page . There are three different Assumption of Risk forms for International travel (course, field trip and one for credit).

For those students traveling abroad during spring break, it is important to note that membership in a recognized HLS group does not protect international students from immigration laws. In advance of travel abroad, all members of such groups should be informed of the following: unlike U.S. citizens and permanent residents, international students at Harvard may face difficulties when traveling abroad and returning to the U.S. during their studies. Before making a commitment to travel outside the U.S., international students should check their student visa documents, and speak to an advisor in the  Harvard International Office  (HIO). If the student visa stamp in the passport (F-1 or J-1) is valid for re-entry to the U.S., then the student may only need a travel signature on the appropriate visa document before leaving the U.S. Travel signatures are issued by the advisors in the HIO.

If the F-1 or J-1 visa stamp in the student’s passport is not valid at the time of re-entry to the U.S., the student will need to apply for a new one at a U.S. embassy or consulate overseas (these visa stamps are not issued within the U.S.). Students must be able to prove their eligibility for a non-immigrant visa by submitting the appropriate visa documentation to a U.S. embassy or consulate outside the U.S. Consular officials expect to see evidence of ties with the home country, such as family, property, employment, bank accounts, etc. In some cases, a student may be required to have a brief interview with a consular officer. If the student fails to present sufficient evidence about his/her intention to return home, the consular officer may determine the student ineligible for a non-immigrant visa. If a student is denied a non-immigrant visa, he or she will be unable to return to the U.S.

Students (including U.S. citizens) may be required to obtain a visa stamp for permission to enter another country. International students may face difficulties obtaining visas to enter a third country because they are not residing in the home country. In addition, there is an immigration law which could prohibit some students from obtaining a visa stamp at a U.S. embassy or consulate in a third country (not their home country); this might occur if there has been some previous violation in the terms of the U.S. visa status.

International students should check with the HIO before committing themselves to a trip outside the U.S. Peter O’Meara is the advisor in the HIO for students at HLS and can be reached at 617-496-2819 or e-mail  [email protected] ; the office is located at  www.hio.harvard.edu .

Please contact the  Office of Community Engagement, Equity, and Belonging  with questions about travel and information on the travel waiver form.

Important Links

• U.S. Department of State Consular Information Sheet
• CDC health advisory information

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Emergency Support

In case of emergency abroad, first call the local equivalent of 911 listed in the global 911 directory .

You may also contact International SOS by phone at +1-617-998-0000 or through the Assistance App .

IEMT Portal

Access your International Emergency Management Team (IEMT) portal for information.

Graduate Student Travel Policy

Graduate & professional student international travel policy.

This policy applies to travel with Harvard sponsorship and has been adopted by each of the graduate and professional Schools. Travel with Harvard sponsorship is travel or related activities involving academic work qualifying for Harvard credit, funded in whole or in part by Harvard, or organized or accompanied by a Harvard faculty or staff member acting in a Harvard capacity. Contact your School’s official if you have questions about this policy or your School-specific requirements.

Harvard University is committed to the safety of our students, wherever their intellectual pursuits may lead them. Physical safety is a necessary premise to Harvard’s core values of “free expression, free inquiry, intellectual honesty, respect for the dignity of others, and openness to constructive change.” (University-Wide Statement of Rights and Responsibilities, adopted by the Governing Boards in 1970 and affirmed in 1977.) Harvard provides many resources to student travelers, some of which are described below. You’re expected to use those resources and others to make prudent, independent judgments about your safety and to take reasonable precautions, based on a thorough and honest assessment of the risks at your destination. When travel is Harvard-sponsored as defined above, the University has a special interest in overseeing your safety.

Global Support Services maintains travel risk ratings for high-risk, elevated-risk, moderate-risk, and low-risk countries and regions. These categories of countries and regions are the destinations directly affected by this policy. The risk rating lists are reviewed and updated twice annually and as needed based on world events.

If you're traveling to high-risk regions with Harvard sponsorship, you're required to complete the following steps. These steps are also recommended for all travelers to high-risk regions, whether or not the travel is sponsored by Harvard:

• Typically one month prior to travel, submit a Travel Safety Questionnaire to our International Safety and Security team. We’ll share your questionnaire with the designated School official .
• Depending on the travel, we may request a follow-up consultation, usually a brief phone call.
• Based on our recommendations, and in consultation with you and any involved faculty, the designated School official may require additional safety measures and/or trip adjustments as a condition of receiving Harvard funding, credit, or other sponsorship. In exceptional cases where appropriate risk mitigation is found too costly or impractical, this may have the effect of deferring or canceling the trip.

Your School's decision regarding your travel will ordinarily consider your training and experience and the appropriate balance between safety concerns and the academic value of the project, consistent with the School’s risk tolerance, taking into account any alternative means to reach the academic objective.

Sometimes a country or region faces a significant safety deterioration while you're in country. In those cases, our International Safety and Security team will assess the risks of remaining in the country and the risks of departure, consulting with you directly, if appropriate, and will make a recommendation to the designated School official. The University and the School reserve the right to require you to leave a high-risk country as a condition of maintaining Harvard sponsorship.

Harvard recognizes and respects that students’ risk tolerances vary. You (and any student) may decline to travel to a particular place, or to remain there, if you have justifiable fears for your personal safety. Harvard and individual faculty and staff shall respect the decision and not pressure you to decide otherwise. This provision may apply whether or not Harvard has classified the place as high-risk.

Notify your designated School official or the Vice Provost for International Affairs if you believe there has been a violation of this policy.

Before traveling abroad, review the Travel section of our website to:

• Register your itinerary with International SOS.
• Review the student pre-departure requirements and country-specific safety information.
• Consult the Harvard GSS Travel Risk Ratings.

Some Schools have additional requirements or expectations for your travel.

Reporting Incidents Abroad

If you experience or witnesses a serious medical or safety incident while abroad, report the event to help us protect the safety and security of the community and ensure you receive the proper support.

Reportable incidents include illnesses and injuries (needing a health care professional), accidents, crimes of all kinds, missing persons, harassment, property damage, and incidents that forced a significant itinerary change.

• Call local police, fire, or medical responders, if appropriate (local equivalent of "911"). Review the U.S. State Department’s global "911" list .
• Contact International SOS by phone at +1-617-998-0000 , or start a chat or phone call through the Assistance App .

If not urgent

Report the incident within 72 hours to International SOS.

American Repertory Theater (A.R.T.)

Contact : Julia Smeliansky, [email protected]

Harvard Business School (HBS)

Contact : Jean Cunningham, [email protected]

Harvard Graduate School of Design (GSD)

Contact : Janice Gilkes, [email protected]

Harvard Divinity School (HDS)

Contact : Karin Grundler-Whitacre, [email protected]

Harvard Graduate School of Education (GSE)

Contact : Kevin Boehm, [email protected]

Harvard Extension School (HES)

Admitted degree candidates only

Contact : Rob Neugeboren, [email protected]

Harvard Kennedy School (HKS)

Contact : Melissa Wojciechowski St. John, [email protected]

Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (GSAS)

Contact : Shelby Johnson, [email protected]

Harvard Law School (HLS)

• Requirements : HLS International Travel Requirements
• Contact : Sara Zucker, [email protected]

Harvard Medical School (HMS)

Contact : Robert Dickson, [email protected]

Harvard School of Dental Medicine (HSDM)

Contact : Jane Barrow, [email protected]

Harvard T. H. Chan School of Public Health

Contact : Leah Kane, [email protected]

Stay Up To Date

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Embark on an Educational Journey

Where your classroom has no borders and learning knows no bounds.

Welcome to THINK Global School

Think global school is a traveling high school where students live and learn in four countries each year, making unforgettable connections between their studies and the world around them., our innovative changemaker curriculum gives students agency over their education through a combination of real-world exploration, skills mastery, and project-based learning..

• 12 countries
• 4:1 student teacher ratio

欢迎来到 THINK Global School

Think global school 是一所旅居型高中，学生每年会造访四个不同国家，打造出融合教育及世界文化的非凡经历。我校的“世界改造者课程”会考验学生的潜能，透过项目式学习课程，精通学术知识与生活技能，探索真实世界，让他们亲自策划属于自己的求学过程。, مرحبا بكم في think global school, تعتبر “think global school” أو “tgs” أول مدرسة ثانوية متنقّلة في العالم، حيث ستعيشون في أربعة دول مختلفة، مما يخلق تجارب و روابط لا تنسى بين دراستكم والعالم..

• 4:1 نسبة الطالب / المعلم

Bienvenue à THINK Global School

Think global school est la première école itinérante au monde, où vous apprendrez et vivrez dans quatre pays différents, en établissant des liens inoubliables entre votre éducation et le monde qui vous entoure., avec notre ambitieux programme “change maker” vous prennez en main vos apprenssages à travers l’exploration du monde réel, la maîtrise de nouvelles competences et la conduite de projets..

• 4:1 Le ratio élèves-enseignant

Bienvenidos a THINK Global School

Think global school es una escuela secundaria intenerante donde vivirás y aprenderás en cuatro países al año, creando conexiones inolvidables entre tu educación y el mundo a tu alrededor., nuestro curriculum change maker es desafiante, y te pone al mando de tu propio aprendizaje combinando la exploración del mundo real, el dominio de habilidades, y el aprendizaje basado en proyectos..

• 4:1 Proporción de Estudiante/ Profesores

Willkommen bei der THINK Global School

Die think global school ist eine reisende weiterführende schule, auf der schüler pro jahr in vier verschiedenen ländern leben und lernen, und unvergessliche verbindungen zwischen ihrer bildung und der welt um sich herum herstellen., unser herausforderndes changemaker curriculum ermöglicht dir eigenverantwortliches lernen durch eine mischung von lebensnahen erlebnissen, der erweiterung deiner fähigkeiten und projektbasiertem lernen..

• 4:1 Schühler-Lehrer-Verhältnis

An Education Unlike Any Other

Imagine reading Homer as you trace Odysseus’ journey through Greece or learning data modeling by cataloging the sea life you observe while scuba diving off the Great Barrier Reef. THINK Global School’s rigorous Changemaker Curriculum combines travel with project-based learning, making for a one-of-a-kind education that nurtures all areas of teenage development.

Upcoming Departures

Ready to see where you’ll call home? Please bear in mind, however, that countries are always subject to change.

Parent and Student Testimonials

Before I came to TGS, most of what I learned was what I was told I had to learn. I enjoyed the lessons and the knowledge I gained, but they weren’t necessarily intrinsic.

Being able to choose what I learned through project-based learning was a really fresh experience that let me establish my interests and do what I’m good at, not just work based on school reports. I valued that autonomy.

Souen Kim Class of 2020, South Korea

THINK Global School exposed Chase to an approach to education greater than everything we imagined it to be. He grew so much, always asking insightful questions, understanding process and context, and working as part of a team.

The THINK Global School community is also wonderful and inspiring, with educators dedicated to the growth and success of each student. The bonds Chase forged with his peers and teachers, in both challenging and wonderful situations, will last a lifetime.

Chris Peterson Parent, United States

THINK Global School was life-changing for Paula. She found a home and a family that is truly spread out across the world. She developed a sense of belonging, community, and responsibility that is unusual for someone her age. She is concerned with world issues and wants to participate with positive input. She has taken responsibility for her education and understands that education is a lifelong ongoing task.

Many of these traits were natural to her, but at TGS, she learned to empower them. She feels at home, no matter where that is.

Diego Marquina Parent, Mexico

THINK Global School has supported my dreams and passions in a way I could previously have only dreamed of. As I am very interested in emerging technologies, pursuing an unconventional form of education has been very valuable as it’s given me the freedom and flexibility to learn and design. Through my personal projects, I’ve created things I never thought I could bring to reality, like machine learning products or brain-computer interfacing.

I consider TGS the most innovative school in the world, and despite it being a challenging educational program, I always find myself motivated to get work done. Joining TGS was the best decision I ever made.

Bido Hafrag Class of 2023, Egypt

My year and a half at THINK Global School was the biggest period of growth in my life, but what I found most valuable was learning to focus on the commonalities rather than differences between myself and the people around me. I realized just how much I share in common with people, no matter where we come from or what our life experiences are.

I had the extreme privilege of spending my last two years of high school connecting with the most incredible people from across the world, all of whom I can now call some of my closest friends, and I could not be more grateful.

Tobin Mayo-Kiely Class of 2022, United States

Traditional schooling was smothering Justin and left him uninspired, uninterested, and unmotivated. THINK Global School was a game-changer and truly transformed him. He is engaged, inquisitive, determined, and ready to jump into life and all it has to offer wholeheartedly.

Project-based learning allowed Justin to explore many different areas and design his own approach to mastering each. Whether he follows his passions to become an entrepreneur, a coder, or a rapper, he has THINK Global School to thank for opening his eyes to a world of possibilities.

Jennifer and Betsy Smith Hoopes Parents, United States

THINK Global School allowed my son to see global issues around the world, analyze research questions, and try to find solutions. As a result, he developed broader ways of thinking with references that are shaping his maturity, independence, and empathy to the problems around him, wherever he is.

Delima Taurisia Parent, Indonesia

THINK Global School not only changed our child’s life, but our entire family’s as well. As Jess traveled the world, we all grew with them as they became a confident, mature, and incredible human being.

THINK Global School nurtured our child and supported them throughout their three years, giving them experiences which otherwise they may never have had.

Shirley Pegram Parent, South Africa

While sitting around the dinner table with Emma and Jonah a month or so ago, reminiscing about their TGS journey, we were truly mesmerized by their experiences and the gratitude we all felt for them having had the opportunity to attend THINK Global School.

Nothing, really nothing, compares or even comes close to what they learned while at THINK Global School.

Jean and Stephen Dollery Parents, Zimbabwe

One piece of advice for students considering joining THINK Global School: Go out there and experience the world! Don’t leave learning to just the classroom. Be open-minded, curious, and humble, but don’t forget that you also have something within you to share with the world. Enjoy the ride and take in all this world has to offer.

Niko Wei Student, United States

Tgs at a glance.

All you need to know in one place.

A Week in the Life

Each week at THINK Global School is an opportunity for new social, cultural, and academic experiences.

Our Origins

Founder Joann McPike was inspired to start THINK Global School by her son, Alex. A world traveler with over 70 stamps in his passport by the age of 14, Alex wasn’t ready to stow his suitcase just to attend high school. Together, they envisioned a school that focuses on world travel, individualized learning, and positive change.  13 years and 30 countries later, it’s going stronger than ever.

Today, TGS stands alone as the only high school that immerses students in the cultures and customs of ten countries. Besides offering challenging academics, our Changemaker Curriculum fosters curiosity and compassion, empowering students to become global citizens ready to make impactful changes. If you’re always curious and constantly seeking answers, this is a school where you’ll truly thrive.

Accreditations, Associations, and Awards

Western Association of Schools and Colleges

Educational Collaborative for International Schools

National Association of Independent Schools

Earcos East Asia Regional Council of Schools

Selected as one of the top 10 private schools, rest of the world, by the 2024 Spear's School Index

Winner of the 2023 Progressive Education Delivery Award

Featured in the 2023 Global School's Index as one of the top 25 private schools to watch.

Highly Commended Finalist for the 2022 Secondary Learning International Impact Award

Selected as one of hundrED's most inspiring K-12 education innovations in 2018, 2019, and 2020.

Recognized by Apple as a distinguished school for innovation, leadership, and educational excellence.

A Bright Future

THINK Global School alums have gone on to over a hundred colleges and universities worldwide.

Our college and career counselors work with each student to develop a personalized plan considerate of their academic goals, learning style, and personality profile. So, whether attending university or jumping straight into the workforce, you’ll gain the edge to pursue the post-secondary choices you deem best.

Student Diversity

TGS students come from all over the world and represent a wide variety of socioeconomic backgrounds, ethnicities, gender identities, and systems of belief.

Frequently Asked Questions

Have questions? You’ll find answers related to academics, admissions, student life, travel, technology and more here.

Ready to embark on the educational journey of a lifetime?

A passion for travel. A strong academic record. And the desire to improve the world as you experience it. If this sounds like you, you just might be our ideal candidate! Start your application with a five-minute inquiry form - you never know where you might end up.

It all starts here.

• Tuition and Financial Aid
• Who Should Apply?
• The Admissions Process

Sign up if you would like to receive occasional news from us.

Now available! Professional development opportunities through THINK Learning Studio

THINK Global School

1460 Broadway, #4027 New York, NY 10036 +1 646 808 0675 (Office) +1 646-504-6924 (Admissions) [email protected]

Quick Links

• Terms of Use
• Privacy Policy

THINK Global School is accredited by the Western Association of Schools & Colleges.

THINK Global School is a U.S. 501(c)(3) non-profit – in other words, we're a charitable enterprise.

© 2024 All rights reserved THINK Global School

Made by noformat

• Tourist Attractions
• Tourist Attractions in Russia
• Arkhangelsk Oblast Tourist Attractions

Off the Unbeaten Track Edward Adrian-Vallance's travel site

• About Edward
• Country guides
• Overland Travel

Arkhangelsk Oblast

Arkhangelsk Oblast is huge, underdeveloped, beautiful and fascinating. In the north there are the reindeer-herding nomads of the Nenets Autonomous Okrug , officially a part of Arkhangelsk Oblast. In the rest of the oblast a ridiculously poor (and often non-existent) road system links timeless log cabin villages with wooden churches and homes still standing from centuries ago. Time, adventurousness and some Russian language are required to get out there and discover the region’s hidden gems.

Log church and bell tower in the village of Saunino, Arkhangelskaya Oblast

The northernmost point accessible by train from Moscow is Arkhangelsk town itself, from where the seriously adventurous can move east into the western part of the Nenets Autonomous Okrug. The southernmost major point accessible by train is Nyandoma, from where a road leads west through the historic old town of Kargopol, 5km from which in the village of Saunino the church and bell tower featured in the above photo can be found. From Kargopol a dirt road continues west through the village of Lyadiny (with two spectacular log churches and a log bell tower) on into Karelia and the town of Pudozh on the eastern shore of Lake Onega. Kargopol has a couple of hotels. The cafe owner in Lyadiny has the keys to the churches and can organise accommodation. In every village in fact, if you want to have a look in the church you should ask around for who has the keys and they should be happy to open it up for you.

Be warned – in the countryside in Arkhangelsk Oblast during summer mosquitoes will never stop attacking you. I’ve traveled in the Amazon and West Papua n jungles amongst others but Arkhangelsk Oblast is worse. In the north, in the Nenets Autonomous Okrug , it’s literally so bad that they’re constantly in your nose, mouth, ears, eyes and hair. Local shops in Arkhangelsk Oblast often sell hats with attached mosquito nets that can be pulled down and drawn tight around your neck, thereby protecting your face.

Click here for my blog about cycling from Nyandoma – Kargopol – Lyadiny – Pudozh. It’s 2742 words and 25 photos.

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