For Grade 12 IB student Aurora, the Creativity, Activity, Service (CAS) component of the IB program has been more than a requirement has been quite the transformative journey. Inspired by her experiences in Nepal on an SDG-focused trip, her interest in humanitarian work continued as she supported children in underserved communities for her CAS project in Guatemala, one of her home countries.

 

In Guatemala City, Aurora worked with children, encouraging them to practice their English at a nunnery that provides education and housing for students from rural areas. With interactive methods and games, she focused on helping young learners build confidence in speaking—a skill that opens future opportunities—while empowering them to express themselves in a language they had rarely used aloud before.

 

During her summer in Guatemala and involvement at the nunnery, Aurora also finished her Extended Essay on the Guatemalan Civil War. Exploring her heritage in Guatemala City, speaking with relatives, and engaging with local communities gave her a deeper understanding of her topic and her country’s history, embodying the IB learner profile values of open-mindedness, principled action, and global-mindedness. “I wanted to write about my country. I didn’t know anything about the Civil War at all—I started off in a completely blank state and learned a lot through my research. I wrote the last part in Guatemala, and it was great to talk about it with my family and community there. I learned so much more, and from a more personal perspective.”

 

A key influence in Aurora’s growth was her participation in the SDG Trip to Nepal—part of a year-long ASH program in which students collaborate with partner communities abroad (Nepal or Thailand). Throughout the year, students design projects aligned with specific Sustainable Development Goals, work in teams, practice leadership, and ultimately travel to their partner community to implement their work and learn through immersive, real-world experiences.

 

Aurora says this experience was foundational: Nepal offered structured teamwork within a large group, while Guatemala challenged her to take initiative independently, designing lessons and activities tailored to her students. Both strengthened her desire to pursue humanitarian aid and work with NGOs, focusing on fieldwork and projects that make a tangible impact on future generations.

 

Through these endeavors, Aurora shows the profile of an IB student: young people who—beyond academic preparation—are compassionate, proactive, and committed to improving the world around them.