Rowland Hall’s vision is to develop people the world needs. This February, a group of students from the Middle School got a formal introduction to that world and discovered just how vast it really is.

“When we entered the United Nations building it was crazy to see all these nameplates of different countries,” said eighth grader Alex P. “I got to meet people from Spain, Italy, West Africa, all sorts of places.”

Alex was one of 16 Rowland Hall students who traveled to New York City for the World Federation of United Nations Associations (WFUNA) Model UN conference. There, they were among more than 1,300 young people from more than 100 schools representing 60-plus nations from around the world. They were also the youngest delegation, being the only middle schoolers invited to attend.

“A lot of the kids who were 15 or 16 were asking me how old I was,” said eighth grader Dean B. “They were like, ‘You’re so brave.’ So my goal was just to talk as much as I could.”

Listen to this story | Subscribe on Apple Podcasts

During the conference, the kids were split up and placed in different committees to examine various dilemmas facing the world today. Some explored climate change, while others talked about criminal justice or issues impacting labor. All were put into situations that would stretch their cultural competency and move them out of their comfort zones. However, what could have been a challenge instead became a highlight of the experience.

"My favorite part was getting to hear everyone's different languages and viewpoints,” said eighth grader Zoe P. “Even seeing how computer keyboards were adapted to write in those different languages."

My favorite part was getting to hear everyone’s different languages and viewpoints.—Zoe P., class of 2029

The students soon found themselves making friends with people from all over the world.

“I got to make some really good friends that were from all sorts of different countries, specifically Jamaica, Italy, and Georgia,” said eighth grader Zoya S. “It was really interesting because they brought a lot of new ideas to the table and made the discussions a lot better.”

Improving cultural competency and practicing soft diplomatic skills were not the only lessons learned. Students stepped up to become leaders and, in the process, gained skills that can’t be taught, but only earned.

“These kids walked in there unsure and not really confident,” said seventh-grade world studies teacher Margot Miller. “They walked out on top of the moon. They became very confident, whether it was because they made a speech or had their language included in a resolution. All of that, whether it was very small or very big, mattered to these kids.”

The presence of an authentic audience played a part in students' transformative experiences. The opportunity to step outside the classroom and interact and receive feedback from a larger community led to the students taking the matter more seriously and dedicating their full attention to what they were doing.

“That immersion was so important. It doesn’t get more authentic than the UN headquarters,” said political science and debate teacher Mike Shackelford. “It's a simulation, but you can't simulate a multicultural, global experience like that. You can't get that reading textbooks, being online, or doing any kind of in-class simulation.”

They also had the opportunity to learn from peer mentors who, not long ago, had been in their shoes. The delegation was led by two ninth graders who had previously taken Model UN in Middle School and now are taking Mike’s Applied Forensics class in the Upper School. Gregory House and Reid Venkatesan not only went to participate but also to serve as guides to their younger classmates.

“They would show me and everyone else the work they were doing, five days, four days, every day before the conference,” said Alex about the older students. “They'd help us by showing us the ropes and what to do, explaining things we didn't understand, and even helping us write speeches.”

“Reid was in my commission, and I was trying to keep up with him,” added Dean. “I would probably not be as brave if he wasn’t there. I saw Reid do all this stuff and I wanted to do it too.”

For their part, Gregory and Reid said they were happy to help their classmates, and hope it means they will continue with Model UN as they progress through school.

“I think if you go to Rowland Hall, you should take that class,” said Reid. “The skills that you gain from it, the public speaking, the research skills, and learning how to incorporate that into the rest of your schoolwork, has been super beneficial for all of the work that I do at school.”

Both Reid and Gregory received diplomacy awards for their work, setting a standard that their Middle School classmates hope to attain at future conferences. And some hope to exceed it.

This conference inspired me to change my future. It made me see that I want to make change throughout the world.—Jena S., class of 2029

“This conference inspired me to change my future. It made me see that I want to make change throughout the world,” said eighth grader Jena S. “I think I want to be an ambassador in the UN because it's a way of making change. This helped me open my mind to that.”

Students like Jena are the future of the UN and may help save it in the face of challenges it is facing from around the world.

“It's a delicate arrangement to pursue peace and put your country's interests aside. And that doesn't come naturally,” said Mike. “To instill in younger generations that the UN is a viable institution means that work can continue.”

Rowland Hall will continue its work with the UN this spring during Interim, when a group from the school travels to attend a leadership lab organized by WFUNA, exploring local solutions to global dilemmas.

It’s another step in a partnership that not only opens up a world of opportunity for these students but also gives the world the people it needs.

---

Banner photo courtesy of the World Federation of United Nations Associations

Authentic Learning