by Tracy Lee

    NEW YORK, Nov. 16 (Xinhua) -- Students at the United Nations International School (UNIS) in central Manhattan, New York City (NYC), may have to face all daily battles that kids elsewhere do as they struggle to fit in with their classmates from all over the world.

    But with 120 different cultural backgrounds converged at this building, dynamics is created among the 1,550 students here.

    "The differences here are wide so somebody who is more different can feel more comfortable and then become part of UNIS," High School Principal Dr. Radha Rajan told Xinhua.

    Diversity of these students brings them together in their host city of New York -- a limitless boundary of culture and experiences in itself where students gravitate toward each other because of their differences.

    Founded in 1947 in Queens, New York, by a group of parents working for the United Nations and seeking education for their children, UNIS quickly grew to include families outside the UN community. By late 1950s, campuses in Queens and in Manhattan had been established.

    Today, 55 percent of UNIS children have their parents working for the UN or UN-related missions; 25 percent are from international families, while the rest are families from the United States.

    "I believe for an international student, coming to UNIS (it's) easier than going to another national system," said Rajan.

    Executive Director Stewart Walker told Xinhua that a welcoming committee helps facilitate the adaption to school and to living inthe city.

    He explained that the goal of UNIS is to make every student, including parents and the family, feel at ease even if their true home is overseas. "At every level, we're trying to do that."

    Walker said there was an orientation program for every new student." They've had the chance to become a part of the school before the rest of the students come in."

    One-on-one attention for new students is a major advantage of UNIS.

    Coming from more than 60 countries, the multinational staff help those students who may feel lost or nervous adapt to their new environment.

    A child may find it easier to relate to someone who shares his cultural background so that they can open up their shell and make their transition easier.

    "There are usually teenager problems, but in addition, sometimes there are problems because they are coming to a new country," Rajan said.

    In addition, language barrier is also a challenge these new comers have to face.

    The program of English as a second language (ESL) is offered to students who have limited proficiency of the language. First assessed by ESL teachers, then the student is placed in classes of beginning, middle, or advanced level, along with the option of a full mainstream program depending on grade level.

    Skills such as writing and reading are emphasized to allow students to become active in class discussions.

    "I had a student. When he came to UNIS, he hardly spoke English and had difficulty in learning the language. Later on, he reached out and helped other students saying 'it was very difficult and teachers and some students helped me, so I want to do the same forthe others'," Rajan said.

    As their language fluency increases, Rajan sees them "become New York kids" fast because much of the learning comes from their peer interactions, she said.

    There were also students who confused about who they were as they had been in many different countries, Rajan said. "It (getting to strengthen their identity) is a struggle. It is a challenge and I have seen students doing that and turning confident."

    "My belief is that unless you are comfortable with who you are and your own rules, you can not become international because if you don't know who you are, how can you (have an) international outlook if you are confused," Rajan said.

    UNIS works to create an environment where students are "comfortable and happy in their own." The curriculum itself, she said, encourages students to have shared cultural experiences and perspectives where it's taught both formally in a classroom as well as informally from peers.

    "It doesn't matter what you look like, it doesn't matter how you speak," Rajan said. "We are all one."

Special report: Global News Day for Children