Our Evidence

At least two retrospective surveys (from 2011 and 2013, respectively) found that adults who traveled internationally when they were teenagers were almost twice as likely to complete a college degree, are more likely to be employed full-time, and have higher annual incomes, on average, than their counterparts. These surveys, although limited in scope, confirm a strong association between early exposure to international travel and the knowledge, skills, and attitudes required for success in adulthood.
 

In 2022, B More Global collaborated with the Center for Research and Reform in Education (CRRE) at Johns Hopkins University’s School of Education to explore evidence of BMG programmatic impact. A core component of this partnership was a literature review focused on the effectiveness of student travel on a variety of outcomes. The review noted that:

“Though the research base examining the effectiveness of study abroad programs is still in a relatively early stage (Stone & Petrick, 2013), the research conducted to date has pointed to a wide array of positive impacts. Improvements in cultural literacy (Lewis & Niesenbaum, 2005; Pence & Macgillivray, 2008; Sachau et al., 2010; Slotkin et al., 2012; Zamastil-Vondrova, 2005), overall engagement with learning (Stone & Petrick, 2013; Byrnes, 2001; Paige et al., 2009; Casella, 1997; LaTorre, 2011; Steves, 2009; Dwyer, 2004), academic achievement (Chieffo, 2007; Stone & Petrick, 2013; Paul & Mukhopadhyay, 2003; Student and Youth Travel Association – SYTA, 2008), and overall social-emotional “life skills” (Bachner & Zeutschel, 2009; Chieffo, 2007; Chieffo & Griffiths, 2004; International Education and Resource Network, 2006; Stitsworth, 1994; Sutton et al., 2007) have all been found to be educational byproducts of student travel and study abroad.”

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Despite this evidence, study abroad programs are often limited to the postsecondary level, largely restricting early travel access to youth who have the means to do so with their families. This resource disparity reinforces socioeconomic opportunity gaps, underscoring the urgency of programs like B More Global that seek to democratize international education and provide equitable opportunities to students, irrespective of their economic background.

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