What Is the IB Learner Profile?

The IB Learner Profile describes ten attributes that the IB believes all learners should strive to develop. These are not awards to be earned or boxes to be ticked — they are ongoing dispositions that students, teachers, and the wider school community continuously work towards together.

For PYP educators, the Learner Profile is not a separate curriculum element. It should be woven into the daily fabric of school life — in how we praise students, how we frame challenges, and how we model behaviour ourselves.

The 10 Learner Profile Attributes at a Glance

  • Inquirers — nurture curiosity; develop skills for independent and collaborative research.
  • Knowledgeable — explore concepts across a range of disciplines; engage with local and global issues.
  • Thinkers — apply critical and creative thinking to solve complex problems.
  • Communicators — express ideas confidently in more than one language and in multiple modes.
  • Principled — act with integrity and honesty; take responsibility for actions.
  • Open-minded — appreciate and value other perspectives, cultures, and personal histories.
  • Caring — show empathy, compassion, and respect; make a positive difference.
  • Risk-takers — approach uncertainty with courage; explore new ideas and strategies.
  • Balanced — understand the importance of intellectual, physical, and emotional balance.
  • Reflective — thoughtfully consider learning and personal growth; understand strengths and limitations.

Practical Strategies for Each Stage of the Day

Morning Meeting or Circle Time

Start the day with a brief Learner Profile focus. Pose a question like: "Can you think of a time this week when you showed open-mindedness?" Connecting attributes to real experiences makes them concrete and meaningful, not abstract vocabulary.

During Inquiry Units

Link specific attributes to the demands of each inquiry phase. When students are researching, highlight Inquirer and Thinker. When sharing findings with peers or younger students, spotlight Communicator and Caring. Make these connections explicit in your planning documents and verbal feedback.

Classroom Environment

  • Display the Learner Profile with student-created definitions and illustrations — not just IB-provided posters.
  • Create a "Learner Profile in Action" board where students (and teachers) add real examples they observe.
  • Frame classroom agreements using Learner Profile language: "In our classroom, we are principled — we keep our agreements."

Feedback and Assessment Language

The language teachers use sends powerful messages. Replace generic praise ("Good job!") with attribute-specific feedback:

  • "I noticed you kept trying even when it was difficult — that's real risk-taking."
  • "The way you listened to Jordan's idea and built on it shows you're open-minded."
  • "Admitting you made a mistake and correcting it — that's being principled."

Avoiding Common Pitfalls

  1. Don't reduce attributes to sticker charts. External rewards can undermine the intrinsic nature of these dispositions.
  2. Don't focus on only one or two attributes all year. All ten deserve attention across different contexts.
  3. Don't forget teacher modelling. Students notice when adults also reflect, take risks, and show care.

Bringing It All Together

The Learner Profile is most powerful when it lives in authentic moments — a student choosing to apologise without being prompted, a class deciding to take action on an issue they care about, or a teacher openly reflecting on what they could do better. These moments, more than any lesson or display, are where the Learner Profile truly takes root.