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“Are you taking your child with you?” Many missionaries with children get asked this question before leaving for the field. Not only do families take their children to the mission field, missionary kids (MKs) are an integral part of the IMB family.

All children of IMB missionaries are MKs, but as we push to the edge of lostness, many regions prohibit us using the term "missionary," so we refer to the children as Third Culture Kids (TCK). A TCK is a person who has spent a significant part of their developmental years outside of their parents’ passport culture.

The IMB has three distinct teams who work exclusively with TCKs: training, education, and member care.

All three teams, though separate, work closely for the common goal of supporting our TCKs. Why is this so important? First, because we care deeply about them. “I have no greater joy than to hear that my children are walking in the truth,” 3 John 4. Our greatest goal is for our children to not just survive but to thrive overseas and walk in the truth.

Secondly, the enemy does not want the good news to spread. One of his favorite methods of attack is through missionary families. If we can proactively support our TCKs, we can hopefully keep as many healthy families on the field as possible.


Kris Howington, Director of TCK Training





The IMB’s TCK training program thoughtfully and comprehensively prepares Third Culture Kids for life on the mission field. TCKs who return to the U.S. with their families for stateside assignment have opportunities to debrief their time overseas. Watch this video to learn more.

Summer 2024

Feature Story

Q & A with children’s training staff

Training for missionary service includes preparing children to enter the mission field. And just as adults need debriefing at stateside conferences, kids need it too. We interviewed three staff members, two of whom are alumni, who serve Third Culture Kids (TCKs) to hear more about their roles, what led them to serve, and the importance of TCK care.

1. What is your role?

Ben Brinkley: My title is education program manager. My main responsibilities are managing our temporary workers, supervising our TCKs serving during their summer breaks, leading high school stateside assignment conferences, and organizing the ReEntry Retreat for incoming first-year college students.

Susan Prewett: I teach the upper elementary and middle school kids as they attend orientation and stateside programs. During program time, my role is providing classroom instruction for our returning TCKs and our TCKs in training. Prep weeks are used to adjust curriculum to meet the age-appropriate needs and interests of incoming students.

Sherry Alston: I serve as the program coordinator for the children's training area of the IMB. I handle the paperwork and coordination for the students for our programs: four orientations, five stateside conferences, and one ReEntry Retreat. Paperwork includes information about allergies, educational information, field trip forms, etc. I also coordinate with other departments for program needs and outside resources for field trips and special events during the program.

3. What are some of the things TCKs learn as they go through the children’s training?

Susan Prewett: With students attending stateside conferences, I want to create a safe atmosphere for kids to debrief and bond over shared experiences and interests. Our kids can feel like outsiders when overseas, so it is heartwarming to see them sharing laughs and inside jokes. TCK peers can relax with each other quickly. I want to provide the space for them to do that so when more sensitive emotional or spiritual topics come up, they already feel a sense of acceptance, trust, and the ability to share more easily if they want to.

3. What is the importance of caring for TCKs?

Ben Brinkley: Caring for our TCKs is vital to the success of our personnel. I believe children's issues is one of the top three reasons our personnel leave the field. Preparing, engaging, and debriefing the students plays a major role in their success. My job really focuses on the tail end of their time with the IMB: high school and going to college. I want to help these students transition back to the U.S. and succeed. If they can thrive during this time, we have a generation of students who love the Lord, understand the importance of missions, and want to be a part of ministry.

4. What is the most rewarding part of your job?

Susan Prewett: Like most teachers, the most rewarding part of my job is when I see the lights come on during teachable moments. However, in our setting, those moments can be extra sweet as the learning can be spiritual and the "lights" more satisfying. On a more practical note, our program tries to offer a variety of activities so that each child's interests or strengths can come out in unexpected ways. I think we all want to give each student a little place to shine or be appreciated for their unique skills and experiences without feeling like they are being singled out for being the "missionary kid."

Sherry Alston: I truly believe I have the best job ever — I LOVE my job! Every day, a representative from the school-aged classes brings me the attendance. I get to chat with them one-on-one to get to know them better, ask them for their prayer requests, and then pray together before they go back to class. This is my favorite part of my job! Reminding them of the importance and power of prayer is very important to me.

Training for missionary service includes preparing children to enter the mission field. And just as adults need debriefing at stateside conferences, kids need it too. We interviewed three staff members, two of whom are alumni, who serve Third Culture Kids (TCKs) to hear more about their roles, what led them to serve, and the importance of TCK care.

1. What is your role?

Ben Brinkley: My title is education program manager. My main responsibilities are managing our temporary workers, supervising our TCKs serving during their summer breaks, leading high school stateside assignment conferences, and organizing the ReEntry Retreat for incoming first-year college students.

Susan Prewett: I teach the upper elementary and middle school kids as they attend orientation and stateside programs. During program time, my role is providing classroom instruction for our returning TCKs and our TCKs in training. Prep weeks are used to adjust curriculum to meet the age-appropriate needs and interests of incoming students.

Sherry Alston: I serve as the program coordinator for the children's training area of the IMB. I handle the paperwork and coordination for the students for our programs: four orientations, five stateside conferences, and one ReEntry Retreat. Paperwork includes information about allergies, educational information, field trip forms, etc. I also coordinate with other departments for program needs and outside resources for field trips and special events during the program.

2. What are some of the things TCKs learn as they go through the children’s training?

Susan Prewett: With students attending stateside conferences, I want to create a safe atmosphere for kids to debrief and bond over shared experiences and interests. Our kids can feel like outsiders when overseas, so it is heartwarming to see them sharing laughs and inside jokes. TCK peers can relax with each other quickly. I want to provide the space for them to do that so when more sensitive emotional or spiritual topics come up, they already feel a sense of acceptance, trust, and the ability to share more easily if they want to.

3. What is the importance of caring for TCKs?

Ben Brinkley: Caring for our TCKs is vital to the success of our personnel. I believe children's issues is one of the top three reasons our personnel leave the field. Preparing, engaging, and debriefing the students plays a major role in their success. My job really focuses on the tail end of their time with the IMB: high school and going to college. I want to help these students transition back to the U.S. and succeed. If they can thrive during this time, we have a generation of students who love the Lord, understand the importance of missions, and want to be a part of ministry.

4. What is the most rewarding part of your job?

Susan Prewett: Like most teachers, the most rewarding part of my job is when I see the lights come on during teachable moments. However, in our setting, those moments can be extra sweet as the learning can be spiritual and the "lights" more satisfying. On a more practical note, our program tries to offer a variety of activities so that each child's interests or strengths can come out in unexpected ways. I think we all want to give each student a little place to shine or be appreciated for their unique skills and experiences without feeling like they are being singled out for being the "missionary kid."

Sherry Alston: I truly believe I have the best job ever — I LOVE my job! Every day, a representative from the school-aged classes brings me the attendance. I get to chat with them one-on-one to get to know them better, ask them for their prayer requests, and then pray together before they go back to class. This is my favorite part of my job! Reminding them of the importance and power of prayer is very important to me.

Get Involved

Please pray for new TCKs as they transition to the field, for older TCKs as they transition to college and the U.S., and for all those in the in-between! Additionally, consider supporting the children’s training center by purchasing an item from their Amazon wish list that will be shipped directly to them. Here’s the Amazon link. When the item is in your cart, make sure you select the “MK/TCK Wish List's Gift Registry Address” option under your shipping addresses.

If you order something off the list, please send us a note at [email protected] so we may provide you with a report on how your donated supplies were used.

If you would like to know more about contributing at a deeper level, consider visiting the Missionary Kid Education and Spiritual Growth campaign page.

TCK Highlights

OlTCK Classroom

Supporting families in the missionary task

TCK Education

Meeting needs and supporting families are some of the most rewarding parts of TCK education, according to Doreen, the IMB’s director of TCK education. The goal is supporting IMB families so they can thrive as a family and in the ministry God has called them to.

Doreen was a special education teacher for seven and a half years before serving with her husband, Jon, in Asia for 27 years. Before their retirement from the field, Doreen was a regional TCK consultant.

In her current role, she is responsible for the global team of education consultants who facilitate educational needs for IMB families, whether it’s finding the best homeschool curriculum or vetting national or Christian schools. Consultants walk alongside families whose children need additional help with educational testing, special needs, and any other educational needs.

Doreen’s team also provides adult TCK care, through events like Thanksgiving retreats and an app to promote communication. Her team works preemptively with families to meet their children’s needs.

“We really don't want to just meet a need when it's gotten so far, we are working on earlier intervention,” she said.

A lot of that is educating families on what to look for in their child. For families with students who have learning needs, the consultants collaborate with the family to create a student support plan to determine appropriate strategies. The consultant meets with the family periodically to monitor progress and assist as needed. For families who have special needs, the team creates an individual education plan and collaborates with the family to select strategies. They meet with parents for periodic assessments.

“I think families have felt really supported by our company and by the consultants working with them,” she continued.

Thank You, Father, for the IMB’s commitment to caring for our TCKs and for the work the TCK education team does to faithfully support missionaries. Please give them wisdom and joy as they seek to meet the educational needs of IMB TCKs.

TCK Classroom

Supporting families in the missionary task

TCK Education


Meeting needs and supporting families are some of the most rewarding parts of TCK education, according to Doreen, the IMB’s director of TCK education. The goal is supporting IMB families so they can thrive as a family and in the ministry God has called them to.

Doreen was a special education teacher for seven and a half years before serving with her husband, Jon, in Asia for 27 years. Before their retirement from the field, Doreen was a regional TCK consultant.

In her current role, she is responsible for the global team of education consultants who facilitate educational needs for IMB families, whether it’s finding the best homeschool curriculum or vetting national or Christian schools. Consultants walk alongside families whose children need additional help with educational testing, special needs, and any other educational needs.

Doreen’s team also provides adult TCK care, through events like Thanksgiving retreats and an app to promote communication. Her team works preemptively with families to meet their children’s needs.

“We really don't want to just meet a need when it's gotten so far, we are working on earlier intervention,” she said.

A lot of that is educating families on what to look for in their child. For families with students who have learning needs, the consultants collaborate with the family to create a student support plan to determine appropriate strategies. The consultant meets with the family periodically to monitor progress and assist as needed. For families who have special needs, the team creates an individual education plan and collaborates with the family to select strategies. They meet with parents for periodic assessments.

“I think families have felt really supported by our company and by the consultants working with them,” she continued.

Thank You, Father, for the IMB’s commitment to caring for our TCKs and for the work the TCK education team does to faithfully support missionaries. Please give them wisdom and joy as they seek to meet the educational needs of IMB TCKs.

A TCK’s roots grow deep

TCK Member Care

Hannah grew up in Asia as a Third-Culture Kid (TCK) and saw some TCKs crash and burn when they moved to the U.S. Looking back, she saw some common threads that may have contributed.

Hannah is a TCK-focused member care consultant based in Richmond.

“Member care exists to help missionaries be spiritually, emotionally, and relationally healthy on the field, and so I think TCK member care is an extension of that,” Hannah said.

She focuses on these three areas of health with TCKs and supports families as they learn what they need to care for their children.

Hannah works with families in the application process, at orientation training in Richmond, and who are on stateside assignment with TCK member care needs. She attends TCK classes to talk about God’s good design for emotions. She also meets one-on-one with some TCKs. 

Her role is new, and as she talks with parents who are headed to the field for the first time, she shares about what to expect during their transition overseas, transition stress symptoms, challenges their children will face, and how they can walk beside their children. She also shares about issues TCKs might encounter as they get older.

She explains to parents that, for kids moving overseas, it’s not easier or harder than their parents moving overseas, it's just different. Impressions are made on children’s developing brains when they move to another country. A TCK’s roots go deeper into the cultures they grow up in than an adult’s ever will because their impressionable years are spent overseas. Their identity will feel complex, she explains. 

Transition at any age is difficult, but that’s especially true with elementary, middle school, and high school-aged children, and she encourages parents to intentionally and openly talk about identity and transition.

Thank You, Father, for Hannah and the life experience You have used to prepare her for this new role. Please continue to give her and the TCK member care team wisdom. We pray for teenagers and other children who might have especially challenging times during transition. Guard their hearts and help them to cling to You as they find their own place in The Great Pursuit.

A TCK’s roots grow deep

TCK Member Care


Hannah grew up in Asia as a Third-Culture Kid (TCK) and saw some TCKs crash and burn when they moved to the U.S. Looking back, she saw some common threads that may have contributed.

Hannah is a TCK-focused member care consultant based in Richmond.  

“Member care exists to help missionaries be spiritually, emotionally, and relationally healthy on the field, and so I think TCK member care is an extension of that,” Hannah said.  

She focuses on these three areas of health with TCKs and supports families as they learn what they need to care for their children. 

Hannah works with families in the application process, at orientation training in Richmond, and who are on stateside assignment with TCK member care needs. She attends TCK classes to talk about God’s good design for emotions. She also meets one-on-one with some TCKs.  

Her role is new, and as she talks with parents who are headed to the field for the first time, she shares about what to expect during their transition overseas, transition stress symptoms, challenges their children will face, and how they can walk beside their children. She also shares about issues TCKs might encounter as they get older. 

She explains to parents that, for kids moving overseas, it’s not easier or harder than their parents moving overseas, it's just different. Impressions are made on children’s developing brains when they move to another country. A TCK’s roots go deeper into the cultures they grow up in than an adult’s ever will because their impressionable years are spent overseas. Their identity will feel complex, she explains. 

Transition at any age is difficult, but that’s especially true with elementary, middle school, and high school-aged children, and she encourages parents to intentionally and openly talk about identity and transition.

Thank You, Father, for Hannah and the life experience You have used to prepare her for this new role. Please continue to give her and the TCK member care team wisdom. We pray for teenagers and other children who might have especially challenging times during transition. Guard their hearts and help them to cling to You as they find their own place in The Great Pursuit.

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Alumni Spotlight

IMB programs for young adult TCKs play a vital role in healthy transitions.

Young Adult TCKs

Elizabeth’s journey as a Third Culture Kid (TCK) began when she was nine years old and moved overseas with her family. She was initially reluctant to go, but God changed her heart and made it clear that He was directing her family's path. Her life since then has been marked by moves and transitions. During high school, Elizabeth learned to rely on the Lord when she attended a new school during stateside assignment and then again when her family moved to a new city where she lacked peers her age.

Elizabeth continued to learn to trust in the Lord when she moved to the U.S. for college. As with many TCKs, Elizabeth’s transition back to the U.S. was marked by goodbyes, missed celebrations, and uncertainties about college life. When Elizabeth attended the ReEntry Retreat hosted by the IMB and the WMU, she was initially overwhelmed to be around such a large group of peers. But it was there that she met one of her closest friends.

Attending Liberty University in Lynchburg, Virginia, was also overwhelming for her at first, but Elizabeth gradually found community through campus ministries and the TCK program. Serving incoming TCKs and other students has helped grow her leadership skills and deepen her faith.

Throughout her life as a TCK, Elizabeth has proven to be resilient. Her life experiences have made her adaptable, open, and understanding of others. These traits have been crucial as she navigates the complexities of young adulthood.

This past year, Elizabeth attended the TCK Thanksgiving Retreat and felt a renewed sense of community within the larger IMB family. She desires to obediently follow the Lord and is in the process of becoming a Journeyman.

Programs like the ReEntry Retreat, TCK Thanksgiving Retreat, and TCK scholarships at Christian universities play a vital role in helping TCKs transition well into adulthood. Alumni can support college-age TCKs by inviting them over for a meal, hosting them during a school break, helping them move out of their dorms, providing transportation to the airport, or storing boxes over the summer. For information on how you can help, contact Claire Pablo at [email protected].

Please pray for Elizabeth as she enters this new season of life as a young adult and seeks to make the gospel known and mentor younger TCKs along the way.

Businessman uses skills to aid missionary access

IMB programs for young adult TCKs play a vital role in healthy transitions.

Young Adult TCKs

Elizabeth’s journey as a Third Culture Kid (TCK) began when she was nine years old and moved overseas with her family. She was initially reluctant to go, but God changed her heart and made it clear that He was directing her family's path. Her life since then has been marked by moves and transitions. During high school, Elizabeth learned to rely on the Lord when she attended a new school during stateside assignment and then again when her family moved to a new city where she lacked peers her age.

Elizabeth continued to learn to trust in the Lord when she moved to the U.S. for college. As with many TCKs, Elizabeth’s transition back to the U.S. was marked by goodbyes, missed celebrations, and uncertainties about college life. When Elizabeth attended the ReEntry Retreat hosted by the IMB and the WMU, she was initially overwhelmed to be around such a large group of peers. But it was there that she met one of her closest friends.

Attending Liberty University in Lynchburg, Virginia, was also overwhelming for her at first, but Elizabeth gradually found community through campus ministries and the TCK program. Serving incoming TCKs and other students has helped grow her leadership skills and deepen her faith.

Throughout her life as a TCK, Elizabeth has proven to be resilient. Her life experiences have made her adaptable, open, and understanding of others. These traits have been crucial as she navigates the complexities of young adulthood.

This past year, Elizabeth attended the TCK Thanksgiving Retreat and felt a renewed sense of community within the larger IMB family. She desires to obediently follow the Lord and is in the process of becoming a Journeyman.

Programs like the ReEntry Retreat, TCK Thanksgiving Retreat, and TCK scholarships at Christian universities play a vital role in helping TCKs transition well into adulthood. Alumni can support college-age TCKs by inviting them over for a meal, hosting them during a school break, helping them move out of their dorms, providing transportation to the airport, or storing boxes over the summer. For information on how you can help, contact Claire Pablo at [email protected].

Please pray for Elizabeth as she enters this new season of life as a young adult and seeks to make the gospel known and mentor younger TCKs along the way.

TCK ReEntry Retreat



Pray for our rising college freshmen missionary kids as they make the transition from the field to the U.S. and college life. Many plan to attend our MK ReEntry Retreat, co-sponsored by WMU and the home office, from August 6-10 in Missouri. Retreat programming focuses on helping these young people build a strong spiritual foundation as they prepare for this next chapter.

Let’s pray that:

1. The retreat will help TCKs engage in honest and helpful conversations with each other about adjusting to the U.S., college, living independently, and forming lasting relationships.

2. TCKs re-entering American culture will adapt well to their new environment while remaining steadfast in their relationship with Christ.

TCK Thanksgiving Retreat


After a hiatus of more than 20 years, the TCK Thanksgiving Retreat was brought back in 2023 with great success and will continue for years to come! This retreat offers TCKs a valuable opportunity to study the Bible together, build lasting friendships, and celebrate Thanksgiving with fellow TCKs while they are far from their families and still acclimating to life in the U.S. Your support toward travel costs for the retreat blesses TCKs and their families immensely. Learn more here.

Please spread the word that all TCKs between the ages of 18 and 23 are invited. Register and learn more details about the November 2024 Thanksgiving Retreat here. Contact Claire Pablo at [email protected] for more information.

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