Every CAS Trips program is shaped by the people who bring it to life.
Behind every activity, there are Trip Leaders creating space for conversations, reading the group’s energy, adapting when plans inevitably change, and helping each student feel seen. It’s a role that blends logistics with empathy, structure with flexibility, and perhaps most importantly, the ability to meet every group exactly where they are.
For Patricia Razquin, originally from Pamplona in northern Spain and now a CAS Trips Trip Leader based in Madrid, those human moments are what make the role so rewarding. With a background in Art History and years of experience guiding visitors through Madrid’s museums and historic streets, she brings a deep appreciation for culture, storytelling, and curiosity to every program.
We spoke with Patricia about adapting to different groups, the power of shared experiences, and what students continue to teach her about leadership.
Can you tell us a little about your background and how you became a CAS Trips Trip Leader?
I studied Art History in León, and my original plan was never related to tourism at all. But life can be surprising.
Eventually I became a tour guide in Madrid and Alcalá de Henares, where I live now. Through a series of connections, I was asked to step in and support a CAS Trips program because another guide was unavailable. We worked well together, and after that I was invited to attend my first CAS Trips Summit.
At that point, I honestly knew very little about the IB framework or CAS itself. It was a completely new world for me. But during the Summit, the team made a real effort to explain the philosophy behind the programs, how experiential learning works, and what CAS Trips aims to achieve.
I found it fascinating. I started reading more and learning more, and realized there was so much depth behind these experiences.
Had you worked with young people before joining CAS Trips?
Yes, quite a lot. In Madrid, many schools travel to the city throughout the academic year, whether for walking tours, museum visits, or cultural activities. In Alcalá de Henares, which is a UNESCO World Heritage city, we also welcome many school groups.
I’ve worked with students from seven years old all the way up to eighteen. But educational travel is very different from guiding a two-hour tour.
As a tour guide, your primary focus is sharing information. With CAS Trips, you spend four, five, or sometimes seven days together. You’re getting to know students as people, not just as visitors. That changes everything.
What do you enjoy most about leading trips?
Without question, it’s watching students change. On the first day, many students arrive exhausted. They’ve spent hours traveling, they’re outside their comfort zone, and they don’t know who you are yet.
You can see it immediately. Some want to go to bed, some want to stay on their phones, and some are simply trying to understand what this experience will be like.
Then, little by little, things begin to shift. Students become more comfortable with their surroundings, their team leaders, and their teachers. They start sharing stories, asking questions, and opening up. You don’t always connect deeply with every student, but when those relationships develop, it’s beautiful.
What I love most is seeing sides of students emerge that perhaps aren’t visible in the classroom. Travel creates a different environment. The dynamics are completely different. Students discover new interests, new strengths, and sometimes surprise themselves.
Every group is different. How do you approach those first few days?
I’ve noticed that students react differently when you remember who they are. Calling someone by their name creates trust very quickly.
I don’t think there’s a secret trick. My biggest advice is actually not to try too hard at the beginning. Students are often tired, overwhelmed, and adjusting to a new environment. So on the first day, I try not to be too intense. I don’t want them to feel like someone is pushing them to connect immediately.
I say hello, try to remember names, and give them space. Then on the second day, I might introduce some icebreakers or small activities. Names are especially important. I’ve noticed that students react differently when you remember who they are. Calling someone by their name creates trust very quickly.
I also pay attention to what interests them. For example, I recently had a group in which many students wore vintage rock band T-shirts. That immediately gave me something to talk about. Music became a way to connect. You don’t need to share deeply personal details, but sharing a little about yourself and showing curiosity about their interests makes a difference.
You’ve spoken before about adapting experiences to different groups. What does that look like in practice?
Instead of focusing on what went wrong, you ask: what is the solution? Sometimes that means shortening an activity. Sometimes it means changing the order of things.
I think adaptability is one of the most important skills for a Trip Leader. Even when schedules are planned carefully, unexpected things happen all the time. A train is delayed. A restaurant is running behind. Students need more time in an activity than expected.
At the beginning, I found that very stressful. I worried about timings and wanted everything to happen exactly according to schedule. But after several trips, I realized that almost everything can be solved.
You learn not to panic. Instead of focusing on what went wrong, you ask: what is the solution? Sometimes that means shortening an activity. Sometimes it means changing the order of things. Sometimes it means accepting that the experience won’t unfold exactly as planned.
Students also teach you flexibility. Their energy changes from day to day, and as leaders we need to respond to that. Our role isn’t to force a group through an itinerary. It’s to understand what this particular group needs and help them get the most out of the experience they’re having.
Are there activities that consistently resonate with students?
Cooking classes. Always. Even groups that are tired or less enthusiastic about certain activities become engaged when they’re cooking together. Students are working with their hands, collaborating, and completely forgetting about their phones as they focus on preparing food.
It’s a relaxed environment, and you see teamwork happen naturally. In Madrid, students usually prepare Spanish tortilla, paella, and a traditional Santiago cake.
They enjoy making it, but of course they enjoy eating it too. For me, cooking activities create a space where students connect in a very authentic way.
As an Art History graduate, museums must be a special part of your programs.
Absolutely. Many students arrive at museums thinking, “Do we really have to do this?” But what I’ve learned is that we shouldn’t underestimate young people.
Not everyone will love museums, and that’s perfectly fine. But there are always students who become genuinely excited.
Sometimes we divide students into groups, assign them an artwork, and ask them to present it back to everyone else. Some approach it casually, while others become deeply engaged.
I recently guided students through the Reina Sofía and discussed Picasso’s Guernica. For Spanish people, that painting carries a particular emotional weight, but these students were from San Diego and had no direct connection to that history.
At one point, two students were crying in front of the painting. For me, that was extraordinary.
They were twenty years old, from another country, looking at a painting about a war that happened in 1937, and it moved them deeply. That is why art exists. Art allows us to connect to experiences that are not our own, and shows us that empathy can travel across time, across cultures, and across generations.
Beautifully put. CAS Trips programs also include service experiences. Is there one that stands out?
What I appreciate is that the organization works hard to preserve dignity.
We work with an organization that supports families experiencing food insecurity. Students purchase groceries, prepare food packages, decorate them, and learn how the organization operates throughout the year.
What I appreciate is that the organization works hard to preserve dignity. Families don’t simply receive aid; rather, children arrive after school, collect their packages, and experience the process in a welcoming environment.
Students often reflect deeply on this activity. I tell them that perhaps they won’t change the whole world, but they can do something meaningful, and giving time matters.
Sometimes helping means ensuring that one family doesn’t have to worry about dinner that evening, and those small actions have value. Students understand that.
It sounds like you’re incredibly willing to meet students where they are. What have students taught you?
Patience. Students often behave very differently when they’re away from the group. Sometimes you think you’ve understood someone. Maybe you’ve decided that you don’t connect particularly well with a student, or perhaps they’ve seemed distant or uninterested.
Then, one afternoon, you suddenly find yourself walking beside them, you start talking, and you get to know someone who completely challenges your first impression. Students carry entire worlds inside them that we don’t always see.
Being part of a group can make it difficult to express interests or enthusiasm because everyone is watching. But when students feel comfortable and safe, they reveal so much more of themselves.
I remember one student on a particularly challenging trip who initially showed no interest in anything we were doing. A few days later, she started asking me questions about buildings we were passing and wanted to know more about the city.
She even joked that this had been the tour I had wanted to give on the first day; she understood that I had been struggling to connect with a challenging group and was extending an olive branch. Moments like that remind me not to make assumptions and that sometimes students need time and space. Sometimes they simply need someone willing to wait until they’re ready.
Finally, what do you think people misunderstand about being a Trip Leader?
Part of the role is learning how to maintain that positive energy, even when challenges arise.
People don’t always realize how much energy the role requires. Students expect you to show up every day ready to guide, encourage, support, and adapt. But of course, we’re human too. Sometimes we’re tired, and things haven’t gone according to plan.
But part of the role is learning how to maintain that positive energy, even when challenges arise. At the same time, students don’t need to be perfect. They don’t need robots. They need real people who can be professional yet human.
You can acknowledge that a day has been long, that something unexpected happened, or that plans changed. Students understand that.
Ultimately, being a Trip Leader isn’t about delivering the same experience every single time. It’s about being present, staying flexible, and helping each group discover what this particular journey can become.
And that’s what makes educational travel so special: no matter how many times you visit the same destination, the experience is never quite the same twice.
