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Cambodia, Phnom Penh
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AISPP states it uses a school‑wide Positive Education approach (called Positive Education Enhanced Curriculum, PEEC) to build character and social‑emotional skills, and the Wellbeing Teacher leads PEEC and staff professional development on wellbeing. The Student Support Team (Primary) includes a Wellbeing Teacher and in Secondary a Counsellor who run small‑group work and transition support to develop students' social and emotional learning.
AISPP publishes a Student Support Team that includes an Inclusion Teacher/Coordinator who provides in‑class, small‑group and one‑to‑one support and who creates Individual Learner Plans (ILPs/IEPs). The Inclusion Teacher's role description explicitly lists support for neurodiverse needs including autism, ADHD, specific learning difficulties (SLD), dyslexia, speech and language needs, executive‑functioning and related movement/balance difficulties. Admissions guidance states the school can accommodate students with moderate learning, emotional or physical needs on a case‑by‑case basis, and that final placement depends on whether AISPP can provide appropriate support.
AISPP identifies English Language Support/English Language Acquisition (ELA) teachers as members of its Student Support Team in Primary and Secondary and describes in‑class (push‑in) and withdrawal support so students can access the curriculum. The secondary ELA staff teach MYP English Language Acquisition classes, push into subject lessons and collaborate with classroom teachers to differentiate learning.
AISPP's Counsellor is listed as supporting the socio‑emotional wellbeing of students, running individual and group sessions and delivering parent and staff educational sessions. The Counsellor also leads child‑protection matters. In Primary, the Wellbeing Teacher runs schoolwide Positive Education activities, small‑group social‑emotional skills work, and supports transitions. The Student Support Team meets regularly and can refer students to external specialists when needed, and the school describes targeted therapies (for example movement, painting and balance therapy) used by the Inclusion Teacher for attention and executive‑functioning support.
AISPP publishes a Child Protection Handbook (Child Protection Lead & Counsellor named, plus senior leadership contacts) and a Policy Statements page that defines safeguarding, outlines mandatory reporting, safer recruitment and annual staff training. The Child Protection Handbook sets out detailed procedures, a Child Protection Team, reporting protocols and expectations for staff conduct and incident handling.
The Australian International School Phnom Penh (AISPP) teaches children aged 2–18 and combines the Australian Curriculum with the International Baccalaureate (IB) programmes PYP, MYP, DP and the IB Career-related Programme (CP). The campus is described on the school site as a garden campus with separate Primary and Secondary buildings, an Early Learning Centre, a 25 m outdoor pool, a 1080 sqm air‑conditioned gymnasium, a full-sized football pitch and a performing-arts theatre. AISPP is the only school in Cambodia authorised to offer all four IB programmes on the same campus, and the school's primary-language programmes include English instruction with language classes in Mandarin and Khmer; EAL support is offered for non‑fluent English speakers. For detailed tuition and the official fee schedule the school publishes a Fee Schedule (PDF) on its Admissions/Fees page.
