International School of Phnom Penh

ISPP's strategic goals explicitly include formally identifying, implementing and embedding social‑emotional learning across the school. The Elementary school describes a “comprehensive social emotional curriculum” delivered through classroom guidance, individual and group programmes led by the Elementary Counsellor. In Secondary, two counsellors coordinate the Home Group Advisory programme and deliver weekly advisory lessons that support wellness and healthy living. The school also links extracurricular programmes, such as sports and after‑school activities, to social and emotional skill development.

ISPP operates a Learning Support programme that provides specifically designed instruction in reading, mathematics and written language and reaches younger learners for fine motor and early language needs. Support is delivered either within the classroom or in the Learning Support Centre, and staff work collaboratively with teachers, parents and, where necessary, external specialists to design interventions. The Secondary site also notes a Learning Support programme for older students. The school's published pages describe these provisions but do not state that ISPP is a specialist SEN institution, nor do they list specific medical or diagnostic categories supported.

ISPP's Elementary Student Support Services describe an EAL Programme for students whose first language is not English, with EAL support available from Grade 2 to Grade 5 and entry language assessment on admission. Elementary students new to English engage in experiences before Grade 2 and, when in the EAL programme, typically attend focused EAL classes (noting some timetable adjustments such as during foreign language or Khmer mother‑tongue lessons). The Secondary site states an EAL option is available in the Secondary School and that students are assessed and periodically reviewed. Exit from EAL is based on established EAL exit criteria.

ISPP employs counsellors in both Elementary and Secondary who provide individual and small‑group emotional support, classroom guidance sessions, parent workshops and specialist referrals to address students' personal and social needs. Secondary counsellors explicitly aim to normalise help‑seeking and provide personal, social and transition support, while the Elementary Counsellor delivers a social‑emotional curriculum and related programmes. The school's strategic priorities also identify Wellbeing, Care and Belonging as a formal area of focus and the Director's updates note a whole‑school Well‑being Coordinator role. These published pages indicate coordinated counselling and wellbeing initiatives across the school.

ISPP's Safety & Security page describes campus security measures including ID cards for staff and students, visitor sign‑in, contracted security, CCTV and regular emergency procedures and drills. The Director's update states the Child Protection Policy and Safe Schools Procedures Handbook have been updated and that faculty and staff have completed child protection training. The Secondary Counselling Office page notes that counselling is confidential except where a student is judged to be at risk and that staff may refer students to outside specialists after consulting parents. These statements are taken from ISPP's publicly posted safety, governance and counselling pages.