Canadian International School of Beijing

CISB states that Social-Emotional Learning is integrated across its IB programmes and is supported through a daily Advisory programme with extended Advisory sessions on Wednesday afternoons for deeper SEL work. Elementary structures include daily morning meetings, classroom agreements and a response-to-intervention model for tiered support. Teachers receive training in responsive classroom approaches and work with the school counsellor when students need individual or small-group interventions. The school names specific leaders involved in SEL delivery, including the Middle/High vice-principal and school counsellors who contribute to programme design and delivery.

CISB's admissions information states the school accepts students with mild learning disabilities and certain physical disabilities but notes it cannot accept students whose needs it cannot effectively meet. The school has a Learning Support role on staff (for example, Paul Amos is listed as Learning Support) and an Inclusion Policy describing differentiated instruction and support. Where needs exceed school capacity the admissions process and support planning involve observations, external assessments and collaboration with parents and external professionals. CISB is not presented as a specialist SEN institution; support is provided within its mainstream programmes.

CISB is an English-medium school and explains that non-native speakers complete WIDA assessments during admission; the school runs an English as an Additional Language (EAL) programme for students who need extra support. The EAL department describes a co-teaching model in which EAL teachers co-teach content classes (especially Individuals & Societies and some Sciences, Maths and Design) and collaborate with content teachers on scaffolding and sheltered instruction. The website also lists EAL staff and sets WIDA-based proficiency requirements by grade for progression.

CISB publishes that it employs school counsellors and psychologists who provide one-to-one and group counselling, workshops and wellbeing programmes (for example, stress-management and meditation sessions) across Early Years through High School. The school's counselling team is named in staff pages and news items, with counsellors trained in approaches such as CBT and with external training like ASIST noted for some staff. Counsellors work with teachers, parents and external specialists (occupational therapists, speech and language therapists and clinical psychologists) when needed to create support plans. The school describes advisory and counselling as central elements of student wellbeing provision.

CISB publishes a detailed Safeguarding & Child Protection Policy (effective February 2025, revised May 2025) that sets out roles, reporting procedures, definitions of abuse, staff responsibilities and links to Chinese law and international best practice. The policy names the Designated Safeguarding Lead (David Bremner) and a Deputy DSL (Hisham Farghaly) and states that all staff must be trained and required to report concerns. The school's Policies page links explicitly to the full child protection policy and to related policies (Inclusion, Health & Safety, Complaints). The document therefore provides the formal procedures and contact points for safeguarding and child-protection matters.