Canadian International School of Guangzhou

CIS describes a formal counselling service that provides group and individual counselling and delivers social‑emotional lessons in the classroom to support students' social and emotional development. The counselling team works with teachers to implement evidence‑based strategies aimed at improving student relationships, behaviour and learning. The school's House system (Panda, Wolves, Elk, Dragon) is explicitly described as promoting belonging, self‑identity, responsibility and positive self‑esteem across sporting, academic and artistic activities. CIS also lists “personal growth & well‑being” among its core competencies within its Alberta/IB‑informed curriculum framework.

CIS states it is an inclusive, non‑selective international school and that learning support for students who require additional help is assessed on an individual, at‑need basis during admissions and thereafter. The admissions information explains the school will determine availability of learning‑support services case‑by‑case rather than listing a published set of specific diagnoses or categories supported. The website does not publish a public list of the exact types of special educational needs it can or cannot accommodate. CIS does not present itself as a specialist SEN institution; instead it describes individual assessment and tailored support where possible.

CIS operates a defined English Language Learning (ELL) programme for students who do not speak English as a first language, with stated provision for Grades 2–9 and an ESL credited course option in High School. The ELL page describes leveled reading materials and assessments 2–3 times per year, elementary pull‑out and after‑school sessions (noting nine periods per week at elementary level), in‑class support in Junior High, and credited ESL courses in High School. The school says ELL is designed to develop both social and academic English and to remove barriers so students can access the Alberta curriculum when ready. The website therefore does publicly describe specific EAL/ELL provision and staffing structure.

CIS's counselling service describes whole‑school wellbeing initiatives intended to promote compassion, leadership and resilience, and offers both group and individual counselling to support students' mental health. The counselling team states it provides classroom social‑emotional lessons, supports teachers with evidence‑based strategies, and runs parent/caregiver workshops to help families support student wellbeing. Boarding and student services pages also reference attention to students' psychological and social development in the boarding context. These statements on the website outline the school's publicly stated approach to mental wellbeing but do not publish clinical protocols or detailed therapeutic qualifications for staff.

The school's public website describes student wellbeing, counselling services and boarding safety in broad terms but does not publish a clearly labelled child‑protection or safeguarding policy that is publicly accessible. The site includes a privacy policy and a menu link for "School Policies," but a distinct, named safeguarding/child‑protection policy is not available on the pages reviewed. For specific details about safeguarding procedures, reporting lines, or staff safeguarding roles you will need to contact the school directly via the admissions or contact details provided on the site.