Dehong Chinese International School

Dehong Shanghai supports Social and Emotional Learning (SEL) through its Safe at School framework, which places protection and emotional wellbeing at the core of school life. The framework is anchored in the UN Convention on the Rights of the Child and the PRC's 2012 Law on the Protection of Minors, with seven basic principles guiding the community. An eight‑point Safe at School Core Competencies program ensures all staff receive ongoing safeguarding training. Students engage in Keeping Me Safe at School and Circle Solution Sessions led by trained staff, including the Banzhuren, to discuss safety, emotions, friendships and wellbeing in a structured circle format. The approach emphasizes student voice and a positive emotional climate as part of a broader wellbeing strategy, with a Safe at School mini‑programme available to access resources via WeChat.

The school publicly describes a bilingual Chinese–English curriculum and general student support, but does not publish a dedicated SEN policy or a clearly listed range of supported conditions. There is no explicit mention of a specialist SEN department or SEN facilities in publicly available materials. Supportive provisions are evidenced through wellbeing and counselling offerings, including university/career readiness programming. EAL is integrated within the curriculum rather than presented as a separate SEN service. In practice, SEN staff or dedicated SEN services are not publicly disclosed in the available materials.

EAL is integrated within Dehong Shanghai's bilingual curriculum, with substantial use of English across subject teaching. Public materials indicate that the school uses a 50/50 Chinese–English language distribution in elementary and middle school, transitioning to higher English use (85% English) by Grade 10. A student story illustrates immersion in both languages, with roughly half the week spent in Chinese‑Medium Learning and half in English‑Medium Learning. The bilingual environment includes support from Chinese-speaking staff (e.g., Banzhuren) for language‑related student welfare issues. Overall, language development is described as an integrated, language‑rich approach rather than a separate, standalone EAL program.

Mental wellbeing is supported through a dedicated university/career readiness program and counselling services that help students plan for the future and monitor personal growth. Public materials highlight that the school assists students in setting meaningful goals and mapping their paths to higher education, with counsellors guiding university and career planning. A Head Student of the Wellbeing Department leads efforts to monitor students' mental states and wellbeing in academic and daily life. The Safe at School framework includes practices that foster positive emotional climates, such as Circle Solution Sessions led by trained staff. CIS‑related materials also reference ongoing wellbeing initiatives within the Dehong community.

Safeguarding at Dehong Shanghai is embedded in the Safe at School framework, which places child protection at the heart of school practice. The framework uses seven principles and a Code of Conduct signed by all adults working with students. All staff undergo training through eight Safe at School Core Competencies, with ongoing professional learning to keep safeguarding knowledge up to date. Students are involved in Keeping Me Safe at School and Circle Solution Sessions to build a safe, respectful environment and to empower them to speak up if they feel unsafe. The framework is aligned with international best practice and Chinese law, including the UNCRC and the PRC Law on the Protection of Minors.