Dulwich College Beijing

Dulwich College Beijing (DCB) describes SEL as part of its Student Wellbeing Framework, which emphasises students feeling Connected, Respected and Empowered and is embedded across the curriculum. The school teaches seven Dulwich Values (respect, resilience, confidence, kindness, responsibility, integrity and open‑mindedness) and uses the House system to build belonging, leadership and collaboration. Junior School runs a bespoke Wellbeing Curriculum with Mindful Mornings, while Senior School has a Deputy Head of Senior School (Wellbeing) who oversees the Elevate programme for study skills, motivation and confidence. Students are involved directly as Wellbeing Prefects/Champions and the school runs Parent Academies and provides access to the Tooled Up Education resource for families. These initiatives and roles are described on the DCB Wellbeing pages.

DCB states that it enrols only students whose learning needs can be met by the services the school provides and that the Admissions team will consult families and review previous reports as part of the assessment process. The school's Admissions information says it will request all relevant documentation and conduct assessments to determine appropriate support and placement. DCB lists staff with roles in learning support (for example named Junior School Learning Support staff and assistant teachers supporting English and additional educational needs). The website does not present DCB as a specialist SEN institution; instead it indicates inclusion where needs can be met by its provision. For full details about specific therapies, diagnoses supported or specialist placements, families are asked to contact Admissions directly.

The school publishes descriptions of EAL provision across age groups: DUCKS and Junior School pages describe in‑class EAL support, targeted small‑group sessions, preview/review strategies and use of translanguaging. DCB's communications note a Junior School EAL team (the site describes a team of EAL teachers working across year groups) and named leads involved in coordinating EAL provision. Admissions guidance also states the school can support a percentage of non‑native English speakers and may assess applicants' readiness for the academic programme. For specifics about levels of EAL support, staffing ratios or formal placement tests, the site asks families to contact the school or Admissions.

DCB's wellbeing material links mental wellbeing to its broader Student Wellbeing Framework and lists curriculum and school‑wide measures such as mindfulness in Junior School, the Elevate programme in Senior School, and student wellbeing leadership roles. The College also names dedicated counselling and social‑emotional staff on its community pages (for example Senior School and Junior School social‑emotional counsellors and other school counsellors listed on the staff directory). The school describes parent partnership through Parent Academies and access to the Tooled Up Education platform as part of its mental wellbeing support. For specifics about counselling referral processes, session frequency or external specialist referrals the website directs parents to contact the school for details.

DCB states safeguarding and child protection are of paramount importance and outlines a child‑centred approach based on the UN Convention on the Rights of the Child. The school describes a rigorous, regularly reviewed Safeguarding Policy, mandatory staff safeguarding training, whole‑college and school‑level designated safeguarding leads, and a Speak Out and Stay Safe reporting initiative. A downloadable Safeguarding Policy is linked from the school's Safeguarding page for parents and staff to review. For the school's full policy text and the named Designated Safeguarding Lead(s), please consult the Safeguarding page and linked policy on the DCB website.