Guangzhou Grace Academy

Guangzhou Grace Academy teaches the Accelerated Christian Education (ACE) curriculum and describes a structured personal-development programme that includes Personal Development Plans (PDPs), family groups, daily devotions/Prime Time, and quarterly character-trait themes (e.g., self-control, responsibility) to develop self-awareness and interpersonal skills. The school's curriculum documentation states students receive individualized diagnosis and tailored study plans, and afternoon classes focus on character, leadership and service. These curriculum elements are presented as part of the school's approach to student development rather than as a separate ‘SEL department' or externally branded SEL programme. Public materials examined do not name specific staff roles (for example, a dedicated SEL coordinator) responsible for SEL.

Public information for Guangzhou Grace Academy indicates the school offers Learning Support and uses diagnostic testing to identify students' performance levels so programmes can be tailored to individual needs. The international school database lists “Learning Support” and notes dedicated staff/programmes for students with special learning needs, and the school's ACE-based approach emphasises individualised PACEs and adjustments in Personal Development Plans. Available public sources do not specify which categories of special educational needs (for example, specific learning difficulties, autism spectrum conditions, or physical disabilities) the school will support, nor do they describe specialist SEN facilities. There is no indication in the publicly available materials that GGA is a specialist SEN institution.

Third‑party school listings report that Guangzhou Grace Academy provides an English as a Second Language (ESL/EAL) programme described as age- and level‑appropriate, with extra ESL support available for students who need it; Chinese language classes are also offered. The school's public profile notes English is the language of instruction and that new students take diagnostic tests to determine appropriate placement. Public materials reviewed do not provide detailed descriptions of the EAL curriculum, staffing levels for EAL, or assessment procedures beyond the summary statements on ESL support.

The school's curriculum documentation emphasises personal and character development—self‑awareness, spiritual awareness and awareness of others—through PDPs, family groups, devotions and themed character work, which are presented as part of students' holistic development. These curriculum elements indicate an intention to support students' personal and social development, but the publicly available materials do not identify named mental‑health or school‑counselling staff, nor do they describe specific clinical or therapeutic wellbeing programmes. Therefore, there is no public evidence of a dedicated counselling service or detailed mental‑health provision in the sources consulted.