Shanghai French School

The school integrates social and emotional learning through its life‑school programmes and a broad extra‑curricular offer: the ASC (Activities Sportives et Culturelles) lists over 70 activities designed to build confidence, teamwork and resilience across age groups. Accompagnement personnalisé (72 hours annually) provides scheduled time for individual support, study skills and guidance. Classroom practices for non‑French speakers (FLSco) include in‑class co‑teaching and peer tutoring to ease social integration. The school also runs projects and exchanges (for example school correspondence and citizenship education) that develop social skills and civic awareness. (Sources: ASC; Soutien individuel pages).

The school publishes a dedicated “Soutien individuel et accompagnement personnalisé” page describing formal support measures and plans for pupils with particular needs (PPRE, PAP for learning disorders such as dyslexia/dyspraxia, PAI for medical needs, and PPS for pupils with a recognised disability). The page names two campus psychologists and an enseignante spécialisée (specialist teacher) as contacts for assessments and follow‑up. Procedures include meetings with families and possible external assessments before implementing an individual plan. The website describes these school‑based provisions but does not present the LFS as a specialist SEN institution that provides intensive specialist placements; it frames support as adaptations and personalised plans within the school. (Source: Soutien individuel page).

The school's language provision is described in detail: it runs French support for non‑Francophones (FLSco) and dedicated English pathways including a Section Internationale Américaine (SIA) taught by anglophone teachers and IGCSE English (including English as Second Language) examinations. However, the website does not publish a discrete “EAL” programme labelled as targeted English‑as‑an‑additional‑language support for learners who need remedial English development; provision is presented through language sections, the language pole and available certifications. For specific EAL‑style support (small‑group English withdrawal or bespoke EAL classes) the site does not provide a named programme description. (Sources: Accompagner les non‑francophones; Le pôle langues; Language certifications).

The school's health and welfare provision includes campus infirmaries (four nurses across the two campuses) and named school psychologists who are listed as contacts on the support page. The Santé page describes health education actions (prevention of risky behaviour, education to sexual health, nutrition, and prevention of malaise) and the Comité d'éducation à la Santé et à la Citoyenneté that oversees related prevention and follow‑up. The individual support page also states psychologists and a specialised teacher coordinate individual plans and referrals when pupils show emotional or learning difficulties. These pages indicate on‑site clinical support and structured preventive work, though the site does not publish an external clinical referral protocol in full. (Sources: Santé; Soutien individuel pages).

The school's website describes health‑service responsibilities that “contribute to the protection of children” (Projet d'Accueil Individualisé for pupils with chronic conditions, infirmary procedures and emergency protocols) and names the Comité d'éducation à la Santé et à la Citoyenneté with members from leadership, life‑school, nurses and the school psychologist. Procedures for managing illness, air‑quality protocols and emergency responses are published on the Santé page. The site therefore documents defined pastoral and medical safeguarding structures and named contacts, but it does not publish a separate, standalone child‑protection policy document explicitly titled “child protection policy” on the public pages. (Sources: Santé; Soutien individuel pages).