Shanghai Jincai International School

JCID's primary-school Code of Conduct states the school works “with parents and the entire community to ensure all students are fully supported academically, socially and emotionally,” and lists school activities used to develop students' identity, communication and respect for others. The primary site describes whole-school events (International Week, Chinese Culture Week, talent shows and festival activities) intended to give students opportunities to develop social skills and responsibility. The school's Academic Governance pages also show a “Students Center” and related curriculum/groups, indicating structured pastoral roles within the faculty. The website does not set out a named, detailed SEL curriculum on a public page; the available pages describe ethos, activities and pastoral support rather than a published SEL scheme.

The school's Academic Governance section lists a document titled “JCID Inclusive & Learning Support Requirement Policy,” indicating JCID has a formal inclusion/learning-support policy referenced on its site. The public webpage listing these governance documents does not, however, publish the policy text on the visible page (the policy is linked as a downloadable file rather than displayed). The site does not publicly enumerate which specific categories of special educational needs it supports on the visible pages, nor does it describe itself as a specialist SEN institution. For details of what needs are supported and specific procedures, the linked Inclusion policy would need to be consulted.

JCID's Academic Governance page lists a “JCID Language Policy,” showing the school formally records its language approach in policy documents. The school's teachers page also states the international division employs foreign teachers, which is factual staffing information published on the site. The publicly visible pages do not, however, describe a named EAL programme, dedicated EAL staff, assessment procedures for EAL learners, or specific EAL provision in detail. Therefore the website does not publicly disclose detailed EAL provision on its visible pages; the linked Language Policy would be the place to check for those details.

The school's Services page states that counselling is provided to students, teachers and parents for mental health and that mental-health education activities are launched to address students' mental problems. The page lists major intervention methods including basic psychological skills training for homeroom teachers and school staff, and individual counselling for students who may have mental health issues; it also mentions guidance for parents on family relationships and child development. These statements are presented on the school's Services page rather than as a separate published mental-health policy. For fuller procedural detail or referral arrangements, the site points to its services page and linked governance documents.

The school's Code of Conduct and other pages state JCID aims to provide “a safe, secure and purposeful learning environment,” which is published on the primary-school pages. The Academic Governance area lists a set of policies (assessment, language, inclusion, etc.) but the website's visible pages do not display a standalone child-protection or safeguarding policy by that name. The site therefore asserts a commitment to a safe environment in its ethos and governance listings but does not publish a clearly labelled, public child-protection/safeguarding policy on the visible pages; anyone needing the school's formal safeguarding procedures should request the relevant governance document directly from the school.