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China, Hangzhou
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WIS assigns every student a teacher advisor who tracks academic, social and emotional development and supports home–school communication. The school states it uses restorative practices and positive-discipline approaches to give students a voice in creating class and school rules. Classroom-level examples of SEL-focused practice appear in PYP posts that describe mixed-class collaborative projects that develop caring, open‑minded and cooperative behaviours. The Student Support team is described as working with teachers to provide differentiated and pastoral support.
WIS describes a Student Support Team that collaborates with classroom teachers to provide differentiated teaching and extra support, and notes language and counselling support are available. The school emphasises purposeful differentiation to meet individual learner needs. The website does not provide details about specific categories of special educational needs it can support, nor does it state that it is a specialist SEN institution. For this reason, the school does not publicly disclose which types of SEN it supports or whether it offers specialist SEN provision.
WIS states it offers English as an Additional Language (EAL) and groups students by English proficiency, with specialised EAL courses and small‑group instruction to build social and academic language. The school says EAL teachers collaborate closely with homeroom teachers and the language‑support team to help students access the curriculum. EAL staff and programmes are listed among the faculty and in articles describing differentiated learning at the school.
The school lists a School Counselor role and describes counsellors working with families; counsellors are named on faculty pages and have counselling and PSHE experience. A recent faculty profile names a counsellor (Ashley Zhang) with qualifications in social work and experience in youth mental‑health, suicide‑prevention and PSHE teaching. The Student Support page notes the counselor works closely with families and advisors as part of student guidance and transitions. These descriptions indicate dedicated staff and pastoral structures for student mental‑wellbeing, but the site does not publish a detailed mental‑health policy.
The school's website does not publish a standalone safeguarding or child‑protection policy. WIS does describe pastoral arrangements — teacher advisors, counsellors and restorative/positive‑discipline approaches — but there is no publicly available page labelled as a formal safeguarding or child‑protection policy on the site. Therefore, the school does not publicly disclose a dedicated safeguarding/child‑protection policy document online. For further clarification, contact the school's admissions or administration office.
Wahaha International School (WIS) opened in July 2015 and is an English‑language immersion day school for Grades 1–9. The school uses the IB framework (PYP and MYP) alongside elements of the Chinese National Curriculum and international standards; it highlights STEAM learning and a “strong and vibrant Chinese language and culture program.” The campus is described on the school website as a large, purpose‑built site with a four‑storey atrium, a library and multiple specialist teaching spaces, and the school notes close links to Wahaha Schools. Admission information, fees and curriculum details (PYP and MYP) are published on the school's website.
