Yew Wah International Education School of Beijing

YWIES Beijing describes a whole‑child approach where teachers work to develop students' personal, social and emotional capabilities through classroom programmes and activities. The school's Early Childhood programme uses a co‑teaching model (Chinese and Western co‑teachers) and an “emergent” curriculum that explicitly names social and emotional development as learning goals. The middle‑school programme has published news noting the inclusion of Social Emotional Learning (SEL)–related course content and skills for conflict expression and problem‑solving. School communications also describe regular community activities (welcome ceremonies, ice‑breakers) intended to build belonging and peer relationships. These points are stated on the school site.

YWIES publishes an “English Language Enhancement” overview describing a bilingual learning environment and specific early‑years provision: a co‑teaching approach with Chinese and Western co‑teachers, an emergent programme that develops language alongside social and emotional skills, and partnership with parents to support language development. The page frames English support as integrated into classroom practice from early childhood rather than as a separate pull‑out EAL programme on the pages reviewed. The school provides downloadable brochures for early childhood that expand on the bilingual and co‑teaching arrangements.

The school frames mental wellbeing within its whole‑child approach: classroom programmes and the emergent curriculum aim to develop students' emotional resilience, self‑identity and social skills. News and community pages describe activities (ice‑breakers, welcome ceremonies, community projects) intended to foster belonging and peer support, and school statements say teachers collaborate to meet students' social and emotional needs. I did not find a separate published mental‑health policy or named counselling team on the public site for the Beijing campus. The available material therefore presents wellbeing as embedded in curriculum and community practice rather than via a clearly published specialist counselling service.

YWIES Beijing states on its website that it is a “Child‑Safe School” and provides a link to its Child Protection Policies and Procedures on the About page. The site therefore indicates that formal safeguarding policies exist and are signposted to parents and visitors.