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Myanmar, Mandalay
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The school does not publicly disclose information about Social and Emotional Learning (SEL) provisions. The site includes 'Voices of Our Students', indicating opportunities for student input and reflection. GPIS also describes on-campus and online teaching methods, supporting flexible learning environments. There is no explicit mention of SEL curricula, counsellors, or structured SEL initiatives on the site. Therefore, formal SEL provisions cannot be confirmed from publicly available information.
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision. There is no mention of SEN staff, dedicated SEN facilities, or SEN policy on the GPIS site. GPIS presents programs such as Pre-IGCSE to GED pathways, but SEN-specific supports are not described. GPIS is described as offering NCC Level 3 Diploma programmes and English language development, with no indication of specialist SEN institution. As such, it cannot be determined from current public information whether GPIS can support a range of SEN needs.
The school provides English language development as part of its on-campus and online offerings. Core Units include Module 1 – Developing English Language Skills, Module 2 – Advanced English Language Skills, and Module 3 – English for Academic Purposes within the NCC Level 3 Diploma pathway. The NCC Level 3 International Foundation Diploma programme includes English-language-focused content and English for academic purposes. The school states that courses are available on-campus and online, and it also notes that Education Consultants assist with international study pathways. While no separate EAL staff titles are listed, the explicit English-language modules describe EAL-related provision.
Mental wellbeing support is not described as a standalone program in GPIS materials. No staff role or program related to mental health or wellbeing is listed in the publicly available sources. Newsletters and articles discuss student activities and achievements but do not specify wellbeing services. There is no explicit language about mental health policies or counselling services in the public content. Therefore, it cannot be confirmed what mental wellbeing resources, if any, GPIS provides.
Public information on GPIS does not disclose safeguarding or child-protection policies. No safeguarding staff or procedures are described in the publicly available materials. Newsletters and articles focus on academic programs and student activities rather than safeguarding details. The absence of safeguarding detail means no explicit policy can be confirmed from current public materials. If safeguarding policies exist, they are not publicly described on the available GPIS pages.
