Hsinchu International Academy (HIA)

HIA integrates Social and Emotional Learning through Life Education, embedded across the curriculum. The program comprises PRIDE Time Advisory, Character and Community, Public Speaking, and Life Education, which together help students build self-awareness, confidence, empathy, and leadership. These elements are designed to foster a student-centered climate and to support a diverse, inclusive community where students feel safe, seen, and supported. The school also emphasizes Lion PRIDE values: Positivity, Respect, Integrity, Determination, and Excellence as guiding behaviours. Life Education aims to develop essential soft skills for life beyond school, including communication, collaboration, critical thinking, and responsibility. WASC accreditation notes the school's student-centered approach and ongoing focus on holistic growth.

The school does not publicly disclose information regarding Special Educational Needs (SEN) provision, types of SEN supported, or whether it is a specialist SEN institution. EAL support is explicitly described, indicating a focus on language support rather than a dedicated SEN program.

HIA provides an EAL Support Program that accelerates English language development through small-group instruction and a customized curriculum for academic purposes. The program targets reading, writing, listening, and speaking, and uses both the WIDA and California ELD standards. EAL teaching staff shadow subject-area classes, collaborating with content teachers to support EAL students and document an EAL portfolio for each student. Students are evaluated at the end of each semester to determine ongoing need for EAL support.

Mental wellbeing is supported through Life Education, which aims to develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The Life Education curriculum connects local and global issues with the United Nations SDGs, encouraging students to act positively in their communities. The Life Education approach is embedded across the curriculum and accompanied by advisory structures such as PRIDE Time. Public-facing content and school events also reflect attention to adolescent wellbeing, for example a health education lecture on gender and adolescent well-being.

The school does not publicly disclose information about safeguarding or child protection policies on the pages consulted. Public posts show a focus on wellbeing topics and safety-related activities (e.g., a health education lecture on adolescent well-being and campus safety initiatives such as Basic Life Support training). These items demonstrate attention to student safety and wellbeing, but no formal safeguarding policy is published publicly. WASC accreditation is in place, indicating external review of school quality and student welfare practices.