Ivy Collegiate Academy

ICA provides personalized student support through a faculty advisor program. Students select a faculty advisor at the start of the school year, and advisors meet with their advisees daily during lunch and once per term off-campus to discuss academic, social, and personal needs. Advisors coordinate with teachers and parents to support academic planning, university admissions, and social concerns, fostering a collaborative approach to student success. ICA's vision emphasizes promoting personal well-being and inclusive, collaborative communities, and its school-wide learning outcomes explicitly include social awareness and emotional development as core dimensions of growth.

ICA describes inclusion and wellbeing as a core commitment, with adjustments made for students with medical, emotional, or learning needs that affect participation. The school offers an English Language Learner (ELL) program described as essential to improving English proficiency, including intensive instruction for novice speakers. The Student Handbook documents a formal process for monitoring student progress and a dedicated English Language Learner Program to respond to needs. Outside counseling and support are referenced within the safeguarding framework as part of the student support ecosystem. ICA presents itself as a private coeducational college‑prep boarding/day school rather than a specialist SEN institution, and explicit designation as a dedicated SEN center is not stated in public materials.

ICA provides an English Language Learner (ELL) program to develop speaking, listening, reading, and writing skills and to support effective participation in an English-based curriculum. In Middle and High School, students may access intensive English instruction with assisted language classes, available individually or in groups. English is the primary language of instruction at ICA, and the school aims to promote effective English language use across classroom and everyday settings. The ELL program is explicitly listed in the Student Handbook under English Language Learner Program. Students also receive broader academic and counseling support to help integrate into an English‑medium environment.

ICA's vision and mission explicitly prioritize personal, physical, and emotional well-being as central to student development. The school emphasizes wellbeing within its advising framework and its ESLOs, which include social awareness and emotional development as part of holistic growth. The Inclusion and Wellbeing policy states that adjustments will be made for students with medical, emotional, or learning needs to enable safe and equitable participation. The safeguarding framework provides access to mental health resources, counseling services, and outside counseling and support as needed. The Student Health Policy prioritizes student health and well-being, with clear procedures for health concerns, doctor visits, and parental notification.

ICA operates a Child Protection Policy that places safeguarding at the core of its culture, including incident reporting flows, a comprehensive code of conduct, and procedures for abuse and neglect. The policy covers social‑emotional health, advisory systems, social‑emotional learning, and access to outside counseling and support. It outlines mandatory reporting to local authorities under Taiwan law and anti-bullying measures, as well as privacy, data protection, and confidentiality in counseling and reporting. A Child Protection Committee includes roles such as social‑emotional coordinators and dormitory staff to coordinate safeguarding across the school. The policy also provides clear guidelines for reporting, disciplinary actions, and student grievances to ensure a safe learning environment.