Raffles International School

RIS places student wellbeing at the core of its approach and aims to promote positive wellbeing and a voice for students. The school references Dr Martin Seligman's positive psychology framework and the PERMA model—Positive Emotions, Engagement, Relationships, Meaning and Accomplishments. It emphasizes the social, emotional, spiritual, moral and cultural development and mental and physical wellbeing as central to students' attitudes to learning. The curriculum includes Personal, Social and Emotional Development as a key development area in Primary School. The overall approach supports helping students cope with setbacks, grow, build resilience and flourish, with an emphasis on giving students a voice.

RIS provides support through the RISE team, offering in-class support and small-group withdrawal in RISE hubs to meet students' needs. RIS welcomes students of determination and does not refuse admission solely based on SEND. KHDA Inclusive Education Framework 2017 is referenced as a guiding standard for inclusion. The site does not publish a detailed list of specific SEN categories it can support. RIS is not described as a specialist SEN institution in the publicly available information.

RIS welcomes English as an Additional Language (EAL) students, including those with little or no English, and provides support after entry. English is the medium of instruction; Arabic is mandatory for all students up to Year 12; EAL support is offered from Year 1. Starting in Year 3, students choose between French, Spanish or Mandarin as an additional language, with EAL providing language development. EAL applications for GCSE/IGCSE and A Level are evaluated on a case-by-case basis. EAL support is integrated from Year 1 to assist learners developing English language proficiency.

Wellbeing is a core part of RIS's student experience, with the belief that a happy, safe, welcoming student is more likely to flourish. The school draws on positive psychology and the PERMA framework to promote Positive Emotions, Engagement, Relationships, Meaning and Accomplishments. RIS emphasises mental and physical wellbeing and aims to equip students with tools to handle setbacks, build resilience and grow. The curriculum recognises Personal, Social and Emotional Development as a learning framework. Regular collaboration among staff and students supports a voice-heard environment and wellbeing across the school.

RIS is committed to safeguarding and promoting the welfare of children and young people. The staff profiles indicate safeguarding leadership roles, including a designated safeguarding lead and a wellbeing lead in the secondary section. Recruitment materials confirm safeguarding and child protection screening as part of hiring processes. KHDA inclusion practices are referenced in relation to safeguarding and inclusion. The school states a commitment to safeguarding within its recruitment and policies.