Scholars International Academy

SEL is embedded in Scholars International Academy's Learner Well-Being Programme and is integrated into daily curriculum and community life. A dedicated student wellbeing team works with teachers, staff, and parents to provide guidance. The programme includes regular check-ins and one-on-one sessions to address individual needs. Social-emotional learning is integrated into classroom activities to promote emotional intelligence, resilience, and positive relationships. Mindfulness exercises, reflection, and self-care practices are part of the wellbeing programme. The House System and assemblies also promote wellbeing, leadership, and social-emotional development.

Specific information about Special Educational Needs (SEN) provision at Scholars International Academy is not publicly disclosed. The available School Policies describe a restorative behaviour policy and a Wellness Committee, including a counsellor and a school nurse, indicating general pastoral support rather than a dedicated SEN program. There is no explicit listing of SEN categories (e.g., autism, dyslexia, ADHD) or a statement that the school operates as a specialist SEN institution. Pastoral and safeguarding arrangements are prominent, suggesting a welfare-focused approach rather than specialized SEN services. As such, public details on SEN capabilities or a dedicated SEN department are not provided.

The school does not publicly disclose information regarding English as an Additional Language (EAL) provision. The curriculum page notes that the school follows the British Curriculum and includes Ancient and Modern Foreign Languages as subjects, but does not specify any EAL-specific staff or programmes. There are no explicit EAL initiatives described in publicly accessible materials. Consequently, EAL support details are not disclosed.

Mental wellbeing is supported through the Learner Well-Being Programme, which integrates social-emotional learning into daily practice. There is a dedicated student well-being team that collaborates with teachers, staff, and parents to provide guidance. The programme includes regular check-ins and one-on-one sessions to address individual needs, as well as mindfulness exercises, reflection, and self-care practices. The programme aims to enhance self-confidence, relationships, and resilience, and the House System contributes to wellbeing through leadership opportunities and wellbeing-focused assemblies.

Safeguarding and learner safety are priorities; the school emphasizes its responsibility to protect and safeguard learner welfare. Vaccination requirements and access to a school nurse are noted as part of safeguarding provisions. No physical violence is tolerated, and emotional safety and anti-bullying are highlighted as core principles. The Wellness Committee—comprising the Principal, Vice Principal, Administrator, School Nurse, PSHE Coordinator, Heads of Houses, the Counselor, and teachers—meets termly to review wellness policy goals and actions. These safeguarding and welfare arrangements are described alongside health, wellness, and home-learning policies.