International German School Ho Chi Minh City (IGS)

IGS’s School Regulation emphasizes collaboration among students, teachers, school leadership and parents as a basis for a trustworthy and respectful school climate. The Inclusion Policy also frames diversity, respect and participation in learning as core aims, noting that students with different backgrounds and needs learn together and that the school fosters a community of shared responsibility. The documentation does not present a separate “SEL programme” by name (for example, an explicitly labelled social-emotional curriculum or distinct SEL team) beyond these general statements about culture and interaction.

IGS explicitly publishes an Inclusion Policy which states that all students learn together in general education classrooms and that support is provided for a range of needs: learning difficulties (reading/writing, dyslexia, difficulties with numbers/dyscalculia), speech/language deficiencies, behavioural differences and giftedness. The policy makes clear that IGS is not a specialist SEN institution; rather, it offers inclusive support through differentiated teaching, additional help, small-group interventions and an inclusive classroom environment. The policy further states that culturally and linguistically diverse learners, students with different educational levels and needs are included in the same framework.

IGS does not publicly disclose a dedicated EAL programme specifically labelled as “English as an Additional Language”. Although the school mentions multilingual instruction (German and English) and offers Vietnamese and French language subjects, there is no clearly detailed EAL support path outlined in the publicly available documents.

IGS’s School Regulations include sections on health supervision, duty of care during school hours and excursions, and consent for medical or first-aid measures. However, the documents do not describe a distinct mental-wellbeing programme (for example a counselling team, mental-health workshops or dedicated wellbeing staff) in the published policies.

The school publishes a comprehensive School Regulation that sets out its general duty of care, supervision obligations, rules for learning and behaviour, and procedures for excursions and school transport. The regulation defines expectations for students and guardians, emphasises working together in trust, and outlines the organisational basis for a safe learning environment.