Westlink International School Hanoi

Westlink states that its learning approach incorporates a Social–Emotional Learning (SEL) framework through its Life Competencies model, which emphasises collaboration, confidence, communication, and self-leadership. The school describes learning as student-centred and inquiry-based, encouraging students to manage themselves as learners and develop interpersonal skills. It also notes that well-being and supportive relationships are part of the school culture promoted by staff. These elements show that SEL is embedded in both the curriculum structure and the wider learning environment at the school.

Westlink publishes an Inclusive Learning Policy outlining its commitment to valuing differences, removing barriers to learning, and supporting students’ strengths and sense of belonging. The policy references personalised support, multiple means of engagement, and responses to behavioural or emotional stressors. The safeguarding information identifies staff with expertise in special education as part of the leadership team. The school does not list specific types of SEN it supports and does not describe itself as a specialist SEN institution. Westlink, therefore, appears to operate as a mainstream school with inclusive provisions and access to Learning Support Assistants when needed.

The school states that it offers a structured EAL programme that provides personalised support to help students develop English proficiency and participate confidently in lessons. Westlink also describes using tailored instruction, visual supports, workshops, and differentiated strategies in classrooms to support new English learners. The multilingual school information notes that students come from many nationalities and that the school supports English, Vietnamese, and home languages. These elements confirm that Westlink provides specific and formal EAL support.

Westlink’s safeguarding information describes a framework that includes health and safety audits, staff and student training, pastoral care, and access to a school nurse. The school’s learning philosophy also identifies wellbeing—balancing mental, emotional, and physical health—as one of its core life competencies. While the school does not list detailed mental-health programmes, it indicates that wellbeing is supported through pastoral structures and whole-school expectations. These references show that mental well-being is recognised and addressed through school policy and daily practice.

The school publishes a dedicated safeguarding section describing controlled campus access, CCTV monitoring, emergency protocols, first-aid support, and pastoral care structures. It identifies a Head of Safeguarding, a Designated Safeguarding Lea,d and a Deputy Safeguarding Lead as responsible for implementing safeguarding procedures. The school also refers to regular staff and student training and ongoing health and safety checks. These measures indicate that Westlink follows a structured system to protect students and ensure their safety on campus.