Student Support and Well-Being

Academic & Social/Emotional Student Support:

Providing Equitable Access for all Learners

The HIS student is at the heart of everything we do. We believe students reach their full potential when happy, balanced, and valued members of a caring community. Our Student Support Team promotes this inclusive environment by addressing social-emotional wellbeing, fostering transferable skills, and helping build independent, resilient lifelong learners. Guided by the International Baccalaureate and HIS mission, we work collaboratively to remove barriers and ensure every student has the means to succeed.

Learning Support - Whole School

Learning Support (LS)

At Hanoi International School, we recognize the uniqueness of each student and welcome diverse abilities and aptitudes. The Student Support team delivers a comprehensive range of services, including learning support and the integration of Universal Design for Learning (UDL) to promote flexible, inclusive classroom practices. Using the Response to Intervention (RTI) system and a Multi-tiered System of Support (MTSS) that addresses both academic and social-emotional needs, HIS accommodates a wide range of learning requirements—from neurodiverse to highly gifted students—with the goal of developing independent, lifelong learners with strong self-worth.

Our Student Support team works with teachers to ensure that learning and assessment is flexible to the needs of our students. We can provide one on one support, small group support and tailored in class support to ensure their focus is supporting the student’s goals and progress.

Eduporium Weekly

Social Emotional Support - Whole School

Social Emotional Support: Whole School

As an inclusive IB school, we value the importance of both explicitly supporting the growth of social emotional skills within the curriculum as well as creating a compassionate school environment, with rich meaningful relationships, where social emotional skills can flourish. Research supports that healthy social emotional skills enhance academic goals, wellbeing, and longevity.

HIS has carefully selected the Second Step Social-Emotional Learning (SEL) program, a research- and evidence-based curriculum designed to teach students skills for managing emotions, setting goals, showing empathy, maintaining positive relationships, and making responsible decisions. Delivered regularly from Pre-Kindergarten through Grade 12, the program provides age-appropriate lessons that develop essential social-emotional competencies such as problem solving, conflict resolution, self-regulation, listening, communication, and reflection. Widely used in schools, Second Step helps create safe, supportive learning environments that promote student well-being and positive behavior.

Counseling Support - Whole School

Counseling Support: Whole School

The role of the Whole School Counselor is to deliver culturally-responsive school counseling programs that improve student outcomes. Our professional school counselor serves as a leader, an assertive advocate for students, consultant to families and educators, and collaborator to promote equity and access for all students by connecting their school counseling program to the school’s academic mission and school improvement plan.

This counselor serves all students from Pre-Kindergarten through Grade 12 through implementation of the SEL curriculum as well as offering group or individual social and emotional support as needed.

Home and School Partnerships

Parents are seen as being vital in any student's education and therefore we strive to build a strong partnership with all parents. The school values the contribution of parents and encourages their participation in any decisions regarding any issues relating to their child. The school will inform parents if/when their child is first identified as requiring learning support provision and will inform parents on a regular basis of their child's progress. The school will also respond to expressions of concern made by parents.

Parents will provide the school with any information which may be relevant, including details about their child's health, early development and behaviour at home, or any learning support provision in the past. Parents will participate in their child's attempt to meet his/her targets, offering support and encouragement when necessary. Parents will collaborate with the school in working consistently with their child. Parents will liaise with the school by attending review meetings, informing Student Support staff of any concerns that may occur between meetings and by contributing to any home-school liaison arrangements.