Student Support Services

At AISZ, we hold a fundamental belief that all students can learn at high levels — and we take full responsibility for making that possible. Our Student Support Services are not an afterthought or a safety net. They are a central, proactive, and highly structured part of how we educate every child.

Our approach is built on Multi-Tiered Systems of Support (MTSS) — a proven, research-based framework that uses reliable universal screeners to understand where each student is, academically and socially, and deploys increasingly targeted interventions to close gaps and build strength. AISZ is recognised as an international school leader in the implementation of this system, and has supported dozens of other schools in establishing it.

Learning Support 

Our experienced Learning Support teams in both Lower and Upper School work with students across a spectrum of needs — from those with specific learning gaps to those with diagnosed disabilities. Our guiding philosophy is that students should be educated in the least restrictive environment alongside their age-appropriate peers. We are transparent about the scope of our services: while our support is strong and wide-ranging, we refer families to external specialists for occupational therapy, educational psychology testing, and intensive therapeutic care where needed.

English as an Additional Language (EAL)

At AISZ, we are committed to ensuring that every student has the language support they need to thrive academically, socially, and personally. As English is the primary language of instruction, students whose first language is not English complete a WIDA English Language Assessment as part of the onboarding process. The assessment helps us understand your child’s current level of English proficiency and determine the most appropriate level of language and academic support.

Lower School

During the English language assessment, your child will participate in an EAL class in place of World Languages (WL). Following the assessment, if your child is identified as benefiting from additional English language support, they may continue to receive EAL support in place of World Languages. This allows us to prioritise the development of their English language skills and ensure they are able to fully access and benefit from our academic programme. Once your child reaches the English proficiency benchmarks required to participate fully in the programme, they will transition into World Languages.

Upper School

As part of the onboarding process, students whose first language is not English complete the WIDA MODEL English Proficiency Test. The results help us determine the level and type of academic and language support that will best meet each student’s needs. The WIDA assessment measures different stages of English language development. Students who are new to English may be working at Levels 1 or 2, while students with greater English proficiency may achieve Levels 4 through 6. If the assessment indicates that your child would benefit from additional English language support, they will be placed in an EAL (English as an Additional Language) class in place of World Languages. Students remain in the EAL programme until they reach the English proficiency benchmarks needed to transition successfully into World Languages and fully access the academic programme.

Supporting Every Student

Our goal is to provide the right level of support at the right time, enabling students to develop confidence and independence in English while engaging fully in school life. Placement and support are reviewed as students make progress in their English language development.