Wellbeing Guiding Framework
Our approach to student wellbeing and support is guided by two evidence-based frameworks: Positive Behavioral Interventions and Supports (PBIS) and the Multi-Tiered System of Support (MTSS).
Together, these frameworks help us create a school environment where students feel safe, supported, challenged, and able to thrive academically, socially, emotionally, and personally.
They are not treated as separate programmes or policies. Instead, they are embedded into daily school life and shape how we teach expectations, respond to student needs, provide support, and help students develop greater independence and responsibility.
Personal & Social Wellbeing
Our wellbeing support helps students develop the skills and understanding needed to navigate relationships, emotions, challenges, and increasing independence.
Depending on age and individual need, support may include:
- Emotional regulation and self-awareness
- Positive relationships, empathy, and conflict resolution
- Mental health and wellbeing awareness
- Digital wellbeing and responsible technology use
- Resilience and coping strategies
- Life skills and personal development
- Support during significant life changes or challenging circumstances
- Character development connected to the BINUS SPIRIT values and, within our IB programmes, the IB Learner Profile
- Support may take place individually, in small groups, through classroom learning, or as part of wider school wellbeing initiatives.
Academic Support & Independent Learning
We want students to become increasingly confident and independent in managing their own learning.
Academic support may focus on:
- Study habits and effective learning strategies
- Organisation and time management
- Executive functioning skills
- Managing academic pressure and workload
- Goal setting and self-reflection
- Addressing specific learning gaps
- Developing independence and self-directed learning
Student progress is monitored through a range of evidence, including classroom performance, assessment information, teacher observations, and appropriate diagnostic data. This allows us to identify needs early and respond with targeted support.
Future Readiness, Pathways & Careers
As students grow older, wellbeing also means helping them understand who they are, what they are interested in, and where they may want to go next.
Students receive age-appropriate opportunities for:
- Exploring strengths, interests, and potential career pathways
- Setting personal and academic goals
- Understanding future subject and programme choices
- Career and university exploration
- University information sessions and preparation
- Individual guidance for post-secondary planning
- Our University and Career Counselling Team works closely with students and families to help students make informed and purposeful choices about their future.
A Connected Approach
The strength of our approach is that academics, behaviour, wellbeing, and personal development are not treated as separate areas.
A student struggling academically may need help with study skills, confidence, organisation, wellbeing, or a combination of these. Similarly, behavioural challenges may sometimes indicate that a student requires additional guidance or support.
By bringing PBIS and MTSS together, we are able to look at the whole student rather than one isolated concern.
Our aim is to ensure that every student is known, supported, challenged, and empowered to grow.