Compare International Schools in Mandalay, Myanmar

GPIS operates campuses in Yangon and Mandalay, Myanmar. The Yangon campus is at No. 142-146 Sule Pagoda Road, Kyauktada Township, Yangon 11182. The Mandalay campus is at Myawady Min Gyi Street and 67B, Pyi Gyi Ta Gon Township, Mandalay 05050.

GPIS offers Pre-IGCSE, IGCSE (CIE/Edexcel), Pre-GED and GED programmes, along with NCC Level 3 Diploma Programmes and an NCC/UC UK Foundation pathway (NCUK International Foundation Year). This provides a continuum from foundational international pathways to higher education routes.

GPIS is a private international school. Public materials describe it as an international school serving Myanmar students and offering international pathways; boarding facilities are not publicly listed.

Public information indicates GPIS serves Myanmar students with international pathway options, but specific numbers or a nationality mix breakdown are not published.

There is no publicly published information about Additional Learning Needs (SEN) provisions or dedicated ALN facilities. Public GPIS materials focus on programmes and pathways rather than SEN support.

GPIS operates in Myanmar and serves Myanmar students as part of Strategy First Education Group's international pathway offerings. There is no formal country affiliation stated beyond the Myanmar operation.

No religious affiliation is publicly stated for GPIS. Public materials describe academic and pathway-focused programmes without reference to a religious alignment.

For the GED pathway, on-campus classes run 8:00–12:00 and 13:00–17:00 on weekdays; weekend classes run 08:00–17:00; online classes are offered evenings (18:00–21:00). Other GPIS programmes emphasize scheduled class times within their respective delivery modes.

A publicly listed GPIS bus service is not described in GPIS materials. For transport needs, please inquire directly with the school to confirm availability or alternatives.

GPIS was established in 2022 by Strategy First Education Group. It is led by Founder/President U Aung Chit Khin; Vice President (Academic) Dr. Sein Min; Principal (GPIS) Dr. Daw Ni Lar Win (Deputy Vice-President, Strategy First International College); Vice President (Admin) U Aung Kyaw Htay; Director (Digital Transformation & Innovation) U Wai Yan Paing Zaw; and Director (Business Development & Compliance) and Vice Principal Daw May Thet Hnin. GPIS operates two campuses in Yangon and Mandalay.

GPIS offers Pre-IGCSE, IGCSE (Cambridge CIE/ Edexcel), Pre-GED, GED, NCC Level 3 Diploma Programmes, and the NCUK International Foundation Year, with English as the language of instruction. Pre-IGCSE is an eight-month foundation for around 14-year-olds preparing for IGCSE, with English, Mathematics, Science (Biology, Physics, Chemistry), Digital Technology, Global Perspectives, Myanmar Language and Culture, Introduction to Business and Accounting, and History + Geography. IGCSE – Upper Secondary runs 18 months for 14-17-year-olds (Year 9-11) with Cambridge CIE or Pearson syllabi and subject options including English, Mathematics, Science, and electives such as Medicine, IT, Business, Engineering, Economics, and Computer Science. Pre-GED is five months and GED is six months as American-style high school credentials, both requiring GPIS entrance tests; GED covers Mathematical Reasoning, Reasoning Through Language Arts, Social Studies, and Science, with Digital Technology and Myanmar Language and Culture as additional areas. NCC Level 3 Diploma Programmes include the Level 3 International Foundation Diploma for Higher Education Studies (12 months) with core units and electives; Level 3 Diplomas in Computing and in Business run about six months with specific units; the NCUK International Foundation Year is a one-year hybrid program for UK/ international university progression starting February 9, 2026.

The school does not publicly disclose information about Social and Emotional Learning (SEL) provisions. The site includes 'Voices of Our Students', indicating opportunities for student input and reflection. GPIS also describes on-campus and online teaching methods, supporting flexible learning environments. There is no explicit mention of SEL curricula, counsellors, or structured SEL initiatives on the site. Therefore, formal SEL provisions cannot be confirmed from publicly available information.

The school does not publicly disclose information regarding Special Educational Needs (SEN) provision. There is no mention of SEN staff, dedicated SEN facilities, or SEN policy on the GPIS site. GPIS presents programs such as Pre-IGCSE to GED pathways, but SEN-specific supports are not described. GPIS is described as offering NCC Level 3 Diploma programmes and English language development, with no indication of specialist SEN institution. As such, it cannot be determined from current public information whether GPIS can support a range of SEN needs.

The school provides English language development as part of its on-campus and online offerings. Core Units include Module 1 – Developing English Language Skills, Module 2 – Advanced English Language Skills, and Module 3 – English for Academic Purposes within the NCC Level 3 Diploma pathway. The NCC Level 3 International Foundation Diploma programme includes English-language-focused content and English for academic purposes. The school states that courses are available on-campus and online, and it also notes that Education Consultants assist with international study pathways. While no separate EAL staff titles are listed, the explicit English-language modules describe EAL-related provision.

Mental wellbeing support is not described as a standalone program in GPIS materials. No staff role or program related to mental health or wellbeing is listed in the publicly available sources. Newsletters and articles discuss student activities and achievements but do not specify wellbeing services. There is no explicit language about mental health policies or counselling services in the public content. Therefore, it cannot be confirmed what mental wellbeing resources, if any, GPIS provides.

Public information on GPIS does not disclose safeguarding or child-protection policies. No safeguarding staff or procedures are described in the publicly available materials. Newsletters and articles focus on academic programs and student activities rather than safeguarding details. The absence of safeguarding detail means no explicit policy can be confirmed from current public materials. If safeguarding policies exist, they are not publicly described on the available GPIS pages.

1. GPIS offers six programmes: Pre-IGCSE, IGCSE CIE/ Edexcel, Pre-GED, GED, NCC Level 3 Diploma Programmes, and NCUK International Foundation Year. The programmes provide pathways into international university education. The programmes can be delivered in-person or online depending on the course. GPIS was established by Strategy First Education Group in 2022.

2. Class formats and start dates vary by programme: Pre-IGCSE is available as In-person or Online classes, with a starting date of 19 January 2026 and a duration of 8 months; On-campus fees are 4,360,000 MMK and online fees are 3,400,000 MMK. IGCSE – Upper Secondary is offered in-person or online, starting 19 January 2026, duration 18 months, with online fees of 10,170,000 MMK and on-campus fees of 123,30,000 MMK. Pre-GED runs as an in-person programme starting 7 February 2026 for 5 months at 1,900,000 MMK. GED is available in-person or online, starting 10 January 2026 for 6 months with online fees of 2,100,000 MMK and on-campus fees of 2,400,000 MMK. The NCC Level 3 Diploma Programmes are offered with NCC Level 3 International Foundation Diploma (L3IFDHES) at 7,550,000 Ks plus 450,000 Ks registration for 12 months, and NCC Level 3 Diploma in Computing/Business at 5,550,000 Ks plus 450,000 Ks registration for 6 months. NCUK International Foundation Year is a hybrid class programme costing 35,000,000 Ks, starting 9 February 2026, lasting 1 year.

3. Entry requirements and tests differ by programme: IGCSE targets students aged roughly 14–17 who have completed or are entering Year 9/Year 10 for international admission. GED is open to students 16 and older, with parental consent required if under 18, and requires GPIS entrance testing. Pre-IGCSE is designed for 14-year-olds moving toward IGCSE, serving as a foundation; Pre-GED targets 15-year-olds and older. NCC Level 3 International Foundation Diploma is an Ofqual-regulated, one-year qualification with English level testing and an entrance test administered by NCC Education and GPIS; NCC Diploma pathways also exist for Computing or Business with related prerequisites. NCUK International Foundation Year is intended for students aiming at UK/Canada/Australia/New Zealand/USA universities as a one-year foundation and requires appropriate prior study.

4. Documentation and testing: For NCC Level 3 International Foundation Diploma, applicants must pass the English level Test (including a speaking interview) conducted by NCC and GPIS, and provide evidence of prior study (e.g., Grade 12 certificate or IGCSE O Level) as part of admission requirements. For NCC Level 3 Diploma in Computing/Business, applicants must present IGCSE O Level or Grade 9 transcripts and pass the English level Test with a speaking interview. GPIS administers Entrance Tests as part of the process, and documents such as prior certificates may be requested depending on the pathway. Locations for testing and admissions support are provided at GPIS Yangon and Mandalay centers.

5. Fees and payment options: Families make the tuition payment in accordance to their program of choice.

KVIS operates two campuses in Myanmar. The Mandalay campus is at Ta-1/41, Corner of 64th St & 103rd St, Chan Mya Thar Si Township, Mandalay. A second campus operates in Mogok at Za-65, Aung Nann Quarter, near a football field.

KVIS offers Primary (Year 2–5), Lower Secondary (Year 6–9), and Cambridge IGCSE (Year 10–11).

KVIS is a private international school offering Cambridge-based programs.

KVIS provides Learning Support for learners with additional learning needs, including ESL support; intervention and support may be formalized through an In-class Support Plan or an Individual Education Plan.

The school is Myanmar-based and uses the Cambridge Curriculum.

Religious affiliation is not stated in KVIS materials.

Daily start and end times are not published in KVIS materials; the academic calendar confirms the 2024–25 and 2025–26 school years, but daily hours are not listed.

A school bus service is not listed on the KVIS materials; contact details are provided for inquiries.

The campus has a canteen that serves fresh and healthy snacks. It operates in line with health, safety and hygiene norms.

King's Valley International School is governed by a private Board of Directors. The Chairman and Founder is Varun Bhatnagar, and the CEO is Diksha Bhatnager. Aarti Tripathi serves on the Board of Directors. The board page references Innoventures Education as the organizing entity behind the school.

KVIS follows the Cambridge Curriculum and prepares students for Cambridge IGCSE; the school currently runs Year 2 to Year 11. The Primary Programme (Year 2–5) ends with the Cambridge Primary Checkpoint; subjects include English as a Second Language, Mathematics, Science, Global Perspectives, and Myanmar Language, with additional History & Geography, Art & Design, Music, and Physical Education. The Lower Secondary Programme (Year 6–9) uses Cambridge Lower Secondary with a Checkpoint at the end of Year 8; core subjects include English as a Second Language, Mathematics, Science, and Global Perspectives, with Myanmar Language and broader curriculum including History & Geography, ICT, Art & Design, Music, and Physical Education. The IGCSE Programme (Year 10–11) offers Cambridge IGCSE with compulsory subjects English as a Second Language, Mathematics, Chemistry, Physics; electives such as Biology, Business Studies, ICT, Additional Mathematics, and Global Perspectives; Myanmar Language; Cambridge IGCSE examinations; and an IELTS preparation option through Mandalay TESOL. The language of instruction is English; Year 2 students are taught with 80% English and 20% Myanmar with immersion from Year 3 onward, Burmese is taught as part of the curriculum, and all staff are Cambridge-trained. Cambridge Assessment International Education accreditation is being pursued.

King's Valley International School supports Social-Emotional Learning (SEL) through formal Prevention Programs embedded in the Anti-Bullying Policy, including social-emotional learning initiatives, peer mentoring, leadership programs, and awareness campaigns that promote empathy, respect, and inclusion. The policy frames SEL within a safe, inclusive learning environment and outlines safeguarding processes to address wellbeing concerns. The Child Protection Policy states that the school provides access to counseling services, learning support programs, and resources to support student well-being and personal development. A safeguarding committee is available to provide guidance, counseling, and assistance to students and to coordinate responses with staff. Taken together, these provisions support SEL by fostering positive relationships, resilience, and responsible behavior across the student body.

KVIS offers Learning Support for students with additional learning needs, including language difficulties or gifted and talented abilities, delivered through the Learning Support programme and aligned with a referral process. Support may be formalized through an In-class Support Plan or an Individual Education Plan. The ESL department works with teachers to support students who speak English as an additional language, integrating language support with the wider learning program. The policies describe a Learning Support framework but do not indicate a dedicated specialist SEN unit. The school emphasizes inclusive education within its Cambridge Curriculum framework.

KVIS provides English as an Additional Language (EAL) support through a well-implemented ESL programme at all school sections, including pull-out and in-class support by qualified staff. The language policy notes that approximately 98% of the student body speaks English as a second language and that English instruction is the primary medium, with Burmese provided as a second language in certain levels. ESL is delivered through pull-out and in-class support, with co-teaching in subjects like science and mathematics where possible. Students identified as requiring additional English support are placed in ESL and monitored, with exit decisions made by a team including the ESL teacher and a leadership team member.

Mental wellbeing is supported through Counseling and Learning Support within the Student Welfare framework described in the Child Protection Policy, which commits to addressing the well-being and personal development of students. Social-emotional learning initiatives are part of the school's anti-bullying prevention programs to foster empathy, self-awareness, and resilience. The safeguarding policy notes a safeguarding committee that provides guidance, counseling, and assistance to affected students. Counseling and support services are available to students experiencing distress or bullying. The school emphasizes open communication with students and families to promptly address wellbeing concerns.

Safeguarding at KVIS Mandalay is formalized through a Child Protection Policy and Procedures that outline rights, roles and responsibilities, recruitment and screening, reporting procedures, safeguarding training, and monitoring. The policy includes clear roles for safeguarding personnel and mechanisms for reporting and responding to concerns. It emphasizes a culture of safety, non-discrimination, and inclusive environment, with ongoing training for staff on child protection and regular review. The safeguarding pages describe health and safety measures, COVID protocols, weekly pest control, First Aid training by the Red Cross, and fire safety training, all intended to protect students and staff. A safeguarding committee coordinates guidance, counseling, and support for affected individuals and ensures collaboration with families and authorities as needed.

Step 1: Submit the Admission Enquiry Form. The form can be filled out online or emailed back to the school to initiate the inquiry and ensure you receive appropriate information when you visit. This initial step helps the school respond to your questions and prepare for a visit if desired.

Step 2: Admissions evaluation and offer. Each child is evaluated on an individual basis, with consideration given to age, years of schooling, prior schools, and English and Math levels. The Handbook shows the average age for each year group, and a spot is offered only if the school believes it is the appropriate fit for the child and the school community. Written offers are issued by the school Director when a suitable placement is identified.

Step 3: Optional meeting with administration. If you wish, you may meet with the principal and vice principal to get to know the teachers better; the school generally does not arrange meetings with teachers before enrollment. This meeting option provides an opportunity for families to ask questions and gain a sense of the school environment before committing.

Step 4: Enrollment following an offer. After a written offer is issued, families receive enrollment instructions from the school detailing the next steps to complete the admission process and secure a place. The school emphasizes that offers are contingent on fit and that ongoing communications will guide the enrollment steps.

KVIS does not publish any scholarship or financial-aid program on its admissions materials. There is no documented scholarship process or eligibility criteria on the site, and the admissions resources focus on enquiry, evaluation, and placement rather than financial aid. For inquiries about potential financial options, contact the school directly.

There is no published waitlist or pool system in the KVIS admissions materials. Admissions decisions are described as individualized and conducted by the Director through written offers, with no reference to a formal waitlist process. Families are instead guided by the offer-and-enrollment steps as outlined by the school.

LAMIS is located in Mandalay, Myanmar, at No.(S-1) 12th Street between 86th and 87th Streets in Aung Myay Tharzan Township. The campus sits in the northern part of Mandalay, near Mandalay Hill, on a residential street accessible by local roads. The school is described as being in central Mandalay in materials promoting its location, with the postal address clearly stated above.

LAMIS offers Early Years (Nursery, Pre-KG, KG) and Primary Years (Grade 1 onward). For the 2023-2024 academic year, classes ran from Nursery through Grade 7.

LAMIS operates as an international school in Mandalay. There is no published information about boarding facilities; it appears to function as a day school.

LAMIS provides English as an Additional Language (EAL) support. Myanmar and Mandarin are taught, with Mother Tongue development support and bilingual instruction in early years.

LAMIS has no formal country affiliation; it operates as an independent international school in Myanmar.

LAMIS has no published religious affiliation.

Early Years: arrival 8:30–9:00, start 9:00, pick-up 3:00–3:30. Primary Years: arrival 8:00–8:30, pick-up 3:30.

A school bus service is not publicly listed; transport arrangements should be confirmed with the admissions team.

LAMIS has a canteen on the ground level with kitchen equipment near the office. During break times, students can eat their lunch there. The canteen also offers drinks and snacks.

Instruction is conducted in English as the primary language of instruction, with Myanmar (Burmese) and Mandarin offered as additional languages, and with English as an Additional Language (EAL) support and Mother Tongue provision to ensure access to the curriculum. The school offers the International Baccalaureate Primary Years Programme (PYP) for students aged approximately 3 to 12 and is a candidate IB World School pursuing authorization. The school serves Nursery through Grade 5 (early years to primary), with class groups including Nursery, Pre-KG, KG, Grade 1, Grade 2, Grade 3, Grade 4 and Grade 5. The PYP scope includes Mathematics, Science, Social Studies, Arts, Personal, Social and Physical Education, Myanmar language and culture, and Additional Language study (Myanmar and Mandarin). Assessment is continuous, and graduates are positioned for potential progression into IB MYP/DP programs as part of future opportunities.

LAMIS adopts a whole‑child, inquiry‑based approach that places social and emotional well‑being at the core of learning. The Middle School (IB MYP) program explicitly develops SEL‑related competencies such as Affective, Mindfulness, Emotional management, Self‑motivation, and Reflection. The PE/PSPE curriculum promotes knowledge, attitudes, and skills that contribute to the physical, emotional, cognitive, spiritual, and social well‑being of the individual. Staff support for SEL includes teacher assistants who monitor and support classrooms, and a Parent Liaison Team is available for consultation. The education programme addresses students' academic, social, and emotional well‑being as a central aim of the school's approach to learning.

The admissions process requires parents to inform the school of any special educational needs, such as learning difficulties or giftedness. If the family fails to disclose information about these needs, the school reserves the right to close or terminate enrollment. If students need more help with language ability, the school provides additional language classes with the option of receiving extra support in class and after school. The kinds of SEN the school can support and whether it is a specialist SEN institution are not publicly disclosed. The admissions process shows that SEN is considered in placement decisions, indicating attention to educational, social, emotional, and physical dimensions.

LAMIS offers English as an Additional Language (EAL) support according to students' needs, ensuring equal access to the curriculum and school life. The program provides support in listening, speaking, reading and writing, and is based on an inclusive model. English is the language of instruction for all classes, with Myanmar taught in Myanmar classes through a bilingual approach that increases in complexity as students progress. In Myanmar classes, teachers and students use a combination of English and Myanmar, and Myanmar is taught as an Additional Language or Mother Tongue as appropriate. Mandarin is taught to all students at levels adjusted for different abilities, with bilingual Mandarin/English teachers.

Mental wellbeing is supported as part of LAMIS's holistic education program and PSPE curriculum. The Middle School program includes mindfulness and emotional management as explicit components. The IB MYP competencies include affective development, mindfulness, emotional management, self‑motivation, and reflection. The program fosters personal identity development and an understanding of the student's place in their social and cultural context. The education programme addresses students' social and emotional well‑being as a core consideration of learning.

Safety and security are stated as a top priority, with drop‑off/pick‑up procedures and visitor sign‑in at the gate. The admissions process requires parents to inform the school of any special educational needs, and notes that information provided is used to determine suitability and placement. It also states that if information is not provided, enrollment may be terminated. The admissions process mentions that language support may be offered as part of safeguarding student access to the curriculum.

1. Step 1 – Application submission and documents. Applicants complete the LAMIS application form, either online or at the school, and provide the required documents. The documents required are the LAMIS application form, a copy of the birth certificate and vaccination report card, the exit document from the previous school (Elementary onwards), copies of the student's school reports for the previous two years, and reports of any special academic or psychological assessments. Applications are accepted year-round, and new students may join at any time if there is capacity in the relevant class. If classes are full, applications will be placed on the waiting list. Missing or incomplete documents can delay processing and scheduling for the interview and placement assessment.

2. Step 2 – Registration fee and wait/placement timing. After submitting the application form, the candidate must pay the one-time Application Fee and the Registration Fee in order to be scheduled for the Interview and Placement assessment. The Application Fee is non-refundable and applies only to new students; existing students are automatically considered for placement in the next grade. If class capacity is reached, the school places applicants on a waiting list to determine enrollment order when space becomes available.

3. Step 3 – Interview, placement, and special needs disclosure. All applicants attend a face-to-face interview and placement assessment to determine the appropriate grade and fit with the school's program. Parents must inform the school of any special educational needs, such as learning difficulties or giftedness, as failure to provide relevant information may lead to the application being closed or rejected at any stage. The school assigns placement based on several factors, and language support may be offered if needed (e.g., additional English or Burmese language classes) with options for extra in-class or after-school help to support the student's transition.

Step 4 – Acceptance, enrolment, and fees. Once placement is confirmed and the family has completed the interview, the school offers a place; to secure the offer, the Enrolment and Deposit Fee must be paid within 5 working days, and full payment of all remaining fees is required before the first day of attendance.

Step 5 – Preparation for school. Preparation includes school uniform, drop-off/pick-up arrangements, attendance at the School Orientation session (parents must be registered to attend), meal preferences/arrangements, and provision of books and school supplies. The school also provides guidance through the Parent Liaison Team as needed.

3. Step 3 – Interview, placement, and special needs disclosure. All applicants attend a face-to-face interview and placement assessment to determine the appropriate grade and fit with the school's program. Parents must inform the school of any special educational needs, such as learning difficulties or giftedness, as failure to provide relevant information may lead to the application being closed or rejected at any stage. The school assigns placement based on several factors, and language support may be offered if needed (e.g., additional English or Burmese language classes) with options for extra in-class or after-school help to support the student's transition. Step 4 – Acceptance, enrolment, and fees. Once placement is confirmed and the family has completed the interview, the school offers a place; to secure the offer, the Enrolment and Deposit Fee must be paid within 5 working days, and full payment of all remaining fees is required before the first day of attendance. Step 5 – Preparation for school. Preparation includes school uniform, drop-off/pick-up arrangements, attendance at the School Orientation session (parents must be registered to attend), meal preferences/arrangements, and provision of books and school supplies. The school also provides guidance through the Parent Liaison Team as needed.

2. Step 2 – Registration fee and wait/placement timing. After submitting the application form, the candidate must pay the one-time Application Fee and the Registration Fee in order to be scheduled for the Interview and Placement assessment. The Application Fee is non-refundable and applies only to new students; existing students are automatically considered for placement in the next grade. If class capacity is reached, the school places applicants on a waiting list to determine enrollment order when space becomes available.

The Mandalay branch is located at 59B Street, between 38th and 39th Streets, Mandalay 05031, Myanmar. It is part of MIA's four-branch school network in Myanmar.

The school offers programs from preschool to secondary.

The MIA network comprises four branches: Private School, International School, Chinese School, and Preschool.

No specific Additional Learning Needs (SEN) provisions are listed on the site.

There is no stated country affiliation for the school.

No religious affiliation is indicated.

Start and end times are not published; inquiries can be made via the contact details.

No bus service information is published.

MIA International School in Mandalay offers preschool through secondary education across four branches: International School, Private School, Chinese School, and Preschool. The Preschool uses a play-based curriculum that emphasizes social-emotional development, early literacy, and numeracy. The International and Private School branches provide a globally oriented, multicultural learning environment, while the Chinese School offers Mandarin language programming. Learning facilities include a library, science laboratories, and ICT rooms to support teaching and student projects. The school was established in 2015. Public details on year-by-year external qualifications (e.g., Cambridge, IB, or local exam tracks) are not published on the site; for the latest, seek the school's official prospectus.

The Preschool uses a play-based curriculum that focuses on social-emotional development, reflecting a holistic 'whole child' approach to education.

The school does not publicly disclose information regarding Special Educational Needs (SEN) provisions, including types of SEN supported or whether it operates as a specialist SEN institution.

The school does not publicly disclose information regarding English as an Additional Language (EAL) provisions or programmes.

The school does not publicly disclose information regarding dedicated mental wellbeing programmes beyond social-emotional development in preschool.

The school does not publicly disclose information regarding safeguarding or child-protection policies.

1. Inquiry and initial contact. The school provides Mandalay-based contact options: a street address (59B Street, between 38th and 39th Street, Mandalay 05031), multiple phone numbers, and an email address for inquiries. Use these channels to express interest, request general admissions information, and confirm the appropriate campus for your child. Expect to receive guidance on the next steps and any required documents.

2. Campus visit or information session. Reach out to arrange a visit to the campus to observe facilities and speak with school staff about programs and the student experience. While the site does not publish a formal tour schedule, it provides a general contact pathway to coordinate visits. Preparing questions in advance about grade levels offered, language of instruction, and student life is advisable.

3. Application submission. The site does not publish an online application portal or explicit application forms. Prospective families should use the listed contact channels to obtain the correct application method for their campus and grade level. Be prepared to follow the school's instructions sent by the admissions team after your initial inquiry.

4. Required documents. Typical documents requested by international schools include proofs of identity (passport or birth certificate), previous school records or transcripts, and immunization or health information. The public materials do not specify exact document requirements for MIA, so confirm the precise list with the admissions team during your inquiry. Have copies ready for submission once requested.

5. Assessment and interview (if applicable). Many international programs include an assessment or interview as part of the placement process; however, the exact policy for MIA is not published online. In your communications, ask whether an assessment, language screening, or parent interview is required for your child's age and grade level.

6. Admission decision. After completing the required steps, families typically receive an admissions decision from the school. The public materials do not outline a formal decision timeline or notification method for MIA, so request a clear timeframe during the inquiry and ensure you understand any conditions or deadlines attached to an offer.

7. Enrollment and fee payment. If an offer is accepted, families proceed with enrollment and fee payment as directed by the admissions team. Public materials do not list specific fee amounts or payment terms, so obtain exact figures, deposit requirements, and payment schedules directly from the school when you receive an offer.

UNITY Private School operates campuses in Mandalay, Kyauk Se, and Myin Gyan (Myingyan area) in Myanmar. The Mandalay campus is located at the corner of 30th and 56th Streets in Chan Aye Thar San Township. The Kyauk Se campus sits in the Baw Ga Waddy Quarter, Kyauk Se, and the Myin Gyan campus is in the Chaung Daung Quarter, Myin Gyan.

Unity offers nursery at Kyauk Se Campus (Campus 2). It provides primary and secondary education across its campuses, with dual curriculum options: Myanmar National Curriculum or International Edexcel, and an emphasis on STEM Education.

The Kyauk Se location has separate boys' and girls' schools. Mandalay and Myin Gyan campuses are described without gender separation, indicating mixed-gender provision there.

No explicit Additional Learning Needs (SEN) provisions are listed in public materials.

Myanmar. The school is officially recognised by the Myanmar Ministry of Education.

No religious affiliation is listed; the school presents itself as multi-ethnic and inclusive.

Public materials do not publish start or end times for the school day, and details of breaks or lunch periods are not publicly listed.

UNITY Private School operates four campuses in Mandalay, Kyauk Se, and Myin Gyan. It is officially recognized by the Myanmar Ministry of Education as a private school.

UNITY Private School provides a dual curriculum: the Myanmar National Curriculum and an International Pearson Edexcel pathway, with STEM Education integrated. The International track covers Primary (KG to Year 6), Lower Secondary (Year 7 to Year 9), and IGCSE at Year 10–11 and Year 11–12, with Year 12 listed as IGCSE in the mapping. The International track is delivered by a mix of native English-speaking and local teachers. UNITY is MOE-recognized and operates four campuses in Mandalay, Kyauk Se, and Myin Gyan. It is a Pearson Edexcel exam centre, and has Cambridge Assessment collaboration through the British Council and is a British Council Global Partner School. The curriculum also emphasizes project-based learning, practical science, music and arts, and a well-resourced library to support broader student development.

There is no explicit Social and Emotional Learning (SEL) program publicly disclosed for UNITY Private School. Public materials describe general activities such as Project & Practical learning, Music & Arts, and Library resources that support personal development, but these are not labeled as SEL initiatives. Weekend classes include Cambridge Assessment, Olympiad Maths, and STEM Education, which provide extracurricular contexts that can foster collaboration and self-regulation. The school's stated values emphasize happiness, kindness, empathy, and ethical conduct, suggesting a broader character-education focus rather than a formal SEL framework.

Public materials do not describe any Special Educational Needs (SEN) support or a dedicated SEN department. A nursery was established at Kyauk Se Campus (Campus 2) under early childhood nurture and development laws and regulations, indicating provision for young children but not explicit SEN services. The curriculum offerings include National and International options and STEM-focused programs, yet SEN-specific provisions are not described. There is no publicly disclosed information about inclusion policies, screening, or individualized education plans. Therefore, SEN staff, programs, and the scope of support, if any, are not publicly disclosed.

UNITY Private School offers an International Curriculum (Pearson Edexcel) taught by Native and Local Teachers. There is no explicit information about English as an Additional Language (EAL) support programs, courses, or staff dedicated to EAL. Public materials describe language instruction within the international program but do not specify EAL strategies such as targeted language support or progression pathways. The presence of native English-speaking teachers suggests English-language instruction within the program, but does not confirm a formal EAL service. EAL-specific provisions are not publicly disclosed.

No explicit mental wellbeing program is described in UNITY Private School's public materials. The materials emphasize values such as truth, empathy, loving-kindness, and ethical behavior as part of character development. Project-Based Learning, Music & Arts, and Library activities are presented as avenues for personal growth, which may indirectly support wellbeing. Welcome and mission statements emphasize happiness and harmonious development yet do not list dedicated mental health services. Public information does not specify mental health staff or targeted wellbeing initiatives.

Public materials do not describe safeguarding or child protection policies or procedures. Accreditation and curriculum sections focus on curricula, campuses, and academic programs rather than safeguarding. There is no publicly disclosed safeguarding staff, training programs, or reporting mechanisms in the available information. Without explicit safeguarding statements, verification of safeguarding practices cannot be made from public sources.

1. Submission of the admissions application: Parents or guardians must complete the admissions application accurately and submit it with documentation showing successful completion of the previous academic year. The form requires the student's name, current class to enroll, prior school, last completed class, and guardian contact information. This step establishes the basic eligibility and provides the school with necessary background before any screening.

2. Entrance examination: Students who are required to take the entrance examination sit the test according to a schedule arranged by the school. After the examination, the school will notify whether the student has gained admission. The admissions decision is made after careful review of the candidate's performance and overall fit with the program.

3. Enrollment: Once admitted, the student proceeds to enrollment which includes continuing tuition payments and purchasing required items such as textbooks, study aids, and uniforms. The process confirms the student's place and begins formal enrollment for the upcoming term. Fees at this stage are referenced as tuition, books, and uniforms, but exact amounts are not published on the admissions pages.

UNITY Private School does not publish any information about scholarships on its admissions pages. There is no dedicated scholarships section or scholarship policy described in the publicly available admissions content. Any financial aid or fee-related concessions are not listed publicly online.

There is no published waitlist or pool system described on the UNITY Private School admissions pages. The formal process is laid out as three steps (application, exam, enrollment) with no reference to a waiting list or pool.

MISA operates across multiple Mandalay campuses: Preschool Campus on 72nd Street between 27th and 28th Streets; High School Campus at the corner of 53rd Street and 30th Street in Chan Aye Tharzan; and the Mandalay International Science Academy site on 58th Street between 27th and 28th Streets. All campuses are located within Mandalay city and serve the Mandalay region.

Levels: MISA is a comprehensive K to 12 private international school with separate primary and high school campuses; the high school enrolls up to 400 students in grades 6–12 (Year 7–13). Cambridge curriculum is offered from primary through A Levels.

Private international school. Boarding facilities are not listed on public pages.

Additional learning needs (SEN) provisions are not listed on public pages. Parents should inquire directly with the school for SEN-related support and facilities.

Cambridge International Education affiliation (Cambridge Assessment International Education); the school operates as an international school rather than being tied to a single country.

No religious affiliation is stated publicly.

Public pages do not publish daily start/end times. Inquiries about schedule can be made through the admissions process.

Public pages do not publish bus arrangements or providers. Parents should contact the school for transport options.

A Primary Dining Hall is listed among the facilities on site. No details are provided about specific menus or dietary options.

MISA is operated by BFI Education Services Co., Ltd. It is part of a network of sister schools including Naypyitaw International School of Acumen, SKT International School Riverside Campus, and SKT International School City Campus.

MISA delivers the Cambridge International curriculum from Kindergarten through A Levels, is a Cambridge Assessment International Education partner recognized by UCAS, and the high school includes Year 7–13. Lower Secondary (Years 7–9) follows the Cambridge Lower Secondary CheckPoint, taken at the end of Year 9. Upper Secondary offers Cambridge IGCSE courses across a broad range of subjects, including Physics, Extended Mathematics, Additional Mathematics, ICT, Biology, Chemistry, ESL, English First Language, and languages such as Chinese and German, plus Business Studies, Economics, Accounting, History and Global Perspectives. A Levels are offered in Physics, Biology, Chemistry, Information Technology, Mathematics, and English for Academic Purposes. Kindergarten emphasizes social-emotional development and language/literacy through a theme-based program, while Primary follows the Cambridge International Primary framework as part of the Cambridge curriculum offered at MISA.

Social and emotional learning (SEL) is integrated from early years, with the Kindergarten Programs addressing social-emotional development through engaging activities and positive reinforcement, and parental involvement in lessons and extracurriculars.

The school emphasizes meeting individual needs and differentiated instruction, but publicly available materials do not publish details of any formal SEN program, types of SEN supported, or whether it is a specialist SEN institution.

English as an Additional Language (EAL) support is provided through Cambridge IGCSE ESL as a subject, with First Language English offered on demand and a Weekend English Course to support ongoing language development.

Mental wellbeing is framed as part of the school's development goals, with the vision to ensure students' intellectual, moral, social, emotional, and physical development in a caring environment.

Safeguarding policies and procedures are not publicly disclosed in the available school materials; the available statements reference a safe and caring environment but do not publish a formal safeguarding policy.

1. Placement and age-eligibility: Students seeking registration for Kindergarten through Secondary are placed according to their age on or before 30 September. This policy ensures students are grouped into age-appropriate year levels and aligns with the school's intake scheduling. Families should plan ahead to meet the September 30 cutoff to avoid placement delays. The Admissions team communicates the initial placement decision and outlines the next steps after this step.

2. Application initiation: Download the official application form, complete it, and include a one-time, non-refundable application fee. If you need details on school fees, payment procedures, and available options, contact the school office.

3. Supporting documents: Prepare and submit the required documents along with the application: previous scholastic records from the last school attended, a recommendation letter from the last school, evidence of date of birth or ID card, passport copy if applicable, two passport-sized photographs, and the child's health record. These documents help the Admissions Committee assess fit and prior academic history. Additional information may be requested if needed.

4. Post-application meeting and assessment: After the application is submitted, a parent meeting is scheduled and the child undergoes an admissions assessment. The meeting and assessment provide the school with a fuller view of the child's needs and potential. Results from these interactions contribute to the final admission decision.

5. Admission decision: Based on the applicant's prior scholastic records and performance on the MISA admissions assessment, the Admissions Committee will determine whether to offer a place. Applicants are notified of the outcome via email or message. The decision may result in an offer, an offer with conditions, or a non-eligibility outcome.

6. Offer, registration, and payment: If a place is offered, you must sign the Payment and Refund policy and pay the registration fee by the invoice date to confirm your child's place. This step completes the formal enrollment for the school year. Further financial details and payment options are provided by the admissions office.

7. Further information and inquiries: For more information, email the admissions office or call the admissions numbers provided. This channel can be used to clarify fee details, placement-test scheduling, or eligibility questions.

No scholarships are described or advertised in the available admissions or program materials. The site discusses a capped intake for international students and outlines the standard admissions process rather than any financial aid provisions. Families should inquire directly with the admissions office for any potential financial aid opportunities.

A waitlist or pool system is not described in MISA's admissions documentation. Applicants proceed through a defined admission sequence (application, meeting, assessment, and decision) with outcomes communicated by email or message. There is no published waitlist policy on the site.

ILBC Mandalay operates across multiple campuses in Mandalay city. Main sites include ILBC IGCSE (I) on 30th Street in Kankauk Ward (Chan Aye Thar Zan), ILBC IGCSE (II) on 64th Street in Mahar Myaing Ward (Mahar Aung Myay), and ILBC IGCSE (III) at Block-13/A, 30th Street (Kankauk Ward). Additional ILBC Preschool campuses are located on 30th Street and on 60th Street in Myothit (Chanmyatharsi). The campuses are in central Mandalay townships with road access; each campus has its own contact telephone number.

ILBC Mandalay provides Preschool facilities and IGCSE programs. The Mandalay campuses host ILBC Preschool and ILBC IGCSE (I), (II) and (III), covering early years through secondary levels.

ILBC Mandalay operates as a private international school network offering day programs. Boarding facilities are not indicated in public materials.

Public materials do not list specific SEN (Additional Learning Needs) provisions for ILBC Mandalay. The curricula shown cover Preschool through IGCSE and include Technology Integrated Learning, but there is no published detail on SEN services.

There is no formal country affiliation listed for ILBC Mandalay; it is part of an international school network.

No religious affiliation is indicated for ILBC Mandalay.

A typical Mandalay ILBC day starts around 8:00 am for on-campus programs, with public materials noting a 8:00 am to 12:00 noon session for Mandalay offerings. Timings may vary by campus and program.

ILBC Mandalay provides a school transport option; there is a School Ferry program for certain offerings, and the Bus Department can provide fare details. Front Office staff can assist with arrangements and contact numbers include 09400320680 and 09400350680.

Boarding arrangements are not stated for ILBC Mandalay campuses. The Mandalay branches page lists campus addresses and contact details but does not mention accommodation options. Based on the available information, ILBC Mandalay operates as a day school.

A complete school uniform must be worn. Color details and where to purchase are not specified in the uniform information page.

ILBC is governed by the Board of Education, the governing body of the organization. The Board consists of forty-seven members including the managing director, the superintendent, the principal, and heads and deputy heads of academic departments, preschools and support departments.

ILBC Mandalay branches provide a British-curriculum program with three successive IGCSE cohorts: ILBC IGCSE (I), ILBC IGCSE (II), and ILBC IGCSE (III). Since the 2020–2021 academic year, ILBC has implemented a Technology Integrated Curriculum that merges IGCSE-based study with A Level pathways, delivered through on-campus and online learning. Preschool campuses (30th Street and 60th Street) deliver early-years programs under the British curriculum with English instruction, and additional language options including Myanmar and Chinese at selected sites. Lower and upper secondary programs cover core subjects such as English, Myanmar, Mathematics, General Science, Geography, World History, Computing, Physical Education, Art and Music, with laboratory work, preparing students for IGCSE examinations and potential progression to A Level. ILBC Mandalay operates multiple campuses on 30th Street, 64th Street, and Block-13/A in Chan Aye Thar Zan, plus preschool campuses at 30th Street and 60th Street.

The ILBC Mandalay materials publicly available do not present a detailed, formal SEL program. A Mindfulness page exists on the ILBC site, indicating an emphasis on mindfulness as part of student wellbeing. The Mandalay branches page lists campuses and contact details but does not describe any specific SEL staff roles (e.g., counselors) or named SEL initiatives. No dedicated SEL policy or program page is publicly disclosed. Overall, publicly accessible information does not provide a comprehensive overview of SEL provision.

The Mandalay pages do not publicly disclose any Special Educational Needs (SEN) provision. There is no mention of SEN staff, a dedicated SEN department, or a specialist SEN center on public pages. The site lists campuses and contact information but not SEN-related policies or services. Therefore, it cannot be confirmed whether the school can support specific SEN needs or how such support would be delivered. SEN information is not publicly disclosed.

English language instruction is indicated, and an English Proficiency Course (EPC) is listed in the site navigation, suggesting language-support provisions. In Preschool, English is taught, and Burmese or Chinese can be chosen as an additional language subject. The IGCSE onboarding process references an English placement element (Placement Test – English & Maths) for entry. Public information does not specify the presence of dedicated EAL staff or a standalone EAL program beyond EPC. EAL provision details beyond general English instruction and EPC are not publicly disclosed.

Mindfulness is highlighted on the ILBC site as a component of student wellbeing, with a dedicated Mindfulness page and a Mindfulness link within the Latest News navigation. The content on Mindfulness pages is accessible publicly but not fully loaded in some views. Specific mental wellbeing programs, staff, or implementation details are not publicly disclosed. The available materials indicate an emphasis on wellbeing but do not provide a full programmatic description.

Safeguarding-related health provisions include a medical clinic with a doctor on site and a school nurse. Medications may be administered at school with parental consent. A medical check-up is conducted for each class, and enrollment requires health documentation such as passport photos, birth certificates, and immunization records. The Mandalay campus pages provide addresses and contact details but do not publish a separate safeguarding policy beyond these health provisions.

1. Online application and initial documentation. Begin by completing the online admissions form and submitting available school records such as report cards, transcripts, certificates, and any standard test scores. For international applicants, include a copy of the passport. Also complete the billing form and ensure any required fees are paid. The school reserves the right to request copies of student records before enrollment if needed, and health records must show immunization per policy. This step starts your formal consideration for placement and sets expectations for documentation and fees.

2. Submission of records and health requirements. After the online application, send through or upload the school records and any standardized testing results from previous schools whenever possible. The admissions policy notes that the school may request copies of records to support enrollment decisions. Health records must be provided, and students must be immunized as per the school policy; the school medical team will assess suitability based on these materials. Completing this step helps determine whether the student meets placement and health prerequisites for admission.

3. Screening and placement assessment. All applicants participate in a screening assessment designed to determine initial placement. The screening includes a writing sample, a mathematics test, and an informal interview to gauge reading, speaking, and listening skills. Parents and students should be familiar with the Student Manual and the School Rules & Regulations before the screening. The results help assign the student to the most appropriate class level.

4. Review of rules and expectations. Both parents and students are expected to read and understand the Student Manual and School Rules & Regulations. This step ensures that families are aligned with school expectations and conduct policies prior to any enrollment decision. Familiarity with the rules supports a smoother transition if admission is offered.

5. Enrollment decision and billing. Admission is based on records, past performance, age and maturity, class numbers, and screening results. If placement is approved, families should complete any remaining billing requirements and pay the applicable fees (as listed in the fees information). The school may request additional records as part of final enrollment, and the student will be placed according to screening outcomes and space availability.

ILBC does offer scholarships. For the Class of 2025 (Yangon & Mandalay), 70 students received scholarships, with total scholarship value amounting to about $1.1 million across the class, and university offers were received from numerous institutions. This includes a list of many universities that extended offers to ILBC students.

There is no explicit waitlist or pool system described in the admissions policy. Admissions are described as based on a review of records, age, maturity, class numbers, and screening assessments, with placement determined by screening results and available space. No separate waitlist process is stated in the policy.

Ayeyarwaddy International School is located at No.25(B), 52nd Street, between 33rd and 34th Streets, Chan Aye Tharzan Township, Mandalay, Myanmar. Mandalay is a major city in Upper Myanmar, and the campus sits in the Chan Aye Tharzan area on central Mandalay's street network. The address places the school in a well-connected urban zone with access from surrounding neighbourhoods.

AIS serves students from nursery/preschool through grade 12, with an age range of about 3 to 18 years. The school profile confirms an age span from 3 years up to 18 years.

AIS is a co-educational day school. Public listings describe AIS as a co-ed, day international school, reflecting its non-residential model.

Public information about Additional Learning Needs (SEN) or dedicated SEN provisions is not listed in the available materials. The documented details emphasize language of instruction (English) and the US-oriented curriculum.

AIS operates in Myanmar and has no formal country affiliation; it is described as the only K-12 international school in Upper Myanmar.

There is no public information indicating a religious affiliation for AIS.

Official materials do not publish precise daily start and end times.

Public information does not list a school-provided bus service for AIS Mandalay; families would need to arrange transportation or use private providers if required.

AIS Mandalay is a WASC-accredited international school serving preschool through grade 12, with English as the language of instruction. The curriculum follows a United States Common Core framework, delivering a US-style college-preparatory program and offering Advanced Placement courses, including AP Capstone, for secondary students. On-site TOEFL and SAT testing support college admissions. AIS emphasizes creative and critical thinking across disciplines and uses technology-enabled learning to develop 21st-century skills. The school serves ages 3 to 18 and provides a comprehensive K‑12 pathway designed to prepare graduates for university study at US and international institutions.

The school states a mission to develop socially and globally involved citizens; there is no publicly disclosed information detailing a formal SEL program, staff, or initiatives.

The school does not publicly disclose information regarding SEN provision, staff, or whether it operates as a specialist SEN institution.

The language of instruction is English, and there is no publicly disclosed information about formal EAL provision or dedicated EAL staff.

There is no publicly disclosed information about mental wellbeing programs or staff.

There is no publicly disclosed information about safeguarding policies or child protection procedures.

1. AIS Mandalay serves nursery through grade 12 and conducts its admissions process through the school's Admissions Office. The first step is for families to make an inquiry to AIS to request information about programs, language of instruction (the school teaches in English), and admissions timelines. After the initial inquiry, families typically receive guidance on required documents and next steps.

2. Submit the completed application and any documents requested by the Admissions Office. AIS does not publish a fixed set of documents on public pages, but applications are handled by the Admissions Office, and families should expect to provide materials in English as part of the process. The Admissions Office will outline any required forms and translations and confirm receipt.

3. After the application is received, families may be invited to schedule a campus visit or information session to learn more about AIS Mandalay's programs and facilities. The visit typically includes a tour of the campus and an opportunity to meet staff and current students. This step helps families assess fit and ask program-specific questions.

4. AIS conducts placement considerations as part of the admission in order to determine appropriate grade level placement and readiness. This often involves discussions with the admissions team and may include an informal assessment or review of prior academic work; English language proficiency is a component, given that language of instruction is English. On-site TOEFL and SAT opportunities exist for AIS students, underscoring a focus on English readiness and college-preparedness.

5. Following placement decisions, the school communicates an admission decision and, if offered, an enrollment invitation. Families will receive an enrollment package that includes the admission offer and details about next steps to enroll. AIS Mandalay emphasizes formal acceptance and contract before enrollment proceeds.

6. Enrollment completes when families sign the enrollment contract and arrange payment of any applicable fees and deposits as directed by AIS. The school indicates that current fee amounts are not published publicly and should be obtained directly from the Admissions/Finance team. Orientation or transition activities may occur prior to the start of the new term.

7. The first day of the new term marks the official start for enrolled students, with ongoing support from AIS staff to help new families acclimate to the campus and programs. Since AIS offers a broad program from nursery to grade 12 and uses English as the language of instruction, families should anticipate ongoing communication from the school about calendars, transport, and clubs.

Waitlist/Pool. Publicly available information does not publish a formal waitlist or student pool policy for AIS Mandalay. Details about a waiting list, pool, or priority placement are not described in the sources accessible online. Families seeking placement should contact the Admissions Office to confirm current space availability and any waitlist options that may apply for a given grade level.

MISY Mandalay is located at No. 23, 48th Street, between 109th and 110th roads, Chan Mya Thar Si Township, Mandalay. The campus sits in the Chan Mya Thar Si area of Mandalay city and is accessible via local roads. MISY Mandalay was established in August 2018 and operates as part of the MISY network offering an English-language international education.

MISY Mandalay runs a Primary section for Nursery to Year 6 (Early Years Foundation Stage, Key Stage 1 and Key Stage 2) and a Secondary section for Year 7 to Year 13. In secondary, Year 7–9 form Key Stage 3, followed by IGCSE in Years 10–11 and AS/A Level options in Years 12–13.

MISY Mandalay is a private international day school. Instruction is in English and the school follows the English National Curriculum with Cambridge Assessment International Education (CAIE) examinations for IGCSE and A Levels. There is no boarding provision noted.

An English as an Additional Language (EAL) programme is provided, with four full-time EAL teachers. The EAL programme is designed to support non-native English speakers from Year 3 through Year 10 and is a paid service; students receive a range of instructional approaches, including one‑to‑one and small‑group support, integrated with curriculum content. Entrance testing and ongoing assessment use standards such as the WIDA model.

MISY Mandalay is affiliated with Cambridge Assessment International Education (CAIE), and uses Cambridge IGCSE and A‑level examinations as part of its CAIE curriculum. This is the school's international accreditation framework.

MISY Mandalay does not have a single religious affiliation; admissions indicate that the school welcomes students from all religious backgrounds.

School hours vary by year group: Nursery typically 8:45 am–2:20 pm, Reception 8:45 am–2:30 pm, and Year 1 to Year 12 generally 8:45 am–3:30 pm. The KS3 schedule specifies a 8:45 am start with a 3:30 pm finish. Breaks and timings are aligned with the English National Curriculum.

There is no published information about a MISY Mandalay bus service on the school's materials. Families should plan transport independently or through local arrangements, as no dedicated bus details are listed.

MISY Mandalay is governed by the MISY Board of Directors, founders of MISY Yangon and MISY Mandalay. The Board leads the two MISY schools, oversees their development and sustainable growth, and works with the Head of Schools and the Senior Leadership Teams to ensure high-quality teaching and learning.

MISY Mandalay follows the English National Curriculum with Cambridge IGCSE and A Levels, and is fully registered to offer the Cambridge Assessment International Education (CAIE) curriculum and assessments. In the Primary section, the curriculum is English National Curriculum-based from the Early Years Foundation Stage onward, with seven EYFS areas of learning and specialist teaching in Computer, Music, Art and Myanmar; Mandarin begins in Year 2. Assessment in the Primary phase includes Progress Tests from Year 3 and the CAT4 test from Year 4 to track progress. In Key Stage 3 (Years 7–9), the school offers a broad KS3 programme with subjects such as Art, History, Science, Computing, Mathematics, Physical Education, Music, PSHE, English, Myanmar, Geography and Mandarin, with EAL support. Key Stage 4 (Years 10–11) uses the Cambridge IGCSE with core/compulsory English, Mathematics (Core or Extended), three Sciences (with the option to drop one in Year 11), Myanmar, PE and PSHE, plus optional IGCSE subjects including Business Studies, Mandarin, Computer Science, Global Perspectives and Additional Mathematics. Key Stage 5 (Years 12–13) offers AS and A Levels in English Language, Mathematics, Biology, Chemistry, Physics and Art and Design.

MISY Mandalay has formed a Health & Wellness Committee comprising teachers, health and wellness staff, and administrators to review and strengthen the school's physical and health education programs across EYFS and all five Key Stages, with learning outcomes focused on physical, social, emotional, and relational health. The committee promotes a positive social and emotional climate and supports SEL through its health and wellbeing initiatives. The school prioritises nutrition, regular physical education and activity, sleep education, and a healthy social-emotional climate as part of its wellbeing approach. After-school activities run three periods per week for Years 2–13, offering a range of academic, sport, science, arts enrichment, and culture programs to support student development and engagement. MISY also provides an employee wellness program for staff and a Staff Consultation Forum to incorporate staff input into wellbeing decisions.

SEN support is provided within MISY Mandalay's mainstream program. Two Special Education Needs Teacher Assistants are listed (Ei Ei Cho and Thet Htet Zon), indicating classroom-based SEN support. A dedicated Special Education Needs teacher, Doxa Praise Diaz, is described as focussing on language development and inclusive, student-centered practices. The school presents MISY Mandalay as not marketed as a separate specialist SEN institution, with SEN staffing embedded in the regular teaching framework. Public pages detail SEN staff profiles but do not publish a formal, school-wide SEN policy or a full list of specific SEN categories supported. The SEN team's stated focus includes language development and inclusive education within the Cambridge/English National Curriculum context.

EAL is offered as a paid program with four full-time EAL teachers designed to provide academic and social language support for non-native English speakers from Year 3 through Year 10. The language of instruction at MISY Mandalay is English, with the school following the English National Curriculum. The EAL program emphasizes integrated language instruction and collaboration with mainstream teachers to differentiate and co-teach as needed. Entrance and exit procedures include WIDA-based assessments to determine eligibility and readiness to discontinue EAL support, with new primary students referred by the Head of Primary and secondary students tested where possible. Fees apply for the first year of EAL support, and the program is designed to help students access the curriculum by improving Speaking, Listening, Reading, and Writing.

Mental wellbeing is addressed within MISY Mandalay's Health & Wellness framework, which focuses on a supportive social and emotional climate and the promotion of healthy behaviours. Sleep education is included as part of health education, with guidance to help students establish good sleep habits and understand sleep-related issues affecting concentration and wellbeing. The school's initiatives also cover staff wellbeing through an employee wellness program and a Staff Consultation Forum that seeks input from staff on wellbeing-related decisions. Regular physical activity, nutrition policies, and a broad after-school activity program contribute to students' overall wellbeing and resilience. These elements collectively support students' mental wellbeing as part of the school's holistic approach.

MISY Mandalay maintains a Safeguarding and Child Protection Policy and Procedures, last updated in October 2025. The policy designates a Designated Safeguarding Lead (DSL) who oversees child protection and safeguarding, with responsibilities including staff training, inter-agency collaboration, and reporting to the head of school and the board of directors. Roles for the head of school and the board ensure oversight, accountability, and annual safeguarding training for all staff. The policy sets clear reporting and recording procedures for safeguarding concerns and outlines steps in cases of allegations against staff, including confidentiality and case management. It also covers information sharing when a child moves to another school and outlines communication with parents as appropriate.

MISY Mandalay uses a Wait Pool as one of the possible admission outcomes. The formal categories listed in the admissions process are Admittance into MISY, Admittance with Conditions, Wait Pool, and Not Eligible. The published materials do not specify how the Wait Pool is managed, including prioritization, length of time on the pool, or when a position might be offered from the pool. This means families should be prepared for a wait-and-see timeline if their application falls into the Wait Pool.