Learner-centered - school-wide approach

Basic support is available for all students. For example, every student has a mentor. This mentor is the first point of contact in case of problems. At the start of the school year, there is an initial meeting between the mentor, parents, and student, during which the starting situation is discussed, as well as the goals for the school year and how to achieve them. These agreements are evaluated during the school year during parent-teacher conferences. In addition, during student discussions and report meetings, not only progress but also the well-being of the students is discussed.

The subject teachers and mentors play a central role in guiding our students. They not only ensure a good learning environment, but also help with study skills and social-emotional development. For example, all our first-year students receive resilience training and "learning to learn" training.

In the 2025-2026 school year, we will launch "GO! Growth and Development." Students will choose between skills sessions and learning labs. The skills sessions offer targeted support for students who are behind in math, Dutch, and English. In the learning labs, students can learn extra material and discover new things.
We encourage students to take responsibility for their own development by letting them choose which skills sessions (or learning labs) they want to attend. They make these choices based on their Cito score, their interests, and their learning needs, with guidance from their mentors.

We provide support for students' mental health. One example is the STORM project. STORM stands for Strong Teens and Resilient Minds and focuses on depression and suicide prevention among young people.

An overview of the full range of basic support services can be found here.

Sometimes extra support is needed. The student coordinator and internal supervisor then assist the subject teachers and mentor. The remedial teacher and support coordinator may also be involved. Additional support from an internal counselor or in the form of training is provided in small groups as much as possible, because we believe that students can learn valuable lessons from each other. Some examples of this are fear of failure reduction training, emotion regulation training, and support for students with dyslexia and multilingualism. An overview of the full range of light support options can be found here.

If a student requires intensive support, we implement customized programs. This is done in collaboration with internal counselors, remedial educationalists, and sometimes external specialists. An overview of the intensive support we offer can be found here.

Development Perspective (OPP)
When a student needs extra support, we record this in a so-called 'development perspective' (OPP). The OPP is an individual action plan in which we record what extra support will enable the student to successfully complete their school career. This OPP is drawn up and agreed upon together with the student and parents, evaluated annually, and adjusted where necessary.

Internal Support Facility (IOV)
The IOV is intended for students who repeatedly exhibit disruptive behavior in the classroom. When basic and light support are insufficient, we must scale up to heavy support. Repeated behavioral problems in the classroom and difficulty with guidance are warning signs for possible school dropout. The IOV can also be used for students who, for example, need to reintegrate after illness or are at risk of dropping out of school. By this we mean students who, for example, no longer dare to go to school because of fears and who would benefit from a small setting in order to rebuild their confidence in themselves and in school. This is often accompanied by a process within the social services. The IOV is a place where students work on recovery and returning to regular classes. Teaching positive behavior is central to this.