Chongqing - Educators and parents highlighted ways to support children from international families during Founder's Day celebrations at Yew Chung International School of Chongqing (YCIS Chongqing) on Oct. 9. Guests joined the school community to mark the campus's 25th anniversary and the Yew Chung Yew Wah Education Network's 94th anniversary. Educators and parents discussed helping students adjust to school, addressing different learning needs, and providing hands-on experiences beyond the classroom.

School representatives and guests celebrate YCIS Chongqing’s 25th anniversary on Oct. 9, 2026. (Photo: Li Xinyi)

The school has around 400 students from more than 20 countries and regions, according to school figures. Founded in 2001 to serve the children of foreign nationals working in Chongqing, it provides education from early childhood through high school.

The Chongqing campus served as the main venue for the celebrations. At the event, CEO and School Supervisor Dr. Betty Chan Po-king introduced the network's new core educational vision, "Rooted Deep, Reaching Far". Chan said the vision combines strong foundations in culture, academics and character with an open mind and cross-cultural understanding.

The Yew Chung Yew Wah Education Network launches its new core educational vision, "Rooted Deep, Reaching Far", at YCIS Chongqing. (Photo: Li Xinyi)

The school said it uses pre-entry assessments to identify students who need additional English support or intensive classes. Students in these classes are grouped according to their English proficiency.

Beyond language support, the school's Student Support Division has specialist teachers and certified counselors who provide individual assistance with learning difficulties, special educational needs, and emotional well-being.

Western co-principal Pierce Wise said he and Chinese co-principal Xiao Jie both began their careers as language teachers, an experience that informs their approach to learning and communication.

"Communication is a bridge to understanding," Wise said. That includes understanding what students study, as well as one another and different points of view.

Magdaline Poh, a Singaporean mother of two students who has been part of the school community for seven years, said she values how well teachers know her children and the consistent support they receive.

"Every child is seen as an individual," she said. "My kids have been given many chances to express themselves to show what they are good at and to push themselves further."

Xiao said student support, community service, music, arts, and the Seeds for Tomorrow program help address students' emotional needs and broader development alongside their studies. As AI becomes part of learning, she said the school will also help students evaluate information, maintain academic integrity, protect data, and use technology responsibly.

Christopher Hurley, director of science, technology and educational futures at the Yew Chung Yew Wah Education Network, is responsible for implementing Seeds for Tomorrow projects, including robotics competitions, medical experiences and research partnerships. Speaking at the event, he said students should think deeply with peers, teachers, experts, and AI as they develop creativity, empathy, and independent judgment.

A humanoid robot and a robotic dog appear on stage during the Founder's Day celebration at YCIS Chongqing. (Photo: Li Xinyi)

For 15-year-old YCIS Chongqing student Declan Dumbrill, working with AI meant questioning its results. When different models produced different findings in his research on identifying Martian craters, he had to investigate why, analyze the errors, and explain the differences.

Dumbrill's interest in space began when he watched Star Trek: The Next Generation with his father. A later conversation with Hurley about black holes and information theory encouraged him to pursue research. Teachers supported his idea but challenged him to test his methods and verify his findings. He also received guidance from the network's future education team and university academics.

He presented his research as a poster at the 23rd annual meeting of the Asia Oceania Geosciences Society, held in Fukuoka, Japan, from Aug. 2 to 7, where he explained his methods and findings to visiting researchers. According to the school, he was the youngest presenter at this year's meeting.

Declan Dumbrill (center), a student at YCIS Chongqing, poses for a photo at the 2026 Asia Oceania Geosciences Society annual meeting in Fukuoka, Japan, where he presented his research on using AI to identify Martian craters. (Photo: YCIS Chongqing)

Other projects bring students into professional settings in Chongqing. According to the school, a previous five-day program at Raffles Hospital Chongqing gave students from the Chongqing campus and other schools opportunities to visit medical departments, ask doctors how equipment such as CT and MRI scanners works, and practice stitching on simulated skin.

For a case-study exercise, students worked in groups to review symptoms and medical histories, consider which tests might be needed, and use ChatGPT to explore possible explanations. Some then checked their conclusions with doctors, using professional feedback to examine their reasoning.

The program also included observing how doctors communicate with patients and discussing privacy and patient trust. Conversations with hospital managers raised questions about costs, staffing, and operations, connecting classroom science with the communication, ethical, and management decisions involved in healthcare.

Beyond classroom opportunities, the event highlighted support for students with different learning needs. Betty Yang, a 2010 graduate of YCIS Hong Kong who received a 2026 Alumni Hall of Fame award in Chongqing, shared her experience of adjusting to a new school environment.

Yang, who has profound congenital hearing loss, had to adapt to English-language instruction, different teaching methods, and a new social environment when she transferred from a mainland public school to YCIS Hong Kong.

Yang said support from social workers, extra help with schoolwork, and individual attention in small classes helped her navigate academic and social challenges. She said she gradually adjusted over about one semester, with teachers' encouragement helping her build confidence.