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Pre-registrations for 2026/2027
School welfare officers support each child on a daily basis and guide them in adhering to the ‘living well together’ charter, which is signed by all pupils when they enter primary school. Their role is to help children grow with confidence, learn to cooperate and thrive in a safe environment.
From CE2, we introduce pupils to citizenship by teaching them how to become class representatives and to take an active part in class councils. In CM1 and CM2, they can also take on the role of eco-representatives to understand and advocate for sustainable development issues.
Throughout primary school, we boost their independence and their sense of responsibility through specific initiatives: pedestrian and cycling safety certifications, basic first-aid training and many other projects to help them become attentive, respectful and confident citizens.
In addition to the work carried out by the teaching staff and the school welfare team, the counselling and support team ensures pupils’ well-being and helps maintain a calm environment that is essential for learning.
It intervenes as a priority when a child experiences or witnesses repeated situations of violence or a child’s behaviour suggests potential distress.
Its aims are simple: to listen, protect and support.
Members of the counselling and support team
How to contact this team
How the support process works
As soon as a situation is reported, the counselling and support team implements a personalised support plan based on:
Communication with families
Families are only informed when the situation genuinely falls within the remit of the counselling and support team and when their child is directly concerned by the support provided.
To preserve the confidentiality required for effective support, no identifying information or detailed reports are shared.
In cooperation with SCRIPT, the CEPAS resource centre and the Luxembourg Government’s National Youth Service (SNJ), interested students in CM1 and CM2 receive an introduction to mediation and citizenship.
This training prepares them to play a role in conflict management, under the supervision of the school welfare staff, and to take part in prevention and awareness-raising initiatives aimed at saying ‘stop’ to violence and inappropriate behaviour. It therefore promotes positive coexistence within the school community and acknowledges pupils’ commitment through an official certificate.
(‘Devoirs faits’ homework support scheme)
As part of the extracurricular activities, four study sessions are offered on a daily basis to provide pupils with support in completing their homework.
During the time freed up by language lessons, primary school teachers work in a co-teaching model to support the most vulnerable students or to offer targeted educational measures.
This service organises support and assistance measures for pupils.
Its areas of intervention may address both subject-specific skills and transversal skills (emotional regulation, approach to learning, behaviour, etc.).
The adjustments offered are implemented within the limits of the school’s human and material resources, as it is not a specialised educational institution.
Personalised Educational Success Programmes (PPREs)
A PPRE is a support measure implemented if a child experiences temporary difficulties. It can last for just one school period (from one holiday to another) or throughout the school year.
Support is provided in several ways and means, which may sometimes complement one another: support provided by the remedial teacher, by a teacher assigned to cover classes who uses their available time for remedial support, or by teachers released from other duties during language lessons.
Support sessions may take place either in the pupil’s classroom or in the remedial classroom.
The organisation and monitoring of these support measures are coordinated by the teacher in charge of remedial support and follow a clearly defined protocol, which includes meetings with parents and regular progress reviews.
Personalised Support Plans (PAPs)
PAPs are aimed at pupils who have learning difficulties (‘dys’ disorders, ADHD, etc.) which have been diagnosed by a therapist. They help the teaching team identify pupils’ needs and implement suitable educational adjustments to help them succeed at school.
Personalised Schooling Projects (PPS)
Children who benefit from a PAP have learning difficulties (‘dys’ disorders, ADHD, etc.) which have been diagnosed by healthcare professionals. On this basis, teachers identify and implement the necessary and feasible educational adjustments to make learning more accessible for these pupils.
A PPS is a document that sets out how a pupil with specific learning and/or behavioural needs will be supported at school. Where necessary, it may include appropriate educational adjustments as well as the support of a teaching assistant to help the pupil learn in the best possible conditions.
School welfare workshops during lunch break
Led by the school welfare team and specialist teachers, these workshops support the integration of new pupils, help develop psychosocial skills through playful activities and encourage cooperation, conflict management and group cohesion.
In close cooperation with the teaching staff, the health service offers an attentive and professional presence.
Nurse
The school nurse provides routine care, coordinates preventive health initiatives and remains available to offer listening support and advice.
Psychologist
The psychologist offers a place for dialogue and support to help pupils overcome any personal or school-related problems.
Speech and language therapist
The speech and language therapist is involved in the early identification of potential learning difficulties among primary school pupils and supports families in accessing appropriate specialist support outside the school.
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