Our Mission

Healthy–Mind International School (HIS) rests on the bedrock of the true essence of education, which is – to make a child an eminently valuable contributor to the world we live in. Our goal is to build a new generation of lifelong learners, whose specialization or career is just a by-product of their evolved mind, to become not just ordinary, but extraordinary adults with high order thinking skills that will help them to attain professional as well as personal success.

We believe that the real key to education is to unlock the mind and to make it open, accepting, and curious. We also believe that the true meaning of education is not to pour into you what you do not need but to bring out what you already have and help you to enhance it to become the best that you can. At HIS, every child will have access to professional training and coaching in the sphere of Tennis, Swimming, Football, and other allied sports with world-class facilities. Along with sports and academics, the child’s sense modalities will be stimulated through a host of co-curricular activities like dance, music, theatre, yoga, art, etc. Our professionally trained teachers will create a joyful learning environment to focus on unique talent/s in every child rather than focusing merely on filling up their minds with textbook knowledge. For far too long, the belief has been that career building is the quintessence of education, but we challenge this age-old redundant notion. Instead, our goal is to build a new generation of lifelong learners who will become global citizens and leaders in their individual professions.

Our Vision

To empower our Students, Faculty, and Parents to become Lifelong Learners and Masters of their lives with an INFINITE Vision to Excel professionally as well personally by discovering their unique TALENTS & INFINITE possibilities.


At Healthy-Mind International School, inclusion is embedded into our philosophy. We believe that the beauty of life lies in diversity, which emerges from uniqueness in nationalities, cultures, religions, races, sexual-orientations and beliefs. At HIS, we excitedly welcome learners of all backgrounds and calibers. For us, inclusion is instrumental in paving the foundation for international-mindedness.

Every learner is unique and is blessed with a talent that, if nurtured, allows for natural excellence in a certain field. With the right guidance and attention, learners can be facilitated to discover this talent and unlock their full potential. As a school, we are committed to working closely and attentively with every learner in order to eliminate any barriers in their learning and allow them to maximize their potential through their talent.

Inclusion in the learning environment

The first step towards a successful inclusion culture is to learn as much as we can about each learner.Upon enrollment, all new learners at HIS go through an assessment which allows us to understand their strengths, interests and any educational needs they may have. Based on this, we are able to get a clearer picture of how to personalize learning to meet each learner’s individual needs. As members of the learning community, we all have certain responsibilities to ensure a successful inclusion culture.

Responsibilities for Facilitators

  • Forming intimate relationships with each learner to create an environment in which they feel safe, valued and included.
  • Promoting a diverse variety of culture in the classroom through pictures and other illustrations.
  • Encouraging learners to inquire about cultural diversity around them.

Responsibilities for Learners

  • Involving other learners in activities they engage in.
  • Being respectful and understanding of any differences other learners may have.
  • Accepting responsibility for their actions and recognizing that they affect others.

Valuing prior knowledge

Facilitators at HIS understand the link between prior knowledge and the construction of new meaning. Prior to launching inquiries into new concepts, facilitators first take the time to assess and reflect upon the prior knowledge of all learners. This prior knowledge is utilized to help learners make connections with new knowledge, thus forming deeper, enduring conceptual understandings. Through collaborative planning and reflection, classroom and special education, facilitators are able to provide differentiated learning experiences that build up prior knowledge, when needed.

Provisions for Special Education Needs (SEN)

HIS has a designated routine for children with special needs. For these children, early intervention is an important step towards helping the child fulfill his or her full academic, emotional, and social potential. Early intervention refers to a process during which the developmental abilities of the child are evaluated. If necessary, a program is developed that contains services (individualized on the basis of the child’s specific needs) that will help to further enhance the child’s developmental skills and encourage developmental growth. The admission of such learners is subject to the provisions laid down as per the severity of the case and they are taken care of in the following manner:

  • These learners are given easy access to the facilitators.
  • Our special education needs facilitators assist the children in assessing their day-to-day life.

Affirming identity and building self-esteem

Each classroom at HIS is its own unique and caring community, in which both facilitators and learners accept and celebrate the different cultures, perspectives, and learning styles of its members. Learners are taught to value the input of everyone, to respectfully listen to the perspectives of others with an open-mind and to encourage the social and emotional growth of peers through collaboration and problem-solving. Learners who understand and demonstrate these values feel confident in taking risks in and outside of the classroom. All facilitators at HIS recognize the vital role they play in helping our learners embody the learner profile attributes. Assessment and reflection of the learner profile allows facilitators to identify learners in need of additional teaching and support of the traits. For these learners, additional supports are available throughout the school day. These include:

Classroom Facilitator and learner reflecting together on the learner profile traits throughout the school day.
Frequent communication between school and families in regards to learner progress towards achievement of individualized goals.
One-on-one or small group facilitation on the learner profile, attitudes, and/or approaches to learning, provided by guidance counselor.
Checking in and out each day with a staff member using a reflection sheet that focuses attention on specific behaviors.
Creating formal goals and implementing accommodations for learner in need of more intense intervention.

Propping Up

During collaborative and reflective meetings, HIS facilitators are continually planning and reflecting on ways to prop up or build upon learning. For some learning experiences, facilitators plan out ways to prop up the experience for all learners. For other learning experiences, teachers recognize propping up is unnecessary for all learners. In these cases, facilitators develop differentiated ways to propping up learning experience in order to ensure success for all learners. Although all learners need propping up at times, these strategies are especially imperative for learners with special needs. For some learners, specific propping up strategies are written into Individualized Education Plans (IEP).

Some prop up strategies utilized by facilitators are:

  • Graphic organizers
  • Various writing strategies, including writing frames and prompts
  • Visuals
  • Demonstrations and models
  • Differentiated teacher language and questioning
  • Use of mother tongue during initial stages of learning
  • Small, collaborative groups with added structure


All learners will take part in assessments to the best of their ability. Collaborative planning and reflection allows facilitators to design classroom summative and formative assessments that allow learners to demonstrate their learning in a way that best matches their strengths and needs as learners.

Continual revision of policies

Continual reflection and revision are essential to enhance the learning experience and stay current with any advancement. To this end, we revise and update our policies at the beginning of each academic year.

Current revision: August 2021