Thammasat Secondary School receives International Inclusive School Award

November 24, 2025

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Grounded in the principles of democracy, social justice, and academic freedom, Thammasat Secondary School (TSS) stands not only as a centre of academic excellence but as a living embodiment of inclusive, values-driven education in Thailand. TSS goes far beyond traditional schooling. It is a visionary space where education is not simply delivered, but co-constructed; where every decision reflects a deep commitment to equity, dignity, and belonging. Serving 840 students from Mathayom 1 to 6 (Grades 7–12), its approach is simultaneously Thai in its cultural rootedness and global in its perspective. Its students represent a rich diversity of linguistic, cognitive, and social profiles, and this diversity is not merely accepted, it is honoured. Research and practice are boldly integrated to ensure that every learner is met at their point of need. In deep collaboration with the university’s Faculty of Learning Sciences and Education, the school serves as a national reference point for inclusive pedagogy. This partnership is not symbolic, it is transformative. Teacher’s co-research classroom practice, university faculty co-teach, and student outcomes feed directly into wider policy and discourse.

Anchored in Thai values

The curriculum is interdisciplinary, thematic, and anchored in both Thai values and global imperatives. Literacy and numeracy are embedded through meaningful inquiry, while projects cultivate critical thinking, empathy, and agency. Students are strongly encouraged to be active participants in their own learning and in life beyond the classroom, through the school-wide promotion of civic engagement, environmental stewardship, and intercultural dialogue. They are encouraged to think broadly about class content, and indeed with wider questions beyond the curriculum. Students are encouraged to grapple with complex questions, take action in their communities, and see themselves as part of a global citizenry. They are also encouraged to be active stakeholders in the school’s inclusive ethos. Inclusion is not housed in a department; it is lived across every touchpoint of the school. Universal Design for Learning principles are embedded in planning, and differentiation is a shared responsibility, not an add-on. Co-teaching is the norm, not an exception. The Student Wellbeing and Support Team, comprising counsellors, psychologists, learning specialists, and academic mentors, delivers responsive and compassionate support that blends therapeutic, academic, and wellbeing interventions. Assistive technology is used with intention, and students with additional needs co-create their learning plans with teachers and families. TSS is an educational community grounded in encouragement – every learner can achieve with the right guidance and support. Students are acknowledged for effort, growth, empathy, leadership, and creative expression, not only for academic success. Multiple forms of excellence are honoured, ensuring that every student can see themselves as capable, valued, and successful. Peer mentoring, buddy systems, and leadership pathways further promote belonging and mutual accountability among students.

Culture of curiosity and courage

Senior Leadership lead by example when it comes to inclusion, presenting openly as ethical, collaborative, and future focused. The Senior Leadership Team models inclusive behaviour by listening and engaging in transparent decision making, grounded in data and humanity. Strategic planning is not a compliance exercise; it is a culture of curiosity and courage. They are united by a shared vision – every student not only succeeds but thrives. Staff are encouraged to be role models in learning as well as behaviour. Staff are given time, space, and encouragement to deepen their expertise and align their practice with emerging research. New staff are welcomed through a robust onboarding programme that ensures alignment with the school’s inclusive ethos, while seasoned educators are empowered to stretch their impact through action research, mentorship, and leadership development. Continuous development opportunities allow for collaborative planning and professional enquiry. Staff are confident in seeking support to ensure that needs are met, and a multi-disciplinary approach ensures it is effective. Inclusion is everyone’s job, and everyone embraces it, wholeheartedly.

Welcoming and inclusive surroundings

The very school itself is designed to be welcoming and inclusive. The shared language of belonging and the proactive strategies used to ensure that every learner, regardless of need, background, or ability, is fully included. From the physical design of shared learning spaces to the ways in which lessons are planned and delivered, the school reflects a deep understanding of the relationship between access, identity, and achievement. Students are fully on board with the school’s inclusive culture and embrace the feelings of belonging and safety. Student voice is very important, with their opinions influencing curriculum, policy, and everyday decisions. Displays around the school are not ornamental but meaningful, reflecting cultural identity, social justice, and learner agency. Clubs and projects evolve based on student interests and the social moment. Classrooms are designed to be inclusive from the outset, and learning experiences are scaffolded with care, rigour, and respect. The school community believes not in fixing children to fit systems but in shaping systems to support children.

Wellbeing grounded in research

All learners are aware of the school’s excellent safeguarding policy and can easily access support when needed. Policies on protection, wellbeing, and safety are grounded in research and centred on respect. Behaviour approaches are purposefully restorative, designed not to punish but to repair, to teach, and to restore dignity. When students fall short, they are supported to grow, not shamed. When adults disagree, they do so with grace. The culture is built on high expectations and human connection.

Parents are important and valued members of the TSS community. They are actively encouraged to engage with their child’s education and to embrace its inclusive vision. Communication is regular, respectful, and inclusive. Parents of students with additional needs speak of being seen, heard, and understood. Indeed, the admissions process is inclusive by design; families are interviewed to ensure alignment with the school’s philosophy. It is a shared journey, not a transactional placement. Much like students, parents are encouraged to be open and honest with their feedback. Feedback is not merely collected; it is acted on. The school’s open-door culture cultivates trust and shared purpose.

This is not a school that reacts to change; it initiates it. From curriculum reform to community engagement, from inclusive assessment to systemic leadership development, Thammasat Secondary School models what is possible when education is grounded in purpose and humanity.