Who This Is For

A shadow teacher is a trained adult who works alongside a child in the classroom to help them access learning, participate socially, and manage the demands of the school day. This service is for children in Bali who attend mainstream international schools but need additional support due to learning differences, behavioural needs, or developmental delays.

We do not replace the school's special educational needs (SEN) provision. We do not replace therapists, psychologists, or medical professionals. We are educators who provide in-class support, aligned with the school's existing learning plan. We are tutors and educators, not medical professionals. We do not diagnose or treat medical conditions.

Shadow teaching is most commonly used for children with:

ADHD (attention and focus difficulties in the classroom)
Autism (social communication and sensory needs)
Dyslexia (reading and writing support in class)
Developmental delays (language, motor, or cognitive)
Anxiety or school refusal (gradual reintegration support)
Behavioural difficulties (self-regulation and social skills)

What a Shadow Teacher Does in the Classroom

The shadow teacher's role is to support the child within the mainstream classroom, not to remove the child from the classroom. Their responsibilities include:

Academic support: Helping the child understand instructions, break down tasks, stay on track, and complete work. The shadow teacher does not do the work for the child. They scaffold, prompt, and guide.

Attention and focus support: Using visual schedules, timers, and redirection strategies to help the child stay focused on the lesson. This might include sitting next to the child, providing a fidget tool, or giving a gentle physical prompt to refocus.

Social skills support: Helping the child navigate social interactions with peers. This might include prompting the child to join a group, modelling social language, or facilitating turn-taking in games.

Self-regulation support: Helping the child manage emotions, behaviour, and sensory needs. This might include teaching the child to recognise when they are becoming overwhelmed, using a calm-down strategy, or taking a short break.

Transition support: Helping the child move between activities, classrooms, and social situations. Transitions are often difficult for children with learning differences, and the shadow teacher provides predictability and support.

Communication bridge: The shadow teacher communicates with the classroom teacher, the parents, and the SEN coordinator to ensure everyone is aligned on the child's needs and progress.

How We Align with the School's IEP or ILP

Most international schools in Bali use an Individualised Learning Plan (ILP) or Individualised Education Plan (IEP) for children with learning differences. We work within this framework.

What we do:

We read the child's IEP/ILP before starting shadow teaching. We understand the goals, strategies, and accommodations.
We meet with the classroom teacher and SEN coordinator to discuss the child's needs and how we can support them.
We implement the strategies and accommodations outlined in the IEP/ILP. For example, if the IEP says "extra time for writing tasks," we ensure the child gets it.
We track progress against the IEP/ILP goals and report back to the school and parents.
We attend IEP/ILP review meetings if invited by the parents.

What we do NOT do:

We do not write or change the IEP/ILP. That is the school's responsibility.
We do not replace the school's SEN provision. We complement it.
We do not make independent decisions about the child's education. We work within the school's framework.

Communication with Teachers and Parents

Effective shadow teaching requires strong communication between the shadow teacher, the classroom teacher, the parents, and the school.

Daily communication: The shadow teacher sends a brief daily report to the parents via WhatsApp or email. This includes: what happened in class, what the child did well, what was challenging, and any incidents or concerns.

Weekly communication: The shadow teacher meets with the classroom teacher for 10-15 minutes each week to discuss the child's progress, share observations, and align on strategies.

Monthly communication: We provide a formal monthly report to the parents with: a summary of progress against IEP/ILP goals, observations about academic, social, and behavioural development, and recommendations for the next month.

Parent access: Parents can contact the shadow teacher at any time via WhatsApp to discuss concerns, share updates, or ask questions.

Social Skills and Classroom Participation

For many children with learning differences, the academic work is not the hardest part of school. The social environment is. The shadow teacher helps the child navigate this.

Friendship skills: We help the child initiate conversations, join group activities, and maintain friendships. We might model a conversation starter, prompt the child to ask a peer to play, or facilitate a group game.

Turn-taking and sharing: We teach and reinforce turn-taking, sharing, and cooperative play. This is especially important for younger children with autism or developmental delays.

Conflict resolution: We help the child handle disagreements with peers. We teach them to use words, not actions, to express their needs. We model calm, assertive communication.

Classroom participation: We encourage the child to raise their hand, answer questions, and contribute to discussions. We might give the child a "preview" of a question the teacher will ask so they can prepare an answer.

Group work: We help the child work effectively in groups. This might include assigning roles, prompting contributions, and ensuring the child is included.

Transition Support

Transitions are difficult for many children with learning differences. The shadow teacher provides support during:

Daily transitions: Moving from one lesson to another, from the classroom to the playground, from the classroom to the cafeteria. We use visual schedules, countdowns, and verbal warnings to prepare the child.

Weekly transitions: Moving from one teacher to another, from one subject to another. We help the child adapt to different teaching styles and expectations.

Term transitions: Starting a new term, returning after a holiday, or adjusting to a new teacher. We provide extra support during these periods.

School transitions: Moving from primary to secondary, changing schools, or returning to school after a long absence. We provide intensive support during transition periods.

Safety and Child Protection

Every shadow teacher is trained in child protection and safeguarding. We follow UK and international safeguarding standards.

What we do:

We maintain professional boundaries at all times. The shadow teacher is an educator, not a family member or friend.
We report any concerns about the child's welfare to the school and the parents immediately.
We follow the school's safeguarding policies and procedures.
We undergo regular safeguarding training.
We maintain confidentiality. We do not share information about the child with anyone outside the agreed circle of communication.

What we do NOT do:

We do not provide physical restraint. If a child is in danger of harming themselves or others, we follow the school's behaviour policy and call for assistance.
We do not provide medical care. If a child is injured or unwell, we inform the school nurse and the parents.
We do not transport children. We do not drive children to or from school.

Tutor Qualifications

Our shadow teachers are:

Qualified teachers or experienced teaching assistants with classroom experience
Trained in child protection and safeguarding
Experienced in working with children with learning differences (ADHD, autism, dyslexia, developmental delays)
Familiar with international school curricula and IEP/ILP processes
Able to communicate effectively with teachers, parents, and children
Patient, adaptable, and resilient

We do not require shadow teachers to have medical or therapeutic qualifications. They are educators. If your child needs therapy or medical support, we recommend working with a qualified professional alongside shadow teaching.

What This Is NOT

Shadow teaching is a support service. It is not:

A replacement for school SEN provision
A replacement for therapy or medical care
A guarantee of academic or behavioural improvement
A permanent solution. The goal of shadow teaching is to gradually reduce support as the child becomes more independent.

The ultimate goal of shadow teaching is to make the shadow teacher unnecessary. We work towards fading support: reducing the shadow teacher's presence gradually as the child develops skills, confidence, and independence.

FAQ

What does a shadow teacher do?

A shadow teacher works alongside a child in the mainstream classroom to help them access learning, participate socially, and manage the demands of the school day. They provide academic, social, and behavioural support.

Can the shadow teacher work with my child's school?

Yes. We work within the school's existing framework. We read the child's IEP/ILP, meet with teachers, and implement the school's strategies and accommodations.

How do you align with the school's IEP?

We read the IEP before starting, meet with the SEN coordinator, implement the agreed strategies, and track progress against IEP goals. We attend IEP reviews if invited.

What qualifications do shadow teachers have?

Our shadow teachers are qualified teachers or experienced teaching assistants with classroom experience and training in working with children with learning differences. They are child-protection trained.

Is this full-time or part-time?

We offer both full-time and part-time shadow teaching. Full-time means the shadow teacher is with the child for the entire school day. Part-time means they support specific lessons or periods (e.g., mornings only, or maths and English only).

What if the school doesn't allow shadow teachers?

Most international schools in Bali are familiar with shadow teachers and welcome them. If your school has concerns, we can meet with the school to discuss the role and how it benefits the child and the class.

How long does a child need a shadow teacher?

It depends on the child. Some children need a shadow teacher for a term or a year. Others need longer. The goal is always to fade support as the child becomes more independent.

What if my child has a meltdown at school?

Our shadow teachers are trained in de-escalation strategies. They will use calming techniques, remove the child from the situation if necessary, and inform the school and parents. They do not use physical restraint.

Can the shadow teacher also do tutoring after school?

Yes. Many of our shadow teachers also provide after-school tutoring. This is a separate service from shadow teaching. We can arrange both if you would like.

Shadow Teacher in Bali