The Student-Centered Integrated Support (SCIS) system is evolving from reliance on individual teacher dedication to a comprehensive approach focused on universal prevention and data-driven systems.
On September 16, the Seoul Metropolitan Office of Education held a consulting session titled '2026 Student-Centered Integrated Support Leading Schools Consulting,' attended by over 40 teachers from elementary, middle, and high schools in Seoul. The event aimed to share practical insights and experiences from leading schools, moving away from one-sided guidance to a collaborative exploration of systematic models addressing real concerns in school settings.
On September 16, the Seoul Metropolitan Office of Education held a consulting session titled '2026 Student-Centered Integrated Support Leading Schools Consulting,' attended by over 40 teachers from elementary, middle, and high schools in Seoul. The event aimed to share practical insights and experiences from leading schools, moving away from one-sided guidance to a collaborative exploration of systematic models addressing real concerns in school settings.
Seoul Education Superintendent Jeong Geun-sik: "SCIS is a key system for revitalizing classrooms and supporting teacher fulfillment"
Superintendent Jeong Geun-sik expressed deep appreciation for the efforts of leading school staff and emphasized the importance of sustaining the policy. He stated, "Unlike various policies that have previously struggled to connect with school realities, SCIS is a system that can restore classroom culture facing collapse and drive meaningful change in schools. I am grateful for the three years of operation at leading schools and will continue to support growth through consulting and community collaboration."
Teacher Jang Min-kyung: "From case-based support to a systematic approach... the foundation of tailored support is strong universal assistance and school transformation"
As the first presenter in the 'SCIS Seminar: Adding Depth' session, Jang Min-kyung from Singok Elementary School highlighted the need for a paradigm shift in support systems.
Jang noted, "As we enter the second year of leading schools, the increased recognition has led to an overwhelming number of requests, with one school receiving up to 100 cases, causing staff overload. We need to transition from merely widening the intake funnel to a multi-layered system (universal support, additional intervention, intensive support) that remains consistent even with personnel changes."
She pointed out that the bottleneck in SCIS exists not only after referrals but also before them, proposing universal prevention at the classroom level as a solution. Jang emphasized, "The more we stress customization, the more we think of individual support, but the most sustainable tailored support begins in schools with strong universal assistance," highlighting the importance of social-emotional education for all students. She added, "Leading schools create roles not outlined in job descriptions, connect dispersed individuals, and elevate 'individual teacher issues' to 'organizational issues.' Schools must transition from case-based to systematic support, from individuals to processes, from post-referral to pre-referral, and from reactive support to prevention."
Jang noted, "As we enter the second year of leading schools, the increased recognition has led to an overwhelming number of requests, with one school receiving up to 100 cases, causing staff overload. We need to transition from merely widening the intake funnel to a multi-layered system (universal support, additional intervention, intensive support) that remains consistent even with personnel changes."
She pointed out that the bottleneck in SCIS exists not only after referrals but also before them, proposing universal prevention at the classroom level as a solution. Jang emphasized, "The more we stress customization, the more we think of individual support, but the most sustainable tailored support begins in schools with strong universal assistance," highlighting the importance of social-emotional education for all students. She added, "Leading schools create roles not outlined in job descriptions, connect dispersed individuals, and elevate 'individual teacher issues' to 'organizational issues.' Schools must transition from case-based to systematic support, from individuals to processes, from post-referral to pre-referral, and from reactive support to prevention."
Teacher Shin Chang-yong: "Establishing behavior rules and accumulating K-ODR data... school violence cases reduced from 26 to 5"
As the second presenter, Shin Chang-yong from Chungam Middle School shared specific outcomes from implementing positive behavior support (SWPBS) and data-driven practices.
Shin described a crisis situation before the introduction of SWPBS in 2024, where Chungam Middle School (with 843 students across 30 classes) faced 26 incidents of school violence, and teachers managed an average of 8.9 parent contacts daily. In 2025, the school adopted a multi-layered prevention model, establishing three classroom rules and three space-specific rules through class meetings and voting with all students. These rules were visually shared throughout the school via 48 banners, newsletters, and a music video featuring AI-generated rules.
Additionally, the school implemented the Korean-style problem behavior recording system, K-ODR, to meticulously track specific situations, student responses, teacher interventions, behavioral patterns, and time and place. Weekly self-assessments and individual and group reinforcement were also conducted. The 'Character Sports League,' linked to eligibility criteria (fewer than 8 penalty points, fewer than 2 K-ODR incidents), and small group mediation programs for the bottom 20% of students were also initiated.
According to Shin, as a result, the number of school violence cases plummeted from 26 to 5, and repeat offenses by the same students significantly decreased. He added that this year, students are encouraged to self-assess their status daily and track their growth through points and levels, with cumulative data linked to the newly developed 'Jaram App' enhancing the system further.
Shin described a crisis situation before the introduction of SWPBS in 2024, where Chungam Middle School (with 843 students across 30 classes) faced 26 incidents of school violence, and teachers managed an average of 8.9 parent contacts daily. In 2025, the school adopted a multi-layered prevention model, establishing three classroom rules and three space-specific rules through class meetings and voting with all students. These rules were visually shared throughout the school via 48 banners, newsletters, and a music video featuring AI-generated rules.
Additionally, the school implemented the Korean-style problem behavior recording system, K-ODR, to meticulously track specific situations, student responses, teacher interventions, behavioral patterns, and time and place. Weekly self-assessments and individual and group reinforcement were also conducted. The 'Character Sports League,' linked to eligibility criteria (fewer than 8 penalty points, fewer than 2 K-ODR incidents), and small group mediation programs for the bottom 20% of students were also initiated.
According to Shin, as a result, the number of school violence cases plummeted from 26 to 5, and repeat offenses by the same students significantly decreased. He added that this year, students are encouraged to self-assess their status daily and track their growth through points and levels, with cumulative data linked to the newly developed 'Jaram App' enhancing the system further.
Following the presentations by the two teachers, group discussions by school levels took place, leading to in-depth discussions on tailored support and the development of SCIS.
* This article has been translated by AI.
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