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Discipline & Guidance

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Fairfield seeks to provide a conducive environment for staff and students so that joy of learning (MOE Workplan 2016) can be experienced. Recognising that discipline is important, the school strives to create a climate where student morale is high and students are well taken care of.

Approach to Discipline

The character development of a student is the responsibility of the student, the parents and the school. The school is ever ready to provide guidance and opportunities for learning -- on the premise that the student is willing to take up the responsibility to make progress and the parent(s) are willing to partner the school in moulding the child.

Our main approach to discipline is adopted from MOE’s discipline philosophy (2019).

  • Students learn well when there is order and discipline. At the same time, they need care, encouragement and space to learn from mistakes and improve.
  • Discipline is a learning process, and the goal is to teach students how to develop self-discipline and good character.
  • Disciplinary measures help students understand that their actions carry consequences, which helps them learn to take responsibility for their actions.
  • Strong, stable and supportive School Leadership is the key success factor for effective school discipline.
  • A whole-school, multi-faceted approach is required.
  • To sustain positive behaviour, schools should involve peers to influence others positively to create a caring and supportive community.
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The social and emotional well-being of each student is of utmost importance. Counselling thus provides a platform for students to tap on should they struggle with any challenges.

During the secondary school journey and in the life of a teenager, we recognise that students may face many challenges. These difficulties could range from academic stress, school anxiety, peer relationship issues, changes in family dynamics, grief etc. They may be overwhelming for students and cause them to feel stressed, angry, sad, anxious, frustrated, and other low moods. Counselling is therefore helpful as it can guide students in discovering new coping mechanisms, making changes and managing their problems more effectively.

Special Educational Needs

Recognising that every student can learn, we aim to provide timely and appropriate support for our students with needs in an inclusive school culture.

The tiered-system of support involves the use and review of data on students’ performance and progress to inform on their level of needs and intensity of support required by the different personnel in the school. Depending on their needs, interventions may target areas such as literacy, social skills and behavioural management.
Transition support is a planned and goal-oriented process that facilitates a student’s successful transition into a new setting. These support structures aim to help every student gain confidence and build life skills that will help them as they journey through their secondary school education and beyond.

Key Programmes


  • Individual Counselling
  • Group Counselling
  • Secondary 1 Chit Chat Sessions

Special Educational Needs

  • Individual Intervention Sessions
  • In-Class Support
  • Group Intervention Sessions
  • Social Support Group
  • Equine-therapy Programme
  • Combined Schools Self-Leadership Camp