The most important consideration in our admissions process is alignment between AHIS's educational philosophy and a family's values. We look for families who genuinely connect with our vision for learning, understand and embrace our approach, and are ready to work in partnership with the school to support their child's growth.

Two of our core values are "Hands-on" and "Grow from Failure." We believe children learn through authentic experiences: by taking on challenges, trying things that may not work the first time, and discovering what they can do differently next time.

Learning this way involves some uncertainty and risk. When children play in the forest or climb trees, they may get a scrape, trip, or fall. Rather than telling them not to climb, we give them room to explore and test their limits while helping them learn to do so thoughtfully and safely.

During summer school, making bows and arrows became a popular activity—and sometimes made the adults nervous. But we did not immediately make the activity 'off-limits'. Instead, we asked them to pause and think about how they could play safely and supported them in finding their own answers.

Disagreements between children can also become meaningful learning experiences. With appropriate adult support, children can listen to one another, reflect on what caused the conflict, the consequences of their actions (or inactions), and work toward making it right.

For children to learn through experience and failure, adults must sometimes resist stepping in too quickly. We know that deciding when to intervene and when to give children space is not always straightforward. For this reason, we value families who are willing to have open conversations with us about how we can put our ideals of "Hands-on" and "Grow from Failure" into practice together.

Guided by our core value "Mash-up," we believe children learn and grow through meaningful relationships with people whose backgrounds, experiences, cultures, and perspectives may be different from their own.

We seek to build a community that reflects diversity across nationality, race, ethnicity, culture, religion, gender identity, family circumstances, and other aspects of identity and experience. We want children to grow within a community where differences are part of everyday life and where each child can discover and express who they are.

We also value diversity in family backgrounds. Our scholarship program is designed to keep AHIS open to families regardless of their financial circumstances.

When making admissions decisions, we also consider the overall diversity and balance of the school community.

In line with our core value "Basics First," we see language as an essential foundation for learning and communication. English is the primary language of instruction at AHIS and the primary language used for communication between the school and families.

For ELC applicants in K3–K5, no prior English proficiency is required. At this age, children have a significant capacity to develop language naturally through meaningful interaction, play, and immersion. We are prepared to support children as they begin to understand and express themselves in English.

For Grade 1 and above, learning becomes increasingly academic, so we consider each child's current English development, including their emerging reading and writing skills. This does not mean that children must already be fluent in English to be admitted. AHIS will have dedicated EAL teachers to support students whose English is still developing. As part of the admissions process, we will consider each child's current English ability through their application materials and interactions during the interview. This helps us determine whether we can responsibly provide the level of support the child needs to learn and thrive at AHIS.

Unlike many international schools, AHIS does not require parents or guardians to be proficient in English. We welcome families from a wide range of language backgrounds. However, as school communications will primarily be in English, we ask families to understand this expectation and hope that English becomes part of the learning journey for the whole family.

For Grade 1 and above, we require two references letteres to be sumitted. References help us understand your child from different perspectives by hearing from adults who know them well outside her or his immediate family.

A reference may come from a teacher, kindergarten or daycare provider, after-school instructor, coach, caregiver, or another adult who knows your child well. We are interested in their honest observations of your child.

References will be submitted directly to AHIS by the person completing them. Their contents will be kept confidential and will not be shared with the applicant's family.

References are not required for ELC applicants.

AHIS is committed to creating a community where children with physical disabilities, developmental differences, and other additional support needs can learn alongside one another. We want to understand each child as an individual and, wherever possible, provide the care and support they need to participate and thrive.

At the same time, as with EAL support, there are limits to the level and type of support that AHIS can responsibly provide. During the admissions process, we will speak carefully with each family to understand the child's needs and determine what support the school can realistically offer.

Admission decisions will be based on whether we believe we can welcome and support the child responsibly, while also considering the needs and overall balance of the class.

For our first year, admissions will take place over three rounds, with decisions communicated at the end of each round. Each family may apply in one round only.

In each round, families who progress beyond the initial application review—including the review of references for Grade 1 and above—will be invited to an in-person family interview. The child and their parent or guardian will participate together.

The interview is an opportunity for our teachers to get to know your child's personality and to learn more about your family's educational values and hopes. There are no written examinations, scored assessments, or other formal tests. We encourage you and your child simply to come as you are.

After all interviews in a round have been completed, admissions decisions will be communicated to families at the same time. Some applicants may be placed on a waitlist. Because we consider the overall balance of each grade and the school community as a whole, a family placed on the waitlist in an earlier round may be offered admission after all three rounds have concluded.

Final admissions decisions are made solely by AHIS. The admissions committee carefully reviews all submitted materials and the conversations held during the family interview before reaching its decision.

We are unable to provide individual explanations of admissions decisions or other details from the review process. We also do not offer repeat interviews, re-evaluations, or additional reviews within the same admissions year. Families are, however, welcome to reapply in a subsequent year.

Families who are not admitted are welcome to apply again in a subsequent year.

Grounded in our core value "Basics First," we place great importance on building strong academic foundations. Throughout each child's time at AHIS, we will continue to monitor their academic progress, engagement with learning, and attendance.

If concerns arise, we will first meet with the family to discuss the situation and consider how the school and family can work together to support the child. If, despite these efforts, there is no significant improvement, AHIS may be unable to guarantee progression to the next grade or continued enrollment in subsequent years.

The application and admissions process must be handled directly by the child's parent or legal guardian. AHIS does not accept applications submitted through admissions agencies, agents, representatives, or other third parties.

Personal information submitted to AHIS will be used only for the admissions process and, following enrollment, for purposes related to school operations. All personal information will be managed appropriately in accordance with Japan's Act on the Protection of Personal Information (APPI).

AHIS is not an "Article 1 School" (一条校) as defined under Japan's School Education Act.

For children who hold only Japanese nationality, it is common to remain registered with their designated local public school while attending AHIS. However, the way compulsory education requirements are handled is ultimately determined by the board of education in the municipality where the family lives.

Families who have questions or concerns should contact their local board of education to confirm how these requirements apply to their individual circumstances.