Alongside streamlining comes the imperative to arrange learning sites suited to each locality, ensuring organizational changes do not force students to travel farther to class.

Huổi Quang 2 satellite campus under Na Sang Primary Boarding School for Ethnic Minorities ceased teaching activities in the 2026 - 2027 school year. Situated roughly 5km from the main school, the campus had only 8 students. These pupils were assigned to Ma Thì Hồ branch campus to study as semi-boarders, staying at school during weekdays and returning home on weekends. Although their learning site changed, the children do not need to commute between village and classroom daily. Their studies, boarding, and weekly activities are organized entirely at school under teacher care and supervision.

Huổi Quang 2 is one of 4 satellite campuses dissolved after Na Sang restructured its school network. Na Sang Primary Boarding School for Ethnic Minorities currently comprises 99 classes and 2,541 pupils, consolidated from 5 units: Na Sang Primary School, Sa Lông Primary Boarding School for Ethnic Minorities, Na Sang No.1 Primary Boarding School for Ethnic Minorities, Na Sang No.2 Primary Boarding School for Ethnic Minorities, and Ma Thì Hồ Primary Boarding School for Ethnic Minorities. Under a single administrative focal point, teaching continues at the main campus, 4 branch campuses, and 14 satellite sites.

For students in various villages, the school determines learning sites based on actual travel conditions. Areas with difficult transport routes continue to maintain classes close to home. Satellite locations situated near the main campus or another branch are considered for cessation if that receiving facility meets capacity requirements and student travel remains convenient. In instances where children must study farther from their home villages, schools consider semi-boarding arrangements to eliminate daily commutes.

Trần Trung Nhân, Principal of Na Sang Primary Boarding School for Ethnic Minorities, stated that prior to campus rearrangements, the school reviewed student travel routes and reception conditions across each facility. Teachers consulted parents regarding anticipated learning sites, pick-up routines, and semi-boarding plans to identify household difficulties. On that basis, the school arranged suitable sites, avoiding mechanical reassignments.

In Nậm Pó village, the satellite campus continues holding classes from grade 1 through grade 5. Village pupils can complete the entire primary cycle near home without having to transfer to other villages as they advance grades. Lý A Tà shared that upon first hearing of school mergers, he worried his child would have to travel down to Na Pheo, making the route farther; keeping the Nậm Pó campus allows his child and other local youngsters to continue studying near home, offering peace of mind to parents.

Arranging semi-boarding for Huổi Quang 2 pupils while preserving classes in Nậm Pó demonstrates that within a single school, varying operational methods may be needed. When a satellite site ceases operations, the school must clearly define where students will study, how they will travel, and who requires semi-boarding accommodation. Locations where neighborhood classes remain essential are sustained.

Currently, Na Sang accommodates 1,064 semi-boarding students with 35 dormitories alongside centralized kitchens, dining halls, sanitation blocks, and clean water systems across facilities. Semi-boarding relieves students of daily round trips while obliging the school to ensure living quarters, nutritious meals, and supervisory personnel outside classroom hours. During the initial weeks of the academic year, the school’s enrollment mobilization rate reached 100%, with attendance across all branch campuses standing at 99% or higher. The school continues to monitor newly transferred students and new boarders to address emerging challenges promptly.

At the preschool tier, organizing school sites aligns closely with daily parental pick-up routes. In Mường Pồn commune, Mường Pồn Kindergarten was formed by merging 4 units: Mường Pồn No.1 and No.2 Kindergartens, along with Mường Mươn No.1 and No.2 Kindergartens. Following restructuring, the school serves 979 children.

The kindergarten ceased teaching at Púng Giắt 1 campus because this site is situated close to another qualified facility. Children were transferred to the nearby site, facilitating teacher deployment, child care, and management. According to Chu Thị Hải Yến, Principal of Mường Pồn Kindergarten, remaining campuses are sustained to ensure convenient attendance for youngsters. Classrooms and equipment previously invested at these sites continue to be utilized, avoiding material waste. For preschool children, new learning locations must satisfy childcare standards while remaining feasible for family pick-up routines.

For the 2026 - 2027 school year, Mường Pồn Kindergarten relocated its central campus to the former headquarters of the Mường Pồn commune People’s Committee. Administrative offices were renovated into classrooms; spacious grounds and clean, well-appointed learning environments foster better conditions for childcare and education while making efficient use of transferred infrastructure.

This marks the first school year Điện Biên operates its revamped educational network. The entire province currently has 194 public preschool, general education, and continuing education institutions - a reduction of 272 units compared to pre-rearrangement levels - encompassing over 7,200 classes and more than 206,000 pupils and learners.

While schools have merged under unified administrative points, classrooms have not simultaneously departed from the villages. Study sites, teaching staff, and class numbers have largely remained stable. Where satellite locations ceased teaching, students were reassigned to other facilities after schools reviewed commuting routes and receiving capacities. The new educational network is in full operation, yet restructuring extends beyond resolutions merging units or dissolving individual campuses. Organizational approaches may vary, but the ultimate standard remains that the journey to school must not become more burdensome for students.