Al Raja School

Al Raja School is in Manama, the capital city of Bahrain. The campus address is P.O. Box 1, Building 1940, Road 639, Block 306, Manama. The central urban location places the school in the heart of Bahrain's capital, with access to main roads and local amenities.

The school is organized into four main sections: Lower Elementary, Upper Elementary, Middle School, and High School. These sections cover from early years through Grade 12, with a structure that mirrors a typical K–12 American-style system. The school presents these four levels in its navigation and program pages.

The school is co-educational and operates as a day school (no boarding facilities are indicated). This aligns with external school listings that describe Al Raja as a co-educational day school offering an American curriculum.

Al Raja School provides a Learning Inclusion program to support students with mild to moderate learning needs. This includes targeted support within mainstream classes and an LE department as referenced by school coverage and local education reporting.

There is no formal country affiliation of the school. It follows an American curriculum and is historically linked to American mission education, rather than a national school system.

Al Raja School has no formal religious affiliation. The curriculum includes Islamic studies and Christian Religious Studies as part of its offerings.

Third-party sources report a typical school day starting around 7:00 AM and ending around 2:15 PM, though exact times may vary by level or term. Public listings and local navigation services also indicate daytime hours for the campus. Parents should confirm exact timings with the school for their child's grade.

The school's official site does not publish transport details. To arrange or confirm transportation options, contact the school directly via info@alrajabahrain.org or +973 17254414.

Al Raja School in Manama offers a bilingual K–12 program organized into Lower Elementary, Upper Elementary, Middle School, and High School. Arabic-medium subjects align with the Bahrain Ministry of Education curriculum, supplemented by the Lughati Farahi program and Lebanese resources, while English-medium subjects follow an American curriculum. The school awards the American Diploma upon completing high school and is accredited by AdvancED (the predecessor of Cognia). In High School, Advanced Placement is available with courses including English Literature and Composition, Microeconomics, Calculus AB, Biology, Chemistry, Physics 1: Algebra-based, and Computer Science A; AP exams are administered in May and cost about 90 Bahraini dinars per subject. Assessment across the school includes MAP testing in English and Mathematics and PSAT as part of college-prep processes. The library program provides access to a catalog, WorldBook, and TumbleBooks resources.

Al Raja School provides formal social and emotional learning (SEL) support through dedicated Social Counsellors across all school levels. The Staff page lists Lower Elementary Social Counselor (Maryam Radhi), Upper Elementary Social Counselor (Fatima Alqamish), Middle School Social Counselor (Soral Jameel), and High School Social Counselor (Cara-Jay Steytler), confirming a structured SEL support system by grade. The Principal page notes that Supervisors and Social Counsellors are part of the staff who are available to discuss students' academic progress and welfare, underscoring a welfare-focused approach. A Learning Enrichment Coordinator exists to coordinate learning-enrichment-related support as part of the Learning Enrichment (LE) Department. A parent testimonial references the LE Department providing qualitative support for students with learning challenges, illustrating practical engagement with SEL and student well-being. The school also emphasizes a safe and welcoming environment intended to support student welfare.

Al Raja School indicates formal SEN support through a Learning Enrichment (LE) Department and a Learning Enrichment Coordinator, evidencing a structured enrichment pathway. The Staff page explicitly includes a Learning Enrichment Coordinator as part of the school's staffing, confirming dedicated personnel for enrichment and student support. A parent testimonial refers to qualitative LE Department support for students with learning challenges, demonstrating practical SEN assistance in practice. Public materials do not enumerate specific SEN categories or diagnoses the school can accommodate, nor is there a description of a separate specialist SEN center. The school presents its SEN support as part of its general educational framework rather than as a stand‑alone specialist SEN institution.

There is no explicit EAL program described on the public pages of Al Raja School. The Staff page shows a Senior School English Coordinator, indicating English language coordination within the curriculum but not an EAL-specific program. Public materials do not list a dedicated EAL department or instructors beyond the general English coordinators. Other sources describe the school's bilingual English–Arabic instruction, but there is no explicit public statement about a formal EAL support service. Therefore, EAL-specific provision is not publicly disclosed as a separate program.

Mental wellbeing is supported by the presence of School Social Counsellors across key stages (Lower Elementary through High School), as listed on the staff page. The Principal's profile reinforces a welfare-oriented school culture, noting staff roles including Social Counsellors who engage with families to support student welfare. The safeguarding policy includes age-appropriate classroom topics related to personal safety, healthy relationships, and self-harm awareness, indicating a school-wide focus on pupils' mental health and wellbeing. The policy shows a Crisis Committee and designated Child Safety Officers coordinating mental health and safeguarding initiatives. Training for staff and ongoing safeguarding procedures demonstrate a structured approach to student wellbeing and protection.

Al Raja School publishes a Child Safety and Protection Policy (August 2019; updated 2022) overseen by a Crisis Committee. The policy establishes a Child Safety Officer (CSO) and a designated Board member as Child Protection Officer (CPO-B) to coordinate safeguarding, training, and responses. It describes a school‑wide child safety program with age‑appropriate lessons for students on bullying, personal safety, online safety, healthy relationships, self‑harm, and other topics. The reporting procedure requires all personnel to report concerns to the CSO, with confidentiality maintained and a defined inquiry process. The policy also outlines annual reviews and training for staff, and assigns responsibilities to the Crisis Committee and CSOs to ensure proper implementation and monitoring.

Eligibility and grade placement. Applicants must be age-appropriate for the grade they seek and should not be more than two years older than the typical age for that grade. The year of birth or age must be provided by December 31 in the entry year according to the Registration Calendar. Applicants should currently be in the preceding grade with the expectation of promotion, and those coming from British-system schools should enroll in the corresponding grade. For Grades 7–12, applicants must have a minimum GPA of C (70%), and admission is normally not offered after the first two weeks of the school year unless there are exceptional circumstances. Class sizes are planned with a cap of up to 25 students per grade to maintain flexibility and attention to students.

The school offers a Financial Aid Fund to assist families in financial need. Applications require complete documentation and truthful information. Incomplete or incorrect submissions are disqualified. Financial aid is awarded by the Board's Personnel and Education Committee based on demonstrated need and fund availability. Awards are not guaranteed even if funds exist. Financial aid is valid for one academic year and must be reapplied for in the following year. The program excludes KG1 and is not available in the first year of registration, and it does not exceed two consecutive years of aid for a given family.

If an applicant meets all entry requirements but no spaces are available, the student is placed on a waiting list. If a space opens, parents are contacted and have two weeks to complete registration and make the first payment; the registration window will have an explicit end date communicated to the family. If the first payment is not made within two weeks, the seat is offered to the next student on the waiting list. For mid-year applications, the school typically follows a condensed schedule (application, testing, and registration within successive weeks) and may consider exceptional cases, but seats are not guaranteed and depend on space and compliance with procedures.