Durham School for Girls Doha

The school supports SEL through a values-led framework called M.A.R.K (Moral Integrity, Ambition, Responsibility and Kindness), which guides girls to grow with confidence, integrity and purpose. The House system and buddy mentoring foster friendship, support and a sense of belonging across year groups. Daily prayer and reflection provide calm and focus as part of school life. Mentoring, career advice and university guidance help students plan their futures with confidence. The Learning.First™ approach foregrounds emotional, moral and spiritual strength, and Wellbeing is integrated into self-leadership and broader learning goals. The safeguarding framework also ensures dedicated pastoral care, counselling and wellbeing services are available to students.

Durham School for Girls Doha provides in-house support through a Learning Support Center and an inclusion ethos. The school states a commitment to equal inclusion for all pupils and to providing additional support for those with different learning needs. An on-site Learning Support Center is listed among the school's facilities, indicating a structured in-school support offer. English as an Additional Language (EAL) provision is part of admissions policy for students lacking English proficiency. The school notes that it is not described as a specialist SEN institution, but it offers in-school learning support and EAL to meet diverse needs.

The school provides English as an Additional Language (EAL) support as part of its admissions policy. Pupils with no prior knowledge of English may be admitted to Nursery and Reception without initial language support, while Years 1–2 require agreed EAL provision (parents may incur costs). For older year groups, pupils with little or no English are expected to participate in an EAL programme as recommended by the school. The school's multilingual context includes English and Arabic as core languages of instruction and communication. In practice, EAL is integrated with learning support rather than described as a separate standalone programme across all year groups.

Wellbeing is a formal part of the school's learning approach, with Wellbeing listed as a key component of Self-leadership within Learning.First. Emotional and social skills are developed through mentoring, a buddy system and counselling services as part of the school's pastoral offering. Daily prayer and reflection support students' emotional focus and sense of calm. The school emphasises balance of mental, emotional and physical health as part of its self-leadership framework. Safeguarding provisions also ensure access to pastoral care and counselling for pupils.

Safeguarding is central to the school's operation, with a dedicated safeguarding team including a Whole School Executive Designated Safeguarding Lead (DSL) and DSLs for Primary and Secondary. The school outlines clear safeguarding procedures, staff training, and visitor management, along with secure premises and robust policies accessible to staff, families and students. Students have access to pastoral care, counselling and wellbeing services, and online safety is addressed through policies and education. Health and safety measures include regular risk assessments, drills and clear reporting systems. The school is part of ISP and maintains safeguarding and child protection standards consistent with international expectations.