Dar Jana International Schools

Dar Jana International Schools provide a School Counseling Department with certified/licensed school counselors who are available to all students. The counselors act as student advocates, support students in applying academic achievement strategies, help them manage emotions and interpersonal skills, provide short‑term counseling, and collaborate with families, teachers, administrators, and the community for student success. The program's mission is to address the academic and social‑emotional wellbeing of students, with students thriving in welcoming, respectful, inclusive learning environments. The College Guidance Counseling team coordinates ongoing activities designed to help students individually or in groups to set personal goals and develop future plans, and to support postsecondary options. The school emphasizes social‑emotional development as a core element of its learning environment.

Inclusion and language equity are described as core aims, with explicit SEN-related language supports. The policies detail Arabic Language Support, including an Arabic as an Additional Language (AAL) program for non‑native speakers, and Remedial Arabic groups for native speakers more than two levels below proficiency. The approach uses tiered interventions and targeted literacy support to meet diverse learner needs and to ensure inclusive language learning across the curriculum. DJIS does not identify itself as a dedicated specialist SEN institution; rather, it provides language and inclusion supports as part of its inclusion framework.

Arabic Language Support is explicitly outlined, including an Arabic as an Additional Language (AAL) program for non‑native speakers and remedial Arabic groups for students below proficiency. The policy describes a Whole‑School Language Culture where all teachers are language teachers and language learning is embedded across subjects, with ongoing literacy supports for language learners. Remedial Arabic groups target native speakers who are multiple levels below proficiency, and AAL aims to support non‑native speakers in listening, speaking, reading, and writing. These elements show that EAL support is provided through structured language programs rather than a separate standalone department.

Mental wellbeing is explicitly integrated into the school's counseling framework. All students have access to a certified/licensed school counselor who serves as a student advocate, supports academic achievement strategies, helps students manage emotions, and collaborates with families and staff for student success. The counseling department coordinates ongoing activities to assist students individually or in groups and to set personal goals and future plans, including postsecondary planning. The guidance program is described as comprehensive and aimed at creating supportive, inclusive environments that promote wellbeing.

Safeguarding is reflected in the Code of Ethics, which emphasizes confidentiality, professional competence, integrity, transparency, and non‑discrimination, with a stated focus on the social‑emotional development of all students. The school also states it maintains stringent safety and wellness protocols to protect students and staff. Together, these elements indicate a formal emphasis on safeguarding, ethics, and safe learning environments.