Modern Global International Schools

MGIS emphasizes Diversity, Equity & Inclusion within the IB Primary Years Programme, fostering empathy, open-mindedness, and intercultural understanding through inclusive inquiry-based units and discussions. The school states it seeks to provide equal opportunities for all students to engage, lead, and succeed, developing caring, principled, and internationally minded learners. The DEI approach is described as part of student life and is aligned with a family-style environment intended to support social-emotional growth. Elements of SEL are embedded in the school's inclusive ethos rather than through a named separate SEL program. The inclusion and SEN policies recognize that social, emotional, and mental health challenges can constitute SEN and are addressed through structured support. The school also maintains a Social Worker role to support student welfare and wellbeing, including collaboration with parents and teachers.

MGIS defines SEN as including learning disabilities (e.g., dyslexia, dyscalculia), physical disabilities, sensory impairments (visual/hearing), autism spectrum disorders, speech and language difficulties, and social, emotional, and mental health challenges. A SEN Coordinator (SENCo) leads provision, coordinates identification and assessment, liaises with parents and external agencies, and oversees Individual Education Plans (IEPs). The school uses a Multi-tier Inclusion System (Tier 1 classroom differentiation; Tier 2 with a social worker and support plans; Tier 3 targeted intervention) and may involve external professionals if needed. External agencies such as educational psychologists, speech and language therapists, and counselors can be engaged to support SEN—these arrangements are outlined in the SEN policy. MGIS describes inclusive education rather than operating as a dedicated specialist SEN institution.

MGIS publishes English Language Arts as part of its US Common Core Standards-based curriculum, indicating English-medium instruction for ELA. The curriculum also notes that Arabic is offered as a Second Language for all non-native speakers. There is no explicit description of a separate English as an Additional Language (EAL) program in the publicly available materials; the language provisions shown focus on ELA in English and Arabic as a second language for non-native speakers.

MGIS provides mental wellbeing support through a dedicated social worker who promotes awareness, maintains confidential records, and collaborates with teachers and parents to develop and monitor support plans. The social worker's role includes attending classes, providing feedback to teachers, and coordinating with external professionals when needed. The SEN policy notes that social, emotional, and mental health challenges can be treated as SEN and may involve external counselors or psychologists. A tiered inclusion system (Tier 1–3) supports wellbeing and learning, with progression monitored and reviewed, and individualized plans created when necessary. Overall, wellbeing support is grounded in inclusive practices and collaboration among staff, students, and families.

MGIS does not publish a dedicated safeguarding or child protection policy on the site. Safeguarding-related provisions are described within the Inclusion Policy (a confidential system for student records and a MGIS Social Worker) and the SEN Policy (roles, parental involvement, and collaboration with external agencies). The policies emphasize safeguarding-like elements such as confidentiality, staff collaboration, and external professional input to support student welfare. There is no explicit standalone safeguarding page or policy document disclosed in the publicly available MGIS policies.