Cambridge International School

The school embeds Social and Emotional Learning (SEL) within a comprehensive wellbeing framework. The Student Mental Health and Well-being Policy commits to promoting positive mental health and wellbeing for all students, families and staff in a safe, supportive and inclusive environment. It uses Martin Seligman's Positive Psychology approach via Curriculum For Life (PEEC/VIA) to build coping skills, resilience and emotional awareness across the curriculum. Leadership Gemstones provide monthly themes that cultivate character and leadership and connect to the Stand Up, Speak Out anti-bullying framework. Beyond100 is a school wellbeing and longevity programme with five daily pillars (Move Beyond, Nourish Beyond, Rest Beyond, Think Beyond, Align Beyond) that are embedded in daily life, aligning with the Be a GEM ethos and Family First initiatives.

Inclusion is a central, inclusive approach at the Cambridge International School Dubai, aiming to meet the diverse intellectual, social, emotional and physical needs of all students. The school does not filter admissions by disability and provides priority admission for a Student of determination who has a sibling on roll. Students with a range of needs—including gifted and talented pupils, those with special educational needs (SEND), and those facing physical, emotional, cultural or language challenges—are welcome. Full disclosure of any SEND, IEPs and specialist reports is requested before a place is offered so staff can assess needs and plan appropriate resourcing. Individual Education Plans (IEPs) and targeted supports—often within a graduated approach—are used, including small-group or one-to-one strategies and, where appropriate, alternative pathways such as BTEC or ASDAN. The Inclusion team works closely with parents, offering regular workshops and review meetings and maintaining an open-door policy; external specialist resources are engaged when needed.

The school recognises English as an Additional Language (EAL) and provides a formal EAL policy to ensure equal access to education and progression in English. The policy defines EAL, outlines roles and responsibilities (including an EAL Lead and Head of Inclusion), and sets out identification and referral processes, including screening and standardized assessments. It describes a graduated support model with Level 1 in-class support, Level 2 small-group pullouts, and Level 3 more intensive support with an individualized program (often including an Educational Plan and tools such as Flash Academy). Identification occurs during admission and throughout the year via testing and teacher observations, with parents notified and involved in decisions. An EAL Coordinator leads the programme, and teachers are expected to support EAL learners as part of their classroom practice.

Mental wellbeing is addressed through the same Student Mental Health and Wellbeing Policy, which prioritises early identification of needs and timely intervention. The policy embraces a Positive Psychology framework and the Curriculum For Life (CFL) approach, including PEEC/VIA lessons, to teach coping skills and resilience. It also integrates wellbeing into daily routines, with the Beyond100 pillars and Leadership Gemstones supporting a structured wellbeing curriculum. The Family First initiative provides parents with practical strategies to support wellbeing at home, ensuring a consistent approach between school and home.

Safeguarding is governed by the GEMS Safeguarding Policy (Policy POLCSG001V5), effective August 1, 2025, with a scheduled review date of August 1, 2026. The policy designates a Designated Safeguarding Lead (DSL) and a Deputy, with responsibilities for safeguarding, child protection and staff training, and it relies on a Central Safeguarding Team to guide case management and strategy. Staff are required to record safeguarding concerns on the Guard platform and to follow formal procedures for disclosures and investigations. The policy covers whistleblowing, complaints, safer recruitment, and safeguarding training, and it aligns with UAE regulatory guidance and local appendices. The school provides safeguarding contacts and guidance to staff, families and the Local Advisory Board to ensure a consistent, safety-first culture.