Dubai National School Al Barsha

Dubai National School is located on First Al Khail Street in Al Barsha 1, Dubai, United Arab Emirates. The campus sits in the Al Barsha area and is accessible via major routes such as Al Khail Road and Sheikh Zayed Road. The surrounding area is residential with amenities nearby, including the Mall of the Emirates corridor.

DNS Al Barsha serves students from Pre-K (PK) through Grade 12, i.e., PK-12. The school reports an enrollment of about 2,500 students across 52 nationalities with a full American curriculum. The English language is the medium of instruction across phases.

The school is an independent private day school. It serves both boys and girls, with classes segregated by gender from Grade 4 onward; there is no boarding facility advertised for any year group.

DNS serves about 2,500 students from 52 nationalities. The school's population is diverse, with Emirati students making up a significant portion of the intake; Emirati backgrounds are reported as the majority in some external profiles of the school.

Inclusion is a formal part of DNS, with inclusive education support services that comply with KHDA policies. The school provides provisions for students with special educational needs and disabilities as part of its care and support framework, including wellbeing and safeguarding provisions.

The school follows the American curriculum based on Massachusetts State Standards, aligning with an American/US educational framework.

DNS does not have a formal religious affiliation; Islamic Studies is included as part of the Arabic language program within the MOE-mandated curriculum.

The school day starts with gates opening at 7:30 am and the first period beginning at 8:00 am. The schedule includes seven classes on Mondays and Tuesdays, six on Wednesdays and Thursdays, and four on Fridays. End times vary by level: Pre-K, KG1 & KG2 finish at 1:00 pm; Grades 1-3 finish at 2:10 pm; Grades 4-12 finish at 2:30 pm; Friday timings are shortened, with earlier dismissals.

DNS Al Barsha operates its own transport service with a fleet that serves many Dubai areas. Morning bus pickup is typically at 7:45 am; afternoon drop-offs vary by student level (PreK-G12 1:00 pm; PreK-KG2 1:00 pm; G1-12 2:30 pm). Bus routes include Al Barsha 1-3, Tecom & The Greens, Dubai Marina, JLT, JVC, Ibn Battuta & Discovery Gardens, Umm Suqeim & Jumeirah, Dubai Hills, Arjan, Arjan/Remraam, and other areas, with fees published for 2025-2026 (e.g., 7,000 AED for most routes, 4,200 AED one-way). Enrollment is coordinated through the Transport Supervisor after registration.

Dubai National School Al Barsha uses an American curriculum based on Massachusetts State Standards, with English as the medium of instruction and alignment to CCSS and NGSS; AP courses are available at the high school level. The curriculum progresses sequentially from Kindergarten through Grade 12 and is aligned with UAE MOE standards, while integrating Arabic language, Islamic Studies, Social Studies, and Culture. Middle School follows the Massachusetts Frameworks, emphasizing project-based learning with STREAM integration and cross-curricular links to Islamic education, Arabic and social studies. High School uses a Massachusetts-aligned credit system; 25 credits are required to graduate; the program includes core and elective courses, with AP courses implemented to meet UAE MOE equivalency. The program emphasizes standards-aligned resources, ongoing assessment, and the development of global citizenship and Islamic values within the Emirati context.

Dubai National School Al Barsha integrates Social and Emotional Learning (SEL) as part of its inclusive education framework. The SEL curriculum covers five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It is delivered through day-to-day teaching–learning practices, sports activities, guidance and counseling services, and resource room psycho-educational sessions. The school conducts socio-emotional learning activities and events, including World Mental Health Day activities, stress and anxiety management sessions, and psychological wellbeing presentations for learners and staff. SEL is a core component of the school's approach to supporting student wellbeing within its wellbeing provisions.

Dubai National School Al Barsha describes its approach as inclusive education for learners with Special Educational Needs and Disabilities (SEND) and those who are Able, Gifted and Talented (AGT). An Inclusive Education Action Team (IEAT) coordinates inclusion provisions, learning support interventions, and accommodations across the learning community. Learners with SEND participate in general education groups with differentiated instruction and targeted support designed to remove barriers to learning. The school states its inclusive education provisions comply with KHDA policies (KHDA Inclusive Education Policy Framework, Inclusion Handbook) and related MOE and UNCRPD frameworks. It does not describe itself as a specialist SEN institution or indicate a dedicated SEN unit.

English is the medium of instruction across phases at DNS Al Barsha, but there is no publicly disclosed EAL program on the site. Kindergarten includes Early Literacy in both languages—Arabic and English—suggesting bilingual literacy activities in the early years, but no explicit EAL staff or classroom program is described. No explicit EAL staff, groupings, or dedicated EAL provision are publicly listed in the available materials. Consequently, information on a formal EAL program is not disclosed in the public content.

DNS Al Barsha offers mental wellbeing support as part of its Health, Happiness, and Wellbeing framework. The Healthy School Program (HSP) guides physical activity, healthy lifestyles, and wellbeing education, with focal areas including increasing activity, providing teacher and learner resources, and integrating health education. Counselors and inclusion specialists are involved to support socio-emotional learning and anxiety management. The wellbeing provisions include counseling, stress and anxiety management sessions, and psychological wellbeing presentations for learners and staff, alongside activities such as World Mental Health Day. These programs reflect a structured approach to student mental health within the school's wellbeing strategy.

Dubai National School Al Barsha maintains a Child Protection & Safeguarding Policy. The policy notes that safeguarding arrangements are inspected by KHDA under judgments for protection, care, guidance and support of students, and leadership and management. All staff and volunteers are required to read the policy and confirm through emails, school WhatsApp groups, child protection registers, and ISS staff accounts before starting a new academic year. The policy is part of the school's safeguarding portfolio and is accessible through the ISS system and Google Drive. KHDA policy alignment and related international safeguarding frameworks underpin these provisions.

1. Parents submit an application with information about the child and contact details. They also complete a health and wellbeing form. This initial step begins the admission process.
2. Students are placed in grade levels based on age, previous academic records, and the results of the admission exam and the personal interview with teachers, counsellors and phase leaders. If needed, a one-to-one evaluation may be conducted to inform placement. The placement criteria ensure alignment with the school's admission standards.
3. For phases 2–4, students sit for three paper-based or online admission exams in English, Arabic, Mathematics and high school Physics; non-native Arabic speakers may take a special Arabic exam in addition to English and Mathematics. These exams provide information to determine placement in the offered programs.
4. Admission exams are scheduled on assigned days and times and do not require prior preparation, as they measure candidates' skills and knowledge needed for the grade level.
5. A decision regarding admission is made within two working days. Placement is determined based on the results of the admission exams, reviews of previous academic records, and the personal interview with teachers, counsellors and phase leaders; the Principal may be involved if required.
6. High school candidates from non-American program schools may be required to obtain equivalency from the UAE Ministry of Education. Admission is granted for early registration, and applicants who have siblings studying at DNS receive priority.
7. Phase 1 (PK, KG1 & KG2) admission procedures involve a face-to-face or online interview with the teacher, counsellor and phase leader to evaluate linguistic abilities and motor skills. The interview lasts 15–30 minutes, though it may extend depending on the child's needs. Interviewers observe pencil grip, recognition of colors, shapes and alphabets, and motor skills.
8. If the child refuses to speak, the parents are asked to speak to the child. If the child still does not speak, a video of the child speaking and playing may be assessed as part of the admission process. The interviewing committee analyzes the child's interaction to detect speech difficulties or learning disabilities.
9. If any speech difficulty or learning disability is detected, the phase leader may require an explanation from the parents and may request medical or therapy reports to establish inclusion provisions for the child. The school complies with inclusive admission practices and related policies.
10. Inclusive admission is aligned with UAE law and KHDA guidelines; after enrollment, the child is monitored and parents' consent is sought to start inclusion provisions such as IEPs and BIPs as needed. The head of inclusion leads the inclusion process and participates in interviews and screenings as required.