Jumeira Baccalaureate School

Social and emotional learning (SEL) is embedded as a core part of the school's ethos and daily practice. Wellbeing is a high priority, integrated into policies and development plans with dedicated time and resources for promotion. The school collects wellbeing data to inform decisions and supports student wellbeing through initiatives such as wellbeing mentors and ambassadors. Staff receive mentoring and coaching to sustain positive adult–student relationships and a caring school culture that fosters belonging. Parents have open access to engage with wellbeing initiatives as part of the school's inclusive approach to student welfare.

The KHDA inspection notes that the school provides for students of determination and that the curriculum is well adapted to meet their needs. Health and safety arrangements and safeguarding are priorities, with care and support for learners rated as Outstanding. The school employs guidance counsellors to support students' academic and personal development (three counsellors are listed in the inspection data). The proportion of learners of determination is 162, illustrating the scope of SEN provision within the mainstream IB framework. While the KHDA report highlights inclusive practices and curriculum adaptation, it does not label JBS as a specialist SEN institution.

The KHDA DSIB 2023-2024 does not specify a dedicated English as an Additional Language (EAL) programme by name; English is the language of instruction. Arabic is taught as an additional language, with attainment and progress data provided in the report across phases (notably under Arabic as an Additional Language). English attainment data show very strong performance (Very good in KG and PYP, Outstanding in DP) with progress described as Very good to Outstanding across phases. The report does not describe a separate, formal EAL staff or program; language support is described in the context of Arabic as an additional language and general English instruction.

Mental wellbeing is addressed as part of the school's wellbeing provision, with wellbeing identified as a central area in the inspection. The school maintains time- and resource-intensive wellbeing work, and leaders collect wellbeing data to guide planning. Students have opportunities to participate in wellbeing-related leadership roles such as wellbeing mentors and ambassadors, though input from students could be broadened. Staff receive mentoring and coaching to sustain a supportive classroom climate, and adults–students relationships are described as strong and respectful. Overall, the Wellbeing domain was rated Outstanding in the KHDA inspection, reflecting a robust approach to student mental health and wellbeing.

Safeguarding and child protection are central to the school's approach, with health and safety and protection of students prioritized in practice. The inspection notes that health and safety arrangements, including safeguarding, are Outstanding, and that care and support for students is Outstanding across all phases. There are dedicated staff in safeguarding and pastoral roles, including three guidance counsellors, to support student welfare. The school's safeguarding emphasis is reinforced by the inspectors' finding that the school-wide ethos prioritizes safe, inclusive care and protection for learners. The 2023-2024 DSIB highlights the school's commitment to safeguarding as a sustained priority within its overall wellbeing framework.