Lycée Français International Théodore Monod

The Lycée Français International Théodore Monod (LFITM) is located in Abu Dhabi, United Arab Emirates. The school places a strong emphasis on social and emotional development as part of its educational project, highlighting socio-emotional competencies such as the ability to cooperate, innovate, and adapt. The principal's message stresses that excellence and benevolence guide all actions to help every student progress with confidence within an inclusive, multiculturally minded community. The périscolaire (after-school) program is designed to foster personal development, strengthen intellectual and physical aptitudes, and encourage students' engagement in life within the community. The school also integrates arts, music, sports, and creativity to nurture teamwork and personal balance, supporting SEL through daily practice and structured activities.

LFITM describes itself as an inclusive school that values diversity and mutual aid among students. There is no public disclosure of a detailed list of specific SEN provisions or of a dedicated SEN unit or specialist institution on the school's publicly accessible materials. The internal regulations are published in multiple languages, indicating governance and student conduct policies but not a separate SEN framework. Because explicit SEN offerings (types of needs supported, staff for SEN, or accreditation as a specialist SEN institution) are not publicly disclosed, it is not clear from available information which kinds of SEN LFITM can actively support beyond the general inclusivity statement. The school's stated commitment to safety, wellbeing, and inclusivity suggests an environment designed to accommodate a range of learners, but specific SEN details are not publicly enumerated.

LFITM operates a bilingual pathway (parcours bilingue) coordinated by Tina Ho, indicating formal English and French language integration within the curriculum. The school presents itself as offering a multilingual and multicultural education, underscoring its bilingual approach. Tina Ho is listed as the Coordinatrice du parcours bilingue, confirming dedicated leadership for the bilingual pathway. The school's interface includes language options (Français/Anglais), reinforcing its bilingual orientation. There is no explicit separate EAL department detailed beyond the bilingual pathway.

LFITM explicitly foregrounds safety and wellbeing as part of its mission, describing the school as inclusive and placing value on teamwork, mutual support, and a warm, nurturing environment. The mission notes that the school aims to provide a warm, benevolent, and stimulating setting where every child can thrive. The périscolaire program and the school's emphasis on socio-emotional skills contribute to mental wellbeing by fostering personal development, social interaction, and balance through a range of activities. The campus architecture and daily routines are described as warm and nurturing to support students' mental wellbeing. These elements collectively indicate a structured approach to student wellbeing and mental health, integrated into school life.

The school provides an internal code of conduct (règlement intérieur) available in French, English, and Arabic, reflecting formal safeguarding and behavior policies. LFITM states it is an inclusive environment that values diversity and mutual aid, which supports safeguarding by promoting a safe and respectful community. While safeguarding is addressed through general policies and codes of conduct, explicit, detailed safeguarding procedures or child protection policies are not publicly enumerated in the available materials. The combination of multilingual policy documents and a focus on safety and wellbeing suggests a framework for safeguarding, but specific safeguarding procedures are not publicly disclosed.