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United Arab Emirates, Dubai
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Social and emotional learning at the Lyce9e Frane7ais Jean Mermoz Dubai is grounded in its mission to support well-being and personal development, with climate initiatives such as the Non au Harce8lement day and the Phare program that trains adult referees and student ambassadors to promote a supportive, inclusive school culture.
The school operates a Pf4le inclusion that identifies Besoins Educatifs Particuliers (EBEP) and develops a Plan d'accompagnement personalize (PAP) and Projet personalize de scolarisation (PPS), coordinating with families, teaching teams, and medico-social services to support learners with conditions including significant learning difficulties, health-related needs, learning disabilities, social or familial challenges, high potential, and disability.
English as an Additional Language is taught from preschool with five weekly English periods aligned to the Cambridge curriculum, with ability-based streaming in secondary and an optional English-first-language Literature track; LFJM Dubai is an official Cambridge exam center offering Young Learners up to IGCSE assessments.
Mental wellbeing is addressed through climate initiatives such as the Phare program and anti-bullying activities (Non au Harc0ement), and LFJM hosts parent events on adolescent mental health with school psychologists.
Safeguarding and child protection at LFJM Dubai include a four-step harassment protocol and the pHARe program that trains staff and student ambassadors to prevent harassment and promote safety, supplemented by parent engagement.
