Lycée Libanais Francophone Privé Meydan

1. Social and emotional learning (SEL): Wellbeing is a fundamental value at LLFPM, with a focus on both physical and emotional health and an awareness of its link to academic success. The school implements a range of wellbeing initiatives, including a Wellbeing Week, student/teacher/parent workshops, and activities designed by teachers for students. An approach developed by the inclusion team is used to address the needs of all students and support their social-emotional development. The inclusion team provides leadership for inclusive practice, with Rim Ouayjane serving as Director of the Inclusion department. The school notes that wellbeing efforts are part of its inclusive strategy and are linked to broader student development goals.

2. Special Educational Needs (SEN): LLFPM states that it offers inclusive education aligned with KHDA guidelines to ensure equal academic opportunities for all students from kindergarten through the lycée. The school has an Inclusion team that includes two EBEP referents, a speech therapist (orthophoniste), and a psychologist, working to support learners with diverse needs. Four plans are used to organize support: the individualized reception project (PAI), the personalized schooling plan (PPS), the personalized support plan (PAP), and the educational achievement program (PPRE). A CAT4 cognitive aptitude test is administered to CE2 students to inform planning. LLFPM presents an inclusive model rather than a dedicated specialist SEN institution.

3. English as an Additional Language (EAL): LLFPM's language policy emphasizes Arabic instruction (as a mother tongue or foreign language) and French as the central language of schooling, with instruction aligned to the CECRL framework. Arabic is taught from the Petite Section, and French is the main vehicle of instruction, linking language learning with curriculum and project work. Arabic as a foreign language is offered, and from Year 5 some students enrolled in that track may take Spanish during the 2022–2023 academic year. The site does not publicly describe a dedicated EAL program or staff specifically for English language learners. In short, explicit EAL support is not documented on the publicly accessible pages.

4. Mental Wellbeing: Wellbeing is presented as a core priority at LLFPM, with the aim of helping students understand wellbeing and build personal resilience. The school runs wellbeing initiatives such as Wellbeing Week, workshops for students, teachers, and parents, and teacher-designed activities. The inclusion team has developed a wellbeing approach intended to meet the needs of all students. The emphasis on wellbeing is framed as contributing to both personal development and academic success.

5. Safeguarding: The Reglèment intérieur includes a Charte de Signalement Ethique et de Protection (Ethical Reporting and Protection Charter), indicating formal safeguarding-related provisions within the school's regulations. LLFPM also describes its inclusive education approach as aligned with KHDA's Inclusive Education Guidelines (2019) and Directives and Guidelines for Inclusive Education (2020), with a dedicated inclusion team and staff such as EBEP referents, a speech therapist, and a psychologist. The combination of safeguarding-related charter, KHDA-aligned policies, and an active inclusion team supports a safeguarding framework at the school. The school also references AEFE accreditation and KHDA alignment as part of its governance, which informs safeguarding practice through recognized regulatory standards. The site explicitly notes the Ethical Reporting and Protection Charter on its internal regulations.