The Australian School of Abu Dhabi

Social and emotional learning (SEL) is embedded in ASAD's Wellbeing Strategy, which aligns with the IB Learner Profile and ADEK Wellbeing Policy. SEL topics are integrated into the formal curriculum across the PYP, MYP, and DP, with advisory sessions and mentoring to support personal development. A comprehensive counselling program provides individual and group counselling, and a school social worker is available to support students' emotional and social needs. Anti-bullying campaigns, restorative practices, and initiatives that promote respectful relationships and peer connection are part of everyday school life. A Wellbeing Committee, led by the Head of Student Management and Wellbeing, oversees the strategy and uses annual wellbeing surveys to monitor impact.

ASAD describes inclusion as a guiding principle rather than a separate program and does not present itself as a specialist SEN institution. Key learner groups supported include Students of Determination, Gifted and Talented, English Language Learners, Students from Diverse Backgrounds, Students with Temporary Challenges, and Students with Learning Differences. Early Intervention, Learning Support Plans, and Multi-Tiered Support provide tailored assistance, with collaboration among parents, specialists, and the child. The school employs inclusion specialists and coordinators to support implementation and staff development; the Head of Inclusion coordinates provision for additional learning needs and works with teachers and families to design individualized support. Inclusion is integrated into all aspects of school life, not as a standalone program.

The language of instruction at ASAD is English, and English as an Additional Language (EAL) provision supports students whose mother tongue is not English to access the curriculum and thrive academically and socially. ASAD uses the Bell Foundation EAL Assessment Framework to identify language needs, set learning goals, and monitor progress. The EAL provision is led by an EAL Coordinator and supported by EAL teachers and support staff who implement pull-out, push-in, and co-teaching models. A tiered model (Universal, Targeted, Intensive) provides escalating levels of support in line with ADEK requirements. Progress and exit criteria for the EAL programme are tracked and communicated with families.

ASAD implements a holistic mental and emotional wellbeing approach within its Wellbeing Strategy, aligning with ADEK guidelines. A comprehensive counselling program offers individual and group counselling and supports staff and families as needed. Staff receive ongoing professional development on mental health awareness, early identification, and inclusive wellbeing practices. SEL and wellbeing are integrated into the formal curriculum, advisory sessions, mentoring, and student leadership activities to build resilience and self-regulation. The Wellbeing Strategy is monitored through annual wellbeing surveys and a dedicated Wellbeing Committee that oversees implementation and improvement.

ASAD maintains a Student Protection Policy that aligns with UAE Wadeema laws and ADEK safeguarding requirements and emphasizes the safety, dignity, and wellbeing of all students. The policy defines roles and responsibilities, including the Principal, a Child Protection Coordinator (CPC), staff, and parents, and requires mandated reporting of concerns to appropriate authorities. A designated CPC is the key contact for safeguarding matters, coordinates responses, and liaises with families and authorities. The policy covers types of maltreatment, reporting procedures, data confidentiality, training, and awareness initiatives to ensure child protection is embedded in school life. The policy also provides key contacts, confidential reporting forms, and guidance on staff and volunteer vetting.