The City School International Dubai

The City School International Dubai prioritises student wellbeing through a wellbeing curriculum that is integrated across subjects and co‑curricular activities to support social and emotional development. The Inclusion Department serves Students of Determination, English as an Additional Language (EAL) learners, students with social, behavioural and psychological needs, and gifted and talented students, operating the TCSI Achievement Center to facilitate learning and wellbeing. The school uses multiple data sources, including KHDA well-being survey results, PASS data, and CAT4 data, to identify students who may require additional support and involves parents in collaborative planning when needed. KHDA's 2023‑2024 inspection notes that students display positive attitudes and behaviour and that wellbeing provision exists, with recommendations to broaden student involvement in wellbeing initiatives. Overall, wellbeing is a central priority with ongoing work to enhance engagement and opportunities for wellbeing across the school community.

The Inclusion Department explicitly covers Students of Determination, English as an Additional Language (EAL) learners, students with social, behavioural and psychological needs, and gifted and talented students, supported by the TCSI Achievement Center and a formal inclusion policy, plus a separate policy for gifted and talented learners. There is a dedicated space (the Achievement Center) to facilitate learning and wellbeing for these groups. KHDA DSIB 2023‑2024 records 83 students as Students of Determination and notes two guidance counsellors to support learners, with a key recommendation to enhance wellbeing and support for Students of Determination, indicating ongoing development of SEN provision. The school presents its inclusion as part of the mainstream structure rather than as a separate specialist SEN institution.

EAL learners are explicitly included within the Inclusion Department's scope, which lists English as an Additional Language learners as a group requiring support. The department emphasizes ensuring equal access to the curriculum for EAL students. The language of instruction is English. KHDA DSIB 2023‑2024 confirms English as the language of instruction, with English attainment described as Good to Very Good across phases, reflecting both language acquisition and curriculum access within an inclusive framework.

Mental wellbeing is embedded in the school's approach, with the wellbeing curriculum woven into subject teaching and co‑curricular activities. The school uses multiple data sources—KHDA wellbeing survey results, PASS, and CAT4—to identify students who may need extra support and involves parents in collaborative interventions when appropriate. The Wellbeing policy and related resources provide a framework for supporting students' mental health, and KHDA notes that wellbeing is central to the school community, though provision and outcomes are described as Acceptable with ongoing development. The KHDA inspection additionally highlights opportunities to expand wellbeing engagement and student involvement in wellbeing initiatives.

Safeguarding is integrated into the school's safeguarding framework, with health and safety and safeguarding arrangements rated Good across Foundation Stage, Primary, Secondary, and Post‑16 levels in the DSIB 2023‑2024 report. The school operates a proactive protection, care, guidance and support system for students, including an active medical team and safeguarded, secure premises. The Wellbeing and Child Protection page confirms a UAE-aligned safeguarding policy and directs staff to the designated safeguarding lead (email erum.ali@tcsidxb.ae) for safeguarding concerns; it also points to the school's Child Protection and Safeguarding policy documents. Overall, the school adheres to KHDA expectations for safeguarding, with explicit policies and designated safeguarding contacts.