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From Policy to Practice: How Leadership Can Drive Inclusive Education Through UDL

Thu, 30 Jul 2026 14:14:00 +0000

Inclusive education has emerged as a central priority in contemporary educational reform, underpinned by global commitments to equity, access, participation, and quality learning for all students (UNESCO, 2020). Within the Saudi Arabian context, this orientation aligns with broader national transformation agendas that emphasize educational quality, inclusive practices, and improved learning outcomes. These developments reflect a growing commitment to strengthening educational systems to better respond to learner diversity. At the same time, as widely noted in the international literature, a persistent challenge remains in translating policy-level commitments into consistent and sustainable classroom practices.

The policy–practice gap in inclusive education has been extensively examined across diverse educational systems (Ainscow, 2020). Evidence suggests that the challenge lies not in the absence of policy frameworks, but in the complexity of transforming these frameworks into effective instructional practices (Florian, 2014). In many contexts, inclusion continues to be operationalized through support-based models that rely on individualized accommodations and interventions after learning barriers have emerged. While such approaches remain important, they may unintentionally reinforce reactive practices rather than addressing structural and pedagogical barriers to learning. These challenges are not unique to any single context; rather, they reflect a broader international concern regarding the implementation of inclusive education.

Within this discussion, strategic leadership in Special Educational Needs (SEN) becomes particularly important. Contemporary scholarship emphasizes that effective educational leadership extends beyond compliance and resource allocation toward influencing the core processes of teaching, learning, and institutional culture (Fullan, 2016). From this perspective, inclusion should not be conceptualized as an auxiliary service directed only toward specific groups of learners, but as a foundational principle that informs the design of learning environments for all students. This shift requires leaders to engage meaningfully with the pedagogical dimensions of inclusion and move beyond administrative responsiveness toward intentional instructional design.

Universal Design for Learning (UDL) provides a theoretically grounded and practically robust framework for operationalizing this shift. UDL is predicated on the premise that learner variability is inherent in all educational contexts, rather than an exception requiring specialized intervention (CAST, 2018). It advocates for the proactive design of flexible learning environments through multiple means of engagement, representation, and action and expression. This approach is supported by foundational work emphasizing that designing for variability enhances both accessibility and learning outcomes (Rose & Meyer, 2002).

From a leadership perspective, UDL is best understood as a systemic approach to inclusive education rather than a collection of isolated teaching strategies. Inclusive practices are more sustainable when embedded within institutional structures, including curriculum design, assessment frameworks, and professional learning systems (Florian & Black-Hawkins, 2011). Accordingly, educational leaders play a pivotal role in facilitating the integration of UDL principles across multiple levels of the educational system, ensuring coherence between policy expectations and classroom practice.

The distinction between support-based and design-based models of inclusion provides a useful analytical lens. Support-based models are characterized by the provision of accommodations in response to identified learning difficulties, whereas design-based models emphasize the proactive reduction of barriers through flexible instructional design. Over-reliance on support-based approaches may position some learners as exceptions rather than prompting systems to adapt (Florian, 2014). In contrast, design-based approaches informed by UDL aim to create learning environments that are accessible to a broader range of learners from the outset.

This shift has significant implications for professional practice. Teachers require structured, sustained, and evidence-informed professional learning opportunities to implement inclusive pedagogies effectively (Florian, 2014). Leadership can support this by fostering collaborative professional cultures, promoting co-teaching models, and facilitating interdisciplinary partnerships. Such practices enhance the quality and consistency of inclusive instruction (Florian & Black-Hawkins, 2011).

In addition, leadership must engage with evidence-informed decision-making processes. Effective evaluation of inclusive education extends beyond compliance indicators to include measures of student participation, engagement, and access to learning (UNESCO, 2020). By integrating data into decision-making processes, institutions can move toward more adaptive and inclusive systems.

The development of collaborative ecosystems is also essential for sustaining inclusive practices. Inclusive education requires coordination among teachers, specialists, families, and administrators (Ainscow, 2020). Leadership enables this collaboration by promoting shared responsibility and collective problem-solving, contributing to inclusive school cultures that value diversity as a resource.

Ultimately, the effectiveness of inclusive education systems depends on the extent to which leadership can translate policy into practice. While policy frameworks provide direction, their impact depends on how they are enacted within classrooms. UDL offers a coherent and research-informed framework for bridging this gap by aligning instructional design with principles of accessibility and learner variability.

By embedding UDL within strategic planning and everyday pedagogical practices, educational leaders can move beyond compliance-oriented approaches toward more meaningful, proactive, and sustainable forms of inclusion. This shift enhances opportunities for students with SEN while improving learning environments for all learners. Inclusive education, therefore, is best understood not as an additive reform, but as a systemic transformation of educational practice—one that must be intentionally led, theoretically grounded, and continuously sustained through strategic leadership.

Dr. Sarah Abdullah Saleh Alwaqassi
Assistant Professor of Special Education, Taibah University

References

Ainscow, M. (2020). Promoting inclusion and equity in education. Nordic Journal of Studies in Educational Policy, 6(1), 7–16.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. CAST.

Florian, L. (2014). The SAGE handbook of special education (2nd ed.). SAGE Publications.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. Cambridge Journal of Education, 41(4), 475–488.

Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. ASCD.

UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. UNESCO.

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From Noise to Narrative: Why Schools Need a Shared Language

Wed, 22 Jul 2026 11:25:58 +0000

In many schools, people use the same words every day and assume they mean the same thing. Words such as learning, support, well-being, independence, inclusion, rigor, feedback, and student-centered teaching appear in policies, meetings, lesson plans, newsletters, accreditation reports, and strategic plans. They are familiar words. They sound positive. They seem clear.

Yet in practice, these words often carry different meanings for different people.

A teacher may understand “student independence” as students working silently without help. A school leader may see it as students taking ownership of goals and reflecting on progress. A parent may interpret it as less teacher support. A student may hear it as “I am expected to manage everything alone.” The same word travels across the school community, but it does not always carry the same meaning.

This is where schools begin to experience noise.

The noise is not always loud. It may not appear as open disagreement. In fact, everyone may genuinely believe they are aligned. The challenge becomes visible only in daily decisions: how teachers respond to student work, how support teams interpret intervention, how leaders observe classrooms, how parents understand expectations, and how students experience the school’s promises. When common language is not clearly defined, schools can look aligned on paper while acting inconsistently in practice.

This is one of the most underestimated barriers to school improvement. Many initiatives fail not because the ideas are weak, but because the language around them is assumed rather than shared. People may agree with the direction, but they translate it differently. Over time, those different translations create inconsistent expectations, mixed messages, uneven implementation, and frustration.

A school may say it values “feedback,” but does that mean written comments, student reflection, peer discussion, immediate correction, or next-step guidance? A school may promote “well-being,” but does that refer to counselling services, classroom belonging, safeguarding, workload balance, student voice, or all of these together? A school may commit to “high-quality learning,” but what does that look like in a Grade 2 classroom, a secondary science lab, a parent conference, or a leadership meeting?

Without shared definitions, each person fills the gap with their own experience, assumptions, and professional habits. This is natural, but it can also be costly.

The risk is not simply miscommunication. The deeper risk is fragmentation. Teachers receive different interpretations from different leaders. Families hear language that sounds inspiring but remains unclear. Students experience variation from one classroom to another. New staff members struggle to understand what the school truly means by its priorities. Leaders may find themselves repeating the same messages without seeing consistent action.

Eventually, this can lead to initiative fatigue. Schools introduce new priorities, new frameworks, new policies, and new improvement plans, but the community becomes tired because each new effort feels like another layer rather than a clearer direction. In such environments, the problem is not always the number of initiatives. Sometimes the problem is the absence of a shared narrative that connects them.

Shared language helps turn scattered efforts into coherent practice.

It gives people a common reference point. It helps leaders make decisions with greater consistency. It supports teachers in translating broad goals into classroom routines. It gives support teams clearer expectations. It helps families understand not only what the school values, but what those values look like in action. Most importantly, it helps students experience greater coherence across the school.

This does not mean that every person must speak in identical phrases or that schools should reduce professional judgment to scripted language. A shared language should not become artificial, mechanical, or bureaucratic. The goal is not to control every word people use. The goal is to create enough clarity that people can act with confidence and consistency.

Good shared language is practical. It is short enough to remember, clear enough to explain, and meaningful enough to guide decisions. It helps answer everyday questions: What do we mean by this priority? What should people see if this value is alive in practice? How will students experience it? How will teachers apply it? How will leaders support and monitor it? How will families recognize it?

When schools approach language in this way, communication becomes more than messaging. It becomes culture-building. The words a school chooses influence what people notice, what they prioritize, what they question, and what they repeat. Over time, repeated language becomes part of the school’s habits. It shapes meetings, observations, feedback conversations, policy decisions, and professional learning.

This is why shared language is closely connected to implementation. A school cannot implement what its community has not clearly understood. If a vision statement, learning definition, or strategic priority remains abstract, people may respect it but struggle to use it. If the language becomes concrete and visible, it can begin to influence behavior.

Schools can begin this work without adding unnecessary bureaucracy. The starting point is often simple reflection: Which words do we use most often? Are we sure we mean the same thing by them? Where do misunderstandings appear in daily practice? Which messages do families, teachers, students, and support teams receive differently? Which priorities sound clear in meetings but become unclear in action?

These questions can open powerful conversations. They invite schools to move beyond polished statements and examine lived meaning. They also remind us that alignment is not achieved by writing a document once. It is built through repeated clarity, consistent examples, and honest attention to how language is understood across the community.

In a complex school environment, complete agreement on every detail is neither realistic nor necessary. Schools are human organizations, shaped by different roles, experiences, and perspectives. But shared language creates a bridge. It gives diversity of thought a common foundation. It allows people to debate, adapt, and improve from a clearer starting point.

My session at GESS Saudi Arabia, “From Noise to Narrative: A Case Study in Building a Shared Language Across a School Community,” will explore this challenge through a practical school-based lens. The session will not treat shared language as a slogan or a communications exercise, but as a leadership tool for creating coherence, strengthening culture, and supporting implementation.

For school leaders and educators, the invitation is simple: listen closely to the words your school uses most often. Then ask whether those words are truly shared, or merely repeated. The difference between the two may explain why some priorities remain noise, while others become a narrative people can understand, own, and live.

By Dr. Moustapha Mneimneh

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Classroom Communities That Have Long Term Impact

Wed, 22 Jul 2026 11:21:34 +0000

As you walk into my classroom, you see a group of 8 and 9 year old students standing by a whiteboard deep in discussion, another group is sitting on the carpet working on a poster, I sit with others at a round kidney table; the room is filled with a productive hum.

The early years of childhood are some of the most formative. Maria Montessori, renowned Italian teacher and researcher, called them the "sensitive periods”. Later, science would confirm that about 90% of a child's brain is developed by age 5, making strong primary education critical for lifelong success.

What makes a strong primary education? How can educators nurture independence and confidence in young learners?

I have worked in American-curriculum elementary schools for 10 years. I initially worked as a learning support teacher focused on students learning English as an additional language. More recently, I have worked as head teacher for third grade, 8-9 year olds (year 4 in the British system). In all my experience, I have learned this: great learning environments are not created easily. They require trial and error, creativity and resourcefulness.

What is my secret recipe? In my classroom, students are co-creators of the learning process. They are not simply recipients.

If you visit my classroom, you will see some bare walls, clustered tables and desks, and a rug in front of the main whiteboard. This setup is designed to balance the developmental needs of my 8-9 year olds. As a primary teacher I must cover many subjects like math, literacy, science and social studies. The students spend most of their school time with me. My goal is to empower my students to manage themselves as the year progresses.

Building Responsibility Through Shared Expectations

A classroom is a mini-society; it has its own rules, traditions, sub-cultures, environment etc. As the teacher, I will set the tone for how students can expect to be treated under my care. One of my beginning of year rituals is engaging in a multi-day discussion with my students about the purpose of rules. We go through a guided Question Formulation Technique (Right Question Institute - Harvard) to get them curious about the importance of shared expectations.

The kids work in small groups generating as many questions about rules within 10 minutes. We spend time doing a gallery walk and exploring each other's ideas. I instruct them to pick 5 of their best quality questions to share with the class. I use these questions to prompt discussions about how rules help us to know “how to behave”, not just what behavior to avoid. We then collect all the rules they have ever heard in school. This list serves as the foundation for the final phase of this process.

Usually the class comes up with 20-30 rules. As we look at the long list we discuss why it would be impossible to remember all of these rules. We start to look for redundancies and rewording to combine. During this process, I prompt the students to think about the most common problems they notice in classrooms. They are quick to think of times where they have felt things were unfair, or unsafe. This helps us narrow down 4-5 rules that we will follow for the rest of the year. Once we determine our top five we make a poster and each student signs it.

This process may seem tedious and drawn out to some, but it demonstrates the importance of seeing students as co-constructors of their learning. As they participate in the process, they learn the value of listening and empathizing with one another. They commit to rules that they helped write and this helps them hold each other accountable.

Creating a Unique Classroom identity

Children are often seeking a sense of belonging. They notice when they are being excluded and feel the sting of rejection deeply. As teachers, we cannot always protect our students from emotional harm, but we can set up the conditions to build resilience, advocacy and kindness.

I tell my students every day, “We are the best students of this school.” This compliment is not meant to pit them against other classes, but to inspire them to rise to the title. Every morning we read aloud our Class Vision.

Our class is a strictly positive classroom. We solve problems and try our best. When we need help, we ask kindly. We take care of each other, our teachers and our school community. We know rules teach us how to be helpful, respectful and responsible. In this class, it is cool to be smart, cool to care and cool to be you.

This daily ritual reminds my students that they are part of a community of learners that is intentionally designed to nurture and challenge them. They memorize it and quickly call each other out when needed.

Keep Fun in the Classroom!

There will always be higher levels of academic success to be reached. Life is a journey of learning and unlearning. Primary education must have elements of fun embedded everyday. Classrooms should nurture joy and creativity as much as possible.

My students and I love connecting over music and games. We host a daily Morning Meeting circle (Responsive Classroom) where the main focus is connection and fun. The students greet each other and answer a prompted question. “What is your favorite place you have traveled and why? If you could have any superpower what would it be?” They then play a short game to energize them for the day.

Throughout the year we also host movie days, classroom campouts, holiday celebrations and much more. These are the memories kids will carry with them beyond my time with them.

In conclusion, primary educators have many opportunities to build independent, resilient learners. Through co-construction of the classroom routines, environment and culture, students can feel that they are responsible for the wellbeing of their community.

By Jennifer Mayorga

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GESS Talks Webinar 50: Designing Next-Generation Schools in the GCC

Thu, 16 Jul 2026 14:15:29 +0000

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GESS Talks Webinar 50: Designing Next-Generation Schools in the GCC

Fri, 26 Jun 2026 11:43:55 +0000

Taking place on Thursday 16th July, 12:30 BST/UK, 15:30 GST/UAE.

As the GCC accelerates investment into education, AI, innovation, and workforce transformation, a new challenge is emerging for school groups, developers, governments, and industry partners: How do you design and build campuses that remain relevant for the next 20–30 years?

This session will explore how 1) school leaders, 2) developers, and 3) designers can approach the design and build of next-generation campuses, with a focus on future-ready spatial planning and AI-enabled learning environments.

REGISTER NOW

Speakers:

Chairperson:

Kumar Verma
Founder & Chief Executive Officer - Education By Design Group

Kumar Verma is the Founder and Chief Executive Officer of Education By Design Group, an education platform focused on developing innovative and scalable school models for the future of learning. With more than 20 years of experience in education leadership, he has led the growth and operation of schools serving thousands of students across the UAE.

Kumar previously served as Managing Director of Scholars International Group and as Chairman of the Dubai Education Business Group, where he represented the interests of Dubai’s private education sector and contributed to discussions on the future of education in the emirate.

He holds a Bachelor of Science in Business Administration from Georgetown University, is an Owner/President Management (OPM) participant at Harvard Business School, and earned a certificate in educational leadership from the Harvard Graduate School of Education. Kumar is a frequent speaker on educational innovation, human capability development, and future ready learning.

Karla Davis
Co-Head of Education - Zaya

Karla Davis is Co-Head of Education at Zaya Education and an advocate for alternative, holistic approaches to learning across the GCC. Her work centres on developing the whole child — and the whole human — in a rapidly changing world, exploring how AI and technology can be harnessed to strengthen rather than replace human connection. As co-founder of Zamani Learning, she was instrumental in shaping the holistic pedagogy behind Al Fanar, and she brings deep experience in leadership, pedagogy, and educational research. Her practice blends neuroscience, attachment theory, and play-based learning with a clear focus on environments where both educators and children thrive.

Matthew Foster
Academic Director - British Applied College, Umm Al Quwain

Matthew Foster is the Academic Director at British Applied College in Umm Al Quwain, UAE. He has over ten years of experience in education, training, and leadership development across the UAE, working with teachers, school leaders, and higher education institutions to enhance learning outcomes and organisational effectiveness.

He holds a master's degree in educational leadership in Practice from the University of Manchester and is preparing to commence doctoral research exploring the relationship between educational leadership, artificial intelligence, and future-ready learning environments.

Matthew has a particular interest in how educational institutions can design future-ready learning environments that are adaptable, data-informed, and responsive to emerging technologies and workforce trends.

His work focuses on leveraging data, technology, and AI to enhance decision-making and student outcomes, whilst ensuring that human judgement, authentic learning, and academic integrity remain at the centre of the educational experience.

Guy Collins-Down
Chief Operating Officer, Alleyn’s Schools

Guy Collins-Down is one of the UK’s foremost experts in school design and operational management, with a career spanning prestigious and ambitious schools including Harrow, Alleyn’s and South Hampstead High School. Throughout his career, his passion and vision for education environments has seen the design of over £1bn of new school buildings; the development of strategic national and international commercial partnerships; and the pioneering of community use and enjoyment of school buildings. A co-founder of the School’s Enterprise Association, former education consultant at Bryanston Square Consulting and a noted writer on classroom design, Mr Collins-Down is a popular and influential voice on school environments, IT strategy and sustainability.

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The Human Approach: Re-centering Connection in Today’s Classrooms

Tue, 09 Jun 2026 13:10:15 +0000

In an era where artificial intelligence, data dashboards, and digital platforms are rapidly transforming education, one essential element remains irreplaceable: human connection.

While innovation continues to shape how we teach, it is relationships that define how students learn. In the pursuit of progress, there is a growing need to pause and ask — are we advancing systems, or are we truly reaching learners?

The Human Approach invites educators to re-centre what matters most — the relationship between teacher and student. It reminds us that meaningful learning does not begin with content or tools, but with connection.

Why Human Connection Matters More Than Ever

Every learner enters the classroom with a unique story — shaped by their identity, experiences, and sense of belonging. When educators take time to understand these layers, learning shifts from a transactional process to a meaningful partnership.

Research consistently highlights that strong teacher–student relationships lead to increased engagement, improved behaviour, and stronger academic outcomes.

In early years and primary classrooms, morning meetings become a meaningful space for building connection and understanding student identity. As part of the routine, greetings are shared in different languages, allowing students to greet one another — and their teacher — in their home languages or learn new words from their peers. This simple practice not only supports language development, but also creates a sense of belonging, where students feel their cultures are recognised and valued. Over time, this leads to increased confidence and participation, particularly among students who begin to see themselves reflected in the learning environment.

The Classroom Environment as a Reflection of Values

A classroom is more than a physical space; it is a reflection of what we value. It communicates expectations, beliefs, and the kind of learning that is possible.

Human-centred classrooms are intentionally designed to include, empower, and engage.

In practice, students play an active role in co-constructing the classroom environment, transforming it into a true reflection of shared values and identities. From creating anchor charts, labels, and displays, to contributing to schedules and organising learning spaces, students are involved in shaping their classroom from the outset. This sense of ownership fosters belonging and engagement, as learners see themselves represented in their environment.

Student voice is further embedded through opportunities to make collective decisions — such as voting on project themes or contributing ideas for end-of-unit learning experiences. By intentionally incorporating students’ cultural backgrounds, preferences, and perspectives, the classroom becomes a space that is not only inclusive, but co-created — strengthening both engagement and connection.

This approach shifts the classroom from a teacher-designed space to a learner-driven environment, where students are not only participants, but contributors.

Scaffolding as a Relational Practice

Scaffolding goes beyond technique — it is rooted in understanding the learner. A humancentred approach to scaffolding involves listening to understand prior knowledge, observing before intervening, adapting instruction in real time, and gradually releasing responsibility to build confidence.

In diverse international classrooms, where students bring multiple languages and cultural identities, connection becomes the bridge that makes learning accessible to all. This requires educators to be culturally responsive — designing learning experiences that are relevant, inclusive, and sensitive to the backgrounds of every learner.

In practice, this means recognising that scaffolding is not only academic, but also cultural. It involves adapting language, examples, and interactions to ensure that all students can access the learning while still being appropriately challenged.

During early literacy instruction, students are grouped based on their needs. While some receive targeted support, others are extended through application tasks. Visual supports and adapted language ensure accessibility, allowing all learners to be both supported and challenged within the same lesson.

Knowing Students: The Core of Effective Teaching

Effective teaching begins with knowing the learner. When educators understand students’ strengths, challenges, and learning preferences, instruction becomes more intentional and responsive.

Assessment data, alongside ongoing classroom observations, can be used to group students purposefully and inform targeted instruction. This approach supports both confidence and measurable progress, as teaching is aligned with individual learning needs.

The Human Approach in Daily Practice

Re-humanising the classroom does not require large-scale reform. It begins with consistent, intentional routines that build connection and community.

In daily practice, structured routines, such as group activities and the use of Seesaw, allow students to express their learning in diverse ways. Some students choose to quietly record and caption their work, while others confidently use voice recordings to explain and present their ideas. Others express creativity through visuals and images. These varied approaches not only support student agency, but also help teachers better understand how each learner prefers to communicate and engage in group settings.

Through these shared routines, students develop a strong sense of community. They learn to respect one another’s work, collaborate effectively, and appreciate different forms of expression. Strategies such as Turn and Talk further strengthen peer connections, encouraging discussion, active listening, and mutual respect.

A Call to Re-Humanise Our Classrooms

As education continues to evolve, the question is no longer how much we can automate, but how deeply we can connect.

The Human Approach challenges us to lead with intention — to design classrooms where every learner feels seen, supported, and stretched. Because when connection comes first, everything else follows: engagement, confidence, and achievement.

In the end, the most powerful impact we make as educators will not be measured solely by outcomes, but by the relationships we build and the lives we shape.

That is the legacy we build as teachers and pass on.

By Ratana Nayeck, Batool Hassan and Farida Sehorewala

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Inclusion Isn’t a Program, It’s a Climate

Mon, 02 Feb 2026 15:51:37 +0000

A student hesitates before joining a group. The activity has started, roles are being assigned, and no one has quite noticed they’re still standing alone. Moments like this, small, ordinary, easy to miss, are where inclusion either quietly succeeds or slowly unravels. When people talk about special education and inclusion, they often jump straight to labels, diagnoses, or support plans. Those things matter but they’re not where inclusion actually lives. Inclusion lives in the everyday climate of a classroom: how students work together, how teachers design learning, and how safe students feel taking academic and social risks. In my work with schools, I see this repeatedly: inclusive education works best not when it’s treated as a separate system, but when it’s woven into the culture of teaching and learning itself (Duka et al., 2024; Margas, 2023). In other words, inclusion isn’t something we add on. It’s something we build.

Why Classroom Climate Matters More Than Ever

Classroom climate is the emotional and social tone of a learning space. It shows up in daily interactions: who gets invited into group work, whose voice is heard, and whether students feel respected rather than merely accommodated. Research shows that students with special educational needs are more motivated, and achieve more, when classrooms are collaborative, supportive, and predictable (Duka et al., 2024). In positive classroom climates, students are more willing to participate, persist through challenges, and see themselves as capable learners. When the climate is negative or overly competitive, the opposite happens. Students with special needs are more likely to withdraw socially, disengage academically, and feel less accepted by their peers (Margas, 2023).

Bottom line: how students feel in a classroom shapes how they learn in it.

Research Snapshot

In inclusive primary classrooms studied in Albania, 49% of teachers reported that students with special needs were actively included in group work. Inclusion dropped sharply when classroom climate or adult support was inconsistent (Duka et al., 2024). Inclusion rises or falls not with student ability, but with classroom design.

Group Work: Inclusion in Action

Group work is often viewed as risky in inclusive classrooms. Yet research, and classroom experience, suggests it is one of the strongest tools we have when done intentionally. When students with special needs are meaningfully included in group activities, their communication skills, confidence, and academic engagement improve (Duka et al., 2024). Group work allows students to contribute in different ways, organizing ideas, solving problems, explaining concepts, or offering creative insight. Just as importantly, inclusive group work benefits all students. Peers without identified special needs develop empathy, collaboration skills, and a clearer understanding that learning does not look the same for everyone (Margas, 2023). This only works, however, when group work is designed with purpose. Roles must be explicit, expectations clear, and alignment with Individual Education Plans (IEP) intentional.

Bottom line: unstructured group work excludes; well-designed group work includes.

Project-Based Learning:

Belonging Through Purpose Project-based learning (PBL) offers powerful opportunities for inclusion because it values contribution over comparison. Students can enter the learning at different points while still working toward a shared outcome. Research shows that students with special needs demonstrate higher motivation and stronger learning outcomes when they are part of thoughtfully designed projects (Duka et al., 2024). Projects promote sustained engagement, peer interaction, and a sense of belonging, especially when success is defined broadly rather than narrowly. Teachers and parents consistently report social gains as well: students become more confident, friendships deepen, and self-esteem grows when learning is meaningful and shared.

Effective PBL in inclusive classrooms includes:

• Flexible expectations with clear goals
• Intentionally assigned roles
• Equal recognition of diverse contributions

Bottom line: project-based learning widens access without lowering standards.

Technology as a Bridge, Not a Bandage

Technology plays an important role in inclusive education, but only when it is used with intention. ICT supported teaching has been shown to increase motivation and persistence for students with learning disabilities when tools are aligned to specific needs (Duka et al., 2024). Assistive technologies, tablets, and interactive platforms can reduce barriers and increase independence. However, many inclusive classrooms still lack consistent access or adequate teacher training, limiting their impact (Margas, 2023). Untrained access is not inclusion, it is frustration. Technology must be paired with pedagogy, planning, and leadership support to truly serve students.

Bottom line: technology supports inclusion only when adults are supported first.

Technology Access Snapshot

In the same study, only 17% of inclusive classrooms had regular access to instructional technology such as smart boards or tablets, limiting consistent ICT support for students with special educational needs (Duka et al., 2024).

Leadership Reflection

Inclusive classrooms don’t happen by chance. They are the result of deliberate leadership decisions, about people, priorities, and practice.

Inclusion Benefits Everyone

One of the most persistent myths about inclusion is that it exists only to support students with special educational needs. Evidence from inclusive classroom research tells a different story. Studies of inclusive primary classrooms show that when learning is organized around collaboration, through group work and shared projects, peer interaction improves across the entire class (Duka et al., 2024). Students learn to communicate more effectively, take shared responsibility, and recognize one another’s strengths. These benefits are not limited to students with identified needs; they shape how all students engage socially and academically. At the school level, a positive inclusive climate amplifies these effects. When inclusion is embedded as a whole-school value rather than a separate intervention, it strengthens relationships, reduces social exclusion, and promotes a culture of mutual respect and belonging (Margas, 2023). Difference becomes expected, support becomes shared, and success becomes collective. In this way, inclusion is not a service for a fewit is a framework that improves the learning environment for everyone.

Leadership Makes Inclusion Possible

Classroom climate does not exist in isolation. It is shaped upstream by leadership decisions, timetabling, staffing, professional development, and resource allocation. When inclusion relies solely on individual teachers, it becomes fragile. When it is supported by systems, it becomes sustainable.

School leaders play a critical role by:

• Prioritizing inclusive practices in curriculum planning
• Investing in training for group work and project-based learning
• Ensuring consistent access to assistive and instructional technology
• Treating classroom climate as a core indicator of school quality

Reflection for School Leaders

• Where does inclusion in your school depend on individual effort rather than shared systems?
• When group work happens, who consistently benefits, and who quietly opts out?
• How visible is classroom climate in your evaluation and coaching conversations?

Inclusion does not happen through policy alone. It happens one classroom, one interaction, and one leadership decision at a time. The real question is not whether a school values inclusion, but whether its daily practices make belonging unavoidable. When schools get the climate right, inclusion stops being a challenge and starts becoming a strength.

References (APA)

Duka, A., Leka, K., Vampa, M., Bursová, J., & Jenisová, Z. (2024). The impact of climate in inclusive classrooms: Influencing the motivation of students with special needs. Journal of Education, Culture and Society, 15 (1), 303-314.

Margas, N. (2023). Inclusive classroom climate development as the cornerstone of inclusive school building: Review and perspectives. Frontiers in Psychology, 14, 1171204: Frontiers | Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

By Dr. Emanuel Vincent

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The Quiet Crisis in Inclusion - Who Is Supporting the Adults?

Tue, 20 Jan 2026 16:39:45 +0000

Inclusive education has progressed significantly in recent years. Classrooms are more diverse, conversations are more open, and the language of inclusion is now part of everyday practice. We speak confidently about differentiation, accommodations, individual education plans, and wellbeing.

Yet alongside this progress sits a quieter reality, one that is rarely addressed.

Who is supporting the adults who are expected to make inclusion work every day?

Across schools, inclusion is often carried by a small group of people: SENCOs, inclusion teachers, learning support assistants, and classroom teachers who care deeply and give consistently. They advocate, adapt, reassure, de-escalate, problem-solve, and reflect, often all at once. Much of this work happens behind the scenes, emotionally and quietly and over time, that quiet weight begins to take its toll.

The Invisible Labour of Inclusion

Inclusion is not only technical work; it is deeply relational. It involves constant emotional regulation, not just for students, but for adults as well. Educators support families navigating uncertainty, guide colleagues through complex decisions, and remain calm during moments of heightened need. They celebrate small wins while navigating systemic constraints such as limited time, competing priorities, and increasing expectations.

This emotional labour is rarely acknowledged. It does not appear in timetables or role descriptions. Instead, it is absorbed informally, often under the assumption that those working in inclusion roles can simply manage. Many educators do not experience fatigue because they lack commitment. They experience it because they care deeply, for extended periods, without structured support.

When Support Becomes an Expectation, Not a System

In many schools, inclusion relies heavily on goodwill. Dedicated staff step in, stay late, and “make it work” because they believe in what inclusion stands for. While this commitment is admirable, it becomes problematic when goodwill substitutes for systems.

Phrases such as “You’re amazing, you’ll manage” are usually offered with appreciation, yet they can unintentionally signal that ongoing support is unnecessary. Competence should not lead to isolation. Passion should not replace protection.

Professional development is frequently offered as a solution, but training alone is not sufficient. Without coaching, mentoring, and time for reflection, even well-trained educators can feel overwhelmed. Sustainable inclusion requires more than knowledge; it requires structures that allow adults to apply, reflect, and grow with support.

This shift does not demand radical reform. It begins with intentional decisions how time is allocated, how conversations are held, and how responsibility is shared.

The Emotional Cost of Always “Coping”

There remains an unspoken expectation in education that resilience means coping quietly. Many educators hesitate to voice their challenges for fear of appearing incapable or negative. Others worry that acknowledging difficulty may be misinterpreted as a lack of belief in inclusion itself.

Acknowledging challenge does not weaken inclusive practice. Ignoring it does. When adults feel unsupported, inclusion risks becoming reactive rather than reflective. Decisions are made under pressure, creativity narrows, and emotional fatigue builds. Over time, those most committed to inclusion may begin to question whether their efforts are sustainable.

This is the quiet crisis, not a lack of care, but a lack of care for the carers.

Reframing Inclusion as a Shared Responsibility

Sustainable inclusion depends on shared responsibility. It cannot rest with one role, one department, or one individual. Inclusive practice strengthens when responsibility is distributed across teams and supported by leadership at every level.

This involves moving beyond recognition toward practical action:

• protecting time for collaboration and reflection

• offering coaching alongside accountability

• building mentoring relationships rather than expecting self-sufficiency

• valuing learning support staff as professionals with expertise

• normalizing conversations about emotional load and wellbeing

When educators feel psychologically safe, they are more willing to reflect honestly, try new approaches, and seek support. That safety is not accidental; it is intentionally created.

Caring for the People Makes Inclusion Possible

Inclusive education is ultimately about belonging. That sense of belonging should extend beyond students to the adults who support them every day. When educators feel heard, seen, and supported, inclusion becomes more than a set of practices, it becomes a shared commitment. When adults are given the space to be reflective, human, and supported, they are better positioned to create learning environments where students can thrive.

Sustainable inclusion cannot depend on quiet sacrifice or individual goodwill alone. It requires systems that care for the people who carry it forward. Perhaps the most important question schools can ask is not “How inclusive is our practice?” but “How supported are the people making inclusion possible?”

Ultimately, when schools invest in the people behind inclusion, they create environments where both educators and students can thrive. And that is where meaningful inclusion truly begins.

By Rabia Shunaid Khan
SECON and G&T Coordinator
American School of Creative Science, Dubai

Posted date

6 months 2 weeks ago

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The Power of Relationships

Mon, 05 Jan 2026 16:15:33 +0000

‘They may forget what you said, but they will never forget how you made them feel.’
Carl W. Buechner.

The Research Behind Relationships

It is my firm belief that relationships are the foundation of impactful teaching, and this is not about being liked by your students or being a popular teacher, although a little charm never hurts! Research consistently highlights the link between positive teacher student relationships and student achievement, suggesting that students who feel respected, understood, and supported by their teachers are more motivated (Hattie, 2009) and are more likely to engage in learning (Wang and Degol, 2016, Cohen et al, 2009). Alongside this, research also demonstrates that when students have positive interactions with teachers, they have fewer behavioural problems (Roorda et al, 2011, O;Connor et al, 20011). In fact, John Hattie’s meta-analyses rank teacher-student relationships as one of the most effective strategies for improving student outcomes, with an effect size of 0.72; well above the ‘hinge point’ for impactful teaching (Hattie, 2009).

The Moment I Realised Relationships Matter

In my role as Head of Inclusion, I spend a lot of time on learning walks, observations, and the occasional student pursuit. One particular pursuit sticks with me because, from that day onwards it completely transformed the way I view effective teaching, and my own approach to student interactions.

I decided to follow a student who was, to be perfectly honest, notorious in our school. He had a talent for testing the patience of teachers, consistently disrupting lessons, and generally having a negative effective on his own and others’ learning. He also had a diagnosis of ADHD. Teachers, and that included me, struggled with him. But what I witnessed that day on that student pursuit was revelatory.

The day began with him walking into registration, where the atmosphere changed the moment he appeared. The teacher greeted him with, ‘I hope you are going to behave today?’ The first lesson was no different, with the teacher not even waiting for him to sit down before snapping at him, ‘One wrong move and you’re out.’ Another teacher actually rolled his eyes when he saw the student coming down the corridor. The low expectations and negativity for this student were palpable. Imagine how that feels when you are 15.

Then we reached the English class. The teacher stood at the door, smiling warmly at every student. When she saw him, she lit up in a way that showed him how pleased she was to see him. ‘It’s so lovely to see you! How are you today? I’ve been looking forward to this lesson with your class,’ she said enthusiastically.

His demeanor shifted immediately. Don’t get me wrong; he wasn’t suddenly a saint. But he participated in the lesson. He put his hand up and answered a question, and when she praised his response, I could see him trying to suppress a smile. In that moment, I saw what he could be when he was met with positivity and high expectations.

That student pursuit was transformative for me. The experience ignited my passion for positive relationships and positive behaviour management, and it completely altered the way I interact with challenging students. I realised how much power we, as teachers, hold in shaping not just behaviour but also self-perception and self esteem. It made me see that we should not be blinded by the challenging behaviour, but we must connect with the student behind it. Behaviour is communication, and often students with ADHD or any other additional need can hide behind the ‘notoriety’ rather than show their struggles and vulnerabilities.

Each small act of connection from a teacher, a genuine greeting, a smile, a quiet word of praise, can lay the foundation for progress. It’s not about ignoring bad behaviour but about recognising the good, however small, and building from there. As teachers we can shape and build a student’s perception of themselves that can last forever, so we must ensure we build positivity through our relationships with our students.

Top Tips for Building Relationships

Be Present: Meet and greet students at the door. This sets a positive tone for the whole lesson and gives you the ability to read the mood of the students as they enter

Celebrate Progress: Even small victories deserve recognition. ‘You were only two minutes late today; well done! You are really improving.’

Learn Their World: Whether it’s football or reality TV, showing interest in their hobbies builds rapport and shows students you are interested in them as people.

Be Consistent: Relationships thrive on reliability and consistency. If you promise to check their work or follow up on a concern, make sure you do it.

Laugh: Humour humanises you. Laugh at yourself, put some funny pictures on your presentations, put a joke in your teacher talk and see who is really listening.

Remember this though; building relationships is not about being a ‘cool’ teacher who can do the latest trending TikTok dance routine (though if you can, it’s a bonus!). It is about consistency, empathy, and a genuine interest in students as individuals.

Final Thoughts

Positive relationships aren’t just a ‘would be nice to have’ in teaching, they are essential. Whether it is getting that disengaged Year 8 to pick up a pen or helping a Year 1 student feel brave enough to raise their hand, the bonds we build with our students lay the groundwork for their success in their adult lives. So, go ahead: ask about their weekend, laugh at their jokes, and show them every day that you are on their side.

Remember, relationships aren’t built in a day, but the results last a lifetime.

By Wendy Harris

Senior Director for Inclusion – GEMS Visionaries Cluster of Schools

Assistant Headteacher – Inclusion at GEMS Wellington International School

References

Cohen, J., McCabe, E.M., Michelli, N.M. and Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), pp.180–213.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge.

O’Connor, E.E., Dearing, E. and Collins, B.A. (2011). Teacher–child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 48(1), pp.120–162.

Roorda, D.L., Koomen, H.M.Y., Spilt, J.L. and Oort, F.J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), pp.493–529.

Wang, M.-T. and Degol, J.L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), pp.315–352.

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6 months 4 weeks ago

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Building the Dubai Child

Tue, 02 Dec 2025 11:51:23 +0000

Dubai is at an exciting crossroads in education. With its rapidly growing population, rich diversity, and a vision to nurture children who are both globally capable and deeply connected to Emirati values, the city is reimagining early childhood education. Leading this transformation is the Knowledge and Human Development Authority (KHDA), which recently introduced the Policy on Arabic Language Provision in Early Childhood Education. This initiative ensures that children from birth to six years receive structured, meaningful exposure to Arabic — not just as a language, but as a bridge to culture, identity, and belonging. This is more than a curriculum change. It’s an intentional effort to shape the “Dubai Child” — a young learner who is bilingual, culturally grounded, confident, and ready to thrive in a global world. By weaving together policy, pedagogy, and infrastructure, KHDA is investing in a generation that feels rooted while reaching outward.

Nurturing the Next Generation through KHDA’s Early Childhood Framework is about building children who are confident, bilingual, culturally grounded, socially skilled, and ready for lifelong learning. It’s a holistic approach that combines language, culture, play, social-emotional development, and family engagement. KHDA’s Early Childhood Framework is about creating environments where children:

Feel proud of their identity and culture
Develop bilingual communication and cognitive flexibility
Build social-emotional skills to interact positively with others
Engage in curiosity-driven, play-based learning
Experience healthy, active, and supported development
Connect learning with family and community

Here’s a practical breakdown of how this can be done:

1. Foster Language and Cultural Identity

KHDA emphasizes the Arabic language and Emirati culture from birth to six years.
Strategies:

Arabic-Rich Environment: Integrate Arabic songs, rhymes, stories, and visual cues in the classroom. Begin the day with songs, stories, or greetings in Arabic. Include Emirati folktales or stories about UAE landmarks. Set up areas in the classroom with Arabic books, flashcards, puppets, or role-play props reflecting local culture.
Cultural Celebrations: Mark UAE National Day, Flag Day, and traditional festivals through themed activities, crafts, and role-plays. Celebrate other UAE events with themed activities, learn traditional dances, or prepare simple Emirati foods.
Storytelling & Oral Traditions: Share Emirati folktales, proverbs, and family stories to develop cultural pride and listening skills.

2. Encourage Bilingualism and Communication Skills

Early exposure to both Arabic and English builds cognitive flexibility and strong communication skills.
Strategies:

Dual-Language Story Time: Read stories in Arabic and English, encouraging children to retell them in either language.
Interactive Role-Play: Create scenarios where children use both languages in play, e.g., market, school, or family settings.
Labeling & Visuals: Use labels, posters, and signs in both languages to reinforce vocabulary naturally.

3. Develop Social-Emotional Skills

Social skills, empathy, and collaboration are key for the Dubai Child.
Strategies:

Circle Time Discussions: Encourage children to express feelings and thoughts in a safe environment.
Buddy Systems: Pair children of different backgrounds to complete simple projects together, encouraging collaboration and sharing.
Mindfulness & Reflection: Short exercises to help children recognize and manage emotions. Create a space where children express feelings through drawings, puppets, or storytelling. Teach words for emotions in Arabic and English.
Helping Hands Projects: Engage children in simple acts of community care, e.g., packing snacks for children in need or planting flowers in the school garden.

4. Promote Inquiry and Play-Based Learning

KHDA’s framework encourages curiosity, problem-solving, and creativity.
Strategies:

Exploration Corners: Set up STEM or sensory play corners with hands-on activities that reflect the local environment, like sand trays mimicking the desert, or water tables inspired by Dubai’s coastline. Include nature-based play areas that invite experimentation.
Project-Based Learning: Children create models of UAE landmarks, conduct simple science experiments, or explore local flora and fauna, integrating art, math, and cultural understanding.
Question-Led Learning: Encourage children to ask questions about their environment and seek answers through guided discovery. Encourage children to ask and answer questions about their city, country, or daily life. Example: “How do we celebrate National Day?” or “Why is water important in the desert?”

5. Strengthen Physical and Holistic Wellbeing

Healthy children learn better and develop confidence.
Strategies:

Daily Movement: Include traditional Emirati games, songs, and stretches in morning routines.
Outdoor Learning: Visits to local parks, heritage sites, or community farms where children can observe local flora, fauna, and cultural practices.
Healthy Habits: Teach routines around nutrition, hygiene, and self-care through interactive activities. Short breathing exercises or quiet reflection periods to help children self-regulate emotions.

6. Engage Families and Community

Learning is reinforced when the home and school environments align.
Strategies:

Parent Involvement: Invite parents to share traditions, lead story sessions, or participate in classroom projects.

Community Connections: Invite local artists, musicians, and professionals to interact with children and demonstrate cultural practices. Invite Emirati professionals to introduce children to different roles and traditions.

Showcasing Learning: Host exhibitions, performances, or open classrooms to celebrate children’s growth and achievements. Children create displays of their work (drawings, crafts, projects) and share with parents during special days or open classrooms

A “Dubai Child” is curious, bilingual, culturally grounded, socially aware, and confident. Teachers can integrate these elements daily through play, storytelling, collaborative activities, cultural experiences, and inquiry-based projects. Parents and communities strengthen this by sharing culture, language, and values at home, making learning consistent and meaningful. Implementing such a wide-reaching policy comes with challenges: ensuring consistent quality across hundreds of early education centres, training and supporting Arabic teachers, securing parental understanding, and maintaining accessibility. Yet, these challenges are opportunities to refine approaches, deepen engagement, and ensure every child experiences meaningful, joyful early learning.

If implemented effectively, this framework will cultivate a generation of children who are:

Bilingual and confident in Arabic and English
Proud of their Emirati heritage while globally aware
Socially connected, inclusive, and resilient
Equipped with strong cognitive and emotional foundations for lifelong learning

KHDA’s early childhood framework is not just a policy — it’s a vision for the future. It is about nurturing children who feel safe, valued, and connected, who find joy in learning, and who are ready to contribute meaningfully to Dubai and the world.

By Remediana Dias

Posted date

8 months ago

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Learning Environment

From Policy to Practice: How Leadership Can Drive Inclusive Education Through UDL

From Noise to Narrative: Why Schools Need a Shared Language

Classroom Communities That Have Long Term Impact

GESS Talks Webinar 50: Designing Next-Generation Schools in the GCC

GESS Talks Webinar 50: Designing Next-Generation Schools in the GCC

REGISTER NOW

Speakers:

Chairperson:

Kumar Verma Founder & Chief Executive Officer - Education By Design Group

Karla Davis Co-Head of Education - Zaya

Matthew Foster Academic Director - British Applied College, Umm Al Quwain

Guy Collins-Down Chief Operating Officer, Alleyn’s Schools

The Human Approach: Re-centering Connection in Today’s Classrooms

Inclusion Isn’t a Program, It’s a Climate

The Quiet Crisis in Inclusion - Who Is Supporting the Adults?

The Power of Relationships

Building the Dubai Child

Kumar Verma
Founder & Chief Executive Officer - Education By Design Group

Karla Davis
Co-Head of Education - Zaya

Matthew Foster
Academic Director - British Applied College, Umm Al Quwain

Guy Collins-Down
Chief Operating Officer, Alleyn’s Schools