Wellbeing

UK education innovation on show: Meet the companies joining BESA on the UK Pavilion at GESS Dubai

Trisha Metha — Fri, 23 Oct 2026 14:13:30 +0000

Class Of Your Own: Bringing the built environment into the classroom

Award-winning social enterprise Class Of Your Own prepares young people for future careers through project-based learning. Its internationally recognised Design Engineer Construct! (DEC) programme enables learners aged 4 to 18 to explore architecture, engineering, construction and sustainability through authentic design challenges. Supported by teacher development, assessment resources and industry partnerships, it connects curriculum learning with real-world careers.

Edu Intelligence: Helping schools understand what their information is telling them

Edu Intelligence helps school groups, leaders and teachers understand what their information is telling them. It brings together evidence spanning attainment, attendance, behaviour, wellbeing, inclusion, stakeholder voice and school documents, helping leaders explore what may be driving outcomes and identify practical next steps.

FFT Education: Supporting schools through education expertise

FFT Education joins the BESA-supported UK Pavilion to showcase its work with schools. Visitors can meet the team at its dedicated pod and explore the solutions and education expertise it offers to international school leaders and partners.

FlashAcademy®: Helping multilingual learners access the curriculum

FlashAcademy® supports multilingual learners through digital lessons, adaptive assessments and curriculum-aligned resources for reading, writing, listening and speaking. Its app supports 48 home languages, while AI-assisted marking and data-rich dashboards help teachers monitor progress and target additional support.

Learning Village by Across Cultures: Supporting multilingual learners

Learning Village by Across Cultures supports multilingual learners and those learning English as an Additional or Second Language. Its image-based approach develops language and literacy, complemented by AssessEP proficiency assessment, Community Village, AI Writing Feedback, professional learning and consultancy. Across Cultures has supported more than 20,000 learners internationally.

LJ Create: Equipping learners with technical and vocational skills

LJ Create combines online learning content with practical equipment for technical and vocational education. Covering areas including engineering, vehicle repair and high-tech construction, its resources connect theory with practical application and help students explore skills for future study and employment.

myHappymind: Putting positive mental health at the heart of school life

myHappymind is an award-winning programme helping schools, early years settings and families support children’s positive mental health. Grounded in neuroscience and positive psychology, its digital curriculum builds confidence, resilience and self-regulation. Used by more than 2,000 schools, it also includes staff resources, a parent app and specialist toolkits. It has received the King’s Award for Enterprise and the BESA Impact and Evidence Award.

Oriel Square: Helping education organisations turn ideas into impact

Oxford-based Oriel Square Limited is a specialist education consultancy working with organisations worldwide. Its services include market entry, research, communications, product development, custom publishing and adaptation. Combining education expertise with commercial and international insight, it helps publishers, governments, EdTech suppliers, charities and professional bodies develop products and respond to new markets.

Peters: Putting the right books into young readers' hands

With 90 years of experience, Peters supplies children’s books and furniture to schools, academies and libraries. Its qualified librarians and specialists review more than 10,000 new children’s and young adult books each year, providing independent advice across fiction, non-fiction, phonics and reading schemes and helping create engaging reading experiences.

The Literacy Company: Inspiring teachers and empowering pupils

The Literacy Company created the award-winning Pathways Literacy programmes, used by more than 1,250 schools and multi-academy trusts. Its evidence-based offer spans writing, reading, spelling, progress and poetry, alongside tailored consultancy and professional development that builds teacher expertise and pupils’ confidence, creativity and literacy skills.

Bringing the best of UK education to Dubai

Across the entire pavilion and show, there are over 20 UK exhibitors demonstrating how British suppliers are helping schools meet changing needs across STEM, technical and vocational education, literacy, multilingual learning, wellbeing, artificial intelligence, data and consultancy.

The Pavilion gives visitors a convenient place to meet the people behind the solutions, exchange ideas and build connections, while championing the quality and diversity of the UK education sector.

Visit BESA on stand L10 at GESS Dubai 2026 and meet Class Of Your Own, Oriel Square, LJ Create, FFT Education, Edu Intelligence, myHappymind, Learning Village by Across Cultures, The Literacy Company, FlashAcademy® and Peters, alongside the wider UK education community.

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The British Educational Suppliers Association (BESA) is hosting the UK Pavilion at GESS Dubai, showcasing the best of British education suppliers. Visit us on stand L10 to meet ten innovative UK businesses and connect with exhibitors from across the Pavilion.

The featured companies offer expertise across STEM and technical education, literacy, multilingual learning, wellbeing, data and AI, consultancy and school improvement. BESA can also help educators, school leaders and partners from across the Middle East and beyond find the exhibitors and solutions most relevant to their needs.

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Inclusion as a Living Practice: A Personal Reflection as an Architect of Inclusive Culture

Fri, 21 Aug 2026 09:48:50 +0000

There is a moment in every school day that defines what we truly stand for. It is not written in policy documents or displayed on walls. It is seen in the quiet interactions. A teacher pausing to adjust a lesson so every child can access it. A student waiting patiently for a peer to express themselves. A leader choosing long-term belonging over short-term convenience.

For me, inclusion has never been a concept. It has always been a lived experience.

As Director of Inclusion, I have come to understand that inclusion is not built solely by statements. It is built when vision, mission, and policy move beyond intention and become everyday practice. When these elements align, they do not sit separately. They work together to set the tone of a school. Vision gives direction. Mission gives purpose. Policy gives structure. Practice gives it life. That’s the whole blueprint an architect envisions.

But the real test lies in what I call practical inclusion.

Practical inclusion is balanced. It is thoughtful. It is fair. It is not at the expense of any child. Not the neurodivergent child and not the neurotypical child. It is about designing systems where both thrive together. Where support does not isolate, and challenge does not overwhelm.

In my experience, students with higher equity needs require something deeper than access. They require safety. Not just physical safety, but emotional and cognitive safety. This is where intentional spaces become essential. Emotional literacy rooms, social literacy spaces, and mindful areas are not exclusions from learning. They are extensions of it. These are spaces where a child can regulate, reflect, and return stronger. Where they are neither overwhelmed by stimulation nor underwhelmed by disengagement.

The goal is always to return. Return to learning. Return to connection. Return to self.

Behavior, in this journey, is communication. I have learned that behavior management is not about control. It is about understanding. It is about asking what the behavior is telling us rather than reacting to what it looks like. Restorative practice has been one of the most powerful tools in shaping this understanding. When we approach behavior through restoration rather than punishment, we respect the dignity of the child. We teach accountability without removing belonging.

Respect is not a reward in inclusive spaces. It is the foundation.

Yet, none of this is sustainable without teachers and support teachers. Teachers and Learning Support aides are at the heart of inclusion. They carry its daily responsibility. And they need reinforcement, not just instruction. They need clarity, collaboration, and continuous support. Inclusion cannot be an added expectation. It must be embedded in how teaching and learning are designed.

This is why culture matters deeply.

Culture is not built once. It must be revisited, reinforced, and rearticulated every term. The tone of inclusion must be set again and again. Through conversations, through modelling, through decisions. Leadership and governance play a critical role here. When leadership is aligned in vision and consistent in action, inclusion becomes a shared responsibility rather than a departmental function.

It does not matter how many students require additional support. What matters is whether the system can sustain their needs alongside the needs of every other child. Inclusion is not about numbers. It is about readiness, responsiveness, and respect.

And inclusion, importantly, is not limited to students with diagnosed needs.

Some of the most powerful moments of inclusion I have witnessed have nothing to do with labels. They are moments of language, identity, and belonging. A non-native Arabic speaking student standing confidently on stage, reciting with fluency and pride. A student who once struggled with English delivering poetry with clarity and expression. These are not just academic achievements. These are moments of inclusion.

They tell us that a child feels seen. Feels capable. Feels that they belong.

n diverse school environments, where students come from across the world, inclusion takes on an even deeper meaning. It is not enough for students to sit in the same classroom. They must feel that they resonate with the people around them. That their culture, their voice, their identity are acknowledged and valued.

Inclusion lives in these connections.

It is also not confined to classrooms. It extends into corridors, stages, playgrounds, and community spaces. It is reflected in how departments collaborate. When academic teams, performing arts, national identity programs, and inclusion teams work together with shared intent, the student experience becomes seamless.

In many ways, the inclusion team becomes the pivot. Not as a separate entity, but as a connecting force. Holding the system together. Ensuring that every decision, every interaction, and every experience aligns with the belief that every child matters.

Because ultimately, inclusion is not a program.

It is a way of being. It begins in the early years, where intervention is timely and compassionate. It continues through primary years, where foundations are strengthened. It evolves in secondary years, where identity and independence grow. And it carries through to graduation, where each student leaves not just with knowledge, but with a sense of belonging and self-worth.

When inclusion is done well, it is not visible as an initiative. It is felt as a culture.

A culture where every child, regardless of ability, language, or background, knows this: There is a place for me here.

By Faiza M.

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2 months 1 week ago

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Digital Equity and Inclusive Technology Access

Wed, 19 Aug 2026 11:23:53 +0000

Digital equity has become an essential focus in modern education as technology continues to shape how children learn, communicate, and participate in the world. As digital tools become more integrated into classrooms, ensuring that all learners have fair and meaningful access to technology is increasingly important. Digital equity is not simply about providing devices; it is about creating conditions where every child—regardless of background, ability, or circumstance—can benefit from digital learning opportunities. For educators, families, and communities, promoting inclusive technology access is a shared responsibility that directly influences children’s learning experiences and future opportunities.

Digital equity begins with recognising that children come from diverse environments with varying levels of access to devices, internet connectivity, and digital literacy support. Some children grow up surrounded by technology, while others may have limited or inconsistent access at home. These differences can affect how confidently children engage with digital tools and how prepared they are for technology‑rich learning environments. Schools play a crucial role in bridging these gaps by ensuring that all learners have access to the tools and resources they need to participate fully in digital learning.

In early years education, technology is most effective when used to support exploration, communication, and creativity. Young children learn best through hands‑on experiences, interaction, and play, and digital tools can complement these experiences when used thoughtfully. For example, interactive storybooks, simple coding toys, and age‑appropriate learning apps can help children develop early literacy, problem‑solving, and digital awareness. However, for these opportunities to be meaningful, all children must have equal access to the tools and support required to use them confidently.

One of the key components of digital equity is ensuring reliable access to devices and internet connectivity. In some communities, children may not have access to tablets, laptops, or stable internet at home, which can limit their ability to practise digital skills or complete technology‑based learning tasks. Schools can help address this by providing shared devices in classrooms, offering loan programmes, or creating technology‑rich learning spaces where children can explore digital tools in a supportive environment. When children have consistent access to technology, they are better able to develop the foundational digital skills needed for future learning.

Another important aspect of inclusive technology access is supporting children with diverse learning needs. Digital tools can offer powerful opportunities for personalised learning, especially for children who may require additional support. Features such as text‑to‑speech, visual aids, interactive activities, and adaptive learning platforms can help children engage with content in ways that match their learning styles. Ensuring that these tools are available to all learners—and that teachers are trained to use them effectively—helps create a more inclusive learning environment where every child can participate meaningfully.

Digital equity also involves supporting families, as parents play a central role in reinforcing digital learning at home. Some families may feel confident using technology, while others may need guidance on how to support their children’s digital experiences. Schools can help by offering workshops, sharing simple instructions, or providing resources that explain how to use digital tools safely and effectively. When families feel empowered, children benefit from consistent support both at school and at home.

Teacher training is another essential component of digital equity. Educators need opportunities to learn how to integrate technology in developmentally appropriate ways, select high‑quality digital resources, and support children’s digital literacy. When teachers feel confident using technology, they can create learning experiences that are engaging, inclusive, and aligned with children’s developmental needs. Professional development ensures that technology is not used simply for the sake of using it, but as a meaningful tool that enhances learning.

In multicultural societies , digital equity also plays a role in promoting cultural inclusion. Digital tools can introduce children to stories, languages, and experiences from around the world, helping them develop respect for diversity. When children see their cultures represented in digital content, they feel a stronger sense of belonging. Ensuring that digital resources reflect diverse backgrounds supports inclusive learning environments where all children feel valued.

As technology continues to evolve, digital equity remains a vital goal for educators, families, and communities. By ensuring fair access to devices, supporting digital literacy, and creating inclusive learning environments, we help children develop the skills they need to participate confidently in a digital world. When children are given equal opportunities to explore technology, ask questions, and engage with digital tools, they become active learners who are prepared for the future.

Digital equity is not only about access—it is about empowerment. When all children have the opportunity to use technology in meaningful ways, they develop curiosity, confidence, and a sense of agency. Through collaborative efforts between schools, families, and communities, we can ensure that technology becomes a bridge to learning rather than a barrier, and that every child has the chance to thrive in an increasingly digital society

By Rahma Abudhais

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2 months 1 week ago

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The Future of Schooling Is Already Here - and It Starts with Happiness

Wed, 19 Aug 2026 10:49:22 +0000

Every major education conference I attend, the conversation follows a predictable arc. AI. Future skills. The jobs of 2040. How do we future-proof our children for a world we can't predict?

These things matter. But I keep thinking we're looking in the wrong direction - asking the big abstract questions while missing the most immediate one right in front of us.

Too many children are unhappy at school. And when children are unhappy, everything else falls apart. They stop attending. They stop engaging. They withdraw - not from learning itself, but from the environment in which they're being asked to do it. Happiness isn't a soft outcome you work toward after you've sorted out the academic stuff. It's the precondition for everything else.

I loved school. That's the problem.

I want to be honest about where I'm coming from. I loved school. I was a scholarship boy at Stowe and I grabbed everything it offered - the academics, the sport, the drama, the music, the structure. It suited me completely.

Which meant that for a long time, I didn't question it. When a system works for you, it's dangerously easy to assume it works for everyone.

What changed that was spending years sitting with families for whom school had become genuinely unbearable. Children with anxiety who couldn't get through the front door. Neurodivergent kids whose needs had never been properly identified. Elite athletes whose training made a rigid timetable impossible. They weren't lazy or difficult. They were mismatched. And that mismatch was making them miserable.

What's actually getting in the way

When we built MVA in 2021, we kept asking: what exactly is making these children unhappy? We kept arriving at four things.

Location - the physical experience of getting to and being in a school building is itself exhausting for some children before the day has even begun. Environment - twenty-five kids in a room works brilliantly for many, but for those who are neurodivergent or managing anxiety, it's overwhelming before a lesson has started. Learning style - one teacher, many students, same pace, same method doesn't match how every child actually learns. And time - the assumption that all children think best at 8:45am has never really been examined, and the research on adolescent sleep patterns makes pretty uncomfortable reading if you're defending it.

These barriers have been built into schooling for so long we've stopped seeing them as design choices. They feel like facts. They're not.

The curriculum isn't the problem

I hear a lot of talk about replacing traditional subjects with future skills. I understand the impulse but I think it misses the point.

Shakespeare taught me about human nature. Drama built my confidence. Translating Latin trained my brain to work through complexity patiently - genuinely useful every day as a founder. These aren't outdated subjects. They're vehicles for exactly the qualities the future demands. The problem isn't what we're teaching. It's that too many children are too unhappy to benefit from it.

What we built - and why

MVA was designed to remove those four barriers directly. Students learn from wherever they function best, in small interactive groups, with core material delivered at their own pace and live sessions reserved for discussion and debate - the things a teacher is actually brilliant at. Timetables have structure but don't assume every child peaks at the same hour.

The thing I feel most strongly about is the mentoring. Every student gets a one-to-one mentor session every week without exception. This came from my tutoring background - I'd watched what happened when you gave a struggling child one trusted adult who just focused on them. The transformation could be remarkable. When Ofsted inspected us, they called it the backbone on which the school's success is built.

The results are what you'd expect when you remove the right barriers. Students who hadn't been in education for months start engaging. Attendance is high because children actually want to come. Academic progress follows. And they're happy.

What comes next

I'm not arguing that traditional schools should disappear. Many children thrive in them - I did. But we have to stop treating traditional schooling as the only legitimate option and everything else as a last resort. Different children need different environments, and the system's insistence on one model for everyone is causing real and measurable harm.

The future of schooling will be more diverse - traditional classrooms, hybrid models, flexible online schools, all with a role to play. Families who understand their children best should be empowered to choose between them without stigma or bureaucratic obstruction.

But all of that starts in the same place.

Are the children happy?

Get that right. Everything else follows.

By Hugh Viney

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2 months 1 week ago

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Wellbeing by Design: From Teacher Support to Student Success

Thu, 30 Jul 2026 14:18:12 +0000

Currently, in many schools and educational institutions worldwide, teachers are expected to sustain student wellbeing while quietly struggling to maintain their own. Lessons are delivered, classrooms continue to function, and learning moves forward, but underneath that surface, both teachers and students are experiencing increasing levels of fatigue and pressure. While well-being has become a central topic in education, the reality is that it is sometimes just discussed more than it is meaningfully experienced.

One of the key challenges lies in how well-being is seen and understood. Sadly, in many cases, it is treated as an individual responsibility; something teachers and students are expected to manage on their own through occasional workshops, self-care strategies, or short-term initiatives. While these efforts are valuable, they rarely reach the deeper, systemic pressures that shape everyday school life. Through my experience in educational leadership and my research on teacher burnout, I have observed firsthand that well-being cannot be sustained through isolated initiatives by itself. It must be intentionally designed and integrated into the system.

The core and the critical truth of this conversation is that teacher wellbeing directly shapes student wellbeing. Teachers are not only facilitators of learning; they are the psychological and emotional presenters of the classroom. When teachers feel valued, supported, and mentally present, they create environments where students feel engaged, safe, and confident. However, when teachers are exhausted or overwhelmed, this stress certainly affects classroom dynamics, impacting the overall emotional climate and reducing student engagement. Wellbeing, therefore, is not isolated; it is relational and deeply interconnected.

To build resilient school communities, there must be a shift from a constricted focus on self-care to a more sustainable and broader approach, which is system care. This means designing and enhancing school environments that keenly support both students and teachers, rather than expecting individuals to compensate for systemic challenges. Wellbeing should not be an extra task coated onto an already demanding workload; it should be embedded into the expectations, structures, and culture of the school.

This shift can be sustained in three key areas.

Psychological safety, to start with, must be established for both teachers and students. In staffrooms and classrooms alike, individuals need to feel safe to ask questions, express ideas, and make mistakes without being afraid of judgment. For students, this raises confidence and encourages participation. For teachers, it creates space for reflection, collaboration, and professional growth. When psychological safety is present, anxiety is reduced, and a sincere sense of belonging begins to form. This is one of the indispensable foundations for both well-being and learning.

Second, schools must address the alignment of workload and expectations. Teacher burnout is not a reflection of irresponsibility, weakness or lack of resilience; it is sometimes the result of continued overload and unrealistic or unclear expectations. When everything is urgent, well-being becomes impossible. Schools must therefore prioritise balance, clarity, and shared responsibility. Aligning expectations with what is realistically achievable allows teachers to focus their energy more effectively. When teachers feel that their work is purposeful and manageable, their capability to support students considerably increases.

Meaningful engagement also plays a crucial role in achieving well-being. Engagement is often viewed as an instructional strategy, but it is actually considered an emotional one. When students are involved in their learning through collaboration, discussion, and critical thinking, they experience a sense of ownership and purpose. This lessens anxiety and disengagement. At the same time, teachers who assist structured, interactive learning environments usually experience greater professional satisfaction. Participation becomes more authentic, lessons become more dynamic, and the classroom transforms into a space of shared energy rather than one-directional lecture and delivery. In this way, engagement becomes an influential bridge between both teacher and student well-being.

When these key elements are purposefully designed, the impact is not only immediate but also lasting. Students begin to feel heard, seen, and valued. They think more deeply, participate more confidently, and develop stronger connections with both their classmates and their learning. Teachers, in turn, recapture a sense of control and fulfilment in their practice. Instead of living under constant pressure, they can focus on meaningful teaching and genuine student growth.

Finally, resilient school communities are never built through quarantined well-being initiatives, but through coherent systems that support the people within them. Well-being is not an additional program to implement; it is the foundation upon which effective and real education is built.

If we truly want to build resilient communities for staff and students, we must begin by supporting and assisting the people who shape these environments every day. When teacher well-being is put at the top, student well-being does not need to be forced; it, in fact, naturally follows.

In my session at GESS Saudi Arabia, I will discuss how educators and school leaders can go beyond awareness and begin designing sustainable, practical systems that support both teachers and students, ensuring that well-being is not just discussed but sincerely experienced.

Roland M. Habet Ed.D
Educational Consultant | English Language Educator | Instructional Leader

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3 months ago

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Regulation Before Results: The Missing Piece in Student Behaviour, Learning, and Wellbeing

Wed, 22 Jul 2026 11:08:05 +0000

Walk into almost any classroom, and you will see a familiar scene.

One child sits quietly; hands folded, eyes down, not a sound.

Another calls out, fidgets, tips their chair, or refuses to begin.

Ask most educators which child is ready to learn, and the answer is immediate: The quiet one.

But what if that answer is wrong?

The behaviour we see… and the state we miss

Both children may be dysregulated.

One is in hyper-arousal: loud, visible, disruptive. The other is in hypo-arousal: quiet, withdrawn, "checked out."

In both cases, the brain has shifted from learning mode to survival mode. Neither child has full access to the prefrontal cortex, the part of the brain responsible for reasoning, impulse control, and memory.

When the "survival brain" takes the wheel, behaviour is no longer a choice. It is a biological response.

The switch that changes everything

To make this visible, I use a simple framework. Imagine every student and teacher operates in one of two modes:

Green Mode (Regulated): The social engagement system is active. The student can listen, follow instructions, and take risks.

Red Mode (Dysregulated): The nervous system senses a threat—whether it’s a difficult math problem or a social conflict.

Here is the critical point: When a child is in red mode, the green mode is unavailable. It is not just "turned down"; the bridge is out. No amount of reasoning, warning, or logical explaining can cross that gap until the system is reset.

Why traditional behaviour systems fall short

Most behaviour systems are built on a single, flawed assumption: The child is always able to choose differently.

When we see a "Red mode" behaviour, we usually apply a "Green mode" consequence:

● We give a verbal warning.

● We deduct points.

● We explain why the rule matters.

Yet the behaviour continues. Not because the child is unwilling, but because their nervous system is unable.

Punishing a dysregulated child is like punishing a car for having a flat tyre. You can yell at the car or take away its fuel, but neither will fix the rubber on the road.

Traditional discipline asks: "What rule was broken?" A regulation-first approach asks: "What need is this behaviour communicating?"

This shift in perspective changes the classroom landscape:

● The child refusing work isn’t defiant; they are overwhelmed.

● The child disrupting isn't "attention-seeking"; they are connection-seeking.

● The child who is "too quiet" isn't compliant; they may be paralysed by a need to be perfect.

When we look beneath the surface, we see patterns instead of problems. Over time, this shift does more than reduce disruptions. It builds trust, increases student engagement, and creates classrooms where students feel safe enough to take learning risks. And when students feel safe, they are far more likely to participate, persist, and succeed.

Effective teachers often do this instinctively. They don't just manage the room; they set the temperature. They know that a dysregulated adult cannot regulate a dysregulated child. They pause. They adjust their tone. They offer a moment of movement or a quiet connection. These aren't "extra" tasks; they are the foundation that makes teaching possible.

Regulation is not just a mindset; it is a set of practical, teachable skills. At my session at GESS Saudi Arabia 2026, we move beyond the "Why" and into the "How." We will bridge the gap between neurological theory and the classroom reality.

In the session participants will learn:

● How to identify if a behaviour is a choice or a survival response in under 30 seconds.

● What to say and what to stop saying when a student is in "Red mode."

● The Co-regulation toolkit with practical strategies drawn from CBT, DBT, and TA to reset the classroom atmosphere. ● Why we should regulate and relate before we can reason.

Most importantly, this will not be theoretical. It will be practical, experiential, and immediately applicable.

If you have ever felt that behaviour strategies are not enough…

If you have ever wondered why some students remain hard to reach…

If you are looking for approaches that go beyond compliance…

Then this session is for you.

Because before results, there must be regulation.

Before results… there must be regulation.

Because the child who is hardest to manage isn’t a problem to be fixed.

They are a signal to be understood.

By Dr. Abarna Lavanya Raju, Ph.D ( Psy)

Cognitive Behaviour Therapist, Certified Career
Analyst,CACHE Level 3 SENCO

School Counselor - New World International School - Alkhobar - KSA

Posted date

3 months 1 week ago

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Why Your Calmest Student May Not Be Your Most Ready Student

And why punishing a meltdown is like punishing a car for having a flat tyre

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The Heart–Brain Connection: How Biofeedback Can Transform Staff and Pupil Wellbeing in Schools

Tue, 09 Jun 2026 13:38:57 +0000

In schools across the world, the emotional temperature is rising — and stress is fast becoming one of the defining challenges shaping how pupils learn and how teachers sustain their wellbeing. But while wellbeing is now firmly on the agenda, many approaches still overlook the simple reality that stress is first and foremost a physiological response. If we want to create emotionally safe, high-functioning learning environments, we need to understand what is happening inside the body during moments of pressure — and how we can influence it.

One powerful way to do this is through the science of heart-rate variability and biofeedback. This is where HeartMath offers something genuinely transformative for schools.

Understanding Stress Through the Lens of Physiology

When we talk about stress in education, we often focus on what we can see: behaviour, mood, motivation, or performance. But beneath every outward sign of distress is a nervous system working hard to maintain balance.

The heart and brain are in constant communication. When we experience stress, frustration, or anxiety, the heart’s rhythm becomes less ordered and more irregular. This pattern sends signals to the brain that heighten emotional reactivity, reduce cognitive flexibility, and make it harder to think clearly or connect with others.

In contrast, when the heart’s rhythm becomes more stable and coherent, the brain receives signals that support:

• emotional regulation

• problem-solving

• empathy

• sustained attention

• resilience

This state is known as coherence, and it is measurable.

Heart-rate variability (HRV) — the variation in time between heartbeats — is one of the most reliable indicators of how effectively the autonomic nervous system is responding to stress. Higher HRV is associated with adaptability and wellbeing; lower HRV is associated with stress, fatigue, and reduced capacity to cope.

For educators and pupils alike, understanding this connection is a game changer.

What HeartMath Brings to Education

HeartMath is a system of tools, techniques, and biofeedback technology designed to help individuals shift into a state of physiological coherence. It is grounded in decades of research in psychophysiology — the study of how emotional states influence, and are influenced by, the body’s physiological responses.

At its core, HeartMath teaches people how to:

• recognise their stress patterns

• use breathing and attentional-focus techniques to shift their physiological state

• monitor their coherence in real time using simple biofeedback devices

• build emotional resilience over time

The technology is intentionally accessible: small sensors, intuitive apps, and visual feedback that show how changes in emotional state influence the body’s underlying physiology.

For educators, this isn’t about “wellbeing activities” — it’s about learning to regulate the nervous system in a way that is immediate, measurable, and sustainable.

Why Staff Wellbeing Must Come First

Schools often focus on pupil wellbeing, but the emotional climate of a classroom is shaped first by the adults within it. A dysregulated adult cannot co-regulate a dysregulated child. A stressed teacher cannot model calm. A burnt-out staff team cannot create a culture of safety.

HeartMath offers staff something rare in education: a practical, evidence-informed way to regulate themselves in the moment.

Imagine a teacher about to begin a lesson with a class that has been particularly unsettled in recent weeks. Their heart rate is elevated, their breathing tightens, and they can feel their patience wearing thin before the lesson has even started. Using HeartMath for just a minute, they can:

• connect a small sensor

• follow a coherence-building technique

• watch their physiology shift from tension to balance

• enter the classroom calmer, more regulated, and better able to support pupils

This isn’t theoretical — it’s right there on the screen, and you can feel the shift in your body.

Over time, staff who practise coherence techniques report:

• reduced stress and overwhelm

• improved emotional resilience

• better decision-making

• increased capacity to support pupils

• a greater sense of control and wellbeing

When staff regulate themselves, the ripple effect across the school is profound.

Supporting Pupil Wellbeing Through Biofeedback

Many schools now use HeartMath not only with staff but also with pupils, particularly those who experience anxiety, difficulties with emotional regulation, or sensory overload. When used thoughtfully and with clear consent, biofeedback can help pupils:

• make the invisible visible

• understand how their body responds to stress • learn strategies to shift from overwhelm to calm

• build confidence in their ability to self-regulate, even in busy or unpredictable environments

Seeing their coherence improve in real time helps pupils recognise that:

• emotions are dynamic, not fixed

• stress states can change with the right tools

• they have agency over their internal state

For many pupils — especially neurodivergent learners or those with trauma histories — this can be empowering. It gives them a concrete, visual way to understand what regulation feels like and how to access it.

As with any wellbeing approach, the key is to use biofeedback in ways that feel safe, voluntary, and supportive for pupils. It works best when pupils understand what the technology is for and choose to engage with it. HeartMath is designed to help young people build regulation skills — not to monitor behaviour or enforce compliance — and its impact is strongest when it is used as part of a nurturing, relational approach to wellbeing.

Creating a Culture of Coherence in Schools

Introducing HeartMath isn’t about adding another initiative to an already overloaded system. It’s about embedding a shared language and practice of regulation across the whole school community.

Schools that integrate coherence-building into their culture often:

• create calm, predictable routines that promote a sense of safety

• normalise conversations about stress, regulation, and emotional states

• begin meetings or briefings with a short coherence technique

• encourage staff to use biofeedback before challenging conversations or decision-making

• teach pupils simple breathing and focus strategies that support nervous-system regulation The result is a school environment where:

• adults model emotional balance

• pupils feel safer, more connected, and more able to learn

• relationships strengthen across classrooms and teams

• cognitive load reduces, making learning more accessible

• wellbeing becomes part of daily practice rather than an add-on

This isn’t a quick fix — it’s more of a long-term investment in the emotional health and resilience of the whole community.

Conclusion: A New Way Forward for Wellbeing in Education

If we want to improve wellbeing in schools, we must move beyond surface-level solutions and engage with the physiology of stress. HeartMath offers educators a powerful, evidence-informed way to understand and influence their emotional state — and, by extension, the emotional climate of their classrooms.

When adults learn to regulate themselves, pupils feel the difference. When pupils learn to regulate themselves, learning becomes possible. And when schools embrace coherence as a shared practice, wellbeing stops being an initiative and simply becomes part of the culture.

In a world where stress is unavoidable, coherence is teachable — and, in the right hands, genuinely transformational.

By Julia Arthur-Godar, Acting Vice Principal at Fox Grove School, United Kingdom

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4 months 3 weeks ago

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GESS Talks Webinar 46: Building Holistic Wellbeing for Students & Teachers

Sarah Palmer — Thu, 07 May 2026 15:09:08 +0000

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Sustaining Progress: Why the Future of Education Depends on Teacher and Learner Wellbeing

Thu, 16 Apr 2026 10:12:24 +0000

Across the UAE, education is evolving at pace. Classrooms are becoming more inclusive, more innovative, and more future-focused. Behind this progress sits a simple question: how do we sustain this momentum while also sustaining the wellbeing of the people within it?

Ambition is not lacking. Schools are embedding inclusive practices, integrating technology, and responding to increasingly diverse student needs. Expectations are expanding in parallel. Teachers are required to adapt learning for multilingual learners, support a wide range of neurodiverse profiles, integrate new pedagogies, and maintain strong academic outcomes. This reflects a system committed to meeting the needs of every learner. It also signals a growing reality: complexity is increasing, and with it, the demand placed on teachers and students.

Sustainability in education is often associated with long-term planning or environmental awareness. A more immediate and pressing form of sustainability sits within the classroom itself. Human sustainability. The capacity of teachers and learners to continue, to engage, and to thrive over time without reaching a point of depletion.

Emotional sustainability forms one essential part of this. Teachers are not only delivering curriculum. They are creating stability, particularly for students navigating change, transition, or uncertainty in a wider global context. Emotional labour has become embedded within the role. Students, in turn, are learning within environments that are increasingly fast-paced and demanding. A sustainable system recognises that emotional capacity is not unlimited and must be supported intentionally.

Cognitive sustainability is equally as important. Curriculums are expanding. Innovation is accelerating. Students are expected to manage significant volumes of information, often across multiple languages and modes of learning. Teachers are designing, adapting, and assessing continuously. Learning cannot be sustained where cognitive overload becomes the norm. Clarity, structure, and thoughtful design are essential.

System sustainability brings these elements together. Retention of skilled teachers, consistency in quality teaching, and the ability to maintain high standards over time depend on more than recruitment or policy. They depend on whether the system enables professionals to work effectively without constant strain. Schools across the UAE are already leading conversations around wellbeing, inclusion, and innovation. The opportunity now is to ensure these priorities are not competing, but aligned.

The UAE sits within a complex and, at times, uncertain global landscape, as recent events have shown us. Periods of disruption, including short-term shifts in how learning is delivered, have highlighted the importance of maintaining both adaptability and stability within education. Students bring a range of experiences into the classroom, including mobility, cultural diversity and for some, a sense of uncertainty beyond the school environment. Schools provide a consistent space where learning and belonging can continue. The role of the teacher within this context becomes even more significant, not only in delivering the curriculum but in sustaining continuity, clarity, and connection.

Practical shifts are needed to support this. Reducing unnecessary workload is one. Not every initiative adds value. Strategic decisions about what is prioritised and what is removed, are essential. Sustainability is shaped as much by what is taken away as by what is introduced.

Embedding wellbeing into pedagogy is another. Adaptive teaching, clear instructional design, and approaches such as Universal Design for Learning (UDL) and inclusive technology all support both access and efficiency. These are not just additional layers but also reduce the need for constant adaptation by building inclusivity into the foundation of teaching.

Protecting teacher cognitive space is imperative. Time to plan, reflect, and collaborate meaningfully allows teachers to respond effectively to student needs. Efficiency does not come from doing more, it comes from creating the conditions to do what matters well.

The UAE has already demonstrated leadership in shaping a forward-thinking education system. Sustaining that progress requires equal attention to the people driving it. Sustainable education is not only about what is built. It is about how the system supports those within it, every day, in real classrooms.

Innovation cannot be sustained through effort alone. It must be supported by design.

By Shona OCallaghan

Posted date

6 months 1 week ago

GESS Talks Webinar 46: Building Holistic Wellbeing for Students & Teachers

Thu, 09 Apr 2026 11:43:06 +0000

Taking place on Wednesday 29th April 2026 at 12:30 BST/UK, 15:30 GST/UAE.

Wellbeing is not separate from education - it is the foundation upon which effective learning and teaching are built. This interactive panel webinar brings together leading experts to explore how schools can create comprehensive, sustainable wellbeing strategies that support entire communities. This session provides comprehensive, actionable guidance for embedding wellbeing into every aspect of school life - recognising that thriving students and thriving teachers are inseparable, and both require intentional, systemic support.

REGISTER NOW

Speakers:

Chairperson:

Sara Hedger
School Improvement Partner - Safeguarding & Child Protection, Aldar Education

Sara Hedger is a safeguarding, child protection, and wellbeing specialist with over 25 years of experience in education, working across the UAE, GCC and internationally. A former Principal with a Master's degree in Educational Leadership, her work centres on helping schools and corporate educational entities build organisational cultures where safeguarding and wellbeing are embedded into policy, curriculum, and daily operations, not treated as add-ons, but recognised as the foundations on which effective teaching and learning depend. She currently leads on safeguarding and child protection at Aldar Education, and has an independent safeguarding consultancy serving government and global clients.

Sara has extensive experience of translating policy into practice: designing and implementing frameworks that address the interconnected wellbeing needs of both students and staff, and equipping school communities with practical tools for early identification, prevention, and coordinated intervention before concerns escalate. Her background in complex multi-agency child protection casework gives her particular depth in the mental health and safeguarding interface, and in supporting leaders to move from reactive crisis management towards proactive, sustainable approaches that allow both educators and students to flourish.

Prof. Abhilasha Singh
Dean - COBA, Department of Management, American University in the Emirates

A staunch supporter of quality education with a strong commitment to academic excellence and unwavering dedication to the success of students, Abhilasha Singh is currently a Professor of HR and OB, before serving as Vice President of Academic Affairs for five years and Provost/Vice President for Academic Affairs for three years at the American University in the Emirates, Dubai, UAE. Throughout her distinguished career, she was engaged in a series of academic administrative positions at various institutions and have been engaged in providing strategic directives at a senior leadership role and ensuring its implementation with determination. She has also been engaged in ensuring educational quality and compliance for national/international accreditation and is a certified reviewer of the Commission for Academic Accreditation, Ministry of Education, UAE. She is a passionate educational leader, engaged in not only leading the strategic plan, but also outcome-based student learning, and continuous improvement plans through a robust and scalable infrastructure, and, with a commitment to bring educational excellence in the region. Recipient of many awards and accolades, including the 2025 award for outstanding contribution to education; the highest award for Non-Resident Indians-The Hind Ratan Award 2024, Most Influential Women Award by Filmfare Middle East 2023, Women Leadership congress Award 2023 and the most admired global Indians 2021, she is also passionate about research that resulted in many research grants, published articles in journals of high repute and in frequent invitations to numerous speaking engagements to national and international audiences. She has a Ph.D. in Applied Psychology from Banaras Hindu University, India, and graduate certifications from IIM-C and MIT, US and she is a certified practitioner of Balance Scorecard, EQ, SHRM, CIPD, & MBTI. She also serves as a senior editor of a leading Q1 Scopus indexed journal and as an executive board member at the International Higher Education, Teaching and Learning Association (HETL).

Dr. Rageh Ghaly
Academic Director, Ibn Roshd Educational Company

Dr. Rageh Ghaly is an Academic Director at Ibn Roshd Educational Company in Riyadh, Saudi Arabia, with extensive experience in school leadership, academic improvement, and quality assurance across multiple countries. He holds a PhD in Education, a PGCE, and NPQSL. Dr. Rageh is a certified Cognia Accreditation Reviewer and a UNICEF-certified trainer and lecturer, with international experience in school evaluation and professional development. He specializes in building high-performance school and educational systems, embedding wellbeing and behaviour frameworks, and leading data-driven school improvement initiatives, supporting schools and educators in diverse international contexts.

Dr. Farah Sarraj
Chief Corporate Officer, Al Futtaim School Management Company

Dr Farah Sarraj currently holds the role of Chief Corporate Officer at Al-Futtaim School Management Company & Director of the Centre for Educational Research (CEAR); she also leads a dedicated Centre for Excellence in Arabic founded in 2018 by the Al Futtaim Education Foundation. Dr Sarraj’s advocacies include education for the 22nd Century, bilingualism, raising the profile of Arabic as a language for thought and life, and education for global citizenship. Dr Sarraj held several senior school leadership roles in the UK before she moved to the UAE in 2011. In the UAE, Dr. Sarraj served on the senior leadership team of a start-up school in the northern emirates before moving to Ajman University, where she lectured in the College of Education at undergraduate and post-graduate levels. Dr Sarraj holds an MA and PhD in English Literature/Early Women’s Writing from the University of Manchester, a PGCE/QTS from Brunel University, London and an MSc in Educational Leadership from the University of Portsmouth. She is a Fellow of the Royal Society for Arts and is currently pursuing a Master’s in the Psychology and Neuroscience of Mental Health at Kings College London.

Dr. Navin Valrani
CEO, Arcadia Education

As CEO of Arcadia Education and the Al Shirawi Group, Dr. Navin Valrani pursues lifelong learning as a personal goal. After graduating from the Wharton School, he completed his MBA at London Business School, obtained a Master's in Education Entrepreneurship at Penn, and attained a doctorate degree in education after publishing research on the relationship between teachers' cultural backgrounds and their use of technology in the classroom.

While Dr. Valrani has succeeded in various industries, his true passions lie in female empowerment and education. Under the Arcadia banner, he has established and operated schools in the UAE and significantly impacted education worldwide. Together with his wife Monica, he has endowed several scholarships, providing not just opportunities but a beacon of hope for female students to pursue higher education.

Dr. Valrani’s commitment to education extends beyond his professional life. He founded and teaches the renowned Junior MBA program at Arcadia School, an entrepreneurship curriculum that prepares students for the business world. His dedication to service and teaching has been recognized with the William B. Castetter Award and a position on the Board of Advisors at Penn's Graduate School of Education. He also serves on the Advisory Council of the Harvard Kennedy School’s Mossavar-Rahmani Center for Business and Government.

Dr. Valrani's commitment to education is a family affair. He has been happily married for thirty years and has two wonderful sons. His wife, Monica, shares his passion and runs the Ladybird chain of nursery schools in Dubai, demonstrating their shared dedication to early childhood education.

Shahad Obeid
Assistant Head Primary - Student Experience and Progress, Beech Hall School Riyadh

Shahad Obaid is the Assistant Head of Primary for Student Experience and Progress, at Beech Hall School Riyadh. bringing over 10 years of experience in education. She is a dedicated inclusion advocate and wellbeing champion, committed to fostering environments where every student feels valued, supported, and empowered to succeed. Drawing from both her professional expertise and her lived experience as a mother of a child with autism, Shahad is passionate about driving meaningful change in inclusive education and student wellbeing.

Mohammed A. Al-Ghamdi
CEO, AlRoshd Education Co.

Mohammed A. Al-Ghamdi is Founder and CEO of AlRoshd Education Company, a Dammam-based K 12 education company developing and operating next-generation schools in Saudi Arabia. He is currently leading the development of the company s first flagship campus, designed to serve approximately 2,700 students, with delivery underway. He is building the school around the AlRoshd 4P Model: Principles, Proficiency, Performance, and Presence; integrating Saudi values, future-ready skills, physical development, and character education to deliver globally competitive outcomes aligned with Vision 2030 and Saudi Arabia s human capital transformation.

In parallel, Mohammed is an active pre-seed and seed-stage investor, backing early-stage ventures in Saudi Arabia, with a focus on education, edtech, and sectors shaping future workforce capabilities.

He brings over 20 years of cross-functional experience across business strategy, engineering, project delivery, and venture building.

Mohammed holds a B.S. in Civil Engineering from King Fahd University of Petroleum & Minerals, and dual MBAs from Columbia Business School (Finance) and London Business School (Entrepreneurship). He is also a Member of the Chartered Institute of Arbitrators (CIArb), applying a governance-driven, risk-aware approach to complex projects, partnerships, and capital development.

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6 months 3 weeks ago

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Digital Equity and Inclusive Technology Access

The Future of Schooling Is Already Here - and It Starts with Happiness

Wellbeing by Design: From Teacher Support to Student Success

Regulation Before Results: The Missing Piece in Student Behaviour, Learning, and Wellbeing

The Heart–Brain Connection: How Biofeedback Can Transform Staff and Pupil Wellbeing in Schools

GESS Talks Webinar 46: Building Holistic Wellbeing for Students & Teachers

Sustaining Progress: Why the Future of Education Depends on Teacher and Learner Wellbeing

GESS Talks Webinar 46: Building Holistic Wellbeing for Students & Teachers

REGISTER NOW

Speakers:

Chairperson:

Sara Hedger School Improvement Partner - Safeguarding & Child Protection, Aldar Education

Prof. Abhilasha Singh Dean - COBA, Department of Management, American University in the Emirates

Dr. Rageh Ghaly Academic Director, Ibn Roshd Educational Company

Dr. Farah Sarraj Chief Corporate Officer, Al Futtaim School Management Company

Dr. Navin Valrani CEO, Arcadia Education

Shahad Obeid Assistant Head Primary - Student Experience and Progress, Beech Hall School Riyadh

Mohammed A. Al-Ghamdi CEO, AlRoshd Education Co.

Sara Hedger
School Improvement Partner - Safeguarding & Child Protection, Aldar Education

Prof. Abhilasha Singh
Dean - COBA, Department of Management, American University in the Emirates

Dr. Rageh Ghaly
Academic Director, Ibn Roshd Educational Company

Dr. Farah Sarraj
Chief Corporate Officer, Al Futtaim School Management Company

Dr. Navin Valrani
CEO, Arcadia Education

Shahad Obeid
Assistant Head Primary - Student Experience and Progress, Beech Hall School Riyadh

Mohammed A. Al-Ghamdi
CEO, AlRoshd Education Co.