What a remarkable year it has been at Dubai British School Emirates Hills! As I look back on the past twelve months, I am filled with immense pride in our students, gratitude for our staff, and appreciation for the support of our families. Together, we’ve continued to build a school community that is vibrant, forward-thinking, and deeply connected.
This year has been filled with memorable moments from the creativity on display at the Vernissage Senior Art Exhibition to the energy of our Desert Dance showcase, from the launch of the Taaleem Lions rugby team to the inspiring voices of our students shaping the future of education. Our alumni network has grown stronger, reconnecting past and present in ways that enrich our entire community. And through it all, our commitment to excellence, innovation, and student wellbeing has remained steadfast.
As we look ahead to 2025–26, we are on the cusp of an exciting new chapter. The opening of our brand-new DBSEH Islands campus marks a significant milestone in our journey. While launching a new facility comes with its fair share of logistical challenges, it also brings tremendous opportunities. Purpose-built specialist spaces will allow us to better meet the needs of our learners, reduce the overlap between our youngest and oldest students, and create environments that inspire curiosity, creativity, and collaboration.
We are also thrilled to welcome a wave of new staff members who bring fresh perspectives, energy, and passion to our school. Their arrival will no doubt invigorate our community and help us continue to grow and evolve. At the same time, as is always the case in a dynamic city like Dubai, we also bid farewell to treasured colleagues and families who have left a lasting mark on DBSEH. We thank them for their contributions and wish them every success in their next adventures.
Next year also marks a very special occasion our 20th anniversary! We are already planning a series of celebrations to honour two decades of excellence, community, and shared purpose. From commemorative events to community storytelling, we can’t wait to celebrate this milestone with all of you.
Thank you for being part of this extraordinary journey. Here’s to another year of growth, joy, and shared success.
Warmest regards,
Mr. Brett Girven Principal, Dubai British School Emirates Hills
BrettGirven Principal
EXPANDING ACCESS
Physical activity plays a pivotal role in promoting a healthy, balanced lifestyle for our students, and we are dedicated to ensuring that every child has the opportunity to participate in a wide range of activities that foster both physical and mental wellbeing.
At DBSEH, we are proud to announce that over 50% of every year group is now actively involved in sports and physical activity through our tiered system. This system includes both elite competitive sports and recreational sports, ensuring that every student can engage in activities that suit their interests and abilities. Whether they are aiming for the highest level of competition or simply looking to stay active and healthy, there is a place for every child in our sports programmes.
We firmly believe in the importance of offering variety and inclusivity. Every child at DBSEH has access to two hours of PE each week, and we have designed a curriculum that offers diverse physical activities to engage and motivate students across all year groups.
Secondary PE (Term 1): Our secondary students are participating in a broad range of activities that not only build physical strength and stamina but also teach teamwork, strategy, and resilience.
Primary PE (Term 1): Our primary students are focusing on activities that encourage skill development and coordination at a young age, laying the foundation for lifelong participation in sports.
As temperatures in Dubai begin to drop, we are pleased to offer more outdoor activities, allowing our students to benefit from fresh air and natural settings while engaging in physical exercise.
Preparing for Competitive Sports: Term One and Beyond
Our students and teams are actively preparing for the upcoming competitive season. In term one, our players will represent DBSEH in theDASSA league, a prestigious inter-school competition that challenges students to hone their skills and demonstrate sportsmanship at the highest level. Our teams are training hard, and we are excited to see their progress on the field.
This term has already seen our first competitive events of the academic year. Our varsity netball and football teams traveled toDBS Jumeirah Parkfor exciting matches, showcasing their teamwork and dedication. Additionally, our students took part in a football and netball festival atDBS Jumeira, where they had the chance to compete against other schools while fostering friendships and connections. These opportunities exemplify the commitment DBSEH has to providing rich and varied sporting experiences for our students.
At DBSEH, we are constantly exploring ways to encourage an active and healthy lifestyle for all members of our school community. We are proud to announce our participation in the Dubai 30x30 Fitness Challenge, a city-wide initiative designed to inspire residents to engage in 30 minutes of exercise every day for 30 days. Starting this month, our students will be taking on the challenge laid out by His Royal Highness Sheikh Hamdan, committing to 30 minutes of physical activity every day.
This initiative is a fantastic opportunity for our students to integrate daily physical activity into their routines, promoting not only fitness but also mental well-being and discipline. We encourage all students, staff, and families to join us in this challenge and make physical activity a priority during the coming weeks
Celebrating Community Engagement and Team Spirit
Physical activity at DBSEH extends beyond the sports field and into our broader school community. This term, we were delighted to see our students and staff come together to participate in thePink October Aquathonas part of thePink is Punkevent, supporting breast cancer awareness. Team DBSEH took part in swimming and running events, with everyone involved showing tremendous enthusiasm and commitment to a great cause. It was heartwarming to see our school community rallying together, both in support of wellness and to raise awareness of important health issues.
As theDAPSA leaguefor primary students is about to begin and theDASSA leaguefor secondary students is already underway, we are proud to report that DBSEH has become more active than ever.
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Wellbeing
DIGITAL WELLBEING
With so much going at DBS this term, we have taken the wise words of Rebecca Winthrop, Senior Fellow and Director at the Center for Universal Education, The Brookings Institution. In this article, she discusses the idea of the need for an ‘agentic mindset’ in technology.
Lately, I’ve been reflecting on the importance of helping young people develop an agentic mindset when it comes to technology. When we think about education and technology, we often focus on teaching students how to use digital tools well. This is essential, …when learners are agentically engaged, it helps young people build future-proof skills to thrive in an AIdriven world.
But beyond just using technology effectively, we also need to foster an understanding of its very architecture.
Too often, young people see the way they access technology as set in stone. Whether it’s social media, search engines, or AI chatbots, these platforms feel like immutable forces—delivered “from on high” by large tech companies that have always existed and will continue to dominate the digital landscape. But the reality is different: the architecture of digital technology is human-made and, therefore, changeable.
If people grow weary of handing over their data—what they search for, who their friends are, what they eat, the issues they care about, the news they consume—then we should consider alternatives. The work of Project Liberty is one such intriguing effort. This initiative explores what a different online architecture might look like one where users, in their words, have a greater “voice, choice, and stake in a better internet.” And they’re not alone in asking these questions.
The Barriers to Change—And Why They’re Not Insurmountable
Of course, transforming the digital ecosystem is no easy feat. I had a fascinating discussion with my…students on this very topic, and we identified several barriers. For example, why didn’t the call for a pause on advanced AI development—signed by over 1,000 leaders in spring 2023—actually materialize? One simple, if partial, answer is the AI race between Western companies and China, making slowing down incredibly difficult. Similarly, how do we convince users to migrate to new platforms that offer more control over their data? At the very least, the user experience must be as good as, if not better than, what they’re accustomed to. And how do we get people to care about seemingly technical issues like data privacy in the first place?
Shaping the Future Through Awareness and Action
Even the biggest obstacles can be overcome—but first, we must believe they can be.
Young people need to recognize their agency not just in choosing how to participate in the digital world (or whether to participate at all) but in reimagining its very structure. Achieving meaningful change will require multiple approaches: regulation, public awareness campaigns, innovative technological solutions, and, crucially, education that helps us all see what’s possible.
Because the future of technology isn’t set in stone it’s ours to shape.
If you are interested in what DBS is doing to develop our students Digital literacy and agentic mindset, tune into the mini – series published in the weekly bulletin, or for more interesting articles, follow Rebecca Winthrop on Linkedin.
"The PAs sat down with Head of Primary, Ms. Wallace, for a special conversation in honour of International Women’s Day.
In this insightful discussion, they shared their experiences of balancing demanding professional roles with personal commitments, reflected on the women who have inspired them, and explored what it means to be a strong, independent woman in today’s world. Their perspectives shed light on the challenges and triumphs of women in education, offering valuable advice for the next generation ... "
Sarah, thank you for sitting down with us. First off, can you tell us a bit about your role as the Executive Assistant and what it involves?
My role as Executive Assistant here at DBSEH, means I have the wonderful job of supporting the Principal and our wider Senior Leadership Team on a daily basis with a range of administrative, organisational and strategic support tasks My key responsibilities can vary from calendar management, communication handling, document management, event coordination, and minuting relevant board and leadership meetings.
Wellbeing
It sounds like you have a lot on your plate! How do you manage to juggle your responsibilities at work with being a mum?
Sometimes I ask myself that very question: How do I possibly juggle being a full-time working parent? But like so many others reading this article will do, we make it work! I love being a Mum to my 2 children, it is the most amazing feeling in the world. But equally, I also love the independence and reward that working in this role at DBSEH gives me It requires a lot of planning, prioritising and flexibility, and it really is a juggling act, on occasions, but I would not have it any other way.
As a mother and a professional woman, what does International Women’s Day mean to you?
International Women’s Day (IWD) carries a powerful meaning for me, especially as a mother and a professional. It’s a day for me to reflect on the challenges and struggles that so many of us working mum ’ s face, but it’s also an opportunity for me to celebrate the resilience and strength it takes to manage both home life and work life effectively and the contributions I bring to both my home and workplace.
Can you tell us about a woman in your life who has inspired you or shaped the way you approach life?
Without any doubt, my Mum is my biggest inspiration As a working mum of 4 herself, I look back now and wonder how she ever juggled working full-time with 4 children. She did it with pure commitment, perseverance and determination. She wanted us to have the best possible start in life and worked hard in order to achieve that I am so grateful for everything she did for us and hope that I can do the same for my children, as they continue to grow up
Wellbeing
In your view, what do you think are some of the biggest challenges women face today, especially when balancing career and family life?
I think there are so many challenges that women face today, especially when juggling work and family life. A lack of work life balance will be one of the biggest challenges, along with mental health struggles Juggling work life and our careers can lead to exhaustion and stress. Some women may feel they are unable to give their best at either role leading them to face mental health challenges
Looking ahead, what advice would you give to young women who are navigating their own paths to success?
The advice I would give to young women navigating their own paths to success is to believe in themselves and their abilities. Go for everything you want and do not hold back Sometimes there will be knocks and setbacks, but do not let these stop you. Continue to strive for what you want in life and be proud of everything you achieve Life is not always easy. It throws so many obstacles our way, but do not be afraid to take risks!
Finally, as we wrap up this interview, what does being a strong, independent woman mean to you?
Being a strong, independent woman means having the confidence, resilience and strength to live life as you choose. It’s about being able to face challenges, making your own decisions, and not needing to depend on others for validation or support
Liezel, thank you for taking the time to speak with us. To start, can you tell us about your role as the Head of Schools’ PA and what your day-to-day responsibilities involve?
Thank you for this wonderful opportunity. As the PA to the Head of Schools, my role primarily focuses on providing administrative and organisational support to both the Head of Primary and Head of Secondary to ensure the efficient operation of both departments I manage their calendars, coordinate meetings and appointments to avoid scheduling conflicts, and attend meetings to take minutes. Additionally, I assist with various ad-hoc tasks, as needed. I also collaborate with the Executive Assistant, Sarah, in coordinating and organising school events, ensuring that all logistics are well-managed and everything runs smoothly.
Your role requires a great deal of organisation, adaptability, and discretion. What do you find most rewarding and most challenging about your work?
I believe that the most rewarding aspect of my role is supporting the Senior Leadership Team and contributing to the smooth operation of the school. Knowing that my work helps create an efficient and organised environment for both staff and students is highly fulfilling
The biggest challenge is managing multiple priorities simultaneously and staying adaptable when things change unexpectedly, but I enjoy the variety and fast pace of the role.
Wellbeing March 2025
International Women’s Day is a time to celebrate the achievements of women. What does this day mean to you personally?
As a mum and a professional, International Women’s Day is a meaningful reminder of the challenges and triumphs we face every day. It’s an opportunity to celebrate the hard work, dedication and resilience that women, especially mothers, show in balancing their careers and families It also motivates me to continue improving myself, so that I can be a positive role model for others, particularly for my daughter.
Can you tell us about a woman—whether from history, your personal life, or your professional journey who has inspired you?
I have many women I look up to, but the one who has inspired me the most is my mother: a stay-at-home mum. She dedicated herself completely to raising us, managing the household, and offering unwavering love and support. Her patience, selflessness and quiet strength taught me the importance of nurturing others and the value of hard work, even in roles that may not always be recognised. She taught me that love and care are invaluable, and that even the smallest acts of service can make a huge difference in people’s lives Her example continues to guide me every day, both in my personal relationships and professional endeavours, reminding me of the power of kindness, dedication and hard work.
In a demanding role like yours, how do you maintain a work-life balance, and what advice would you give to other women who are striving to do the same?
As a working mum, maintaining work-life balance is a challenge I strive for daily Staying organised, setting priorities and planning ahead helps me dedicate quality time with my family My advice to other women is to ask for help when neededwhether that’s from family, colleagues or my support system. You don’t have to do everything on your own. And most importantly, prioritise self-care Taking care of yourself ensures you can give your best both at work and at home.
From your perspective, what do you think are some of the biggest challenges women face in leadership or support roles in education today?
From my perspective, one of the biggest challenges women face in leadership or support roles in education today is balancing the demands of professional responsibilities with personal commitments, especially for those managing family life Additionally, women often have to work harder to be recognised and taken seriously in leadership positions, as there can still be biases around gender and leadership. Despite these challenges, many women in education continue to break barriers, and I believe it's important to foster supportive environments that encourage women to grow and succeed in their careers.
Finally, as we celebrate women’s contributions and strengths, what does being a strong, independent woman mean to you?
Being a strong, independent woman means having the confidence to pursue my goals, stay true to my values, and embrace both my strengths and weaknesses It’s about facing challenges head-on with resilience, whilst also knowing when to seek support from others. A strong, independent woman understands her worth, lifts others up and remains authentic in every aspect of her life.
Wellbeing
MENTORING WELLNESS
2025
At Dubai British School Emirates Hills, wellbeing is woven into the fabric of our school culture.
This term, several initiatives have focused on developing emotional literacy, namely the skills and ability to find the right words to accurately describe our feelings and emotions, given this is a really important life skill for students across the whole school. By helping our young people articulate their feelings, we empower them to navigate change, build resilience, and strengthen their emotional wellbeing.
In Primary, we have been supporting children with the transitions from one year group to the next, especially the moves from FS2 into Year 1 and from Year 6 into Year 7. These changes often bring a mix of excitement, curiosity and apprehension. To help children process these emotions, we have created safe, nurturing spaces where they can explore and express how they feel. Through class discussions, storytelling, and reflective activities, pupils have been introduced to a range of strategies to help them manage their emotions positively and constructively, including the opportunities to make more friends and expand their friendship groups.
Bespoke year group assemblies have reinforced key messages around resilience, self-awareness, and emotional wellbeing, while open Q&A sessions have allowed children to voice their concerns and receive reassurance from trusted adults. Recognising the importance of a strong home–school partnership, we also hosted informative coffee mornings for parents. These sessions offered insight into our approach and practical guidance on how to support children’s emotional development at home, ensuring a consistent message across school and family life.
In Secondary, our student Peer Mentor team has been promoting both emotional literacy and mental health awareness across a number of events
Head Peer Mentor Nicole King and her team have carried out some great initiatives to open up conversations and reduce stigma around mental health.
During Mental Health Awareness Week, students wore green to show solidarity and spark dialogue. Nicole and the Peer Mentors also delivered presentations across year groups, helping to normalise the idea that everyone has mental health, whether they are thriving or facing challenges, and that it’s okay to talk about it In fact it is more than OK it is great to talk about how
Student-led Wellbeing
The Peer Mentor team also organised a student-led bake sale to raise funds which will be invested into wellbeing resources, including games and sensory tools for use in tutor time and in our wellbeing spaces. Looking ahead, the Peer Mentors are preparing for an Emotions Day, where students will wear colours representing different feelings—green for calm, yellow for joy, etc. This initiative aims to encourage students to reflect on their emotions, learn how to recognize them and describe them effectively and engage in open conversations with people in their support network.
rogramme continues d valuable part of the udents in Years 7 to 9, ce and a listening ear r to their own age. It for our young people with a responsible and who can understand d has recently lived a ife, in addition to rusted adults. By -to-peer support, we en more seen, heard, eir first few years of taking their first steps nager navigating the olescence, emotional t will serve them for we are proud to be build the emotional lience they need to row, and beyond.
ASPIRATIONAL AMBASSADORS
Leadership is not just a skill; it’s a transformative experience that shapes individuals into responsible, empathetic, and confident contributors to society. Student leadership positions offer profound opportunities for personal growth, positively impacting both academic and life skills. At DBSEH, student leadership encompasses a vast array of roles, including Head Boy and Head Girl, School Council, Prefects, Peer Mentors, Digital Leaders, House and Sports Captains, as well as Junior Librarians and Reading Ambassadors. Cultivating leadership from an early age prepares students to navigate the complexities of life and work, while making meaningful contributions to their learning journeys, communities, and life beyond school.
As educators, we hold the responsibility of preparing students to lead, and at DBSEH, we draw upon leadership theories that inspire growth and development. Of Psychologist Kurt Lewin’s three main leadership styles, his democratic leadership approach is most encouraged, alongside transformational leadership (James V. Downton) and experiential learning theory (David A. Kolb). These approaches empower our children and young people with opportunities for increased student agency, through shared decisionmaking, inspiring and motivating others, setting positive examples for their peers, and tackling real-life problems. This hands-on experience allows students to reflect, adapt, and improve based on feedback, fostering a deep sense of responsibility and leadership.
Student leadership at DBSEH is more than just a title; it is an enriching experience that fosters essential life skills, preparing our students for the challenges they will face beyond the school walls. When actively involved in decisions affecting their immediate learning environment, students become more engaged and motivated, resulting in higher academic achievement and stronger interpersonal relationships. Thus, increased personal growth, emotional resilience and self-efficacy ensue.
Responsibility plays a central role in enhancing learning and decision-making, forming a cornerstone of our school’s ethos, and ensuring that all students, not just those in leadership roles, benefit from these essential life lessons. Our commitment to equipping our students with a toolkit of strategies to navigate an ever-changing world, was eloquently summarised by one House Captain:
“The role of House Captain will encourage me to take on more responsibility and allow me to grow more confidence when leading projects. This role will teach me to be more mindful of how I manage my time between different aspects of my student life.”
As applications to the world’s leading universities become increasingly competitive, students are looking for ways to distinguish themselves. By 2026, UCAS (the UK’s University Application Service) anticipates one million applications to UK universities, representing a 46% increase since 2021. Universities highly value leadership experience, making proactive student
At DBSEH, our Primary and Secondary student leadership programme inspires a lifelong journey of personal growth and meaningful impact, empowering students to lead with confidence, collaborate with purpose, and communicate effectively. Our students will be equipped to meet future challenges, while fostering both personal growth and community engagement. Through a variety of leadership roles, students cultivate crucial skills and values, preparing them to confidently step into the world.
We encourage our parents of Dubai British School Emirates Hills students to support and motivate your children to apply for next year’s leadership positions, enabling them to excel academically, whilst growing into responsible, compassionate, and proactive leaders.
BUILDING AGENCY THROUGH FLUENCY AND PROJECTS
At DBSEH, the Creative Curriculum, alongside the Higher Project Qualification (HPQ) and Extended Project Qualification (EPQ), empowers students to take ownership of their learning. These programs develop essential skills such as critical thinking, collaboration, and communication, preparing students for success in school and beyond.
Creative Curriculum: Developing Skills in Key Stage 3
DBSEH’s Creative Curriculum is rooted in the 6 Cs. Drawing on research into 21st-century learning, students in Years 7 and 8 engage in enquiry-based lessons that focus on real-world scenarios. These lessons encourage meaningful questioning, problem-solving, and effective collaboration.
Projects are student-led, allowing learners to tackle issues they care about. For instance, one group designed solutions to reduce plastic pollution within the school, another created podcasts on the topic of cybersecurity and bullying and some pitched innovative product ideas, such as an AI-enabled mirror. By selecting topics that interest with them, students build confidence, take responsibility, and develop a sense of ownership over their learning.
HPQ and EPQ: Independent Learning in Key Stages 4 and 5
In the Senior School, students undertake the HPQ and EPQ, fostering independent learning and critical thinking. These qualifications allow students to explore topics they are passionate about, promoting autonomy and agency in their educational journey.
The HPQ, introd such as, formula information, and
Past topics chosen by the students include, ‘examining the impact of abuse on perceptions of the gymnastics industry’ and ‘assessing whether the Second Amendment is abused in the USA’. These projects enhance independence, time management, and research skills.
The EPQ, taken in Year 12, builds on these abilities with a greater focus on evaluation and synthesis. Students tackle complex, thought-provoking questions such as “To what extent does quantum mechanics affect the way we view reality?” and “Are dreams essential to cognition, or are they byproducts of brain activity?” Through the EPQ, students critically evaluate sources, reflect on their learning process, and deepen their understanding of their chosen topics.
Both qualifications provide students with transferable skills that are highly valued in higher education and the workplace. Furthermore, research indicates that students completing these qualifications demonstrate enhanced resilience, problemsolving abilities, and selfregulation, supporting both academic success and life beyond school.
Preparing Students for the Future
By integrating the Creative Curriculum with the HPQ and EPQ, DBSEH equips students with the tools to succeed. Our curriculum focuses on building agency, helping students tackle challenges, work collaboratively, and present ideas effectively.
Our approach places students at the centre of their learning journey. They move from passive recipients of information to active participants driving their own enquiry. This not only increases engagement but also encourages a growth mindset, teaching students to embrace challenges and view setbacks as opportunities to grow.
As educators, we aim to guide students in developing lifelong skills. By balancing structured support with opportunities for independence, we empower them to take control of their education and shape their own future with confidence and purpose.
BATTLE OF THE INTELLIGENCES
Ai vs HI
Artificial intelligence seems to be the only intelligence currently trending, however it was not long ago that the alternative ‘intelligences’ posited by American Psychologist and author Daniel Goleman – namely ‘Emotional Intelligence’ and ‘Ecological Intelligence’ also filled the educational airwaves. Perhaps the fight for airspace isn’t between emotional intelligence, ecological intelligence, and plain old intelligence; but between the dimensions of Human Intelligence (HI) and how we apply it, versus Artificial Intelligence, and its rampant progress? To learn how to apply our intelligence and to act, is the process of building ‘agency’.
Agentic action is a major goal for schools. Within education, agency, or the autonomous behaviour that reflects it, is made manifest when a student intentionally engages in learning about something they want to grasp and then acts on the basis of their learning in new ways that they consider appropriate
Developing agency in teenagers is crucial for fostering a generation capable of addressing the complex challenges facing our planet, and their future. Agency empowers young people to take purposeful initiative, adapt to diverse environments, and influence their circumstances positively. Agency though, does not exist outside of its composite self – it is only evident in its application, which makes it difficult not only to assess, but also to ensure it is being developed in a progressive manner within its beautifully inherent messy - ness.
Whilst we are now becoming rapidly familiar with large language models of AI such as Copilot and ChatGPT, Agentic Artificial Intelligence is the broader concept of solving issues with limited supervision. This model will change the way humans interact with AI. An agentic AI system is able to understand the goal or vision of the user and uses the information that is provided to solve a problem.
Agency is closely linked to resilience, whic for adolescent wellbeing. Adolescents wi levels of agency are better equipped to changing circumstances, maintain menta and navigate the transition to ad Developing skills related to agency, such as thinking and goal setting, helps teenagers important life tasks and prepares them fo challenges.
Schools can deliberately create environments that encourage student autonomy, resilience and decision-making. Resilience is built by creating safe opportunities to ‘
Therefore, human agentic action refers to the growing capacity of individuals to act independently, make choices, and exert control over their lives. This concept is deeply rooted in psychological theories of self-determination and personal empowerment
Agentic AI refers to AI systems that can autonomously solve complex, multi-step problems with limited supervision. These systems use sophisticated reasoning and iterative planning to achieve specific goals. Agentic AI systems are designed to enhance productivity and operations across industries by autonomously analysing challenges, developing strategies, and executing tasks. They mimic human decision-making processes but operate at a much faster and more efficient scale. They do not however, base their decisions in morals or ethics, are subject to the bias of the models on which they are trained, and do not leverage creative, critical or ethical decision making. Agentic AI already has use cases in workflow management, in healthcare and in finance. It is of no doubt that the range of use cases will grow exponentially as the AI itself autonomously suggests new ways in which it can be utilised.
Developing agency in teenagers is essential for fostering a generation capable of addressing global challenges. By empowering students with knowledge, practical skills, and opportunities for engagement, schools pave the way for a more abundant, equitable and just future. Through strategic thinking, goal setting, and building resilience, children and teenagers can become proactive agents of change, contributing to a better world for themselves and future generations.
So, the argument does not seem to be a cage fight of HI vs AI, it is more of how HI might harness AI, in order to make it a force for good.
Fostering Student Agency Through Building Emotional Resilience
At Dubai British School, we champion the philosophy that student agency - the capacity of students to make choices, set meaningful goals and take ownership of their learning, lies at the heart of a transformative educational experience. Yet, agency doesn’t emerge in isolation. It flourishes most effectively when young people are emotionally resilient: capable of navigating setbacks, regulating their emotions and bouncing forward from challenges. By integrating both concepts into our school’s culture, we prepare our learners not just to succeed academically in their Primary journey and at GCSE and A Level, but to thrive as confident, adaptive individuals ready for life’s complexities.
At DBSEH, where we follow the En l h National Curriculum enhanced by W Learning, and offer a wide range of G BTEC and A Level choices, we deliber embed opportunities for students to exe agency. From student leadership r independent research projects and studen extracurricular activities, to leadership rol the Duke of Edinburgh’s Award participation in WhatWorks school-to-sc sharing initiatives, students learn early their decisions and voice hold power.
What is Student Agency?
Student agency shapes who we are as learners and leaders. It encompasses autonomy, selfefficacy and the belief that one’s actions truly matter. In practice, agency manifests when a child takes responsibility for their own learning, engages in selfreflection, advocates for support and actively shapes their environment.
Why Emotional Resilience Matters
Emotional resilience is not just about managing crisis; it’s about sustaining healthy psychological well-being and staying engaged during routine challenges. It equips students to regulate emotions, persevere and maintain agency under pressure.
Evidence from cognitive behavioural and mindfulness studies has shown that teaching coping strategies preemptively, before major stress emerges, can dramatically improve mental health trajectory. For instance, mindfulness programmes reduced exam-related distress and prevented escalation in nearly 1 in 6 students, however, the benefits are strongest when participation is voluntary, engaging and varied in modality.
At DBSEH, our Positive Education and Wellbeing Curriculums, counselling suite and weekly assemblies integrate emotional literacy tools. We help students recognise and label emotions, cultivate selfcompassion, and appreciate neuroplasticity; all reinforcing the idea that how we think, and feel can be shaped and improved over time.
The Synergy: Resilience Strengthens Agency
Well-supported, resilient students are more likely to take risks, set goals and navigate feedback positively, which are considered core components of agency.
A recent study on resilience within schools found that emotional support from teachers fosters engagement, whilst resilience predicts teacher support - creating a virtuous cycle of action and belonging.
Emotionally resilient students:
Reflect on their feelings and conduct ‘self-talk’ to overcome discouragement
Regulate behaviour, set and pursue goals, even amidst difficulty
Influence their learning environment through collaboration, choice and constructive dialogue
By guiding resilience-building skills, such as mindful breathing, emotional regulation, problem-solving, goal setting and embedding them across the curriculum (through PSHE, pastoral groups and academic mentoring), we amplify students' capacity to act, reflect, and reshape their learning journeys.
HOW DBS CULTIVATES AGENCY AND RESILIENCE
In Primary WOW Learning and Secondary electives (GCSE/BTEC selections, directed projects), students choose topics and formats that resonate with their interests, enhancing motivation and sense of control.
Students regularly engage in self-review using metacognitive tools, such as journals, peer feedback and progress trackers, to monitor their own growth, shift negative thinking and build emotional self-awareness.
Our curriculum includes structured activities, such as emotional check-ins, selfcompassion exercises (drawn from CBT), and coping-tool kits - teaching students proactively to support their own mental wellbeing.
We invest heavily in Professional Development, in order that our teachers build empathy, sensitivity and understand student perspectives. Research shows such support is strongly linked with resilience and sustained engagement.
Platforms like our Student Councils, Peer Mentors and group projects, empower students to make decisions together, exercising responsibility, building social resilience and ensuring their voices influence school life.
Through DofE expeditions, Junior Duke and community service initiatives, students encounter challenges that test them physically, socially and emotionally. Support before these challenges ensures successful leadership and increased self-belief.
When students have the opportunity to blend with other peers for the following Academic Year, they are able to navigate diverse perspectives, build confidence in unfamiliar settings, and develop leadership and collaboration skills by working with different peers. This challenges students to adapt socially and intellectually, which are essential components of emotional resilience, and nurtures a strong sense of identity and voice within a supportive community.
Real-Life Impact: A School-wide Culture Shift
Over recent academic years, DBSEH has fostered a culture where:
Students confidently approach teachers to seek extra support or enrichment.
Academic setbacks are viewed as invitations to reflect and adapt coping strategies, rather than reasons to withdraw.
Students report feeling equipped to manage exam stress using both internal (breathing, reframing) and external (time-management, peer tutoring) resources.
Sixth Form researchers in metacognition investigate their own learning habits - demonstrating powerful autonomy and reflective capacity, a key facet of agency and resilience alike.
The Path Ahead
Our goal is continuous refinement of practices that embed agency and resilience. Future initiatives include:
Tailored Resilience Workshops: Voluntary, evidence-based sessions, allowing students to opt into self-paced mental-health support.
Parent Partnerships: Equipping families with tools to reinforce resilienceenhancing habits at home, such as emotional check-ins, growth-mindset conversations, bouncebackability and stress-management strategies.
Data-Informed Support: Using wellbeing survey data to tailor schoolwide competencies, such as emotional self-regulation, student autonomy and peer support, whilst identifying students in need of deeper intervention.
We believe that when resilience and agency are cultivated together, our students become not just successful learners, but adaptable, courageous and empathetic citizens of the world. Emotional resilience underpins agency: without the capacity to manage adversity, we risk silencing student voices.
By proactively equipping young people with both emotional tools and autonomy, we empower them to define their trajectory, own their decisions, and thrive in an ever-changing global community.
YOU SAID: WE DID
Our dedicated Higher Education and Careers Counsellor, Mr. Ian Barfoot, offers comprehensive support, including one-to-one consultations to discuss academic preferences, career aspirations and potential destinations.
Our students receive assistance with worldwide university applications, personal statements, and interview preparation, ensuring they are wellequipped to make informed choices and to act on them. We also host regular university fairs and workshops, connecting our students with representatives from top institutions around the world.
This guidance is founded upon a rich curriculum offer that allows each student to find their own route to success through our UK I/GCSE, A Level, and BTEC programs alongside a range of wider developmental experiences to nurture their talents and aspirations.
GCSE and BTEC Level Options at Years 10 and 11
Our students embark on their I/GCSE journey from Year 10. We offer a wide selection of subjects, allowing our students to tailor their education according to their interests and future aspirations. Core subjects, including English, mathematics, and science, are complemented by a range of courses in the arts, humanities, and technology, ensuring a wellrounded experience. This flexibility encourages students to discover their passions while preparing them for future academic challenges.
Given our students' diverse interests and talents, we have found remarkable success through our BTEC curriculum, which focuses on vocational learning in subjects defined by industry sectors rather than academic disciplines. BTECs are ideal for students who prefer a more practical approach to education, blending academic study with hands-on experience. These qualifications can lead to entry into excellent universities or direct employment, making them a valuable option for those looking to enter specific industries.
A Level and BTEC Level 3 Pathways in our Sixth Form
As our students progress to our Sixth Form, we provide a broad and rigorous preuniversity curriculum designed to prepare students for higher education. In Year 12, students choose from a wide array of subjects, including traditional options like mathematics, biology, and history, alongside more contemporary fields such as psychology and media studies.
Our A Level program emphasises critical thinking, deep subject mastery, independent research, and analytical skills, equipping students with the tools necessary for university success.
In addition to our A level courses, we offer a range of Level 3 BTECs, which provide a more industry-focused experience for those students who have more specific professional aspirations.
As this brief overview illustrates, the gradient, direction and quality of our students’ onward trajectory is certainly, in part, a testament to our well-designed academic pathways and bespoke futures provision. However, ultimately, the deciding factors are the talent, dedication and vision of our students who cast themselves as active agents in their next steps to success and commit to making it happen.
EMBRACING OPPORTUNITY FOR GROWTH AT DBS EMIRATES HILLS
As we move past the first half of this Academic Year, I want to reflect on the
This profound opportunity is not to rest on our laurels but to continuously ask ourselves, “How can we get better? How can we ensure that we continue to thrive and flourish, not only in the present but in the future of education?”. As educators and as students, we are part of a community that is constantly evolving. The landscape of education is always changing, and we must be at the forefront of that change, shaping the future rather than simply reacting to it. At DBS Emirates Hills, we are committed to creating an environment that encourages exploration, innovation and a passion for ‘life-wide’ learning.
Our aim is not just to meet the standard, but to exceed it - each and every day.
Opportunity
The World Economic Forum’s ‘The Future of Jobs 2025 Report’ highlighted the rapid pace of change in the global job market, stating that “the future of jobs will require a workforce that is adaptive, digital and equipped with skills that transcend traditional roles.” It goes on to state that 170 million new jobs will be created this decade alone and that “lifelong learning and the ability to continually reskill will become crucial for success in the 21st century.” Hence, it is our utmost duty to prepare our students for a world where careers are constantly evolving, and the traditional notions of work and learning are being redefined.
At DBS Emirates Hills, we understand that opportunity is the key to ensuring that our students remain agile, curious and equipped to thrive in this dynamic future. In line with the UNESCO 2024 Report on ‘Redesigning Our Futures Together’, which urges us to rethink education systems in the face of global challenges, we recognise that our role in education is more significant than ever. The Report calls for a future where “education is seen as a tool to drive change,” and emphasises the need for systems that equip young people not only with academic knowledge, but with the adaptability and resilience necessary to shape their futures. We embrace this call, striving to ensure that our students are not only prepared for the world as it is, but are fully empowered to create the world they wish to see.
As we look ahead, there are exciting developments that will provide even greater opportunities for our students. Next Academic Year, we will begin a new chapter in our journey with the launch of two campuses: a bespoke campus for our Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) students, and the continued thriving of our Key Stage 2 (KS2) students on our existing campus.
February 2025 Opportunity
This is a fantastic opportunity for us to build learning environments that are specifically tailored to meet the unique needs of each stage of learning, ensuring that our younger students benefit from a learning space designed for their age and developmental needs, whilst our KS2 students will continue to grow and excel within the supportive and established environment that has already set them up for success.
This new development allows us to enhance the learning experience at every level, providing a rich, nurturing environment for our youngest learners, whilst maintaining the strong academic foundation that our KS2 students enjoy.
This truly is an opportunity to deepen our commitment to individualised learning and wellbeing across the school, creating spaces that will allow our students to flourish at every stage of their journey. At the heart of this growth lies our shared commitment to opportunity.
Every student at DBS Emirates Hills is encouraged to take ownership of their learning, to grasp the opportunities before them, and to push beyond their comfort zones. We will continue to provide a safe community, where risk-taking is celebrated and where every success is a stepping stone towards a greater future. We will remain focused on the core values of integrity, respect and excellence, and we will continue to inspire our students to be the leaders of tomorrow.
As we embark on the remainder of this Academic Year, I encourage everyonestaff, students and parents alike - to reflect on what opportunity means for each of us and how we can contribute to the ongoing success of our school. The journey ahead is full of hope and promise, and I am truly excited to see how we will continue to rise to the challenge and, together, create a future where we don’t just meet expectations - we redefine them. Let’s make the most of the opportunities ahead, and together, let’s continue to build a legacy of excellence at DBS Emirates Hills.
INQUIRING INTO ICONS Celebrating
Inspirational Women
Excitement filled the air as a small group of students from Dubai British School Emirates Hills eagerly awaited a moment they had been preparing for—seeing Dr Jane Goodall in person. After weeks of exploring her work with chimpanzees and her courageous impact on conservation, they gasped as their idol stepped onto the stage at Expo City Dubai, under the banner Pollinate Change, Inspire Tomorrow.
International Women’s Day is a time to celebrate pioneering women, and Dr Goodall embodies resilience, curiosity and compassion. Through books, videos and discussions, the children had learned about her groundbreaking research and dedication to protecting the environment. But hearing her speak in person made it real.
Dr Goodall’s message was one of hope. She shared stories of her time in Gombe, her close bond with chimpanzees, and the importance of taking action to protect our planet. She encouraged young people to recognise their own ability to create change, reinforcing the idea that even small actions can make a difference.
Inspired by her words, the children left with a renewed sense of purpose. Their conversations shifted from admiration to action: How can we help? What can we do? This experience highlighted the power of inquiry-based learning and the importance of exposing young minds to real-world role models. Icons like Dr Goodall don’t just shape history—they inspire the next generation to do the same.
March 2025 Opportunity
Closer to home, another young role model is making her mark. Yasmeen Hussein, a Year 5 student, recently became the first-ever female DASSA tournament golf champion. Just as Dr Goodall broke barriers in science, Yasmeen is paving the way for young female athletes in the region. Her dedication, perseverance, and skill are proof of what is possible when passion meets opportunity.
Her achievement is a reminder that icons are not only found in history books or on global stages but also within our own communities. Every day, we are surrounded by women who inspire— mothers, teachers, doctors, athletes, artists, and leaders who challenge boundaries and create change. Yasmeen’s success serves as an inspiration to her peers, demonstrating that with determination and hard work, new legacies can be forged. Perhaps one day, her name will be among those future generations look up to when inquiring into the icons who shaped their world.
From the forests of Gombe to the golf courses of Dubai, these stories show that greatness begins with a spark—an idea, an opportunity, a dream. Who will be next to step forward and inspire tomorrow?
CAREERS EDUCATION AT DBSEH
What We Do and What’s Next
CEIAG or Careers Education Information and Guidance is a programme designed to enable our students to make informed choices about their future educational and professional pathways beyond DBSEH. Our work in this area is structured around the Gatsby Benchmarks which outline the standards British curriculum schools are expected to meet regarding their CEIAG provision:
A Stable Careers Programme
Learning from Career and Labour Market Information
Addressing the Needs of Each Pupil
Linking Curriculum Learning to Careers
Encounters with Employers and Employees
Experiences of Workplaces
Encounters with Further and Higher Education
Personal Guidance
TRANSFERABLE SKILLS –WORKPLACE READINESS
The 6 Cs we host a range of experiences that ensure students do just that:
Now in its third year, Dragon’s Den gives our students the chance to step into the spotlight and pitch their business ideas to a panel of Dragons — made up of teachers, the school leadership team, and local business owners. This exciting challenge helps students develop essential transferable skills, including communication, planning, and marketing, while also learning how to cost, evaluate, and refine their ideas realistically. It is a hands-on, confidence-building competition that brings Business theory to life.
Our annual STEAM Eco Event also encourages students to develop products that address environmental issues relating to waste, pollution and energy use whilst appealing to a broad customer base. Students take on the role of changemakers—researching environmental issues, designing awareness campaigns, hosting workshops, and developing products that promote sustainable living. From upcycled creations to low-waste cafés and composting initiatives, the event fosters creativity, critical thinking, and teamwork. It empowers students to apply their STEAM skills in meaningful ways, driving real change in their school community and beyond. This process sharpens their project management skills while encouraging problem-solving.
Creativity and Critical Thinking: The
Creative Curriculum
Our Year 7 and 8 Creative Curriculum allows students to develop their critical thinking and communication skills among many others as they take an inquiry-led approach to a range of issues such as AI, cybersecurity, media and the environment. This inquiry based-approach is continued in Year 10 through the Higher Project Qualification ECA and in the Extended Project Qualification in Year 12 where students can explore a topic entirely of their choosing and create a dissertation-style project which is then presented to an audience.
The CIEAG Curriculum Journey
In the secondary school, students begin by learning about their likes and dislikes through a series of psychometric tests carried out within the Unifrog platform. This leads students on a journey of skills and ‘futures’ related discovery. At key transition points through the lower and upper secondary schools (Years 9 and 11) focus is shifted towards making appropriate subject choices and in the sixth form, effort is concentrated on choosing the right post-18 pathway for each individual...and of course completing lots of application forms!
Higher Education Guidance – How & When?
Over 50 universities have visited DBSEH this year, spanning the globe from the US to Australia, allowing students from Year 9 upwards to have meaningful contact with higher education providers. Students have visited university campuses here in the UAE and in their home countries. Guest speakers have presented on courses at university from law, IT, medicine, creative arts and business.
Throughout the year students in Years 913 receive regular ‘future’ related sessions either delivered by form tutors, guest speakers or Mr. Barfoot, often utilising resources from our university and career platform, Unifrog. Mr Barfoot and guest speakers regularly also host presentations and workshops for parents about choosing appropriate school subjects, the appropriate post 16 /18 pathways and planning for university.
Work Experience
Students are encouraged to source work experience through the upper secondary school, but Year 12 students are formally required to organise work experience for themselves in the final week of Term 3. Our Year 10 BTEC Business students may also be required to carry out a week of work experience as part of their course.
Our students also have access to virtual work experiences and sample university courses offered by Springpod, that they can carry out at any time.
The DBSEH Professional Network – Our Next Step
Our next project in this area is to build an extensive professional network comprised of industry experts from across the DBSEH community, starting with a networking event next year – look out for an invitation early next term! We will be actively seeking parents, alumni, older siblings and others who wish to play an active role in helping the next generation of professionals access their future career pathway.
We are excited for what the future of CIAEG provision holds for our students, particularly in anticipation of the new partnerships we hope to form with parents, alumni and other community members. We hope these, over time, will form a wealth of lasting industry connections to help provide students with greater insight into the world of work.
MANAGING BIG EMOTIONS
What are ’Big Emotions’?
At our recent parent coffee morning lead by Insights Psychology, we explored the important topic of managing big emotions in children. This session, led by Leyli Afsari, a psychotherapist, and Dr. Kate Kamson, a clinical psychologist, provided valuable insights into understanding emotional regulation and supporting our children when they are overwhelmed.
Big emotions are intense feelings children experience, which can lead to reactions like anger, defiance, or withdrawal. These emotions are often a result of a physiological stress response known as "fight-flight-freeze." In these moments, children may display behaviours such as shouting, hiding, or becoming physically aggressive. It is important to remember that during emotional dysregulation, a child is not misbehaving but rather reacting to overwhelming stress.
Emotional Regulation and Its Importance
Emotional regulation refers to a child's ability to manage their emotions in a healthy way. It is a vital skill that allows children to navigate different situations like learning, playing, and handling stress. When a child is dysregulated, you may notice over-reactions, a lack of focus, hyperactivity, or even lethargy. Parents play a key role in helping children develop self-regulation skills. Children first learn to regulate their emotions from the caring adults around them. Research shows that these skills are essential for long-term emotional well-being.
Misbehaviour vs. Emotional Dysregulation
One key takeaway from the session was the distinction between misbehaviour and emotional dysregulation. Misbehaviour occurs when a child is fully aware of their actions and has the capacity to act differently. In contrast, emotional dysregulation is not a choice; it is a stress response, and the child needs support rather than discipline in these moments.
Here are some strategies parents can use to support their children when they are experiencing big emotions:
Be a Detective
Observe your child's facial expressions, body language, and behaviours. Understand that some reactions may stem from underlying needs or stress responses.
State of Mind
Our own past experiences can trigger uncomfortable feelings (referred to as “shark music”), which children can sense. Staying calm and aware of these triggers helps us better meet our children's needs.
Being with Your Child
It’s important to accept all emotions and show that you are not overwhelmed by your child's feelings. Matching your child's emotional state can help soothe them more effectively.
Fostering Connection
Quality time, empathy, and consistent communication are essential for maintaining a strong emotional bond with your child. Lead by example and create family activities that encourage connection without distractions.
Managing big emotions is a challenge, but by understanding emotional regulation and using supportive strategies, parents can help their children navigate these intense feelings. The key is to be patient, empathetic, and consistent in fostering emotional connections.
For further reading, we recommend resources such as Raising a Secure Child by Kenneth Hoffman, The Whole Brain Child by Daniel J. Siegel, and Parenting with Love and Logic by Foster W. Cline.
For more advice or support, feel free to reach out to Insights Psychology DMCC at www.insightspsychology.com.
UNDERSTANDING STRESS, ANXIETY, AND EXAMS
SUPPORTING YOUR CHLLD AT HOME
Stress and anxiety are natural responses to life's challenges, but they can become overwhelming, particularly for students facing exams. Recently, we welcomed experts from Insights Psychology, who presented on "Understanding Anxiety and Stress," focusing on strategies for parents to support their children during these times.
Anxiety is a feeling of worry or unease, often tied to uncertainty or fear of failure. Stress, on the other hand, is the body’s reaction to demands or pressures. During exams, these emotions can affect a child’s physical and mental wellbeing, manifesting as:
Physical symptoms: Headaches, stomach-aches, fatigue, or rapid heartbeat.
Emotional changes: Irritability, restlessness, or difficulty concentrating.
Behavioural signs: Avoidance, withdrawal, or changes in sleep and eating habits.
Insights Psychology emphasised that understanding these signs is the first step in providing effective support.
Practical Strategies for Parents
Supporting a child during stressful periods involves fostering a balance between preparation and mental well-being. Here are actionable tips shared during the session:
Create a Positive Study Environment
Ensure your child has a quiet, comfortable, and distraction-free space for studying. This helps them focus and feel more in control.
Establish a Routine
Work with your child to set a balanced study schedule, incorporating regular breaks. For instance, studying in 25-minute intervals with 5-minute breaks can enhance focus and reduce burnout.
Encourage Healthy Habits
Good nutrition, hydration, and adequate sleep are essential for managing stress. Regular physical activity and relaxation exercises, such as mindfulness or deep breathing, can also promote calmness.
Practice Effective Communication
Listening to your child’s concerns without judgment can help them feel supported. Use empathetic communication techniques, such as:
Paraphrasing: “When you say that, it makes me think…”
Labelling emotions: “It sounds like you’re feeling overwhelmed. Is that right?”
Reassuring them: “I’m here to help you through this.”
February 2025 Inclusion
Set Realistic Goals
Help your child break down their workload into manageable tasks. Celebrate small achievements to boost their confidence.
Teach Self-Awareness
Encourage your child to recognize their emotions and physical signals of stress. Naming these feelings (“name it to tame it”) and identifying coping strategies can empower them to regain control.
Allow Downtime
Balance is key. Ensure your child has time for relaxation and hobbies, which are crucial for recharging their mental and emotional reserves.
Supporting Children with Additional Needs
For children with specific learning differences or executive function challenges, additional strategies can make a significant impact:
Break study sessions into shorter chunks.
Provide tools such as fidget toys or noise-cancelling headphones.
Incorporate movement breaks to help with focus.
Use visual aids like timetables or checklists to provide structure.
Building a Resilient Family Environment
A supportive home environment is essential for managing stress and anxiety effectively. Consider these approaches:
Model Healthy Coping: Share your own strategies for managing stress, demonstrating that it’s okay to seek help when needed.
Stay Patient: Building resilience takes time, so avoid putting additional pressure on your child.
Foster Connections: Encourage your child to talk to trusted friends, teachers, or counsellors about their feelings.
Provide Encouragement: Highlight their strengths and remind them that their effort is what truly matters.
Exams can be a challenging time for students and families alike. By fostering open communication, establishing healthy routines, and providing empathetic support, parents can play a pivotal role in helping their children navigate these pressures. Together, let’s prioritise well-being alongside academic success to create a foundation for lifelong resilience.
CELEBRATING NEURODIVERSITY
EMBRACING DIFFERENT THINKERS IN OUR COMMUNITY
March 17th to 21st, marks Neurodiversity Week— a time to recognise, respect, and embrace the many ways our brains work. At Dubai British School Emirates Hills, we believe that diversity is one of our greatest strengths, and that includes neurological diversity.
Neurodiversity is the concept that neurological differences are natural variations of the human experience, much like other forms of diversity such as culture, language, or physical ability. It acknowledges that the way we think, move, process information, and communicate is not the same for everyone— and that’s something to be valued.
Many people in our community use the term neurodiversity as an umbrella to describe alternative thinking styles such as Dyslexia, Developmental Coordination Disorder (DCD/Dyspraxia), Dyscalculia, Autism, and ADHD. However, neurodiversity is not just about labels—it’s about recognising and celebrating those who think differently. In our setting and beyond, different thinkers bring fresh perspectives, creativity, and innovation that benefit us all.
It is estimated that approximately 15-20% of the global population is neurodivergent. Instead of focusing solely on perceived deficits or challenges, the neurodiversity movement encourages a balanced view one that highlights both the strengths and the areas of difficulty that an individual may experience. Many of the struggles that neurodivergent individuals face are not because of their differences, but rather because of environments and systems that were designed for the neurotypical majority. By fostering greater awareness, respect, and inclusive practices, we can work together to create an environment where everyone can thrive.
We are committed to celebrating the uniqueness of every student and fostering an inclusive learning environment where all children, regardless of their thinking styles, feel valued and supported.
Neurodiversity reminds us that no two people are the same; everyone has a different profile of strengths and challenges.
As a school community, we encourage parents, students, and staff to approach neurodiversity with curiosity, understanding, and kindness. Simple acts—such as learning more about different ways of thinking, being patient with different communication styles, and embracing flexible approaches to learning—can make a world of difference. By doing so, we not only support neurodivergent individuals but also enrich our entire community with a broader range of talents, insights, and perspectives.
Let’s celebrate the beauty of different minds and continue to build a culture of inclusion, respect, and belonging for all.
This summer, our school had the exciting opportunity to visit the Dubai College of Tourism (DCT) — a vibrant vocational institution offering a wide range of career pathways in Tourism, Events, Hospitality, and Culinary Arts. The visit left us inspired by the many inclusive and future-focused opportunities available to young people in Dubai today.
DCT is not a traditional college — it’s a place where learning happens in kitchens, hotel lobbies, events venues, and tourism hubs. Students don’t just study; they experience. All learners complete real-world internships and are taught by industry professionals who are active in the field.
The college is also strategically located at the heart of Dubai’s tourism and events scene — within walking distance of the Dubai World Trade Centre and close to leading hotels and attractions. This proximity brings learning to life and provides students with unrivalled access to the industry.
A few highlights from our visit:
A state-of-the-art teaching kitchen at Meydan Grandstand
Conversations with student ambassadors who shared stories of internships at Emirates, Hilton and Dubai Expo
Insights into DCT’s flexible entry routes and scholarship options — making quality vocational education truly accessible
This visit was a powerful reminder that higher education comes in many forms — and for many of our students, practical, hands-on learning may be the key to unlocking future success.
We’re proud to introduce Dubai College of Tourism as an option for our school community to explore.
To find out more, visit: www.dct.ac.ae oremail info@dct.ac.ae
The excitement was truly electric as we opened our doors for a brand-new academic year, welcoming both students and parents with open arms! Our school was meticulously prepared, with vibrant decorations and welcoming signs adorning the hallways, creating an inviting atmosphere that set the stage for a wonderful start. As families arrived, the joyful laughter and eager chatter echoed through the corridors, perfectly capturing the lively spirit of our community.
Teachers stood at the entrance, read greet everyone with warm smiles encouraging words, ensuring that family felt valued and included the very first moment. Our Principal, Mr. Girven, was particu thrilled to welcome the stud sharing his enthusiasm for the ahead with heartfelt greetings inspiring words. His presence adde extra layer of excitement, as expressed his commitment to foste a supportive and engaging lear environment.
Community
Student Induction Day was a highlight of this opening week, allowing new families of DBSEH to explore our state-of-the-art facilities and meet our dedicated staff. Students and parents had the opportunity to tour classrooms, visit the library, and see the various resources available to support their learning. Informative sessions provided insights into the curriculum, extracurricular activities, and the school’s mission, fostering an immediate sense of belonging and partnership. Parents had the chance to connect with one another, establishing friendships that would strengthen our school community.
This collaborative atmosphere not only helped to ease any first-day nerves but also laid the groundwork for strong relationships among students, parents, and staff throughout the year.
ECAs
Our Extracurricular Activities (ECA) program is bursting with opportunities that enrich students' educational experiences! Designed to enhance students' skills and interests, the program offers a wide array of options—from sports teams and music clubs to art classes and debate teams allowing students to explore and showcase their talents.
What makes our ECA system particularly appealing is the flexibility it offers to parents and students. Families can select from different activity options based on their preferences, with three choices available according to their priorities. This thoughtful approach ensures that every child has the opportunity to participate in ECA programs that resonate with their unique interests and aspirations.
Additionally, our ECA offerings are scheduled at various times and days to accommodate all students. Some activities take place in the morning, while others are held in the afternoon, making it easier for everyone to join in, regardless of their daily commitments.
These activities not only promote personal growth and teamwork but also amplify our incredible school spirit. By participating in ECAs, students develop new skills, forge lasting friendships, and uncover passions that extend far beyond the classroom, creating a truly vibrant educational environment. This commitment to fostering a well-rounded educational experience ensures that every student can thrive both academically and personally!
To strengthen the wonderful bonds between families and our vibrant school community, we are thrilled to host a variety of engaging workshops designed to enhance parental involvement! Our Parent Workshops, including those on Relational Behavior and Emotional Regulation led by Mrs. Davidson, our dedicated Head of Pastoral for primary parents, play a vital role in nurturing strong relationships among students, staff, and parents. These sessions offer invaluable insights into effective parenting strategies, empowering parents to support their children’s emotional and social development.
Furthermore, Mrs. Pennock, our inspiring Head of Sixth Form, led a pastoral workshop for secondary parents that covered reflections on personal and academic progress, as well as discussions on well-being activities, moral and social education, aspirations and careers, ICT and study skills, and literacy. The workshop also emphasized the role of assemblies in building a supportive community.
Additionally, Mrs. Rania Reda, our dedicated Head of Arabic and Islamic Studies, shared innovative strategies and teaching methods designed to engage students and foster a love for the Arabic language
At Dubai British School Emirates Hills, we believe in the power of giving back, both locally and globally, and this commitment to service is reflected in everything we do. "Paying it forward" is more than a phrase; it is a guiding principle that shapes how we plan for and with our children, ensuring that compassion, empathy and community responsibility remain at the centre of our school life.
This year, our children have already demonstrated their commitment to service through a variety of initiatives Most recently, our community turned pink in support of Al Jalila Foundation raising awareness and funds for breas cancer research and patient care. With enthusiasm and creativity, students and staff alike embraced the opportunity to serve others while learning about the importance of healthcare and community support. Through these experiences, our children develop a deeper understanding of how service can directly impact the UAE community.
Community
Our commitment to international service extends far beyond our school community. This year, our Year 12 and 13 students travelled to Kenya to assist in building a school for a local community. Through hands-on work and engagement with local residents, they experienced firsthand the power of service to transform lives. This initiative not only provided essential educational infrastructure but also gave our students a profound sense of global citizenship and the importance of working together to create positive change.
Looking ahead, our Primary School Council is actively investigating various initiatives to engage with and contribute to. Through student-led discussions and creative idea generating sessions, we are empowering our children to take ownership of service projects and develop meaningful, sustainable ways to support others in need.
For the second year running, a fabulous group from Dubai British School Emirates Hills embarked on a truly magnificent trip to Japan and built team spirit and solid personal connections between the year groups. The 13 students from Years 10, 11 and 12, led by Mr White and Ms McGurk, set off in mid-February for a week of exploration and experiential learning in the modern capital city Tokyo, the beautiful former capital of Kyoto, and the modern commercial city of Osaka.
Japan is a spectacular country, where ancient, steadfast traditions are constantly juxtaposed with emerging and boundary-pushing technologies. Our students had the opportunity to experience both ancient and modern Japanese customs during this phenomenal week.
The trip had a cross curricular focus which touched on elements of Business Studies, IT and Computer Science, Art, History and Geography. Students visited the immersive digital art exhibiton TeamLab Planets, as well as enjoying the cutting-edge technology of Miraikan, the National Museum of Science and Innovation. The group also experienced some of Japan’s most popular tourist destinations including Mt Fuji and Universal Studios.
Community
This trip was an opportunity for students to experience something truly special and to see culturally rich sights that will remain very memorable such as Asakusa Temple, the Shibuya Crossing and the district of Shinjuku. Students also experienced Japanese culture through immersive workshops, like sushimaking classes, calligraphy lessons and a tea ceremony.
The trip also stopped off in Singapore to sample more culture and to break up the return flight. Students were lucky enough to take in a half a day tour of Singapore, including visits to the Formula One racetrack, Chinatown and the Merlion Park.
June 2025 Community
As we close the chapter on what has been a significant year for DBS Emirates Hills, I want to take a moment to reflect on the enduring strength and spirit of our community. This year has been filled with growth, celebration, and connection and through it all, our community has continued to shine as a pillar of excellence.
Earlier this year, I shared thoughts on the idea that community is not just a feature of our school—it is the organizing principle of life itself. At DBS Emirates Hills, we see this principle in action every day. Our school is not defined by any single element—be it academic achievement, curiosity, sports, or creativity—but rather by the rich network of relationships that bind these elements together. It is in these connections that we find our strength.
A thriving community is one that embraces diversity, builds resilience through strong links, and adapts gracefully to change. This year, we have seen countless examples of this in action. From the vibrant Pink Day celebrations led by our dedicated Parent Teacher Association, to the joyful Winter Fair and the colorful International Day festivities, each event has been a testament to the power of coming together. We celebrated our individual cultures and honored the country we are privileged to call home during National Day, all while reinforcing the values that make DBS Emirates Hills such a special place.
Community
These moments are more than just events they are expressions of who we are. They remind us that excellence is not a solitary pursuit, but a collective journey. Our school thrives not because of any one part, but because of the way all parts work together in harmony.
As we look ahead to the next academic year, let us carry forward the spirit of connection, collaboration, and community. Thank you to every student, parent, teacher, and staff member who has contributed to making this year unforgettable.
REMARKABLE RESULTS
We were thrilled to celebrate the outstanding achievements of our students in the summer 2024 A-Level and GCSE examinations Their hard work, dedication, and perseverance have truly paid off, delivering exceptional results that reflect the high standards and academic excellence we strive for at our school.
We are immensely proud of every single student for their individual successes. Their achievements go beyond the numbers—they reflect countless hours of hard work, both in and out of the classroom, as well as a commitment to personal growth.
As Aristotle wisely said, “We are what we repeatedly do. Excellence, then, is not an act but a habit.”
At DBSEH, this quote rings true, as our students have consistently demonstrated the habits of excellence through their dedication and passion for learning.
As we bid farewell to our outgoing Year 13 students, we are filled with pride knowing that they are embarking on the next stage of their academic journeys at top universities around the world. From prestigious institutions in the UK and the US to leading universities across Europe and Asia, our students will be pursuing a wide range of subjects, including Engineering, Medicine, Law, Business, and the Arts. Their success is a reflection not only of their personal achievements but also of the supportive and ambitious environment fostered here at DBSEH.
Our focus on holistic development and student agency, combined with a rigorous academic programme, has once again enabled our students to thrive. These results are a reflection of our commitment to ensuring that each student is equipped with the skills, knowledge, and confidence to succeed in an ever-changing world. As we look to the future, we are excited to continue building on this success. Our students, staff, and the entire DBSEH community can take immense pride in these accomplishments, knowing that they are the result of dedication, passion, and a shared commitment to excellence. We congratulate all our students on their superb results and look forward to seeing them continue to achieve great things in the years to come.
Here’s to a future filled with even more success and opportunity for all our students at Dubai British School Emirates Hills.
Our innovative, concept-based curriculum also plays a crucial role in fostering a spirit of service by raising awareness of the Sustainable Development Goals (SDGs). Through interdisciplinary learning experiences, our students engage with global challenges such as climate action, quality education, and reducing inequalities. These learning opportunities encourage our children to think critically, act responsibly, and understand their role in creating a more just and sustainable world.
Service is not confined to standalone events; it is integrated into our curriculum and everyday learning. From classroom discussions on social responsibility to student-led service committees, we empower our children to be proactive in identifying needs and taking meaningful action. By encouraging student voice and leadership, we nurture a generation that is not only aware of the challenges others face but also equipped to be part of the solution.
As we progress through the academic year, our dedication to service remains unwavering. Whether through local acts of kindness, national celebrations of generosity, or international outreach efforts, we are proud to see our students embody the values of empathy, responsibility, and service. These experiences not only enrich their education but also inspire a lifelong commitment to making a positive difference in the world.
In our school community, service is not an obligation—it is a shared value, a way of life, and a belief that together, we can make a lasting impact.
SUCCESS IN ARABIC – A PROUD MOMENT FOR OUR SCHOOL!
At Dubai British School Emirates Hills, choosing Arabic as a GCSE or A –Level subject is more than just learning a language it’s about giving our students a valuable skill that can open many doors in the future. Living in Dubai, a city that blends cultures and languages, being proficient in Arabic is a huge advantage, whether for higher education or future careers.
We are absolutely delighted to share the fantastic news of our outstanding GCSE and A – Level Arabic results this year! Our students have worked incredibly hard, and their success reflects their dedication, the unwavering support of our Arabic teachers, and the structured learning plans in place to help them thrive.
Mr. Imad Abukhlal, a parent member of our School Advisory Board, beautifully sums up what makes this achievement so special:
"Our success in GCSE Arabic comes from a well-structured and intensive support plan Our dedicated teachers provide personalized guidance, engaging lessons, and targeted interventions to help every student reach their full potential. It’s not just about improving language skills; it’s about fostering a love for Arabic and its rich cultural heritage."
But why should students consider selecting Arabic as one of their GCSE’s or A Level subjects?
Aside from the academic benefits, Arabic is a key language for business, media, diplomacy, and many other career paths. In a city like Dubai, where connections matter, being able to communicate in Arabic can be a real advantage in the job market.
A Proud Victory in the Arab League Debate!
What an incredible event! The Arab League Debate brought together students from across eight Taaleem schools, engaging in powerful discussions about one of the hottest topics of our time—Artificial Intelligence: Its Pros and Cons. This event was more than just a competition; it was a celebration of the Arabic language, a platform for young minds to think critically, debate confidently, and express themselves eloquently in Arabic.
And the best part? Our school took home FIRST PLACE! Our talented students impressed the judges with their strong arguments, teamwork, and passion, proving that Arabic is not just a language but a tool for leadership and innovation.
A huge congratulations to our incredible debaters and their dedicated teachers for this outstanding achievement. We are so proud of you!
We are so proud of our students for their incredible achievements, and we encourage more of them to take up Arabic—not just as a subject, but as a lifelong skill that will serve them well in the future.
Dubai British School Emirates Hills
– Celebrating Success, Building Futures.
TAALEEM POETRY SLAM: DBSEH SLAMMED IT!
Term 2 saw DBSEH take part in the Taaleem Poetry Slam competition for the first time. A poetry slam is a competitive art event where poets write and perform spoken word poetry before a live audience and a panel of judges.
The theme for this year’s Taaleem Poetry Slam was ‘Hope’ - a word that is ambiguous and open to interpretation, allowing students to incorporate it into their original poem in any way they felt was appropriate. The competition aimed to test both poetic and performance ability, and each 1-2 minute poem was to be judged on a variety of criteria including:
Demonstration of understanding/coherency of the theme
The fluency and accuracy of both the poem and its delivery
The construction of the poem
Confident delivery
Overall performance (including – but not limited to – body language, eye contact, tone, pitch etc.)
Students from Year 4 to Year 13 were invited to participate, and we held our first round competitions in January to choose just two students from each category – Year 4-6, Year 7-9 and Year 10-13 – to go through to the Taaleemwide finals. The first round competitions were fierce, with 10 participants in each of the first two categories. Performing on the Auditorium stage in front of their peers and a panel of teacher judges was a great test of nerves, memory and performance skills, and the Primary and Secondary judging panels had an immensely difficult job to choose the winners due to the high calibre of both writing and performances.
The students eventually chosen to represent DBSEH were Ari (Y4), Alya (Y5), Samya (Y8), Arran (Y8), Namya (Y10) and Maria (Y12).
On 27 February they travelled to Greenfield International School for the finals, in which a total of 48 students from 12 Taaleem schools took part. While it must have been a daunting prospect to perform in front of such a large audience, the atmosphere was warm and supportive throughout.
For such a small word, ‘hope’ can mean so many things, and the diversity of ideas and perspectives on display across the year groups was inspirational. The performance element also shone through and the confidence of the students was wonderful to see.
A total of nine medals were available – three in each age category - and astonishingly DBSEH brought home four of the nine! Huge congratulations to Alya (2nd place) and Ari (3rd place) in Y4-6, Arran (2nd place) in Y7-9 and Maria (3rd place) in Y10-13.
We are incredibly proud of all our students that took part, whether in the first round or the finals – they all showed great creativity, courage and resilience in standing up and performing their poems in front of their peers and teachers. We can’t wait for next year’s event!
Dubai is a city brimming with outstanding talent and inspirational figures, and this incredible energy is reflected within our own school community. This term, our Year 2 children were truly in awe of the poetic brilliance showcased by our older Primary and Secondary students. However, the ability to craft and perform poetry is not limited to the older years. Our Year 2 pupils embraced the challenge with enthusiasm as they took part in their very own Poetry Slam competition, demonstrating clarity, tone, intonation, and expressive actions in their performances.
The competition began with every child in Year 2 memorising and reciting a poem of their choice. The first round saw all students perform within their respective classes, and the teachers were utterly mesmerised by their efforts. After much deliberation, three finalists from each class were selected to progress to the grand final. The excitement was palpable as the finalists took to the Year 2 stage, ready to showcase their poetry skills in front of their peers and esteemed judges from across the school. We were honoured to welcome Ms Wallace, our Primary Headteacher, and Miss Ralston, our FS & KS1 English Lead, who had the challenging task of selecting the winners from such an outstanding group of performers.
The energy and enthusiasm of the event created an electric atmosphere throughout the KS1 corridor, with children beaming with pride—whether performing as finalists or cheering on their classmates from the audience. The entire school community was impressed by the exceptional effort and talent on display.
After much deliberation, we are delighted to announce our four Year 2 Poetry Slam champions for 2024/2025: Blair, Jax, Kyra, and Finn. Congratulations to our winners and to all of our incredible Year 2 students for their dedication and enthusiasm in making this event such a success.
We are so proud of our young poets and cannot wait to see how their love for poetry continues to flourish in the years to come!
THRIVING WHILE INSPIRING
At DBS Emirates Hills, excellence isn’t just a word we say it’s a spirit we live every single day, and this term has proven exactly that, in every corner of our vibrant community.
We cheered with pride as Annika made waves at the Under-15 Swimming Competition, bringing home a silver and a bronze medal. Her dedication and focus in the water remind us all how powerful determination can be.
Our passion for nurturing exceptional talent continued on stage at the DBS Live Lounge a magical evening where our budding musicians, singers and performers shared their voices and hearts with us, leaving everyone inspired and uplifted.
One of this term’s standout moments was our first ever Arabic Production, where our Arabic A and B students brought timeless stories to life on stage. Charlie and the Chocolate Factory, Snow White, Matilda and Cinderella were performed with flair, laughter, and unforgettable moments of pure creativity — a celebration of language learning and confidence in action. Meanwhile, our Islamic Qur’an Competition reminded us of the beauty of dedication and reflection. In every verse recited, in every pause between words, we witnessed a journey of growth and excellence that moved hearts and inspired minds.
Excellence
Adding more reasons to celebrate, our brilliant VoltRider team from Year 9 and 10 made us proud at the Greenpower UAE Grand Prix at Yas Marina Circuit. After months of designing and building their own electric race car, they raced with courage and innovation, clocking the fastest lap of the day and holding first place for much of the race — all while championing sustainable solutions and teamwork at its finest.
And just when we thought we’d seen it all, our talented speakers made their mark at the Taaleem Talks Interschools Competition. Young voices from DBS delivered heartfelt, moving speeches on ‘Our World, Our Wellbeing’, impressing everyone with their poise and passion. We are especially proud of Defne, who earned a well-deserved silver medal for her factual and powerful delivery — a shining example of how our students use their words to make a difference.
From medals and trophies to standing ovations and races won, this term has been a collection of stories that speak of passion, resilience, and boundless creativity. It is proof that at DBS, excellence is not only achieved — it is nurtured, celebrated and shared.
Here’s to every student who dared to dream big and work hard. And here’s to the endless stories of brilliance still waiting to unfold.
Together, we celebrate. Together, we grow. Together, we excel.
