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For everyone who works in a UAE public or private school: teachers, teaching assistants, inclusion staff, office staff, bus staff and coaches. Many students who struggle with their social, emotional or mental health have no diagnosis, no plan and no incident on record, so they appear on no list. You will learn what UAE rules say about students of determination and inclusion, who does what in your school, and why surveys, concern logs and good marks can hide a student who is not coping. You will learn seven practical things a school can do next term, with no new staff or money, to find the students nobody knows, and how to support them, record what you notice and pass it on. You will also learn when a worry becomes a child protection matter, and what to do straight away. It is built on Federal Law No. 29 of 2006 on the rights of people with special needs (people of determination), the Ministry of Education's inclusive education policy, the Dubai Inclusive Education Policy Framework, ADEK's Inclusion Policy and Federal Law No. 3 of 2016 on Child Rights (Wadeema's Law). Your school's own inclusion and child protection policies set the detail.
Annual renewal · v1
LikeBy the end of this course, you will be able to:
12 questions are selected for each attempt, one group per learning outcome. You need 80% to pass. If you do not pass, the feedback points you back to the section each question came from. You have 3 attempts to pass. A pass is never counted, so you can always take the course again once you have passed. 5 attempts that do not pass within 12 months close the assessment for 12 months.
An employer sees whether you passed and your certificate. They never see your answers, your scores or how many attempts you took.
14 sections you can read or listen to, and a certificate when you pass.
Basic opens this course. Premium opens it too, with every other course in the catalogue. Prices include 5% VAT.
Inclusion Beyond the Register: Social, Emotional and Mental Health in UAE Schools
Certificate of completion
Anyone can check it on the verification page, without an account.
One section is open below. The other 13, the narration, the transcripts and the assessment come with Basic or Premium.
Ask a school whether a student is included, and the answer is often a list. Many schools keep a register (this is not the attendance register) of students of determination, who have a disability, and often of other students with an additional learning need. The register does an important job. It shows which students the school already knows need support, and it helps make sure they get it.
But the register was never built to find every student who is struggling. Many students with social, emotional or mental health needs are not on it. Their need is real, whether or not anyone has seen it.
Yousef is in Grade 7. His marks are fine. He has a few friends. He never causes trouble, and he never stands out. He doesn't trust people easily, and he can't find the words to say how he feels. He hides how he feels so well that, for two years, nobody asks. Then, one day, he reaches crisis point, and everyone says, 'We had no idea.'
Every school has students like Yousef. This course is about finding them earlier, helping them feel known, and passing on what you notice to the right person.
Some people believe the rule is: no diagnosis, no support. UAE rules don't say that. A formal label, such as being classified as a student of determination, may need a report from a licensed specialist. But support can start before that. In public schools, the Ministry of Education's rules set up a school support team that looks at students who have needs but are not yet in a special education programme. In Dubai, KHDA says a diagnosis should not be a condition for starting the support a student needs, and a school can identify a need through its own assessment. In Abu Dhabi, ADEK's Inclusion Policy includes students whose learning need has not been diagnosed, and it requires a way for any member of staff to raise a concern about a student's social, emotional or behavioural needs.
A student can need support without a diagnosis. If you notice a student who is struggling, pass on what you notice. You don't need to wait for a report or a label.
Based on: general good practice (the register's purpose, and the example of Yousef); Cabinet Resolution No. 3 of 2018 (classification needs a specialist's report) and the Ministry of Education's 'School for All' general rules (the school support team); KHDA's Directives and Guidelines for Inclusive Education (approved by KHDA Administrative Resolution No. 15 of 2026) and its Implementing Inclusive Education guide (2019); and ADEK's Inclusion Policy, version 1.3, definitions and section 4.3 (RTA-061).
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View pricingThis course carries no accreditation, so it is credited to the team that wrote and checked it rather than to named people.
Lumii Standard
Written and checked by the Lumii team to Lumii's own standard. It is not externally accredited.
That approval is of the provider, not of this course. This course's own accreditation is shown above.
