Today's Edition
MUDHI ALOBTHANI (ABU DHABI)
With student wellbeing at the core of priorities, schools in Abu Dhabi are mandated to address mental health at a broader scale — integrating it into the academic environment, raising awareness, and establishing support systems for early detection and intervention.
As part of its updated policies, with full compliance expected this academic year, the Abu Dhabi Department of Education and Knowledge (ADEK) stipulates that schools have the responsibility to “nurture and sustain the mental wellbeing of their student community, and identify and support students at risk of poor mental health”.
Experts hail the policy as a landmark step in ensuring students’ emotional health is valued alongside academic success.
“A comprehensive policy signals that student wellbeing is being taken seriously and recognised as central to learning,” said Dr. Teresa Arora, Chair of Psychology Department at Zayed University.
“It reflects a real shift in priorities — acknowledging that emotional and psychological health are just as vital as grades, and that structured support is essential for students to thrive,” she added.
The policy comes amid growing mental health challenges among the youth, with ADHD, learning difficulties, and peer pressure emerging as the most common issues they face today, said Dr. Hussein Omar, consultant psychiatrist.
“Social media can increase the risk of mental health problems among youngsters, which is why supervised and limited access is so important,” he said.
Both experts agree that early intervention and school-based support are vital. “The earlier we identify concerns, the better chance we have of addressing them before they become more serious,” Dr. Omar said.
Dr. Arora echoed this sentiment, emphasising the need for policies that are not only comprehensive but also holistic. “This means early identification and intervention for mental health concerns, clear pathways for support and referral, and training for staff so they can respond effectively,” she said.
Teachers play a particularly crucial role in providing support, considering that children spend more than half their day on the campus, Dr. Omar said.
Schools, he added, should strive to adopt standard healthcare practices in addressing concerns: “A multidisciplinary team approach works best. Teachers, assistants, counsellors, therapists, nurses, and sometimes even GPs need to work together to provide comprehensive care.”
Dr. Arora also encouraged schools to partner with universities, describing them as a valuable resource for mental health support.
“They can offer evidence-based training for teachers and counsellors, help evaluate school interventions, and share the latest research in child and adolescent psychology,” she said.
Collaboration, she added, could include workshops, joint research, student placements, or ongoing consultancy. Key moments like World Mental Health Day also offer opportunities to engage university faculty through events for students, teachers, and parents.
Tackling the Stigma
Despite growing awareness, there remain societal and cultural barriers that may hinder conversations about mental health, the experts said.
“One major challenge is stigma — mental health is still not openly discussed in many communities, and there is often fear of being labelled. Schools may also encounter parental resistance or cultural attitudes that place academic achievement above emotional wellbeing,” Dr. Arora said.
“Overcoming these barriers requires sensitive and consistent education, building trust with families, and normalising conversations about mental health from an early age. When schools can show how emotional support enhances learning, attitudes will gradually shift,” she explained.
Dr. Omar echoed the need to fight the stigma and highlighted several possible strategies. “Reducing the stigma is essential, and this can be achieved through storytelling, psychoeducation, and encouraging children to seek help early.”
He also recommended a multi-tiered support system in schools: “from screening and monitoring, to targeted interventions for at-risk students, to coordinated care for those with more complex needs”.
Both experts emphasised the need for well-trained school staff. “Teachers, counsellors, assistants, and shadow teachers all need the right skills to support children at risk of mental health problems,” Dr. Omar said.
