Today's Edition
KIRSTIN BERNABE (ABU DHABI)
Schools in Abu Dhabi are required to conduct regular wellbeing checks on students as distance learning continues in the UAE, according to new guidelines issued by the emirate’s Department of Education and Knowledge (ADEK).
ADEK on Tuesday released a 40-page document setting out a unified framework for e-learning across private and charter schools in the emirate.
Grounded in studies and lessons from pandemic-era online classes, the policy clearly defines boundaries and responsibilities for schools and parents, aiming to create “a smoother, more consistent experience” for students.
“The guide outlines how schools are expected to support students, with a focus on their overall wellbeing and safety, while maintaining structured communication and a balanced, effective learning experience,” ADEK said in a statement.
While the document specifies parameters for other aspects of virtual classrooms — including screen time limits, monitoring and oversight — it identifies mandatory student check-ins as “the single most important accountability and welfare mechanism” in the framework.
“It replaces the informal teacher-student conversations that happen naturally in a classroom and that are entirely absent in distance learning,” the authority said, adding that the check-ins serve three purposes: welfare, learning, and project accountability.
Under the policy, every student must receive a one-to-one welfare check at least once a week. For “at-risk students”, or those showing signs of disengagement or distress, schools must conduct at least two sessions weekly.
These check-ins are to be carried out by designated staff — such as teachers, school counsellors, wellbeing leads, or student welfare leads — and follow a structured format based on age group.
For Cycle 1 students (Grade 1/Year 2 to Grade 5/Year 6), each session should last around 10 minutes. This increases to 10–15 minutes for Cycle 2 (G6/Y7 – G8/Y9), and about 15 minutes for Cycle 3 (G9–G12).
During the sessions, teachers or staff are expected to ask direct questions that go beyond academic progress. Students may be asked: “How are you doing this week — not just with schoolwork, but generally?” and “Is anything making it hard to focus?” The guidance also prompts teachers to check in on students’ home environment, asking, “How is your family?”
On the learning side, teachers are encouraged to probe understanding and gaps, with questions such as: “What is one thing you learned or understood better this week?” and “What is one thing you are still confused about?” followed by, “What would help you understand it?”
For older students, the conversations extend to project work. They may be asked: “Where are you in your project? Show me something you’ve produced” and “What will you have done by our next check-in?” The framework also prompts teachers to identify obstacles, asking: “What is blocking you?”
Teachers must document each check-in, recording any concerns, learning gaps or additional support required, ensuring timely follow-up and intervention where needed.
ADEK acknowledged that while these welfare checks are crucial to students’ e-learning journey, they are also “one of the most challenging to manage logistically”.
To support schools, the framework listed some scheduling recommendations, particularly for Cycle 2 and Cycle 3 students.
One option is an “office hour” model, where teachers set aside a dedicated daily block — either at the beginning or end of the school day — to meet students individually.
By allocating a limited number of slots each day, “a teacher would be able to meet with 12–30 students” over the course of a week. For larger classes, schools can rotate students weekly or assign a consistent “homeroom” group for regular check-ins.
Another approach is the “asynchronous session split model”, which involves scheduling one-to-one meetings during offline activities class. In this setup, a teacher meets a small group of students individually — typically three to five — while the rest of the class works on assigned tasks, rotating through different students in subsequent sessions.
ADEK also proposes a hybrid approach, combining both methods so that teachers “hold office hours and also schedule additional check-ins” during offline sessions. Schools are given flexibility to adapt these models or explore other approaches suited to their specific context.
