Abu Dhabi schools told to adopt comprehensive mental health policy

In line with the Abu Dhabi Department of Education and Knowledge (ADEK) wellbeing policies, schools shall develop and implement a Student Mental Health Policy that emphasises prevention and early intervention. The policy shall include the following elements, at a minimum:

1. Student awareness and education: A clear approach and plan to ensure that students learn how to live balanced and healthy lives, including activities to promote and maintain mental health.

2. Student counselling: The provision of qualified specialist in-school or outsourced services for students who may require additional support or counselling.

3. Referral pathways: The procedures through which individuals can refer themselves or others to the school's mental health support services.

4. Support during vulnerable phases: A step-by-step approach to supporting students in managing and alleviating stress during vulnerable phases of the academic year.

5. Wellness Resources: The provision of appropriate resources, such as a wellness space, to provide students with opportunities to focus on their wellbeing (e.g. reducing stress and anxiety).

6. Inclusion: Tailored, needs-led services for students with additional learning needs in line with the ADEK School Inclusion Policy, the Federal Decree Law No. 29 of 2006 on the Rights of Persons with Disabilities, and its amendments. Planned programmes and initiatives also promote inclusion in schools.

Schools should educate students about mental health and how to lead healthy, balanced lives. Lessons should focus on increasing protective factors and developing coping mechanisms. This should include mindfulness, social and emotional learning (including emotional regulation and resilience), stress management, time management and organisation, and the importance of creating an environment that supports those seeking mental health assistance while avoiding actions that could lead to stigmatisation.

For students in Cycles 2 and 3, additional topics should include other types of mental health difficulties (e.g. depression and anxiety), related coping mechanisms (e.g. dealing with parents' separation or divorce), substance misuse, abuse and addiction, and their prevention and treatment. Other topics should include eating disorders (including causes, indicators and treatment), digital gaming addiction, suicide and suicidal ideation, and any concerns about maltreatment, as well as ways to access help.

Support during vulnerable phases: Schools should identify periods during the academic year when students are more likely to experience stress and emotional vulnerability, such as during examinations, university applications and transitions between grade cycles. Schools shall implement structured measures to minimise stress and enhance mental health among students. Such measures shall include:

1. Study leaves: A period of absence authorised by the school for students to study for board/pre-university examinations, not exceeding 4 weeks per year in accordance with the ADEK School Assessment Policy.

2. End-of-semester office hours: Brief, one-to-one online or offline sessions at the end of each semester/term for sharing feedback, both positive and constructive, between teachers and students.

3. Workshops: Individual or group sessions to help students cope with stress and emotional vulnerability during difficult periods.

Schools should inform parents of their mental health policy and initiatives, offering engagement opportunities including the facilitation and dissemination of awareness materials and resources, the holding of workshops and the encouragement of parent participation in mental health surveys issued by other stakeholders.

Schools must provide all students with access to counselling as required, ensuring that each step of the counselling process is documented in accordance with the ADEK School Reporting Policy. In order to provide students with access to counselling to address their mental health, schools are authorised to employ a school counsellor as a member of staff or via the in-school specialist system through Department of Health (DoH) licensed centres, in line with the ADEK School In-School Specialist Services Policy.

In addition to providing counselling services, schools shall require counsellors to perform the following duties in line with their professional qualifications:

- Work with relevant stakeholders, such as teachers and parents, to cater for students' counselling needs, as appropriate and in line with confidentiality requirements.

- Liaise with external bodies (e.g. psychiatric centres, child protection specialists and the Family Care Authority) to ensure the necessary support is provided to students, in line with confidentiality requirements.