10 indicators to detect students exposed to “educational risks”

The Department of Education and Knowledge in Abu Dhabi has identified 10 indicators that schools use to detect students exposed to educational risks, noting that if it is confirmed that a student is at risk as a result of mistreatment, schools must follow the protocols stipulated in the student protection policy, while ensuring that this detection process is used as an internal procedure only. It must be conducted confidentially, to protect the student’s privacy and psychological health, with the aim of meeting his needs.

In detail, the department issued a new policy for “educational risks,” in which it stressed the importance of early detection and providing support to students exposed to educational risks, to enhance their chances of continuing their studies, moving on to other stages, graduating, completing their post-secondary education, or engaging in other professional paths, noting that Schools are now obligated to develop a policy to support students exposed to educational risks, develop a mechanism to detect them, and develop, monitor and evaluate intervention programs, with a commitment to using the graduated support model when developing intervention programs.

The Department of Policy, a copy of which was obtained by Emirates Today, confirmed that schools must carry out periodic analyzes to identify students who face educational risks using a set of evidence-based factors and indicators. These factors include, but are not limited to, any concerns related to student harm, the integrated safety of the student, and behavior. The student, additional educational needs, various circumstances affecting him or her or the family, integrated educational, health or safety assessments provided by the school with parental consent or provided by families to the school, academic achievement and language difficulties, and parental involvement matters, frequent transfers from school, in addition to referrals from staff, parents or students.

In the new policy, the department indicated the need for schools to adopt a graduated model to support the needs of students exposed to educational risks, based on the basic, comprehensive, evidence-based teaching provided to all students in the classroom, so that this level focuses on building positive relationships and creating a supportive environment, and the student’s progress is monitored. On an ongoing basis, students who do not respond to the interventions at this level are transferred to the next level of additional instruction targeting students who are having difficulty making the necessary progress to reach their academic and behavioral goals.

The department pointed out that the third level of intervention is the “intensive level,” which focuses on specialized and intensive individual teaching that requires specialized intervention directed to the student’s needs, and may include assistance from external specialists, and the student’s progress is constantly monitored.

The policy stressed the need for schools to develop intervention programs using a comprehensive, organized and gradual approach based on an assessment of the underlying factors that led to the student being considered one of the students at risk of educational risks, and to meet the needs of these students comprehensively, through cooperation between the school and the home, and following a comprehensive approach in the school that seeks For supported improvement in both contexts, implementing high-quality intervention programs, based on culturally and linguistically relevant research, and adaptive teaching to support the inclusion process and establish the principle that every student is able to learn and achieve his or her potential.

The rest of the elements of the intervention program to support students at risk of educational risk included integrating a system of data collection and evidence-based evaluation, including comprehensive and diagnostic examination and progress monitoring to guide the decision-making process at each level of support, using problem-solving techniques to present individual learning plans, and using a Positive behavior based on research in the school and classroom, to support academic achievement and social psychological learning, in addition to implementing a collaborative approach to analyzing student data and coordinating the intervention process.

The Department warned that failure to comply with this policy will expose the school to legal accountability and penalties applied under the regulations, policies and requirements of the Department of Education and Knowledge, without prejudice to the penalties imposed by Federal Decree Law No. (31) of 2021, issuing the Crimes and Penal Code and its amendments, or any other relevant law. The department also reserves the right to intervene if the school is found to be violating its obligations.

Intervention team

The Department of Education and Knowledge stressed the need for schools to develop and implement intervention programs (documented learning plans, processes and strategies) to enhance the opportunities of all students exposed to educational risks, by forming a school intervention team to provide guidance and support to teachers in developing and implementing intervention programs for students, and forming an intervention team recommended by those concerned. Involving the student exposed to educational risks and his teachers in the planning process for any individual intervention whenever possible, and using a set of methods to increase protective factors and reduce risk factors that affect the health of the student exposed to educational risks and his educational, social, and emotional development, in line with With integrated safety policies, and allocating available resources to support individuals and groups of this category of students, in addition to ensuring that the school involves the internal and external stakeholders.