Wellbeing Summer Issue 2025
WELLBEING ISSUE SUMMER 2025
UAE’S FIRST EVER FAMILY-FOCUSED DIGITAL WELLBEING PROJECT BY EDRUPTION
ADEK LAUNCHES WELLBEING MARK SCHOOL RECOGNITION PROGRAMME
DP WORLD ILT20 WANTS YOU TO DESIGN ITS OFFICIAL MASCOT!
“EDUCATION IS NOT A PLACE TO FIX CHILDREN, IT IS A PLACE TO LIBERATE THEM” SADHGURU
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Where life lives
Editors Foreword 5
EDITORS FOREWORD
TEAM
W elcome to the Wellbeing Issue, a deeply personal edition of Education UAE Magazine. Wellbeing is no longer a sidebar in education, it’s the whole story. It shapes how children learn, how teachers lead, and how families connect. As life accelerates around us, this is our invitation to slow down, breathe, and explore the many ways we can centre wellbeing at the heart of every school, system, and self. At the heart of this edition is a powerful conversation between spiritual visionary Sadhguru and our CEO, Laura Wojciechowski. Together, they explore the urgent need to anchor young minds in clarity, cultivate inner balance, and rethink the way we approach education. In a region like the UAE, the call to integrate inner wellbeing with outward success is not just timely, it's critical. Without this balance, our prosperity may begin to work against us. This issue brings together voices, visions, and ventures committed to that balance. From the UAE’s first Family Ever Digital Wellbeing Research Survey, to Kidzink’s belief in the power of neuro-architecture and space as the third teacher, we look at how wellbeing must be designed into the everyday. On the policy front, the KHDA’s Adults@School Wellbeing Survey and ADEK’s Wellbeing Mark show that wellbeing is now being recognised as a core indicator of school quality, right where it belongs. Sadhguru reminds us that not every child is best served by traditional academics, and schools like Minerva Virtual Academy are leading this evolution. Their online model creates safe, personalised environments for students to thrive on their own terms. In EdTech, Cloud Fusion AI is pioneering parent-educator collaboration through its SMART Education platform. And with ESTARS’ Classroom of the Future, even the physical experience of learning is evolving. Think immersive walls, calming soundscapes, and mindfulness built into the daily schedule. Beyond the classroom, we spotlight joyful, purposeful experiences. From Al Ain Adventure’s scout-themed summer camp to the DP World ILT20 mascot design competition, and a truly magical family escape to Anantara Sir Bani Yas Island, where adventure meets serenity, and children reconnect with the natural world. Every piece in this issue is intentional.
Laura Wojciechowski CEO Jane Elizabeth Consultant Gemmalyn Cruz Ocampo Administrative Assistant Pauline Moffet Programme Manager Nina Provencal Special Projects
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SUBMIT CONTENT
Every voice featured is shaping a future where wellbeing isn’t a programme, it’s a culture. With purpose, Anwesha Sengupta Editor, Education UAE Magazine
Beyond Marketing. Beyond Ordinary.
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6 Contents
Embedding Wellness into Every Aspect of School Life North Point Education Leads the Way in Fostering Balanced, Future-Ready Students Aligned with the UAE’s Vision for a Holistic, AI-Enhanced Education Future
34 WELLBEING ISN’T TAUGHT, IT’S DESIGNED WITH KIDZINK
FORECAST STUDENT OUTCOMES WITH PREDICTIVE INSIGHTS FROM CLOUD FUSION AI 134
WELLBEING MEETS WILDERNESS IN STYLE AT ANANTARA SIR BANI YAS ISLAND 180
Contents 7
THE FEATURES IN THIS ISSUE INCLUDE… THE WELLBEING EDIT 10 Sadhguru on Inner Balance For A Noisy World 22 UAE’s First Digital Wellbeing Research Project 30 Edsidera Aligns with KHDA & ADEK Goals 34 Kidzink, Wellbeing Isn’t Taught, It’s Designed 42 ‘Over the Rainbow’ with Jane Elizabeth DID YOU KNOW? 46 KHDA’s Staff Wellbeing Survey 54 ADEK Launches Wellbeing Mark for Schools WILD TALENT EDUCATION 62 What If Your School’s Culture Is Only as Strong as Its Leadership? EXCELLENCE IN PRE-SCHOOLS 68 Numu Nurseries With Karan Brown 72 Taaleem’s Bold Expansion Across the GCC 76 How Dibber Supports Children of Determination EXCELLENCE IN SCHOOLS 82 NPE Schools’ Commitment to Wellbeing 88 Minerva Virtual Academy Expands To The Gulf 94 The Aquila School Achieves ‘Outstanding’ Status 98 Digital Wellbeing at Bloom World Academy 102 Citizens School Nurturing Minds Holistically 104 Shaping Pupil Wellbeing at Brighton College Abu Dhabi 108 Brighton College Dubai, Wellbeing Is Not A Standalone Initiative 112 Why Pastoral Care Is Fundamental To Academic Achievement 118 BC Academy: A Place Where Children Love To Learn 122 ISP’s Class Of Change Summit 126 Wellbeing At North Gate British School EXCELLENCE IN HIGHER EDUCATION 132 Bringing Wellbeing To The Forefront Of Education EXCELLENCE IN EDTECH 134 Smart Education by Cloud Fusion AI 140 Bridging Innovation And 144 What If Your Classroom PARENTS CORNER 150 Therapy Myths, Debunked 158 Al Ain Adventure’s Epic Summer Camp 162 DP World ILT20 Launches Mascot Contest 166 How The Right Uniform Can Boost Student Wellbeing EDUCATIONAL TRIPS 174 Travel Meets Learning at EduVoyage BON VOYAGE TRAVEL NEAR 180 Anantara Sir Bani Yas: Safari, Sea & Serenity 190 Welcome To The Studio One State Of Mind Helped You Breathe Easier?
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10 Wellbeing
THE CALM WITHIN SADHGURU ON INNER BALANCE FOR A NOISY WORLD In this powerful conversation with Education UAE Founder Laura Wojciechowski, visionary yogi Sadhguru shares timeless insights on anchoring young minds in clarity, cultivating inner balance, and why true wellbeing begins from within — even in the midst of modern chaos.
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Sadhguru (Left), Laura Wojciechowski (Right) at the Kayan Wellness Festival.
“If learning is making people miserable, we have not understood what learning is.”
E ducation UAE: How can parents protect their children's young minds from the conditioning that creates perceived worry and stress? Sadhguru: Recently, a journalist asked me, "14, 15-year-olds are stressed because exams are coming. They think their rank will determine their future. So, what do you tell them?" If learning is making people miserable, we have not understood what learning is because it is a natural human trait that when you get to know something that you did not know, it brings much joy to you. Unfortunately, we are not sending our children to school because we want them to learn. We send them to school because we want them to earn. This is an unfortunate way to handle education. Today we have created a society founded on the premise that life is a race. Right from childhood, from kindergarten, children have been told to be competitive. Parents ask their children, "Are you first or second rank?" Essentially, they are asking, "How badly are other children doing?" The only joy you have is that everyone else is doing worse than you. If our joy is about being better than someone else, it is not success; it is sickness. We must eliminate this whole nonsense of who is first and who is second. A child is a new life with new possibilities and potential.
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But we are forcing them through a silly extruder system, where everyone is expected to come out as the same product. Maybe they could fly, but you are happy that they are walking one step ahead of someone else. What a tragedy it is! Every child is a unique possibility. A child means humanity in the making. What you make of them when it is in your hands is one of the greatest responsibilities and privileges a human being can have.
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Bringing up your children does not mean just sending them to school so that they get marks and grades and all that nonsense. Just grades will not manifest as success. In body and mind, your child should develop his or her full capabilities. That is when success will manifest in his or her life. Education UAE: What is the best single piece of advice could you give to stay in the present moment during tough times and challenges? Sadhguru: Challenging times mean life is in flux. It is an opportunity for individuals to rise above their comfort zones and enhance their life. Of course, there is a lot of hardship. Hardship strengthens us, emboldens us towards a greater possibility. Hardship need not become suffering. Suffering is an unfortunate consequence that a whole lot of human beings create because they have no control over their psychological space. When situations in the world are against you, your body, mind, emotion, and energy should work for you. For this, you need a little bit of Inner Engineering. This is the whole science of Yoga – how to ensure that you are never the problem in your life. Education UAE: What skills and qualities will be most important for the next generation of leaders in the UAE and Saudi Arabia, and how can the education system prepare them for these roles? Sadhguru: UAE and Saudi Arabia stand out as probably the only region where in 50 years' time, they have gone from being a remote desert habitation to the hub of the world in many ways, thanks to the leadership in the region. But at the same time, if economic prosperity is not tempered with inner wellbeing, then this economic prosperity will start working against us after some time. You “When people are empowered but have no love in their heart, it is very dangerous.” can see this happening in many Western countries. In Europe, which has enjoyed many decades of continuous affluence, 38% of the population suffers from mental illness. In the United States, almost 70% of adults are on prescription medication. This is not wellbeing.
“A child means humanity in the making.”
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Before individuals step out towards external accomplishments, they must arrive at a sense of inner wellbeing. It is only in this that individual human beings can go beyond personal ambition and strive for a larger vision. This is of utmost importance now, because for the very first time, we as a generation have reached a place where we have all the necessary resources, capability and technology to address every human problem on the planet. Only an inclusive consciousness is missing. If there is no sense of inclusiveness in individual human beings, there is no way that the systems they create or actions they perform will lead to inclusiveness. If individuals do not experience this inclusiveness, they end up creating very exclusive processes. It is exclusiveness which has rendered the world unjust and inhuman. Yoga and spirituality are about living here in an all-inclusive way, experiencing everything as a part of yourself – knowing and experiencing life as life, not as individual personalities. At the same time, they hugely equip the individual to be more efficient, more capable, more balanced and in turn more productive. This is good for the world. Education UAE: Your teachings emphasise the importance of inner well-being. How can parents and teachers ensure that students excel academically while also growing emotionally and spiritually? Sadhguru: First of all, we must understand that every human being is not necessarily suited for academic education. Pushing everyone through the extruder of academics is a most cruel way of handling a child. “Hardship need not become suffering. Suffering is an unfortunate consequence that a whole lot of human beings create because they have no control over their psychological space.”
“Just grades will not manifest as success. In body and mind, your child should develop their full capabilities.”
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There must be a variety of offerings, so that just because you cannot understand chemistry, you are not made to feel stupid – you can do something else. You have to physically nourish and mentally ignite children about things. The simplest way is to take them out into nature, where everything, from an insect to a flower, is exciting. But most parents today want to buy some stuff, throw it in the children’s room, lock it – everything is padded so that they cannot hurt themselves – and the parents can go to a party. That is not parenting. Billions of dollars are spent every year on toys for thirty percent of the children on the planet, while the remaining seventy percent never get a toy in their lives. Somehow, those who get these toys are the ones who suffer most, on a mental and emotional level. The others may suffer because of lack of nutrition and other basic requirements. But the affluent ones are going through inner turmoil. “Before being empowered, you must have a sense of inclusiveness.”
If instead you take your children out, make them climb a tree, walk somewhere with them, take them for a swim, the child will grow up physically and mentally healthy.
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Education UAE: What tips do you have for educators and parents to help their children blossom while creating safe boundaries and a framework for them to function in modern society? Sadhguru: The perils of living in this world – drugs, accidents, and various perversions –are always there. But whether you like it or not, today or tomorrow, your child has to learn to live with their own intelligence, making their own choices as to how much of what to do in their life. So, the sooner they get equipped for this, the better. This does not mean you push a young child on the
street to learn their own ways. But you do not try to counter-influence them with your own morality and values. You just help them to look at their life with more intelligence, rather than being influenced by this or that. If you create the necessary conducive atmosphere for their intelligence to grow fully, they will handle it the way they know. “Will everything go right?” It may go right, it may go wrong – that is not the point. But the chances of it going wrong are minimal. When the child grows up exercising their own intelligence, if they make one mistake, they
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have the intelligence to correct it. As long as they are working towards their wellbeing and not doing something negative against their own life, you must wait. For the entire time until the child becomes 21, you must feel like you are still pregnant. Just wait. When the child was inside, you did nothing, right? Just nourished yourself well and waited. Just like that – provide the atmosphere and wait. Parents encouraging the child to use their own intelligence to see what is best for them is always the best insurance for the child to grow up well. Education UAE: What advice do you have for teaching children to turn inward from a young age? What practices are age- appropriate to help maintain their presence from a young age? Sadhguru: Children are very close to a spiritual possibility if only they are not meddled with too much. So, create an atmosphere where this meddling could be minimized and a child is encouraged to grow into their intelligence rather than into your family or into your identity of your religion or whatever. The child will become naturally spiritual without even knowing the word spirituality. At Isha, we have well-structured children's programs but they are not meditative processes. They are towards health and wellbeing. A very simple form of Yoga could start at the age of seven. There is something called Nada Yoga, which is the mastery of sounds, which can lead to wellbeing and the proper development of body and mind. Once they start seeing the benefits and how it sets them apart in a group of people, naturally they will pursue higher forms of Yoga as they go. Education UAE: You mentioned that "An educator's role is not to create successful people, but to create valuable human beings." Can you elaborate on this and how educators can shift their focus accordingly? Sadhguru: We need to address the exploitative nature of today’s education that
“The understanding was that only those who have gone through this must be given the power of education.”
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is constantly training people to think only about themselves and nothing else. There is a deeply set attitude in the human mind that everything must be exploited for our benefit. Initially, you use the planet, then the trees and plants, then animals, then of course, even human beings for your comfort and convenience. Education leaves one hugely empowered. When people are empowered but have no love in their heart, it is very dangerous. We will end up with tyrants. Before being empowered, you must have a sense of inclusiveness. This is why in Indian culture, education always started only after certain initiations, where in some experiential way, it is brought about in the child’s life that they feel for everything in the existence. Traditionally, the basic mantra which was taught to the child in India was “Aham Brahmasmi,” which means “My identity is cosmic.” When the child chanted this, he or she was taking responsibility for everything around them. The idea was that before you empower them with mathematics, astronomy, science or anything else, you must ensure that their identity is not limited, that they take on a universal identity. The understanding was that only those who have gone through this must be given the power of education. So, we should always ensure our children’s attitude is about responsibility, inclusion, contribution, and constantly seeing how to make a difference around them. 8. How can schools integrate practices that promote mental and emotional health, ensuring that students are not just academically successful but also emotionally balanced and liberated to explore their true potential? Sadhguru: It must be understood that what is taught in the school is not an absolute. A school must provide an ambience for the child to interact with their own age group and grow by exposure; above all, to develop a thirst for knowing something new every day. If the thirst for knowledge is kindled in the child, you cannot stop them from learning. This is all a school should do.
Education can no longer be about just gathering information, passing examinations and getting a job. What we need is an inspirational schooling so that a child does something beyond his or her limitations. If you can do something that you never thought you would do because of someone’s influence, then this is inspiration. We run a residential school in the Isha Yoga Center in India, called the Isha Home School. Groups of twenty children are part of a household and taken care of by teachers who are like dedicated parents for them. The teaching community is absolutely committed to the development of the child. We use a thematic mode of education. What this means is, for example, during the two months of the monsoon season, the pouring rain will soak you through and through. We expose the children to the rain and use it as a fulcrum to explore many other subjects – the chemistry, biology, physics and economics of rain. There is an enormous enthusiasm in learning because it is a very exploratory approach. There are no marks and no branding the child with grades of “A, B, C,” but among the teachers there is an evaluation method, and constantly the children are being nurtured.
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Education Is Not A Place To Fix Children, It Is A Place To Liberate Them
In today’s world where information is so easily available online, teachers don’t need to provide information. They should provide inspiration, focus, experimentation and various other things. You do not have to be an expert in a particular subject to teach. All you need to be is a loving human being, who is inspiring for the children to be with. If you ask children why they took to a certain subject, most of them will say it was because of one of their teachers. If it was a teacher they loved, they naturally loved the subject also. This is how a child functions.
“Parents encouraging the child to use their own intelligence… is always the best insurance.”
Editor’s Note: Amidst a rising tide of mental health challenges, the Miracle of Mind app is the latest offering by Sadhguru to empower at least 3 billion people to take charge of their mental wellbeing and discover the mind's untapped potential in just 7 minutes a day! To know more, visit: isha.co/mom
Ranked amongst the fifty most influential people in India, Sadhguru is a Yogi, mystic, visionary and a New York Times bestselling author. He is also the founder of the Conscious Planet – Save Soil movement, which has touched over 4.1 billion people, and the Miracle of Mind app, which aims to empower 3 billion people with tools for mental wellbeing.
SADHGURU
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A NEW ERA OF DIGITAL PARENTING INSIDE THE UAE’S FIRST FAMILY-FOCUSED DIGITAL WELLBEING PROJECT By uniting schools, students, and families, EdRuption and Digital Bridge are reframing digital wellbeing as a shared responsibility — through the first research-driven, community-led screen-time reset.
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Philippa Wraithmell is the CEO and Founder of EdRuption, a consultancy dedicated to empowering change through meaningful and sustainable digital transformation in education. An award- winning educator and author of The Digital Ecosystem, Philippa works globally with schools, trusts, governments, and families to embed digital strategy rooted in strong governance, inclusive pedagogy, innovation, and safeguarding. Her ethos is grounded in creating future-focused learning environments where technology serves as a tool to enhance wellbeing, foster equity, and build confident, digitally fluent communities. Through EdRuption and its parent-focused initiative, Digital Bridge, Philippa champions practical, values-led approaches to digital education that are both strategic and human- centred.
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WHY DIGITAL BRIDGE? When I stepped into my first role leading technology in a school over a decade ago, one truth stood out clearly: there was a profound disconnect between what students were experiencing in digital classrooms and what parents understood about that experience. I saw the growing divide, not just in access, but in understanding. Many parents were unaware of the pedagogical reasons behind classroom technology, or how platforms were selected based on curriculum needs. Others didn’t know that tools like screen time limits, app filters, and parental controls even existed, or how to use them. Meanwhile, peer pressure, among children and parents, was escalating. “Everyone else is allowed to download that game” became the mantra. Parents who wanted to say no felt isolated. Others said yes, then regretted it. It wasn’t just about safety online. It was about trust, clarity, and confidence in the role of technology in a child’s learning and wellbeing. So this became a passion project of mine, supporting parents to see what I could. Help to bridge the digital divide. “What if we could create a safe space to talk about this honestly?” Since then, I’ve worked on a wide range of large-scale projects supporting both parents and EdTech companies, helping shape how we communicate these issues with families. Since EdRuption was formed in 2024, we have trialled countless formats, free workshops, parent handbooks, evening webinars, and repeatedly hit the same wall: lack of attendance, limited engagement, and, at times, no parents turning up at all. Even well- attended coffee mornings sometimes failed to spark the kind of behavioural change we hoped for. There was clearly a missing piece. RESEARCH AT THE HEART That reflection ultimately gave rise to the Digital Wellbeing Research Project, a six-week collaborative programme we developed through EdRuption and Digital Bridge. Because we believe that bringing the human element into everything we do is vital, but being research driven is the key to unlocking
the needs of the people we work with. To give them most relevant and active support possible. The aim was to go beyond awareness and into action. Could we support families in developing habits that stick? Could we help them see their own role, not just their child’s? Could we build a model of support that schools could adopt as part of their long-term digital strategies? The answer, we now know, is yes. Digital Bridge is built on the idea that digital transformation in schools cannot be successful without the support of families. At EdRuption, we work with schools to develop meaningful, sustainable digital strategies across governance, safeguarding, pedagogy, innovation and wellbeing. But over the years, we’ve seen again and again that if parents are not part of the journey, those strategies will not embed deeply or last long. HOW DID IT WORK? So we reimagined how to engage families. Not through one-off talks or technical lectures, but through shared experiences. We created workshops where parents could sit beside their children and build a digital pledge together. We facilitated conversations, not lectures. We normalised the struggles, recognised the emotional load, and reinforced the idea that small, collective changes could have a meaningful impact. Giving heartfelt examples of the real scenarios we ourselves have been through, and I will honestly say, sometimes even getting quite emotional ourselves, because being a parent is hard, but sharing that can help someone else get to where they need to be. Ultimately as parents we all want to do the best for our children. “We delivered activities that spoke to real-life struggles”
Participating schools included five diverse inter campuses in Dubai, representing over 8,000 stu more than 100 nationalities. The project engage students, and school leadership in a 21-day dig challenge.
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2025
Digital Wellbeing Research Project:
A fi rst of its kind research project to foster healthier digital habits for families in the UAE. 601 Total responses to surveys during the 21-day challenge period.
School A
1100+ students Primary and Secondary 88 Nationalities
School D
Participating families: 8
1500+ students Primary and Secondary 80+ Nationalities
Student participants:
School B
9%
12%
12%
1200+ students Primary and Secondary 60+ Nationalities
Participating families: 4
School E
Participating families: 7
2500+ students Primary and Secondary 100+ Nationalities
68%
Year/Grade 6 Year/Grade 7 Year/Grade 8 Year/Grade 9
School C
Participating families: 8
2000 students Primary and Secondary 100+ Nationalities
of participating parents were aged between 41-50. 81%
Participating families: 6
Core objectives of the study:
Surveys were conducted pre-challenge with Students, Parents and SLT.
Foster healthier digital habits
During the 21-day challenge, study participants and non-participants from the school communities completed weekly surveys. Key fi ndings from both sets of data can be found below
Develop improved family digital relationships
Explore the impact of phone ‘bans’
rnational udents from ed parents, gital wellbeing
Provide insights for digital strategy development
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In the project, we delivered activities that spoke to real-life struggles: how to create screen-free zones at home, how to discuss game use with curiosity not criticism, and how to set meaningful routines around bedtime and device storage. We guided families through digital habit-building with empathy and realism, not idealism. We are not looking for instagram lives, we want reality and connection. “We are not looking for instagram lives, we want reality and connection” We also helped school staff see themselves as digital role models. Many hadn’t paused to consider the message sent when adults use phones in corridors or respond to emails mid-conversation. In our staff CPD sessions, we asked leaders to reflect on their own habits and model boundaries openly. One of the most effective moments was when a school leader shared their own challenges switching off at night, and how setting downtime on their device became a simple but powerful act their children noticed. The Digital Wellbeing Research Project brought these ideas to life. With the involvement of five international schools in Dubai and the support of student researchers from NYU Abu Dhabi, we explored the realities of family screen habits and school policies. Participating families took part in workshops, created personalised pledges, and then completed a 21-day digital wellbeing challenge. The results were compelling: parents reported better sleep, more screen-free family time, and stronger connections. Students reported increased pride in their ability to self-regulate. Even more importantly, both groups reflected on their habits with renewed clarity. We also uncovered important tensions. School leaders often believed they were modelling good practice and maintaining effective policies, yet students and parents did not always share that view. Many students wanted to be part of the conversation but felt left out of decisions about school phone use. There was a consistent perception gap between intention and experience. That’s why the research didn’t just help families. It also gave schools a powerful lens to reflect on their own strategies.
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WHAT MAKES US DIFFERENT? We don’t advocate bans. We advocate balance. We don’t shame. We support. We don’t dictate values. We help families define their own. This work is personal. And if I’m honest, part of the push came from observing the wider discourse too. Books like The Anxious Generation were being widely circulated among parent groups, but often only skimmed or shared in shocking soundbites. Social media was full of warnings and dramatic headlines, but lacked nuance. What was missing was honest reflection on adult behaviour. We had created a culture that criticised children’s digital habits while ignoring our own. We were asking children to disconnect while constantly refreshing our emails and notifications. If anything, EdRuption & Digital Bridge is built on us looking past perception and understanding the balanced approach.
Key findings included: 100% of student participants reported feeling proud of their screen management by Week 3. Parents experienced up to a 37% improvement in sleep quality. Families spent significantly more screen-free time together, with many reporting the deepest conversations they’d had in years. There was a generational divide between students (who wanted balance and inclusion) and SLTs (many of whom favoured bans). At Digital Bridge, we wanted to shift that dynamic. We wanted to create space for parents to reflect without guilt, to set boundaries without shame, and to realise they were not alone in the struggle. Saying no is hard. Creating rules when your child is the only one who “can’t” have the app is harder. But we’ve learned that when families talk openly, when children are involved in setting limits, and when we all model better habits, change is possible.
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Generational divides in digital wellbeing surfaced sharply, with students expressing a need for inclusion over bans — a contrast to leadership perceptions.
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Our wider Digital Bridge offering now includes parent webinars on pressures and parenting, induction sessions for Year 6 and Year 7 families, small-group support hosted in schools, digital awareness series for Sixth Formers, and even consultation for school leaders around digital policy alignment. We host whole-school digital challenges that engage entire communities and provide tailored coaching for staff on how to support families in their own digital routines. We now know that this model works, and we are committed to growing it across more schools in the region and beyond. Because at the heart of all of this is a belief that children deserve better, not just from their tech, but from us. They need connection, presence, and guidance. Up to the age of 18, and sometimes beyond. They spend unrestricted time outside of school from as young as three on
One parent told us after the Vision & Values Workshop: “We hadn’t spoken this honestly in years. I feel like I see my child again.” I include myself in this. I’ve worked hard to create boundaries around my own device use, turning off notifications, setting downtime, separating work and home devices, but like everyone, I’m still prone to an aimless scroll, and that is ok, sometimes. I’ve taught students who admitted to spending over 24 hours on TikTok over a single weekend. That kind of usage isn’t just about apps or screens. It’s about emotional needs, habit loops, and our collective relationship with technology and relationships with adults who can confidently guide them. What the Digital Wellbeing Research Project ultimately gave us was not just data, but direction. It showed us that change happens when people feel seen. When they feel safe to talk about what’s hard. When they have structure, support, and shared purpose. “What the Digital Wellbeing Research Project ultimately gave us was not just data, but direction.
their own personal device, we need to set standards from the moment we hand it over. That’s where our influence lives. That’s where their habits are formed. And that’s where education and wellbeing to be balanced, thoughtful, and human, then the work must start with us. Not with bans or panic, but with empathy, understanding, and a we must do the work. If we want the future of
The full infographic with more data is available. DOWNLOAD HERE
EDRUPTION
willingness to make better choices, together. EdRuption & Digital Bridge is led by Founder and CEO Philippa Wraithmell with her dynamic team; Payal Patel our Director of Digital Wellbeing and Community Engagement works directly with schools to create bespoke workshops as well as our current workshops, all of which are co- created by our Senior education consultant team Dan Franklin(UAE) and Aarti Malani (UK).
It showed us that change happens when people feel seen.”
DIGITAL BRIDGE
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WELLBEING THAT WORKS HOW EDSIDERA AWARDS HELP SCHOOLS DELIVER ON KHDA & ADEK PRIORITIES As wellbeing becomes a national priority in education, schools and Education companies across the UAE are being called to take action. With KHDA’s Wellbeing Matters framework and ADEK’s updated policy directives, it is no longer enough to treat wellbeing as an optional extra, it must be embedded into school culture, curriculum, and daily experience. At Edsidera, we offer schools a clear, effective and inspiring way to meet these expectations through our award-winning programmes. This year we have seen our community rapidly grow and children, parents and school staff have welcomed the enrichhment opportunities.
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Wellbeing Is No Longer Optional — It’s Essential
“These aren’t online lessons — they’re real-world missions in kindness, courage, and confidence.”
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R eal-World Growth, Not Just Digital Badges The Little Star Award for ages 3–5 and The Rising Star Award for ages 6–13 are designed to deliver real, measurable impact without adding strain on staff. Each award provides a structured set of age-appropriate challenges focused on life skills, self-management, kindness, resilience, teamwork, and global citizenship. These are not digital learning programmes, they are hands-on, real-world experiences that children complete at their own pace, supported by our easy-to-use digital platform for tracking and reflection.
LITTLE STAR AWARD
RISING STAR AWARD
Made for Schools. Loved by Students. Ready for Inspection. Schools that adopt Edsidera Awards benefit from a ready-made, inspection-friendly solution that fits seamlessly into the academic year. Our programmes have been mapped by experienced educators to align with UAE wellbeing goals and help schools demonstrate commitment to whole-child development. They are easy to implement, require no extra staffing, and are loved by students, teachers, and parents alike. The evidence of this has never been more clear as school complete the year and celebration assemblies are in full swing. In today’s world of AI-driven education and rapid technological change, schools must also prioritise emotional intelligence, empathy, and real-life connection. This is where Edsidera excels. We help children build the confidence to try new things, the grit to overcome setbacks, and the mindset to thrive in a fast-moving world. At the same time, our awards offer parents a meaningful way to engage with their child’s learning journey, strengthening home-school partnerships and community spirit. Turning Policy Into Practice Across the Globe With schools across the UAE as well as 14 other countries already on board, Edsidera is proud to be setting a new standard for supporting wellbeing in education. Our awards turn policy into practice, and vision into action. We don’t just support wellbeing, we help schools live it, celebrate it, and build it into the fabric of everyday learning. If you’re ready to offer your students something truly meaningful, let’s talk. Edsidera is here to help you inspire a generation of confident, compassionate, and capable young people.
EDSIDERA AWARDS
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BEYOND THE BOX WELLNESS ISN’T
TAUGHT, IT’S DESIGNED In recent years, wellbeing has become a buzzword in education, and rightly so. With the region's rapidly evolving educational landscape, wellbeing is now central to discussions on the future of education. However, one crucial aspect is often overlooked, the spaces where students learn.
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Charlotte Borghesi is the Founder & General Manager of Kidzink including KODA, the Kidzink Office of Design & Architecture. Kidzink’s award-winning work can be found across the region - and world - in 23 countries. Current Kidzink and KODA projects include Harrow International School’s Abu Dhabi and Dubai campuses.
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R eal wellness isn’t something simply taught through a curriculum. It must be intentionally designed into the environments where students spend their time. At Kidzink - and our sister company Koda - we believe that the design of educational spaces is key to promoting true wellness. It's a philosophy rooted in the belief that design goes beyond aesthetics; it shapes the daily experiences of students. We ask the questions others don’t think to ask, ensuring that we design spaces that nurture both the minds and well-being of students. When we think about wellness in schools, we often focus on mental health, mindfulness, and balancing digital and traditional learning. These are critical, but the physical environment itself is often the missing piece. How can students thrive mentally and emotionally if their surroundings don’t support these needs? Wellness is not just about what students are taught; it’s about where they are taught. In the UAE and the broader region, we have a unique opportunity to redefine what school environments can be. By embedding principles of wellbeing into design, we can create spaces that support the socio-emotional, physiological (sensory and motor) and cognitive needs of students. These spaces are long- term investments, ones that not only inspire today’s learners but support their wellness for generations. The role of space in learning is profound. Thanks to neuro-architecture, we now understand the concept of ‘space as the third teacher.’ The concept of neuro-architecture was first coined by Loris Malaguzzi, the Italian educator, philosopher, and founder of the Reggio Emilia approach to early childhood education. Malaguzzi recognized how the environment plays a critical role in cognitive and socio- emotional development. Well-designed classrooms are not passive backdrops; they actively contribute to student engagement, growth, and well-being. This belief, supported by both scientific research and design principles, transforms classrooms into dynamic, interactive environments that enhance creativity, memory, and overall student engagement. At Kidzink, research and development is at the core of our work, ensuring every design choice is guided by the latest insights in neuroscience and psychology and the evolving needs of today’s learners.
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This philosophy is at the core of Beyond the Box, our upcoming book, which serves as the ignition point for a movement redefining educational environments. This isn’t a book launch; it’s part of a world wide Eureka Moment that will reshape how we define school design. So, how do we design spaces that promote wellness? First, flexibility is key. The traditional classroom layout, with rows of desks facing a teacher, is outdated. Learning today is dynamic, and spaces must allow for flexibility in seating, movement, and activities. Open spaces and modular layouts can adapt to changing teaching methods, accommodating different learning styles - from quiet reflection zones to collaborative project spaces. Next, biophilic design is essential. Research consistently shows that natural elements: daylight, green spaces, and natural views, have a profound impact on students’ mental health. Integrating natural light, plants, and materials creates environments that foster emotional and cognitive well-being. In the region, bringing nature indoors is essential to inspiring creativity and focus. Wellness also means creating spaces that encourage social interaction and collaboration. Schools should not be isolated silos. The physical environment can foster engagement, with areas designed for group work and open dialogue. By allowing students to collaborate and share experiences, we help them develop the social skills and emotional intelligence necessary for personal and professional success. Lastly, emotional well-being is supported through quiet, reflective spaces. The pressures of modern education can be intense, and students need places where they can step away, reset, and process their emotions. Simple spaces for decompression: private rooms, outdoor areas, offer respite and allow students to return to their work feeling refreshed and ready to engage.
Wellbeing isn’t just about what we do for students, it's about where we do it. The spaces we design are integral to their success, well-being, and growth. It’s time for us to embrace the idea that wellness in education starts with design, not as an afterthought, but as a core principle. By thoughtfully considering how we create learning environments, we can build spaces that nurture both the minds and spirits of students, empowering them to thrive in every aspect of their lives.
As we prepare for the launch of Beyond the Box, it’s clear that the movement to rethink educational environments has only just begun. The belief that ‘real wellness isn’t taught, it’s designed’ underpins everything we do at Kidzink, and this book is just one example of how we are challenging the status quo in educational design. Through curiosity, research, and an unwavering commitment to design excellence, we are paving the way for a new era of learning environments that prioritize the true wellness of the whole learning community.
KIDZINK
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UNDERSTANDING ANXIETY WITH WILHELMINA THE GLOW-WORM
Captivating New Children’s Book Helps Foster Emotional Intelligence By Encouraging Compassionate Conversations.
A t a time when children are navigating growing pressures and emotional challenges, Understanding Anxiety with Wilhelmina the Glow-worm offers a gentle, illuminating path forward. Written by Willow Foster-Thorpe, this beautifully illustrated story introduces young readers to Wilhelmina — or "Mina" — a wise 93-year-old glow-worm who lives at Creatures Cottage, a care home for animals needing extra support. Through Mina’s journey, children explore the reality of anxiety: what it feels like, why it happens, and how it can be managed with care and compassion. More than just a story, this book acts as an emotional guide — helping children name and understand their feelings while offering comforting coping techniques. And unlike traditional self-help guides, this book blends storytelling with psychological insight, making it both engaging and educational. The book is part of a series called ‘Unique Creatures’. ABOUT THE AUTHOR: Willow Foster-Thorpe Is a children's author from Chapel St Leonards, Lincolnshire. She says: “I write books about animals with different disabilities. I would like to spread awareness about disabilities through my books, as I know what it feels like to struggle with being different. I have lots of friends with different abilities and health problems and wanted to bring some of the issues they face into my work."
"A gentle and insightful journey into understanding anxiety for children." "A unique and engaging tale that makes mental health accessible for younger readers."
Paperback and Kindle Available on
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OVER THE RAINBOW A MINDFUL JOURNEY FOR UAE’S YOUNGEST HEARTS KHDA-certified holistic coach Jane Elizabeth brings colour, calm, and confidence to the classroom with her breakthrough children’s wellbeing programme.
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Jane Elizabeth Muff is a passionate KHDA Holistic Coach and meditation instructor, combining her expertise in mindfulness, and emotional wellness to guide others toward healthier, more balanced lives. With a warm and relatable approach, she draws from her deep experience in holistic healing practices to create safe, empowering spaces for transformation. Whether it’s through workshops, coaching, or community programs, Jane is committed to helping people reconnect with themselves and thrive— mind, body, and spirit.
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W hat if emotional resilience could start at age four? That’s exactly the vision behind Over the Rainbow — a heart-led, brain-smart wellbeing initiative by Jane Elizabeth, certified holistic coach, meditation instructor, and founder of Revive to Rise. Designed for children aged 4–10, this immersive programme fuses mindful breathing, guided meditation, and art healing into one beautifully crafted experience — equipping little learners across the UAE with lifelong tools to self-regulate, express, and thrive. “Over the Rainbow isn’t just a class, it’s an emotional toolkit. We help children develop the focus, self-awareness and inner calm they need to navigate a busy world with clarity and confidence.” Jane Elizabeth, Founder, Revive to Rise
WHERE MINDFULNESS MEETS MAGIC Each session begins with playful, age- appropriate breathwork to settle the mind, followed by imaginative journeys through guided visual meditations — think enchanted forests, cloud kingdoms, and peaceful underwater worlds that ignite creativity and calm in equal measure. The real magic? It ends with expressive art healing, where children translate their inner experiences onto paper. No pressure, no perfection — just colour, emotion, and pure expression. This process isn’t about the final artwork — it’s about what’s being released, processed, With roots in research-backed methods and full alignment to KHDA wellbeing standards, Over the Rainbow is more than a mindfulness class. It’s an emotional lifeline. Students walk away feeling lighter, more focused, and more confident in their ability to name their emotions — and move through them with grace. Whether it’s building emotional vocabulary or simply creating a moment of peace in a busy week, Over the Rainbow is quickly becoming a go-to resource for schools and parents seeking to strengthen their children's mental health foundations in joyful, creative ways. and transformed through it. A BEACON FOR EMOTIONAL WELLBEING IN SCHOOLS BRING THE RAINBOW TO YOUR SCHOOL If you’re a school, nursery, or university looking to nurture emotional wellbeing in a meaningful, age-appropriate way, Jane would love to connect. Whether it’s a one- off session, a tailored workshop series, or a staff wellbeing day, Over the Rainbow brings calm, clarity, and confidence to your community. Get in touch to explore how Jane can support your students or team on their wellbeing journey, one mindful breath at a time.
REVIVE TO RISE
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