Louise Dawson Professional and Management Development Training

Louise Dawson: Recognised as ISC Edruptor 2025

Isis Dawson — Mon, 19 Jan 2026 12:39:11 +0000

A Year of Connection: Louise Dawson Recognised a Top 20 Edruptor for 2025

I am deeply grateful to share some wonderful news: for the second year running, I have been named one of the 20 Global Edruptors 2025: International Education Influencers of the Year by ISC Research.

Being included in this list for 2024 was a highlight, but to be recognised again in 2025 is truly overwhelming. To me, this isn’t just an individual accolade; it is a testament to the growing importance of Inclusion, Special Educational Needs (SEND) within the global conversation of international schooling; and the team behind me.

What is an Edruptor?

The term ‘Edruptor’ was coined by ISC Research to identify the 20 individuals worldwide who are making a meaningful impact on the international education community through their online presence.

According to ISC Research, this year’s list celebrates those who:

In a sector that moves as fast as international education, these digital spaces allow us to make sense of complexity together. Whether it’s through a LinkedIn post, a webinar, or a shared resource, the goal is always the same: to ensure that professional learning is accessible to everyone, everywhere.

Reflecting on a Year of Growth

Last year, I spoke about the “whacky” nature of my ADHD/Autistic brain and how it allows me to try new things without fear. That hasn’t changed! However, over the past twelve months, my focus has shifted even more towards the power of the “village.”

As an independent inclusion consultant, I spend my days working with schools across the Middle East. But my evenings and digital hours are spent connecting with a wider network of educators. I have seen first-hand how a single conversation on social media can lead to a breakthrough for a student with additional needs halfway across the world.

Celebrating the Edruptors Class of 2025

One of the greatest joys of this recognition is the company I keep. The 2025 list is packed with innovators, thinkers, and leaders who make me “pause mid-scroll” every single day.

I want to extend a huge congratulations to my fellow 2025 Edruptors. Each of these individuals brings a unique perspective to our global staffroom:

Al Kingsley MBE

Bestselling Author & Speaker on #Education, #Ai, #EdTech #Growth. CEO NetSupport, Multi Academy Trust Chair, DfE Advisory Board, 24 ISC Global Edrupter, DBT Export Champion, #Edufuturist, BESA EdTech Chair. FRSA.

Alan Smith

CONNECTING PEOPLE WITH NATURE • Nature Wave – Founder • Sustainability & STEAM Teacher • Rock Pool Project – Co-founder • Edruptor 2025 • GESS Award Winner 2024 • STEAM Programme of the Year 2025 • IBPC 7* Winner

Alex Gray

Ben Whitaker

Helping people think differently – IDEAS – Coach, speaker, author. Host of Edufuturists podcast

Clemmie Stewart

Experienced educational leader, based in Riyadh. Chair of Governors at Langford and Wilberforce Primary Schools. Passionate about education, cross-sector partnerships, coaching and developing others. TEDx speaker.

Conan Magruder

As the Vice Principal at Nova Academy, I advocate for the educational journey of students from China to the United States, which sets them on a path towards successful careers, further studies, and a fulfilling societal role.

Dan Fitzpatrick

The AI Educator | Multiple #1 bestselling author | Weekly Forbes contributor | AI for Educators podcast | AI Educator Newsletter

David Ardley

Fidelis Nzonzo Nthenge

Director of School Systems Design, International Baccalaureate Organization

Georgie McIntyre

Coach, Supervisor & Strategic Consultant| For Values-Led Founders, Leaders, DSLs, Tutors & Coaches (ICF) | Edruptor 2025 |

Joanna Povall

Author of Kind Leadership: Leading Schools with Empathy, Honesty and Impact, Principal, COBIS Lead Improvement Partner, Tes International School Principal of the Year 2024/25

Kai Vacher

Creative, innovative & enterprising school leader, teacher, facilitator, speaker; 3 x ISC Research Edrupter; influential global educator. Host of ‘The Educator’s Corner’ – the podcast for curious educators.

Koen Timmers

Climate Education for All: building a network of 30 million teachers and students – Director TAG inc. – Dr. h.c.

Leisa Grace Wilson

Editorial Director – Teach Middle East & schoolfinder.ae. Host of the Teach Middle East Podcast, School Leader. Speaker & Writer on education in the Middle East.

Nancy Lhoest-Squicciarini

Nav Iqbal

Plus Schools Brand Ambassador | Executive Principal | School CEO

Rachael Wilding

Director of Edsidera, Governor, Strategic Consultant, School Principal, GEMS LAB member ( Local Advisory Board ) NPQH, International Educator for 25+years, Ed tech platform Ambassador

Rhiannon Phillips-Bianco

Globeducate Head of Wellbeing and Rome International School Teacher (3-18)

Zoubiya Ahmed

UCL Institute of Education

I encourage you to seek out their work. From EdTech and AI to leadership and wellbeing, these are the voices shaping the future of how we teach and learn.

Looking Forward

My mission remains the same: to bridge the gap between school and community, ensuring that every voice is heard and every child has the best chance of experiencing success. Whether I am facilitating the NPQ SEND, delivering training to thousands of educators, or advocating for specialist pathways, I am driven by the belief that Inclusion is Belonging.

Thank you to ISC Research for the rigorous methodology and for valuing authenticity. Most importantly, thank you to the teachers, parents, and school leaders who engage with my content, challenge my ideas, and join me in this vital conversation.

We are better together.

Read more about the ISC Reserach 20 Global Edruptors of 2025 her:e

ISC Resarch

20 Global Influencers

Read the White Paper from ISC

White Paper Follow Louise on Linked In Follow Louise on Instagram

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PECS: A Complete Guide to the Picture Exchange Communication System – Pros, Cons, and Resources

Isis Dawson — Wed, 29 Oct 2025 05:52:50 +0000

Why PECS Matters in Communication

The Picture Exchange Communication System (PECS) is a well-established augmentative and alternative communication (AAC) system designed to help individuals, particularly those with autism spectrum disorder or other significant communication difficulties, learn to communicate functionally. Developed in 1984 by clinical psychologist Dr Andy Bondy and speech pathologist Lori Frost, PECS has since become a globally recognised, evidence-based intervention.

This system is an invaluable communication tool that provides a voice for many non-verbal or pre-verbal learners. However, like any intervention, it is not the end all be all solution. It represents a single, powerful tool that is often best used as part of a wider, holistic communication strategy.

What is the Picture Exchange Communication System (PECS)?

PECS teaches individuals to spontaneously approach another person and exchange a picture card of a desired item or activity to receive it. The entire system is grounded in Skinner’s analysis of Verbal Behaviour and focuses on teaching expressive communication skills.

The main goal of PECS is to establish a fast, self-initiating, and functional communication system. By focusing on communication that is relevant and motivating, learners are taught to initiate communication from the very first phase, which is a skill critical for developing independence and social interaction.

The Six Phases of PECS: Building Blocks of Communication

The PECS protocol is a clear, structured programme divided into six phases that gradually build communication from simple requests to complex sentence structure and commenting.

Phase

Focus

Key Skills

Phase I

How to Communicate

The learner exchanges a single picture for an item they truly want.

Phase II

Distance and Persistence

The learner generalises the new skill by using it in different places, across distances, and with different people, learning to be a more persistent communicator.

Phase III

Picture Discrimination

The learner selects the correct picture from two or more in their communication book to request their favourite things.

Phase IV

Sentence Structure

The learner constructs a simple sentence using a detachable sentence strip, combining a picture of “I want” with the requested item’s picture.

Phase V

Answering Questions

The learner uses PECS to answer direct questions, such as “What do you want?”

Phase VI

Commenting

The learner is taught to use PECS to comment on the environment and respond to questions like, “What do you see?” (e.g., by creating sentences like “I see…”)

PECS: The Positives and Negatives

While PECS is a highly effective, evidence-based tool, it is essential to understand both its advantages and its potential drawbacks to determine if it is the right approach for an individual.

The Benefits: Why PECS is a Powerful Tool

Promotes Communication Initiation: A major strength of PECS is that it teaches individuals to self-initiate communication rather than waiting for an adult prompt. This spontaneous initiation is fundamental to communication development.
Reduces Challenging Behaviour: By providing a clear, functional way to express needs and desires, PECS can significantly decrease frustration, which often leads to a reduction in challenging behaviours such as tantrums or aggression.
Encourages Speech Development: Research has consistently shown that PECS does not delay or hinder the development of speech. In fact, it can act as a bridge, with studies showing that many people using PECS subsequently develop or increase their spoken language.
Affordable and Accessible: It is a low-tech, relatively inexpensive communication method that does not require complicated equipment. Furthermore, because the pictures are often labelled with words, the communication partner (listener) does not require special training to understand the message.
Versatile Application: PECS can be used successfully by people of all ages and abilities and can be seamlessly integrated into various settings, including the home, school, and community.

Potential Drawbacks and Considerations

While the benefits are clear, it is crucial to recognise that PECS is not the ultimate communication goal for every learner.

Concerns over Bodily Autonomy: Some critics raise concerns over the initial use of hand-over-hand prompting in Phase I, arguing it can violate bodily autonomy and may teach dependence on the prompt.
Limited Spontaneity and Generalisation: If not implemented carefully, the communication taught through PECS can sometimes be limited to the exchange of pictures, leading to less natural and spontaneous interactions. Some individuals may struggle to generalise the skills learned in structured settings to new, unstructured environments.
Heavy Focus on Requests: While PECS teaches commenting in its later phases, some individuals may stall at the requesting phase (“I want…”), potentially limiting the development of richer, more expressive language functions like sharing or expressing feelings.
Not a Guarantee of Progress: As with any intervention, some individuals may not make the expected progress with PECS and may ultimately abandon the system. Additionally, the method’s underlying assumption of a language disability, rather than a speech disability, is a point of concern for some practitioners.

PECS Resources from Louise Dawson’s Partners

Creating and implementing PECS requires high-quality, accessible visual aids and a deep understanding of its application. Louise Dawson proudly partners with organizations that provide excellent resources for communication and literacy. We feature exclusive quotes from these expert partners— Widgit, Mighty Writer and Elklan Training—who share their valuable perspectives on how PECS integrates with their tools and aligns with best practice in functional communication.

Widgit

As a leading UK provider of symbol-based communication tools, Widgit is an excellent resource for creating PECS-compatible materials. They offer symbols and symbol-supported resources, visual schedules, and communication boards that help to enhance understanding and access for individuals with Special Educational Needs and Disabilities (SEND).

Widgit symbols are designed to support communication development by providing visual cues that aid understanding and expression. While not specifically designed for use in Picture Exchange Communication Systems (PECS), our symbols can be a valuable tool in helping children generalise their communication skills across different settings. Consistency in the use of symbols is key to reinforcing learning and promoting effective communication. We encourage educators and caregivers to consider how Widgit symbols can complement existing communication strategies, ensuring a cohesive approach that supports the individual needs of each child.

Becca Lynch, Widgit

Mighty Writer

A visual, hands-on literacy tool, Mighty Writer uses colourful mats and word tiles to help children build confidence and structure sentences. While primarily a literacy resource, it supports the visual and structured approach to communication and writing that benefits many learners with SEN, complementing the visual scaffolding offered by systems like PECS.

Teachers report that Mighty Writer is highly effective in supporting early communication learners, especially those using PECS (Picture Exchange Communication System). Its use of visual storytelling tools helps children understand and express ideas more clearly, even if they struggle with verbal communication. The structured visuals promote independence, choice-making, and routine, which are key for learners with speech and language needs. Teachers find that the consistent use of images and symbols in Mighty Writer boosts engagement and confidence in young writers. It is seen as a valuable resource for inclusive literacy development.

David Ralph, Mighty Writer

Elklan Training

Elklan Training Limited is a highly respected provider of OCN-accredited training for educational staff. Established by Speech and Language Therapists, their core mission is to equip practitioners, including teachers and teaching assistants, with evidence-based strategies to support children with Speech, Language and Communication Needs (SLCN).

Elklan recognises that PECS can be used effectively when a range of picture symbols are understood then accessed to support functional communication. It is important that PECS is modelled and used flexibly across a range of settings. This may include reducing the reliance on prompting, not insisting on a picture being exchanged and accepting pointing to pictures as valid communication. Many options of communication systems and strategies can be implemented and adapted to suit individual strengths and preferences. PECS is one of an extensive range of visual methods that can be recognised, offered and adopted as part of a Total Communication Approach. All communication should be valued when supporting individual needs and differences.

Helen Driver, Elklan Training

Conclusion: PECS as a Foundational Tool

The Picture Exchange Communication System is a powerful and effective functional communication system that has changed lives around the world. It provides a reliable, self-initiated way for individuals to make choices, share information, and connect with others.

However, PECS should be viewed as an important foundational tool—a brilliant starting point—rather than the only answer. For many, it will be the stepping stone to developing spoken language; for others, it will be the most robust form of communication they use. By understanding both its considerable strengths and its limitations, parents and professionals can ensure that PECS is implemented as part of a flexible, neurodiversity-affirming approach that respects the individual’s autonomy and supports their personal communication journey.

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Championing School Excellence with Helen Farmer

Isis Dawson — Sat, 11 Oct 2025 10:35:08 +0000

It was a pleasure to be back on the airwaves with the wonderful Helen Farmer for her show, Afternoons with Helen Farmer, on Dubai Eye 103.8 this past Wednesday, October 8th, 2025. Having collaborated a number of times, catching up with Helen is always a highlight, and her team never fails to bring the laughs, even amidst a packed radio schedule!

This segment was an exciting opportunity to shine a spotlight on the MENA School Excellence Awards 2026 and mark the final day of nominations.

The Scoop: MENA School Excellence Awards 2026 & Final Deadline

The core of our discussion focused on the importance of celebrating the incredible work being done in education across the Middle East and North Africa region. The MENA School Excellence Awards are a vital platform for recognising the dedication, innovation, and passion of schools and educators.

As a proud judge on the awards panel, the segment was about encouraging the community to submit their nominations before the final deadline.

Important Note: The final deadline for applications closes on Monday, October 13th, 2025. We sincerely hope all the amazing schools and individuals who intended to apply were able to submit their nominations on time!

Integrity in Judging: Louise Dawson's Role

To ensure absolute integrity and impartiality, my role as a judge is focused solely on categories outside of any Special Educational Needs (SEN) awards. This is a deliberate step to avoid any potential conflict of interest or bias, ensuring that the judging process remains fair and transparent for all participants, especially within my own professional community.

This year’s awards are set to be bigger and better than ever, and I am genuinely honoured to play a part in promoting an event that champions school excellence across the entire MENA region.

What Happens Next? The Road to the Awards Ceremony in Dubai

Now that the nomination window has closed, the real work begins! I am super excited to spend the next couple of months reviewing the submissions alongside my esteemed fellow judges. It is always inspiring to see the incredible, often unsung, achievements of our education community.

Every application tells a story of dedication and impact. To even be nominated is a fantastic honour and a true cause for celebration.

Mark your calendars! The prestigious MENA School Excellence Awards 2026 ceremony will take place on Thursday, February 5th, 2026, in Dubai. Get ready to celebrate excellence!

Listen Back to the Dubai Eye Interview

Did you miss the live segment? You can listen to the full radio interview with Helen Farmer on Dubai Eye 103.8 by clicking the link below:

Learn More About the MENA School Excellence Awards

To learn more about the awards, the categories, and the fantastic celebration of regional education:

Stay Updated: Don't Miss the Next Event or Interview!

While the nomination deadline for the MENA School Excellence Awards is now closed, the work of celebrating and promoting educational best practices never stops!

If you enjoyed hearing about this segment on Dubai Eye 103.8 and want to keep up with Louise’s upcoming interviews, speaking engagements, and workshops, be sure to visit her official Events Page. It’s the best way to ensure you are the first to know about new opportunities, training sessions, and media appearances.

Follow along for all upcoming events here:

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Judging and Celebrating Excellence: Our Night at the Education Achievement Awards

Isis Dawson — Fri, 10 Oct 2025 09:53:41 +0000

The 9th of October 2025 was a spectacular evening for the UAE education community, culminating in the Education Achievement Awards 2025 gala dinner. As a prominent voice for inclusion in education, Louise Dawson was deeply honoured to be invited as a judge for these prestigious awards and to present the trophies for four key categories: Science Teacher of the Year, Maths Teacher of the Year, Languages Teacher of the Year, and Arabic/Islamic Teacher of the Year.

The event, which is in its second edition and continues to honour excellence across Dubai’s rapidly expanding school sector, was proudly sponsored by Huawei and other significant education companies operating within the UAE. The evening was expertly hosted by the charismatic duo of Tom Urquhart, the respected British journalist and radio host), and Daniel Fewtrell, a senior leader in regional events and sponsorship for StratosPulse.

Celebrating the Heart of Education

The atmosphere throughout the evening was truly wonderful. Louise had a fantastic time seated with long-time friend and respected colleague Berna Bouwer, Corporate Head of Inclusion at GEMS Education, David Irish, Senior Vice President of Academic Excellence for GEMS Education and of course members of Louise Dawon’s very own team. The evening was defined by a spirit of shared passion, with our table cheering enthusiastically for every single nominee in every category. The essence of the night is not just about the winners, but about recognising the relentless hard work and dedication of all education staff throughout the year.

The Unsung Hero: Recognising All School Staff

For us, one of the most significant and moving moments was the presentation of the Unsung Hero of the Year award. This award, which acknowledged two winners, celebrated an often-overlooked group of vital staff members. We were particularly thrilled to see that one of the winners was Zahid Abbasi—a security guard from Wales International School.

It is absolutely paramount to recognise that support staff, including security, cleaning, and administrative teams, are the essential backbone of every thriving school community. Without their dedication, schools simply wouldn’t function as they do. To celebrate a staff member like Zahid Abbasi on such a prestigious stage was a powerful moment for educational equity and inclusion, reminding everyone that excellence is found in every role.

For information about upcoming events please visit Louise Dawson Events page:

For more information regarding the Education Achievement Awards, visit the link below:

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Access and Equity in Dubai: Our Experience at the AccessAbilities Expo

Isis Dawson — Thu, 09 Oct 2025 12:46:24 +0000

We are delighted to share the highlights of our incredibly rewarding time at the AccessAbilities Expo in the Dubai World Trade Centre!

Initially, we hadn’t planned to exhibit. Historically, the Expo has had a primary medical focus, but when the organisers called and expressed their dedicated interest in branching out to include education accessibility and inclusive learning, we couldn’t possibly say no. This shift is a powerful indication of the growing recognition that access in education is just as vital as physical access.

From the 6th to the 8th of October, we were busy on our stand, working hard and sharing the story of Louise Dawson Inclusion. It was a fantastic opportunity to discuss how our business came to be and, more importantly, to demonstrate exactly what we do as a company to drive meaningful change in schools and homes across the region.

Showcasing Inclusive Education Technology

Our stand became a hub for innovation and learning. We were thrilled to showcase some of our most exciting resources and partnerships:

Widgit Communication Boards: We had a brilliant time demonstrating the power of these new communication boards, which are essential tools for non-verbal and visual learners, supporting inclusive communication across all settings.
Everyway Insights: We shared our knowledge about Everyway, a key resource that helps schools and parents navigate and support diverse learning journeys.
Able UK Partnership: It was a pleasure to officially introduce one of our newest partners, Able UK, and demonstrate their invaluable contributions to creating more accessible environments.

These partners are just a few of the 45+ global partners we work with, all of whom provide varied and high-quality products that can help all children, especially those with additional learning needs, thrive in their education.

Purple Bags and Community Connections

Beyond the invaluable conversations and demonstrations, our “Spin the Wheel” prize pot was a huge hit! We gave out plenty of sweets and pens, but the undisputed star attraction was our signature purple tote bags emblazoned with the Louise Dawson logo.

It was heart-warming to see so many people walking around the Expo, proudly repping our brand. The popularity was overwhelming—we even ran out of bags on the final day, which, while unfortunate for those still wanting one, certainly confirmed the visibility of our message!

The AccessAbilities network brought together a diverse range of significant companies and individuals. It was truly amazing and deeply heartening to be among so many inclusion-focused people, confirming that we are not alone in our passion for ensuring access and equity for everyone. We made connections with many important figures and, excitingly, met some potential new partners that we hope to collaborate with to grow our community even further.

It is advocates like the legendary KittyOnTheWheels who make events like this one worth it!

Our time at the AccessAbilities Expo in the Dubai World Trade Centre reinforced one key thing: the momentum for educational inclusion in the UAE is building, and Louise Dawson Inclusion is proud to be at the forefront of that movement.

A Mark of Recognition: Supporting People of Determination

On the third and final day of the Expo, Louise Dawson received a significant honour: a Certificate of Appreciation presented under the patronage of His Highness Sheikh Ahmed bin Saeed Al Maktoum.

The certificate was awarded “in recognition of your invaluable efforts to support People of Determination and providing them the opportunities to play an overall development role in the community and its welfare.”

Louise Dawson is deeply honoured to receive this prestigious certificate and to be recognised for the dedication and hard work that has gone into both the last few days and the many years spent building our business. To be recognised by His Highness the Sheikh is a brilliant and profoundly rewarding affirmation of our commitment to access and inclusion in the UAE and beyond, motivating us to continue our mission to empower the community.

To learn more about AccessAbilities Expo click the link below:

Watch us set up our stand on Youtube, and subscribe for more fun events and information. Louise Dawson PMDT is always expanding and sharing our new accomplishments onto our page!

Events such as the AccessAbilities Expo are built entirely around people, and we want to extend our sincere thanks to each and every person who took the time to visit our stand and share their stories with us over the last few days. Despite all the hard work that went into the preparations and setup, the experience has been incredibly rewarding, and it’s the connections we’ve made that truly make it worthwhile. We look forward to continuing these important conversations with the community in the weeks and months ahead!

If you are reading this because we met at the Expo, a massive welcome to our website! We hope to continue the conversation. Please find more information about our mission, partners, and services on our main page, linked below.

Or book a one-to-one meeting with me here:

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School Rejection, Not School Refusal: Why Children Say No to Traditional Education and What to Do

Isis Dawson — Tue, 07 Oct 2025 10:52:42 +0000

“My child just won’t go to school.”
This is one of the most common and heart-wrenching statements I hear from families.

Traditionally, it’s labelled school refusal, but I call it school rejection. Why? Because it’s not simply about refusal or defiance (or even choice). It’s about children feeling unable, unwilling, or unsafe in the current system.

Since the pandemic, more children have realised they have choices about how and where they learn. Families are also asking schools to rethink how education looks.

This blog will explore:

Why children reject school.
What UK law says about minimum education hours for children learning at home or 1:1.
New regulations in the UAE.
Research into emotionally based school avoidance (EBSA).
Top 10 strategies to support reintegration.
How our services provide joined-up support for schools, families, and children.

Jump to How We Can Help:

Why Do Children Reject School?

1. Anxiety and Emotional Distress

Children may feel overwhelmed by:

Social anxiety
Transitions between schools.
High performance expectations.

“School rejection often signals distress, not defiance.

2. Neurodiversity and Unmet Needs

Autism, ADHD, dyslexia, or sensory processing differences can make school environments intolerable.
Without tailored support, school can feel unsafe or unmanageable.

3. Negative School Experiences

Bullying.
Teacher conflicts.
Constant academic failure that erodes confidence.

4. Learning Style Mismatch

Some children thrive in hands-on, project-based, or small-group learning. A rigid curriculum may leave them disengaged.

5. Health and Family Circumstances

Chronic illness, Long Covid, bereavement, or caring duties at home can all disrupt attendance.

6. Pandemic Shift in Expectations

Lockdowns proved that learning isn’t confined to the classroom. Families experienced flexibility – and many don’t want to go back.

7. Systemic Barriers

Rigid timetables.
Attendance sanctions.
Underfunded SEN support.

8. Fear of Stigma

Children may fear being labelled as “naughty” or “lazy,” and parents may feel judged.

UK Legal Context: Education at Home and 1:1 Provision

Under Section 7 of the Education Act 1996, parents must ensure their child receives an efficient, full-time education suitable to their age, ability, and needs, whether at school or otherwise.

How Many Hours Count as “Full-Time”?

There is no fixed legal minimum number of hours for home education.
In school, children usually receive about five hours per day, 190 days per year (38 weeks). This is often used as a benchmark.

For home / 1:1 learning, education should take up a significant portion of the child’s life, but it can look very different – shorter days, flexible timetables, experiential learning.

Call-out box idea: Did you know?

Parents are not required to:

Follow the National Curriculum.
Replicate school hours.
Have teaching qualifications.

The focus is on whether the education is suitable – preparing the child for adult life, enabling progress, and meeting SEN where applicable.

For more information visit the link below:

United Arab Emirates

1. Compulsory Education Law

Federal Decree Law No. 39 of 2022 on Compulsory Education requires parents / guardians to enrol their children in school and ensure their attendance during the compulsory education period.

Federal Law No. 11 of 1972 concerning Compulsory Education also sets out that education is compulsory in the elementary stage, starting at age six, and that the state provides free schools, books, teachers, etc., for citizens.

The law distinguishes between UAE citizens and non-citizens: for citizens, compulsory education covers from primary through to the end of secondary (or until age 18). For non-citizens, compulsory education is required until the end of primary school.

2. Obligations of Parents / Guardians

Parents / legal guardians are legally obligated to enrol the child at the start of the school year (or when age appropriate) and ensure regular attendance.

Under Article 6, Parents/legal guardians are exempted from enrolling a child if there is documentation in place.

If they don’t enrol a child, or if the child fails to attend regularly during the compulsory education period without valid reason, there are legal consequences.

3. Penalties for Non-Enrollment / Non-Attendance

Failure to enrol a child during the period of compulsory education may result in a fine (at least AED 5,000) or imprisonment.

Public Prosecution has authority in this regard.

4. New / Recent Attendance & Absence Rules (2025-2026 Academic Year)

For children who are enrolled in a traditional school, the UAE Ministry of Education has introduced / approved new guidelines to tighten attendance rules. These affect and/or will affect public schools, and in many cases private schools via local education authorities (e.g. ADEK in Abu Dhabi). Some of the key points:

Warning and Notification

After one day of unexcused absence, a written warning is issued; parents are to be notified immediately

Maximum Unexcused Absences

A maximum of 5 unexcused days per term, or 15 per academic year. Exceeding that may lead to repeating the year.

Counted Absences Around Holidays / Fridays

Missing on a Friday or directly before/after a public holiday is counted as two days of absence.

Support / Intervention Plans

For students “at risk” due to frequent absences, schools must prepare support plans (including psychological / educational support, regular communications with parents, motivational programs).

Appeal Rights for Parents

Parents have the right to appeal notifications regarding absences. Example: within five working days.

5. Regulation by Emirate Authorities

In Abu Dhabi: ADEK (Abu Dhabi Department of Education and Knowledge) has its Student Administrative Affairs Policy. It includes authorised absences (with documentation) for things like medical leave, death in family, scheduled medical appointments etc

Schools must monitor attendance, flag students exceeding 5% of total school days as “cause for concern,” report late arrivals, track attendance via information systems, etc

In Abu Dhabi: ADEK (Abu Dhabi Department of Education and Knowledge) has its Student Administrative Affairs Policy. It includes authorised absences (with documentation) for things like medical leave, death in family, scheduled medical appointments etc

6. Legal Basis & Rights

The UAE Constitution, and subsequent laws guarantee the right to education, and require the government to provide free education (for citizens) and ensure compulsory education.

The Child Rights Law also includes provisions that parents / legal guardians must not fail to enrol their child in education or leave a child without attending school during compulsory education, unless they are exempt.

Implications / What Is Not Explicitly Covered

As of now, I could not find published any regulation that defines how many hours per day or per subject must a child attend (in the case of homeschooling or alternative provisions) — unlike the UK, I did not see legal minimum daily/weekly hours in publicly available sources.

Most of the rules refer to attendance / absence counts rather than detailed content of education if schooling is provided in alternative formats.

What Research Says About School Rejection (EBSA)

Terminology Shift

Many specialists now use “Emotionally Based School Avoidance (EBSA)” instead of “refusal.”
This reduces blame and highlights emotional distress as the root cause.

Prevalence

Around 1–2% of children experience EBSA pre-pandemic.
Post-pandemic numbers are rising, with persistent absenteeism now affecting more than 10% of children in England.

Key Findings

Neurodivergence and anxiety are the biggest risk factors.
Emotional distress worsens the longer a child is out of school. However, reintegration support plans are known to work, slowly and gradually.
Families also experience high stress and burnout.

References:

Newcastle University study (2025): many children avoid school due to severe emotional distress.
ONS data (2025): links between absence and child mental illness.
International reviews: early intervention and flexible schooling models work best.

Top 10 Tips for Supporting Reintegration

Listen First – Ask the child what’s hard. Validate their feelings.
Assess Needs – Look at SEN, trauma history, and learning gaps.
Phased Return – Start with half days or certain lessons.
Safe Spaces – Provide a retreat area in school.
Peer Support – Buddy systems and small-group activities help.
Catch-Up with Care – Avoid overwhelming testing; scaffold learning gently.
Therapeutic Support – Access counselling or therapy.
Parent Support – Reduce blame, provide resources and peer networks.
Collaborative Planning – Family, school, and professionals reviewing progress together.
Alternative Provision – Explore specialist schools, hybrid models, or long-term home education if needed.

“Flexibility, not force, builds the bridge back to learning.”

How We Help

At Louise Dawson PMDT, we specialise in bridging the gap between families and schools. With 20 years of school experience, 27 years parenting neurodiversity and specialist qualifications and training we understand that a holistic approach is vital to success. We are able to implement a planned progression route that includes:

Family meetings: we listen to your story and identify needs.
School meetings: we help staff understand barriers and solutions.
Child meetings: we build trust and explore what feels safe.
Support plans: we co-create flexible, practical pathways.
Signposting: where needed, we connect families to therapists, SEN assessors, or alternative provision.

Our goal is simple: to reduce distress, rebuild trust, and create a sustainable education pathway for every child.

Come check out our centre today and learn how we can help to reintegrate.

Or book a meeting with Louise Dawson to learn the best way to support your Childs individual needs.

The post School Rejection, Not School Refusal: Why Children Say No to Traditional Education and What to Do appeared first on Louise Dawson Professional and Management Development Training.

Finding Your Village: Louise Dawson Joins Just The Mums for a Parent-Focused Autism Awareness Event

Isis Dawson — Mon, 29 Sep 2025 14:11:50 +0000

Louise Dawson was invited to speak at the recent Parent Support and neurodiverse awareness event hosted by Just The Mums, UAE, a vital, non-judgemental platform for mothers across the region. The event, focused on navigating neurodivergence and the Dubai educational system, brought together parents, experts, and advocates to ensure every mother knows she is not alone and has access to support.

The core message of the afternoon was simple: prioritise your child’s needs for them to thrive, know that you are part of a community, and be aware of all the excellent options for external support.

A Unique Perspective: Parent, SENCo, and Advocate

I was invited to share my personal and professional experience in the UAE. As an educational specialist, I have a decade of experience in the Middle East as a Special Educational Needs Coordinator (SENCo), giving me significant insight and knowledge into how the educational system works.

Crucially, I am also a parent. Having raised three adult children, all of whom have varying levels of Special Educational Needs (SEN), I understand the challenges, the emotional journey, and the persistent fight to ensure your child receives the appropriate support. This dual perspective—as a parent who has been through the struggles and a qualified professional—allows me to truly empathise and offer qualified advice to parents experiencing similar issues in schools.

Events like this are essential as they allow parents to see where extra support can be found, whether through my centre, which provides a wealth of resources and connections, or by signposting to trusted partners and other avenues.

Additional Support Insight: Support from ATIC Psychological & Counselling Centre

The event featured two outstanding co-speakers from ATIC Psychological & Counselling Centre, who offered significant insight into external therapeutic support and opportunities available for neurodivergent children.

The speakers from ATIC were:

Chloe Smith, MSc., HCPC, DHA – a highly experienced Speech and Language Therapist.

Melandri van Jaarsveld, BSc(Hons), HCPC, DHA – the Early Years Occupational Therapy Lead.

ATIC is a wonderful centre, offering a wide range of therapy and psychological support including art psychology, clinical psychology, child and adolescent psychology, and occupational therapy. Chloe and Melandri gave up their time to share very insightful knowledge into their respective fields, demonstrating how these types of external resources are essential for understanding your child and ensuring their success.

You Are Not Alone: The Power of Community

Perhaps the most significant part of the afternoon was the question and answer section, which created a safe space for parents to share their experiences and ask vital questions specific to their child. It’s in these moments that the isolation many parents feel begins to melt away, and they learn that it’s truly okay to be different.

For example, a large chunk of time was spent discussing a child who is adverse to sunscreen. Together, myself, Chloe, and Melandri offered different explanations and tools. This aversion could stem from various issues—sensory overload, communication barriers, or behavioural responses. The number one step to resolving any challenge, whether it’s sensory, communicative, or behavioural, is getting to the bottom of the what, why, and how. Each child is different and needs a personalised approach to thrive and flourish.

This event was a powerful reminder that parents are not alone. Our goal is to foster an environment where this is known, and we can work together to ensure all our children can succeed. It was a lovely opportunity to connect with parents and fellow psychologists alike, and I was proud to represent the importance of fighting for your child and knowing that resources are available for them in the UAE.

Joining the Just The Mums Community

If you are a mother in the UAE, consider joining Just The Mums, UAE. This dedicated platform is built to be your “best mum friend”—a safe, happy, and supportive space where women of all backgrounds can come together to chat, ask advice, learn, and share experiences. The group is carefully vetted by the admin team to ensure it remains a safe and supportive community. While this specific event focused on Autism Awareness and neurodiversity, the group covers a vast range of topics relevant to mums in the region.

For more information about ATIC Psychological & Counselling Centre, visit their website:

For more Parent Support options, visit the “For Parents” section on our website:

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The Future of Education is Here: Announcing the Louise Dawson & CambriLearn Hybrid Education Hub in Dubai

Isis Dawson — Fri, 26 Sep 2025 09:58:47 +0000

We are incredibly proud and excited to announce a brand-new partnership that marks a significant step forward for flexible, inclusive education in the UAE: the launch of the CambriLearn Hybrid Education Hub in collaboration with the Louise Dawson Professional & Management Development Training Centre.

Located in Al Barsha South, Dubai, this partnership is all about providing a unique and supportive hybrid learning environment. It combines the world-class academics and flexibility of CambriLearn online schooling with the structure, community, and in-person guidance offered at our specialist, KHDA permitted centre.

Bridging the Gap: Online Flexibility Meets In-Person Support

The shift to online learning during the pandemic highlighted how much some students and families thrive with flexible education. However, as the world returns to ‘normal’, the need for socialisation, a dedicated workspace, and face-to-face support remains crucial for many.

This Hybrid Hub offers the perfect solution. Students enrolled with CambriLearn—an internationally accredited online school offering both UK and US curriculum pathways, including International GCSEs and A Levels—can now use our Dubai centre as their local learning base.

As educational inclusion specialists, our centre provides a psychologically informed and highly positive learning environment. Here, students benefit from:

On-site facilitation in a structured setting.
Face-to-face access to qualified staff.
Small group sessions and personalised learning plans.
A dedicated space to work, socialise, and separate ‘schoolwork’ from ‘home life’.

As our founder, Louise Dawson, shares from her personal experience: “One of the hardest things for my firstborn child was doing homework at home; it removed the home as a safe space away from school. We adapted our practices to maintain the peace and separation between work and life balance. This hybrid option with CambriLearn allows for that vital balance, ensuring students have a separate place to focus and thrive academically while keeping home a place of rest and connection.”

Personalised Education for Every Learner

This collaboration is particularly powerful for families seeking a bespoke educational experience. Whether your child is neurodivergent and requires specialised support, is a high-performing athlete or artist needing a flexible schedule, or simply thrives with self-paced learning but still needs daily structure, the Hybrid Hub is designed for them.

Co-founder of CambriLearn, Claudia Swartzberg, notes, “Our Dubai Hybrid Hub gives students the best of both worlds: high-quality online learning plus daily, in-person guidance in a calm, inclusive setting.”

By working together, Louise Dawson and CambriLearn are celebrating unique learning styles and making it possible for students to attend school in a way that truly suits their individual needs.

The future of education is here, and it’s flexible, supportive, and perfectly balanced.

For more information about CambriLearn packages, opportunities, and curricula, click the link below:

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A GEMS Winchester School Dubai Parent Talk on SEN Support

Isis Dawson — Thu, 25 Sep 2025 15:53:55 +0000

It was a true honour to lead a parent talk at GEMS Winchester School Dubai, where I shared my expertise on special educational needs. As a leading voice in this field, I was invited to share my personal story and professional insights with the parents of the GEMS Winchester community. The talk centred on my own experiences navigating educational needs, both for my three children and for myself.

With three children who have special educational needs and as a former SENCo across three different schools in Dubai, I was able to reassure these parents that they are not alone. I work diligently to debunk common misconceptions about Special Educational Needs and Disabilities (SEND) departments in schools and to foster a sense of community support for parents.

During the talk, I shared my own educational background and the challenges my family and I faced. I spoke about my firstborn son’s journey with autism, my second son’s experiences with ADHD, and my third child’s challenges with choosing a degree pathway. All three of my children are now successful adults in their twenties. I also discussed my own later-in-life diagnosis and the professional hurdles I encountered while working in schools. We covered the role of a school’s SEND department and how parents can best communicate with SEND leaders.

Every child is unique and requires a personalised approach. However, the questions I receive at these talks are often similar. This event was no different, with parents asking for advice on a variety of common topics:

“What advice do you have for me?”
“What after-school learning opportunities are available?”
“How can I encourage independence for my child of determination?”

These frequently asked questions highlight a universal need for information and support. To address this, I have added a dedicated FAQ section to my parents’ advice website page with answers to some of these common queries.

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Data Protection for UAE Education: New ADGM Rules

Isis Dawson — Thu, 18 Sep 2025 10:21:35 +0000

The Abu Dhabi Global Market (ADGM) has introduced the Data Protection Regulations (Substantial Public Interest Conditions) Rules 2025. These new rules, which amend the Data Protection Regulations 2021, are a significant development for the education sector in the UAE, providing greater clarity on how special categories of personal data can be processed.

Why This Matters for Education

The new rules are especially relevant to schools and other educational institutions. They clarify how to handle sensitive information about students and staff, known as “Special Categories of Personal Data,” without requiring explicit consent in certain situations where there’s a substantial public interest.

This is a crucial update for the education sector, which routinely handles sensitive data like health information, learning support needs, or data related to a child’s well-being.

The rules aim to strike a balance: they provide a legal basis for processing data necessary for the welfare of students while ensuring robust safeguards are in place. This is particularly important for protecting vulnerable individuals, a key focus of the new regulations.

Key Features and Their Impact on Schools

Here’s how the new rules will affect educational institutions:

Protecting Children and Individuals at Risk: The most impactful change for education is the provision that allows for the processing of Special Categories of Personal Data without consent when it’s necessary to protect children or individuals at risk of emotional or physical harm. This gives schools the legal backing to share information with relevant authorities or professionals, such as social workers or psychologists, when a student’s safety is a concern.
Clarifying “At Risk” Status: The rules define the criteria for when an individual aged 18 or over may be considered “at risk.” This provides a clear framework for universities and other higher education institutions to act in the best interest of their students, particularly in cases involving mental health or safety.
Balancing Data Use with Protection: As H.E. Rashed Al Blooshi, CEO of the ADGM Registration Authority, said, “These new rules reinforce our commitment to protecting individuals, particularly the most vulnerable, while enabling responsible data use across sectors.” This statement highlights the core purpose of the new regulations: to enable schools to use data for critical purposes, such as safeguarding, while maintaining a strong protective framework.

For more information, you can read the Federal Decree by Law No. (45) of 2021 Concerning the Protection of Personal Data:

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