How did your school foster an environment of inclusivity and appreciation, ensuring that everyone feels valued and respected?
Having studied at DPS for six years now, I have witnessed numerous instances where our school has created an environment where all students and teachers feel valued and respected.
When I first joined in seventh grade, I noticed the wide variety of activities available to all students. From Nukkad Natak to choir, to dances set to English, Hindi, and Korean music, there was a diverse range of opportunities. Students showcased their creativity by making charts for various stalls, painting canvases for fundraisers, and more. It felt like there was something for everyone, and we all found activities we wanted to be a part of.
During COVID-19, the school adapted by offering several clubs we could join, such as yoga, chess, cooking without fire, dance, quiz, and mental health club. Once again, it felt like there was something for everyone to participate in. These clubs not only provided us with activities to look forward to but also helped us stay positive during a challenging time.
However, it was only after I joined the student council that I fully appreciated the effort behind our school’s inclusivity. In eleventh grade, I began to see and understand how the environment ensured that all students voices were heard and respected. Regular student council meetings, sometimes led by the vice principal, were held to discuss issues faced by students and possible solutions. This gave students a voice in creating a positive school culture, and we acted as spokespersons for our classmates.
In twelfth grade, I spearheaded the creation of the mental health newsletter, “Wellness Meter.” What began as a project evolved into a passion-driven initiative aimed at shedding light on mental health issues, providing a platform for peers to share personal narratives, and fostering a supportive environment. Through this, I learned about the school’s efforts to support students with special needs. Notably, conducting interviews with dedicated teachers highlighted their efforts in supporting students with conditions like autism and dyscalculia.
For autism, the school facilitates open conversations and develops sensitivity through storytelling and literature, introducing characters with diverse abilities to ignite compassion and acceptance in students. Parents of students with special needs are engaged through meetings, the development of Individualized Education Programs (IEPs), and progress tracking. For dyscalculia, multisensory instruction, such as visual and auditory aids, especially in mathematical concepts, strengthens the education of students with this condition.
Our school also holds outreach programs regularly to keep parents and students aware of topics like breast cancer and other diseases. Webinars on unconventional career paths taken by alumni motivate us to pursue careers we are passionate about. For example, a webinar featuring a travel blogger inspired me to create my own food blogging account.
Overall, my experience at DPS Dubai has been transformative. Serving on the student council revealed the extensive behind-the-scenes efforts contributing to our school’s holistic success, and I am truly proud to be part of such an inclusive community.
