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ADEK_S_Student_Mental_Health_Policy.pdf

CONFIDENTIAL – DO NOT SHARE
Effective From AY 2024/25 (Fall term)
Compliance From AY 2025/26 (Fall term)
STUDENT MENTAL
HEALTH POLICY
Introduction
As set out in the ADEK Wellbeing Policy, wellbeing is fundamental to student
progression and success. Schools have a responsibility to nurture and sustain
the mental wellbeing of their student community, and to identify and support
students at risk of poor mental health. This policy sets out the basic
requirements for schools in relation to the education of students about mental
wellbeing, and the provision of mental health support services. It should be
read in conjunction with the ADEK wellbeing policies.
Purpose
• Ensure that mental health is prioritized and integrated in all aspects of
the school environment.
• Encourage schools to adopt a community-wide approach to promote
mental health through awareness campaigns and initiatives aimed at
all stakeholders.
• Support early identification and intervention by establishing systems
and protocols for identifying and addressing mental health concerns
early.
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Definitions
ADEK Wellbeing
Policies
The group of ADEK policies that relate to student and/or staff wellbeing
includes the following policies:
• Digital Policy
• Educational Risk Policy
• Extracurricular Activities and Events Policy
• Health and Safety Policy
• Healthy Eating and Food Safety Policy
• Inclusion Policy
• In-School Specialist Services Policy
• Physical Education and School Sports Policy
• Safeguarding Policy
• Staff Wellbeing Policy
• Student Behavior Policy
• Student Mental Health Policy
• Student Protection Policy
• Sustainability Policy
• Wellbeing Policy
Additional Learning
Needs
Individual requirements for additional support, modifications, or
accommodations within a school setting on a permanent or temporary
basis in response to a specific context. This applies to any support
required by students of determination and those who have special
educational needs and/or additional barriers to learning, access, or
interaction in that specific context (e.g., dyslexic, hearing or visually
impaired, twice exceptional, or gifted and/or talented).
For example, a student with restricted mobility may require lesson
accommodations to participate in Physical Education and building
accommodations to access facilities but may not require any
accommodations in assessments. Equally, a student with hearing
impairment may require adaptive and assistive technology to access
content in class and may also require physical accommodations (e.g.,
sit in the front of the class to be able to lip read) to access learning.
Confidentiality
A professional’s promise or contract to respect a counselee's privacy by
not disclosing anything revealed during counseling, except under
specific, agreed-upon conditions (Glosoff & Pate, 2002).
Coping Mechanism
Any conscious or nonconscious adjustment or adaptation that
decreases tension and anxiety in a stressful experience or situation
(APA, n.d.).
Counseling
Highly personalized therapeutic support provided to an individual by
qualified professionals to promote their wellbeing by addressing their
academic, career, and social-emotional development needs.
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Concerning
Behavior
A significant change in behavior (observed in relation to academic
performance, interests, social activities, or ability to perform familiar
tasks) with the potential to negatively affect an individual's wellbeing or
that of others.
Cycle
A stage in the primary and secondary educational process and is
classified in Abu Dhabi as the following: Kindergarten (KG), Cycle 1
(G1/Y2-G5/Y6), Cycle 2 (G6/Y7- G8/Y9), and Cycle 3 (G9/Y10-G12/Y13).
Private schools teaching UAE Ministry of Education (MoE) curriculum
may follow MoE cycles: KG, Cycle 1 (G1-G4), Cycle 2 (G5-G8), and Cycle 3
(G9-G12).
Documented
Learning Plan
A plan which outlines any personalized learning targets, modifications
to curriculum, additional support, or tools for learning which are agreed
by school staff, parents, and students (where appropriate), including
Individual Educational Plans (IEP), Individual Support Plans (ISP),
Individual Learning Plans (ILP), Behavior Support plans (BSP), Advanced
Learning Plans (ALP), etc. This may be to address any specific identified
academic, behavioral, language, or social and emotional need.
Emotional
Regulation
A measure of an individual’s ability to appropriately feel, identify, reflect,
and act on their emotions/ emotional states to internal as well as
external stimuli, dependent on time, place, and circumstance.
Mental Health
A state of wellbeing in which an individual realizes their own abilities,
can cope with the normal stresses of life, can work productively, and is
able to make a contribution to their community (WHO, 2022).
Neglect
Failure of a parent or any adult supervising a student to provide for the
basic needs and rights of a student towards their physical safety,
development, and wellbeing, which may lead to a failure to thrive in the
context of the resources reasonably available to the parent. Such
failure causes or has a high probability of causing significant harm to
the student’s health and/or physical, social, educational, mental,
spiritual, or moral integrity.
Parent
The person legally liable for a child or entrusted with their care, defined
as the custodian of the child as per the Federal Law No. 3 of 2016
Concerning Child Rights.
Protective Factor
Behavior or characteristic that reduces the likelihood or impact of
negative outcomes on an individual (e.g., having social support
networks).
School Counselor
A social care professional who provides social, emotional and academic
support, guidance, and counseling to students by designing,
implementing, evaluating, and enhancing programs and initiatives
related to academic, social, and emotional wellbeing.
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Social and
Emotional Learning
The acquisition and application of knowledge and skills that enable
self-awareness, emotional regulation, meaningful social relationships
and interactions, constructive choices, and resilience.
Social Worker
A professional who supports individuals, families, or groups of people
(including children, the elderly, and People of Determination) with social
problems, by conducting an assessment of their needs, causes and
impact, and working with them and/ or their caregivers to identify,
coordinate and manage appropriate solutions to enhance their
personal, social, and economic competencies (DCD, 2020).
Suicidal Ideation Thoughts about or a preoccupation with killing oneself.
Wellness Space
An area in the school that is accessible to all students and is
designated for the purpose of recuperation and the promotion of
calmness and mental and emotional health.
Young Caregiver
A student who tends to the needs and concerns of their parents or
other family members with short-term or long-term limitations due to
illness, injury, or disability (John Hopkins Medicine, n.d.).
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Policy
1. School Policy on Student Mental Health
1.1 Policy Requirements: Schools shall develop and implement a Student Mental Health
Policy, with an emphasis on prevention and early intervention, in line with the ADEK
wellbeing policies. The policy shall include, at minimum, the following elements:
1. Student Awareness and Education: A clear approach and plan ensuring that
students learn and understand how to live balanced and healthy lives,
including activities to promote and maintain mental health.
2. Student Counseling: The provision of in-school or outsourced qualified
specialist services to students who may require additional support or
counseling (see Section 3. Counseling and Support Services).
3. Referral Pathways: The procedures through which individuals can refer
themselves or others for the mental health support services offered by the
school (see Section 4. Referral Pathways).
4. Support During Vulnerable Phases: Step-by-step approach to support
students in managing and alleviating stress during vulnerable phases of the
academic year (see Section 5. Support During Vulnerable Phases).
5. Wellness Resources: The provision of appropriate resources, such as a
wellness space, that provide opportunities for students to focus on their
wellbeing (e.g., reduce stress and anxiety).
6. Inclusion: Tailored, needs-led services for students with additional learning
needs, in line with the ADEK Inclusion Policy and the Federal Decree-Law No.
(29) of 2006 on the Rights of Persons with Special Needs, and planned
programs and initiatives to promote inclusion in schools (see Section 6.
Support for Students with Additional Learning Needs).
2. Mental Health Awareness and Education
2.1 Educating Students About Mental Health: Schools shall teach students about mental
health and living healthy, balanced lives, with a focus on increasing protective factors
and developing coping mechanisms. This shall include mindfulness, social and
emotional learning (including emotional regulation and resilience), stress
management, time management and organization, and the importance of creating a
receptive environment for those seeking mental health support and avoiding actions
that can lead to stigmatization.
1. For students in Cycles 2 and 3, topics should also include mental health
difficulties (e.g., depression, anxiety) and related coping mechanisms (e.g.,
surrounding parents’ separation/divorce), substance use (misuse, abuse, and
addiction) and its prevention and treatment, eating disorders (including
causes, indicators, and treatment), digital gaming addiction, suicide and
suicidal ideation, any maltreatment concerns, and ways to access help.
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2.2 Parental Awareness: Schools shall inform parents of their students' mental health
policy, and initiatives, and offer engagement opportunities.
3. Counseling and Support Services
3.1 Mandatory Provision of Counseling: Schools shall provide all students with access to
counseling as required and ensure each step of the counseling process is
documented as per requirements in line with the ADEK Reporting Policy.
3.2 Appointment of School Counselors: Schools are authorized to employ school
counselor(s) internally as a staff member or through Department of Health (DoH)-
licensed centers via the in-school specialist system, in line with the ADEK In-School
Specialist Service Policy, in order to provide students with access to counseling to
address their mental health.
1. Qualifications: Schools shall ensure that:
a. Counselors hired internally by the school as staff members meet the
requirements specified in the ADEK Staff Eligibility Policy.
b. Counselors employed through DoH-licensed centers as in-school
specialists meet the requirements specified in the ADEK In-School
Specialist Services Policy.
2. Counselor Responsibilities:
a. Schools shall require the counselor to conduct the following duties in
addition to providing counseling services and in line with their
professional qualifications:
• Work with relevant stakeholders, such as teachers and parents, to
cater to students' counseling needs, as appropriate and in line with
confidentiality requirements (see Section 3.5. Confidentiality).
• Liaise with external bodies (e.g., psychiatric centers, child protection
specialists, Family Care Authority, etc.) to ensure the provision of
necessary support to student(s), as appropriate and in line with
confidentiality requirements (see Section 3.5. Confidentiality).
3.3 Appointment of Social Worker: Schools shall appoint a social worker as a member of
staff to support students (and their families) as an integral link between the school,
home, and the community in helping students succeed.
1. Qualifications: Schools shall ensure that:
a. Social workers hired by the school as staff members meet the
requirements specified in the ADEK Staff Eligibility Policy.
2. Social Workers Responsibilities:
a. Schools shall require the social worker to conduct the following duties in
line with their professional qualifications:
• As part of an interdisciplinary team to help students succeed, play a
crucial role in evaluating needs, causes, and impact and providing
assistance through support services to students inside a school
setting.
• Work with students, parents, teachers, school staff, and the wider
community to support the personal, social, mental, and emotional
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health needs of students with the goal of providing emotional and
behavioral support to enhance competencies and enable them to be
successful in the classroom.
• Social workers are not authorized to provide therapy/counseling.
3.4 Mental Health Committee or Lead: Schools shall appoint a committee or lead to
promote awareness of mental health and social and emotional learning. In cases
where counselor(s) are appointed internally as a staff member, it is recommended
that the counselor take on this role.
3.5 Confidentiality: Schools and counselors shall adhere to confidentiality requirements
as per Federal Decree Law No. (45) of 2021 on the Protection of Personal Data, the
DCD Social Care Professionals Code of Conduct & Ethics in the Emirate of Abu Dhabi
(DCD, 2020), and other relevant government authorities.
1. Schools shall authorize school counselors to share information with relevant
stakeholders (e.g., parents, principal, and vice principal) where the school
counselor deems this is required to protect the best interests of the student or
where this is required legally.
a. In case of suspected maltreatment or potential significant self-harm, the
school counselor shall share information with the Child Protection
Coordinator or any member of the Child Protection Team, in line with the
ADEK Student Protection Policy.
b. In cases such as suicidal ideation or severe substance abuse, the school
counselor shall immediately inform school leadership to take further
action.
2. The school counselor shall explain to the student the limitations of
confidentiality in age-appropriate terms.
3.6 Parental Consent: Schools shall seek consent from parents if regular or structured
counseling is provided to a student. Where the need for counseling is identified but
parents refuse to give consent, schools shall require them to indicate their decision in
writing, with an acknowledgment that they will take responsibility for the wellbeing of
the student.
1. Parental consent shall not be required when a student interacts with the
school counselor(s) in an unstructured or irregular manner (e.g., a
spontaneous conversation regarding daily life, or unplanned drop-ins).
2. Parental consent shall not be required if the counselor deems it to be in the
best interest of the student, i.e., in situations where informing parents may
adversely affect the wellbeing of the child.
3. Where a parent refuses to give consent and the counselor and school
determine that access to a counselor is a necessary measure to prevent
potential significant harm to the student, schools shall report this as neglect
to the Child Protection Specialist and/or Child Protection Unit, in line with the
ADEK Student Protection Policy.
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4. Referral Pathways
4.1 External Referral: Where it is determined that a student