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KHDA Wellbeing Matters · Dubai private school

Wellbeing evidence your inspectors can actually see

Upstrive gives Dubai schools a daily record of how students feel, what the school did about it, and what changed — the kind of evidence KHDA's Wellbeing Matters framework asks schools to bring.
UPSTRIVE, IN NUMBERS
60,000+
students across schools worldwide
5 million+
wellbeing data points captured
4,700+
risk alerts raised for counsellors each month
85%
daily student engagement on the platform
THE FRAMEWORK

Wellbeing is assessed as culture, provision and outcome

KHDA's Wellbeing Matters framework looks at wellbeing across the whole school experience rather than as pastoral care alone: how leaders lead it, how the school listens to its community, and how daily life enables wellbeing for every learner. Its guiding principles are student-centred, strengths-based, equitable and collectivist. Here is where Upstrive contributes evidence.
Leading wellbeing

A wellbeing vision that is followed with data, not just published

Leaders see live wellbeing dashboards and termly trends across year groups, so priorities can be set, reviewed and reported to staff, parents and governors with real numbers behind them.
Listening to stakeholders

Student and staff voice, gathered every day

Daily check-ins, written reflections and surveys build one of the most consistent voice data sets in the school — and record what the school changed in response.
Enabling wellbeing

Wellbeing practised in routines, not in one-off events

Ready-to-run programmes, guided reflection and self-coaching tools sit inside the school week, so students build habits and skills that can be tracked over terms.
Every learner

The quiet student is visible, not averaged away

Individual-level views and cohort filters let pastoral teams look at high-achieving students, new arrivals, exam groups or students of determination separately, instead of behind a whole-school average.
IN AN INSPECTION

What the conversation sounds like when the data is already there

Two situations from schools using Upstrive. Neither started as an inspection exercise — both left the school with a clear account of what it noticed and what it did.
Early detection
A grade 10 student who was not on the wellbeing team's radar left a concerning note in her check-in. A teacher saw it, alerted the counsellor, and the school supported her in time.
Evidence it leaves behind: the check-in, the alert, the action taken, and the follow-up — all timestamped.
Crisis response
After a sudden death on campus, a school used Upstrive to identify more than 40 students who needed psychological support, and organised help for every one of them within 24 hours.
Evidence it leaves behind: who was affected, how support was allocated, and how the cohort recovered over the following weeks.
FROM A SCHOOL — PRIMARY
“It's given us a chance to get to know the kids a lot better — their concerns, and the things that really give them pleasure. And it's given us a platform to go and delve deeper. Around testing time, when children say they're a bit stressed, we can deal with that immediately. It's not something we have to wait for it to explode and then deal with.”
Sheldene Scott
Assistant Head of Primary, Pastoral
“What makes me smile is that it's not only coming from children who can articulate themselves really well. It's coming from children who may have a language barrier, children who may be really young, children who may be part of our inclusion team.”
EVERY LEARNER IS HEARD
“It's given us a great insight not only into our students and their wellbeing, but also into our staff — because we use it for both. It's not only an application for students, it's for the whole school community.”
STAFF WELLBEING TOO
“You've got the top end and the bottom end that everybody knows about. But there's the great silent majority in the middle who just seem to get on with it, when underneath they're not expressing themselves as much as they normally would. Upstrive gives us the opportunity to track that.”
THE SILENT MAJORITY
“Rather than waiting at the door for children to come in and trying to read the room, teachers can see that some children are clearly struggling — and use their emotional intelligence to shift things to meet the needs of the children.”
TEACHERS ADAPT IN THE MOMENT
FROM A SCHOOL — SECONDARY
“There are occasions where the platform shows us children who are clearly in distress, and that allows us to intervene straight away. I'm also the safeguarding lead — it's a very powerful tool for students who are suffering to express that in a safe and confidential way, which lets us bring in the counsellor and the other people who can really intervene.”
Alistair Hamilton
Head of Pastoral, Secondary — and Designated Safeguarding Lead
HOW IT WORKS

From daily check-ins to inspection-ready evidence

One loop that runs quietly through the school year. Nothing here is created for the inspection — it accumulates because the school is doing the work.
1

Student voice

Daily check-ins, reflections and surveys from every student, in their own words.
2

Insight and cohorts

Whole-school trends plus separate views for the groups you need to watch closely.
3

Action and review

Alerts reach the right adult, support is logged, and outcomes are reviewed against the trend.
4

Evidence to share

Reports you can bring to an inspection conversation, a governors' meeting or a parents' evening.

See what your school's wellbeing evidence could look like

A short demo, in your school's context. We'll show you the dashboards, the alerts and the reports — and answer what you would bring to an inspection.
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