School Stories from the UAE: Miles

These are true stories of real families that highlight their unique challenges and illustrates how the support of our Services can help ensure a happy ending. All names are fictitious to protect the privacy of the individuals involved.

Miles is an imaginative, enthusiastic 6-year-old boy who has always shown a love for learning, particularly when it involves hands-on activities, movement, or creative exploration. He is from Australia and has lived in Dubai since he was 4. Although he never received a formal diagnosis, his parents had noticed from a young age that he preferred to play independently, was shy in unfamiliar environments, and often needed gentle encouragement to engage with other children.

It wasn’t until Miles began nursery that his social confidence really began to grow. He developed a close bond with his older brother and started showing more curiosity and interaction with those around him. His teacher saw this too, often commenting on how clever and capable Miles was, especially when the topic captured his interest. He would fully immerse himself in learning, sometimes even taking on the role of “teacher” himself, confidently leading group activities when he felt secure and engaged.

Miles continued to thrive in his early school years. But as he transitioned from KG2 into Grade 1, his parents noticed a shift. The change in learning style, from play-based to more structured, academic work, proved challenging. Miles, an active learner, now had fewer opportunities for movement and exploration. Written tasks became particularly difficult. His fine motor skills were not yet at the level expected for his age, and he began to tire quickly, becoming anxious when he couldn’t perform at the level he believed was expected of him.

This led to task refusal, which began to spill into other areas of his learning. By the middle of Term 1, the school approached his parents and recommended the support of a Learning Support Assistant (LSA). This came as a surprise. Miles had always been independent at home. He loved reading, took part in learning activities with some gentle guidance, and, with a little motivation and a flexible approach, could complete written tasks on his own.

His parents were unsure how to move forward. They wanted to do what was best for their son but were also mindful not to make him overly reliant on adult support. That’s when they contacted Bennett for help.

Since Miles hadn’t had any formal assessment, we started with informal observations in his classroom and spent time with him in both one-to-one and group settings. Our aim was to build a clear picture of how Miles learned, what supported him best, and where the gaps were.

It quickly became clear that Miles’s teacher was dedicated and eager to support him but was still developing confidence in how to meet his needs consistently. We worked closely with the teacher, modelling strategies in real time, both individually with Miles and during whole-class activities. We showed how small environmental changes, like adjusting seating or breaking tasks into smaller parts, could improve his focus and engagement.

Further, we set up weekly meetings with the school team. These were structured check-ins where the team could share what they had observed, raise questions, and reflect on Miles’s week. Based on their input, we provided tailored suggestions and updated his support plan regularly to keep pace with his progress and changing needs. This ongoing dialogue created a shared sense of ownership and collaboration across the whole team.

As part of our work with the school, we also collaborated with the inclusion department. They introduced one or two movement breaks per day for Miles, helping him to regulate throughout the day and giving the teacher more flexibility in supporting him within the classroom.

After just six weeks of consistent, targeted support, Miles’s progress was evident. He was more settled, more engaged, and more confident. When the school returned from the winter break, there was some expected regression, but by returning to the plan and taking small, steady steps forward, the team quickly saw him begin to thrive again.

By week 13, the school team felt confident that Miles no longer needed an LSA. With the right tools and understanding, they were fully able to meet his needs and ensure he was accessing the curriculum successfully.

This was a major success for Miles, a child who simply needed the right support, not constant support, and a huge relief for his parents. They could step back, reassured that their son was in capable hands, and confident that he was not only managing in school, but growing.

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The Bennett UAE Crew

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