Is My Child Struggling or Just Settling In? Identifying Learning Gaps in UAE Schools

15/12/2025 / Online Tutoring

For many parents in the UAE, questions about their child’s progress arise soon after the start of a school term. The country’s classrooms are uniquely diverse, with children coming from different educational backgrounds and curricula. This variety enriches learning but also creates challenges: some pupils thrive immediately, while others appear hesitant, quieter than usual, reluctant to complete homework, or slower to grasp new concepts.

The central difficulty for parents is knowing whether these behaviours reflect the normal process of settling into a new environment, or whether they point to genuine learning gaps that require intervention.

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Settling in versus genuine struggles

When a child enters a new learning environment, it is entirely natural for them to require time before feeling fully engaged with both the academic and social aspects of school life. For some, this period is brief; for others, it may take a term or more to truly settle. Adjusting often means navigating new classroom expectations, unfamiliar teaching methods, and different peer dynamics.

Children may appear hesitant with language, especially if English is not their first language or if they are grappling with the subtleties of a curriculum delivered in a way that contrasts with what they are used to. They might also struggle with the rhythm of a new timetable, the independence expected in homework routines, or the confidence needed to raise their hand in class discussions.

Parents may notice small but telling signs: a child who forgets instructions more frequently than before, one who seems inconsistently motivated about schoolwork, or who resists talking about their day in detail. These behaviours, while sometimes concerning, are often short-lived and tend to fade as the child begins to feel more secure in their environment. Settling in is, in essence, a process of acclimatisation—once children develop a sense of belonging, routines become second nature, and confidence grows steadily.

Yet it is equally important to recognise when these signs linger or intensify. If, after several weeks or even months, a child continues to show reluctance to engage, becomes increasingly withdrawn, or exhibits emotional outbursts tied to school-related tasks, parents should begin to question whether the issue goes beyond adjustment. Academic signals are often the clearest: sustained difficulties with literacy, persistent struggles in numeracy, or a noticeable lack of enthusiasm for learning that does not improve over time. Unlike the temporary hesitations of settling in, these patterns suggest deeper learning gaps that require attention.

In the UAE, this distinction can be particularly complex due to the wide range of curricula offered. Children often move between schools or systems—such as from an Indian curriculum to a British or IB one—where the sequence of teaching and the depth of subject coverage may differ significantly. A child who excelled in mathematics in one system may suddenly feel behind in another because certain topics were introduced earlier elsewhere. Similarly, reading comprehension or writing expectations may vary in both style and pace, leaving children feeling unsettled academically even if they are capable learners. This means that what looks like a lack of ability is often simply a misalignment in prior learning.

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Consider, for example, a child transferring into a British curriculum school from a system where phonics was not heavily emphasised. They may suddenly find themselves behind in decoding unfamiliar words or spelling patterns, not because they lack intelligence or potential, but because they never received systematic phonics teaching in their earlier years. Another child might come from a school where mathematics relied heavily on rote memorisation and procedural drills and then enter an IB or British school where conceptual understanding and problem-solving are prioritised. At first, they may seem lost or disengaged, but in reality, they are adjusting to a very different way of thinking about numbers.

Language barriers can present another subtle but powerful challenge. A child fluent in conversational English might still struggle with subject-specific vocabulary in science or history. This can create frustration, as they feel capable in daily interactions yet fall behind when lessons require precise academic terminology. The issue here is not comprehension in a broader sense, but exposure to the specific language of learning.

These transitions are rarely seamless, and the emotional impact should not be underestimated. Children are acutely aware of differences between themselves and their peers. If they sense they are consistently behind, it can erode confidence and dampen motivation, even if the root cause lies not in their capacity but in the curriculum shift. For parents, recognising this nuance is key: what may appear to be a struggle could, in fact, be a matter of bridging a gap rather than identifying a fundamental difficulty.

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Identifying potential learning gaps in the UAE context

The UAE’s education landscape is distinctive in its diversity. Families are presented with a wide range of schooling options, from British, American and International Baccalaureate (IB) pathways to Indian and local curricula. While this variety allows parents to select a school that best suits their child’s needs and aspirations, it also means that classrooms are often composed of children who have come from very different educational foundations. This can create both opportunities and challenges.

A child moving from one system to another may suddenly be expected to master concepts that were introduced earlier—or sometimes later—in their peers’ pathway. For example, a student transferring from an Indian curriculum to a British one might find that certain areas of mathematics, such as algebraic reasoning, were emphasised much earlier in their previous school. Conversely, they may discover that written composition or independent project work is more advanced in their new setting, leaving them feeling underprepared. These mismatches do not reflect ability, but rather the sequencing and priorities of different curricula.

Parents often notice these differences manifest as uneven performance. A child may excel in verbal reasoning, thriving in debates or oral presentations, but struggle when asked to organise their thoughts into a structured essay. Another may demonstrate strong comprehension when reading aloud yet falter when asked to apply mathematical concepts in problem-solving tasks. These inconsistencies are not unusual and often point to specific learning gaps rather than a broad weakness. Understanding this distinction is vital, as it prevents children from being unfairly labelled as “weak” or “behind,” when in fact they are grappling with an area that requires targeted support.

Take phonics, for instance. In British curriculum schools, phonics is introduced systematically from the early years as the foundation for reading and spelling. Yet children arriving from systems where phonics is not prioritised may have learned to read through sight recognition or memorisation. When placed alongside peers who are confident with phonics-based strategies, they may appear to lag, even though their difficulty lies not in their intelligence but in the method by which they were taught. In such cases, the gap is one of exposure, not capability.

Teachers in the UAE, particularly those working in international schools, are generally alert to these patterns. Many are trained to identify whether a child’s difficulties are likely to be transitional or more enduring. However, the responsibility is shared. Parents play a crucial role by observing patterns at home and engaging in regular dialogue with educators.

Parent–teacher meetings should be more than routine check-ins; they offer an opportunity to ask specific questions about where a child is thriving and where they may need additional support. Progress reports, classroom assessments, and even informal conversations after school can shed light on whether challenges are due to curriculum transitions or more consistent barriers such as dyslexia, dyscalculia, or attention-related difficulties.

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The role of schools, teachers, and parents in supporting children

Schools in the UAE increasingly provide the framework for identifying and addressing challenges, but parents are often the first to notice when something feels amiss. Subtle shifts in a child’s attitude to learning—frustration, avoidance, or loss of enthusiasm—are often observed at home before they appear in school reports. Raising these concerns early gives teachers the chance to investigate and respond.

When difficulties are confirmed, diagnostic assessments can provide clarity, separating short-term adjustment issues from long-term needs. Not all gaps require formal labelling. In some cases, structured classroom support, extra practice at home, or a few months of targeted attention is enough. In others, specialist input is required. What matters most is timely action and a willingness to adapt.

Collaboration underpins this process. Schools must remain open to dialogue; teachers need to share specific, constructive observations; and parents should feel confident asking questions about their child’s progress. In this partnership, transparency and trust are key.

At home, parents have an equally significant role. Support must build resilience rather than pressure. Comparisons with peers and constant performance-driven conversations can undermine confidence. Instead, consistent encouragement, recognition of small achievements, and calm routines—reading together, discussing school topics at the dinner table, or creating structured but relaxed homework habits—can make learning feel natural and rewarding.

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How Personalised Support Can Help Your Child Thrive

If, after observing your child’s experience in their UAE school, you feel they might benefit from additional guidance—whether to bridge a learning gap, build confidence, or extend their abilities beyond the classroom—it may be time to consider tailored support alongside their regular schooling. The diverse education landscape in the UAE, with its range of curricula and teaching approaches, can present both opportunities and challenges. Fortunately, help is available.

Principal Tutors provides one-to-one online tutoring with UK-qualified teachers who are well-versed in the expectations of the British Curriculum and experienced in supporting children transitioning between different systems. Whether your child is adapting to early years learning, preparing for Key Stage assessments, or working towards the academic demands of GCSEs and A-levels, lessons are carefully adapted to their unique needs and pace.

Sessions are flexible enough to fit around busy family schedules yet structured to deliver consistent progress. Tutors can reinforce key areas such as literacy and numeracy, guide students through subject-specific challenges, or prepare them for assessments and entrance exams. Importantly, the support extends beyond academics: tutors also work with families to ensure learning strategies build resilience, confidence, and motivation—qualities that are just as vital as grades.

If you feel your child could benefit from additional support, whether to settle more smoothly into a new curriculum or to overcome persistent challenges, Principal Tutors can provide the individualised attention needed to help them progress with clarity and assurance.

To explore tutoring options or to speak directly with a specialist about your child’s needs, contact Principal Tutors on 0800 772 0974 or complete a quick tutor request form through our website.

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