Agility in Action: Schools Responding Across the Middle East

Episode Overview

In this special episode, host Philippa Wraithmell speaks with Dr Catherine O’Farrell, Aneil Peswani, Debra Forsyth, Jeffrey Smith, Louise Dawson, Julia Knight, Clemmie Stewart, and Ivan Langton about how schools across the Middle East are responding to crisis, remote learning, and uncertainty. The conversation explores mental health, cybersecurity, safeguarding, remote learning strategy, and the importance of community support as educators work to keep students safe, connected, and learning during difficult times.

Key Themes in This Episode

• Crisis response in international schools
• Remote learning and digital strategy
• Mental health and wellbeing in education
• Cybersecurity and online safety
• Inclusion and safeguarding
• Communication during uncertainty
• Community support in education
• Flexible teaching and learning

Why Listen to This Episode?

This episode shares real advice from educators working in difficult situations. You will hear practical ideas for remote learning, student wellbeing, safeguarding, and leadership during uncertainty. The discussion shows how strong communication, clear routines, and supportive communities help schools stay stable even when circumstances change quickly.

Who This Episode Is For?

This episode is for school leaders, teachers, safeguarding teams, EdTech professionals, and policymakers working in international education. It is especially useful for educators managing remote learning, crisis response, inclusion, mental health, and digital safety while supporting students and families during challenging situations.

Full Episode Description

In this special conversation, educators from across the Middle East share how schools are responding to sudden disruption, conflict, and the move to remote learning.

Dr Catherine O’Farrell begins by explaining the psychological impact of crisis on students and teachers. During stressful events, the brain moves into survival mode, which affects memory, sleep, and concentration. She explains why schools must focus on wellbeing, clear communication, and realistic expectations to help students feel safe and supported.

Aneil Peswani discusses the practical side of remote learning. He explains that schools should not try to copy the classroom online exactly. Instead, teachers should use flexible lessons, familiar tools, and short recordings so students can learn at their own pace. He also warns about cybersecurity risks, reminding schools to be careful with new tools and suspicious emails.

Ivan Langton highlights the importance of leadership and community. He explains that staff wellbeing must come first, especially when teachers are working from home while supporting their own families. Clear communication and simple expectations help reduce stress and keep learning moving forward.

Clemmie Stewart talks about the need for strong planning. Schools should review their crisis plans regularly and keep communication open with staff, students, and parents. She also stresses the importance of mental health support and sharing resources across the education community.

Julia Knight focuses on safeguarding. When learning moves online, teachers may not see signs of distress as easily. Schools must stay alert, keep cameras on when possible, and talk openly with students about their feelings.

Louise Dawson explains that inclusion becomes even more important during difficult times. Routines, simple communication, and consistent systems help reduce anxiety for students, staff, and families.

Jeffrey Smith and Debra Forsyth both highlight the value of structure. Clear schedules, realistic workloads, and strong community networks help schools maintain stability and protect learning.

Across all voices, one message is clear: education communities stay strong when they support each other.