Student Welfare

The Doha College’s aim is the maintenance of a positive atmosphere based upon a sense of community and shared values, in which effective teaching and learning can take place.

All staff  have a responsibility for the welfare of the pupils.

Practice

The school is divided into year groups. Form tutors have day to day responsibility for students in their form group (maximum of 24). There is a House System to which all tutors (except at Post 16) belong. Post 16 have vertical tutor groups with students in various houses.

A calendar of competitions is published annually this enables pupils to gain personal recognition by being awarded House points and commendations, as well as adding to their House tally which is displayed in the College Hall.

External support is limited to Hamad Hospital psychiatry department and individuals in private practice.

Support of parents is of paramount importance.  

Key Stage Achievement Leaders:

Entitlement

Every student is entitled to:

• Someone who has continuing personal contact with them.

• Someone who knows the profile of their overall performance.

• Someone who will offer help and guidance.

• Someone who will know other sources of help.

• Someone who will listen.

• Opportunity for personal and social development.  

• Opportunity to take responsibility.

Every parent is entitled to:

• Someone who has a continuing contact with and a knowledge of their child.

• Regular contact with staff involved with their child.

• Play an important role in the education of their child.

Every form tutor is expected to give and receive:

• Information about and time with individuals.

• Time with the group.

• Time to meet parents.

• Support for development.

• Support in all welfare matters.

By providing support for all members of the school community, Student Welfare aims to encourage caring and responsible behaviour.

Aims

• To enable pupils to cope with the rigours of adolescent development.
• To encourage positive relationships between the pupil and her/his teachers.
• To encourage respect for self, others and the environment.
• To equip young people to cope with frustration, embarrassment, failure and danger.
• To help pupils eliminate unnecessary anxieties.
• To assist pupils to face the anxieties of relationships.
• To encourage pupils to accept the challenges of life rather than take a defensive stance against its demands.
• To give support of those activities in school which increase pupils’ autonomy and initiative.
• To equip pupils to make sound informed career decisions.
• To enable students to cope with bereavement, divorce and other major family based trauma.
• To encourage and reinforce skills that aid learning.