Dubai is one of the most exciting education markets in the world and one of the most complex.
With more than 17 different curricula on offer, from British and IB to American, Indian, French and hybrid models, families in the UAE are presented with extraordinary choice. Yet for many parents, that abundance can feel daunting rather than empowering.
At Bonas MacFarlane, we work with families in Dubai and across the region who are trying to answer a deceptively simple question: what is the right education for my child, now and in the future? It is this question and the growing need for thoughtful, long-term planning that underpins our involvement in the upcoming Independent Schools Shows in Abu Dhabi and Dubai, and in Bangkok and Singapore.
Choice is a privilege but also a challenge
One of the biggest struggles for parents in Dubai is not a lack of quality schools, but understanding how different systems work and which will genuinely suit their child.
Families are often weighing up:
- whether a curriculum will play to their child’s learning style
- how transferable it will be if they relocate
- whether it keeps global university pathways open
With younger children, these questions are less critical. Early Years education across most systems is broadly play-based, focusing on language, social development and confidence. But as children move into more exam-driven years, the differences between curricula and between school cultures become far more significant.
British, IB and US curricula remain the most popular in Dubai, largely because they are globally recognised, portable, and lead to strong university outcomes worldwide. Yet curriculum alone is never the whole story.
What really defines a strong school?
Parents often hear labels such as “Top 100 IB School” or see league-table rankings used as shorthand for quality. While exam results can be a useful data point, they are only a snapshot often reflecting a particular cohort rather than the deeper strengths of a school.
The strongest schools are defined by:
- a clear educational vision from early years through to senior school
- consistently high-quality teaching across year groups
- strong pastoral care, where children are genuinely known and supported
- a culture built on shared values, curiosity and confidence
When parents visit a school, they often instinctively feel whether it is right. How do staff and pupils interact? Is there warmth as well as ambition? Are children engaged and comfortable being themselves? These factors matter just as much as grades and often more in the long run.
Planning for movement in a transient world
Life in the UAE is wonderfully international but also unpredictable. Families may arrive planning to stay five years and leave after two, or unexpectedly remain for fifteen.
This mobility makes forward planning essential. Key considerations include:
- choosing a curriculum that is widely available internationally
- understanding natural transition points, such as Year 7, 11+ or 16+
- avoiding disruptive moves mid-GCSE, A Level or IB Diploma programmes
Younger children generally adapt more easily to change, while later moves require greater strategy. Practical steps such as keeping school reports and exam records organised can make transitions significantly smoother.
Equally important is the emotional side. Changing schools and countries involves leaving friendships and familiar environments behind. Building resilience, adaptability and confidence early on helps children manage these transitions far more successfully.
Each move, in effect, resets the education equation. The right school must always be the right one for now.
Stay local or look overseas?
Many Dubai families wrestle with whether to remain within the UAE system or consider overseas education at some point, particularly in the UK.
The key is not to decide too early, but to understand the landscape. Different pathways have different timelines:
- UK boarding at 13+ often requires planning from Year 5
- 16+ entry typically needs preparation only a year in advance
There are natural decision-making windows before GCSEs, at 16+, or when considering university but modern education is far more flexible than it once was. Much depends on the individual child: their independence, readiness, and emotional maturity.
If staying local is working well, there is no need to feel anxious about “missing out”. But families who have explored their options in advance are better placed to act with confidence if circumstances change.
Boarding: curiosity, not pressure
Boarding continues to hold a strong appeal for many families and many children but it can feel like a daunting topic to raise.
Children who thrive in boarding environments are often curious, socially adaptable and keen to embrace opportunity. Yet even quieter or less organised children can flourish in the right setting, supported by the strong pastoral systems that are a hallmark of good boarding schools.
The decision should always align with an educational milestone and suit both the child and the family. Boarding is not about pushing independence too early, but about offering the right environment at the right time.
Preparation without pressure
Perhaps the most delicate balance for parents is preparing children for future stages secondary school, sixth form, university without eroding their confidence or love of learning.
Preparation should build agency, not anxiety. When support quietly turns into pressure, children become risk-averse and lose curiosity. The most effective preparation strengthens learning skills, resilience and self-belief, while still leaving space for enjoyment, creativity and unstructured time.
Why Bonas MacFarlane supports the Independent Schools Show
The Independent Schools Shows in Abu Dhabi and Dubai and in Bangkok and Singapore exist to give families clarity, perspective and access to expert insight, all in one place.
They offer parents the chance to:
- speak directly with schools about pathways and timelines
- understand how different systems compare
- explore future options without committing too early
At Bonas MacFarlane, our role is to help families step back, see the bigger picture, and make thoughtful, well-timed decisions. Whether a child remains in Dubai, moves overseas, boards later on, or follows a blended international pathway, what matters most is that the journey fits the child.
Education is not a race it is a carefully planned journey. And the best outcomes come when families feel informed, confident and supported at every stage.
Lauren Lucy Grafton ([email protected]) is our lead consultant in Dubai.
Now in her eleventh year living and working in the United Arab Emirates, Lauren-Lucy specialises in advising families navigating the highly competitive and often complex UAE school market, alongside placements into leading UK boarding and day schools.
The UAE education landscape offers exceptional choice but with that comes significant complexity. Schools operate under different curricula (British, IB, American and more), each with distinct assessment processes, documentation requirements and admissions timelines. Capacity can shift quickly, demand for selective schools is high, and application systems vary considerably. Lauren-Lucy’s long-standing presence on the ground in Dubai has enabled her to build strong, trusted relationships with admissions teams and senior leaders across the region. This local knowledge and rapport are invaluable in helping families navigate paperwork requirements, assessment expectations and the strategic positioning needed in competitive entry years.
For the past seven years, Lauren-Lucy has worked exclusively in educational consultancy, advising families relocating to Dubai as well as those seeking entry into selective schools within the UAE and the UK. To date, she has personally placed over 100 Year 7 students at Dubai College, supported more than 30 families into leading UAE schools, and secured over 40 placements at UK boarding schools. Her broader portfolio includes placements at institutions such as Lady Eleanor Holles, Westminster, St Paul’s, Harrow, Eton, Wellington and Marlborough.
Lauren-Lucy’s consultancy is underpinned by substantial senior school leadership experience. Prior to moving fully into consulting, she served as Head of Mathematics at Repton School in Dubai and worked within the wider Repton Group, including Repton Al Barsha. Operating within one of the region’s leading British independent school groups gave her first-hand insight into curriculum standards, academic benchmarking, CAT4 data interpretation, ISEB Pre-Test preparation and the expectations of high-performing selective schools.
A UK Ofsted and KHDA ‘Outstanding’ practitioner, Lauren-Lucy combines academic rigour with strategic advisory expertise. Her background enables her not only to guide families through admissions processes, but to assess pupils precisely, identify development priorities and prepare them effectively for competitive assessments.
Her approach is discreet, data-led and relationship-driven, ensuring placements that are ambitious, appropriate and carefully aligned to each family’s long-term educational goals.