The conflict in the Middle East has caused global challenges on multiple levels: military action as countries defend against missile and drone attacks, soaring oil prices causing economic concerns and tourists stranded due to the closure of airspace.

Behind these high-level impacts dominating the headlines, though, are the more micro issues that are impacting many different sectors, one of which is education.

Having lived in the Middle East for 30 years, I have witnessed incredible growth and ambition in two countries, Qatar, and, more recently, the United Arab Emirates.

As an educator, it has been a privilege to witness huge educational growth, not only in terms of more schools but also educational innovation, in the region.

Schools supporting each other

The past week or so, though, has shown another side to the international schools sector that I am proud of, too - how it supports its members to ensure that pupils’ education can continue, colleagues are supported and headteachers do not feel isolated.

I’m a great believer that education is not about competition but collaboration, and, in this time of crisis, I have seen this in abundance.

To begin with, I feel very safe here. The UAE government has a brilliant communication system that warns us of an impending attack, with clear instructions of what to do.

It has an amazing defence system, so despite thousands of missiles and drones being fired at the UAE, all but a few have been shot down before causing any harm.

Clear, sensible decision-making

The UAE government also acted decisively to move schools to distance learning, knowing that the lessons learned from the Covid pandemic meant schools could provide this to ensure continuity of education.

Bringing forward the spring break holiday so that schools could plan for future needs with breathing space was also welcomed. While some holiday plans may have been disrupted, it is a small price to pay for safety.

The government has also contacted all schools to understand what challenges and questions they are facing with regards to returning to school in whatever guise that may be in a couple of weeks. This proactive approach helps to prepare even for uncertainty.

Help from exam boards

Further support has come from the UK exam boards.

They have been very forward-thinking, contacting schools almost immediately after the conflict began, not with definite answers (at this stage this is just not possible) but with reassurances that regardless of the multiple situations individual schools may be facing, students will not be disadvantaged.

This has been very welcome because, from an assessment perspective, the situation feels more complex than Covid. Back then everyone was in the same boat and the messaging was the same.

Now, though, many students around the world are unaffected and set to sit exams as normal, while our students face all manner of challenges: distance learning, teachers unable to return to the country due to travel restrictions, incomplete practical coursework as the school is closed.

It could have made a stressful situation a lot worse for those in their exam years if they were left unsure whether exam boards were going to support them. We have seen, though, how boards have grasped the nettle to support schools through the unknown, and this has been hugely welcome.

The power of collaboration

Educational membership organisations such as the Association of British Schools Overseas, British Schools in the Middle East, the Council of British International Schools, the Federation of British International Schools in Asia, and the Headmasters’ and the Headmistresses’ Conference have also all rallied together - from offering representation with exam boards, to creating buddy systems for heads and even offering school places or exam venues for any displaced students. This has been incredible and somewhat humbling.

Meanwhile, the support between headteachers has been immense.

They have formed collaborative WhatsApp groups; shared drafted letters for parents, staff and government to save duplicating work; looked out for each other; and created a culture where leaders feel safe to ask the questions and show their vulnerability in a non-judgemental environment.

This has been such a powerful support for school leaders.

Pride in our sector

As for my colleagues in school, I have seen people checking in on each other to make sure that they feel safe and have someone to talk to.

Our own HR and senior leadership teams have worked around the clock, giving people clarity where possible, guidance and care.

I always believe that it is in a time of difficulty and challenge when you see who really cares and is willing to support. Fortunately, so many have stood tall and offered a shoulder to colleagues.

With the pressures on schools, education can sometimes feel very competitive, but through this conflict, I am so proud to have seen collaboration and support rise to the top.

Mark Leppard MBE is headmaster of The British School Al Khubairat in the United Arab Emirates and chair of British Schools in the Middle East