Teaching Abroad Direct
If you're considering teaching in the Middle East, recent headlines surrounding tensions in the region may naturally raise concerns about safety, stability and what daily life is really like. News coverage of conflicts can give the impression that the Middle East is an unstable environment, when in reality the situation on the ground is significantly different, especially from country to country.
While regional tensions and uncertainty have understandably caused concern for those teaching abroad in the Middle East, many Gulf countries continue to function with a high degree of normality, including international schools, expat communities and major cities such as Dubai, Doha and Riyadh. At the same time, teachers relocating abroad should take the time to understand the practical risks, contingency planning, and support systems available before accepting a role overseas.
In this article, we explore the realities of teaching abroad in the Middle East during periods of regional tension, including the potential risks teachers should consider, how international schools typically prepare for disruption, and the questions educators should ask before making the decision to relocate.
Many international teachers living in the Middle East describe day-to-day life as highly structured and relatively stable, particularly within major cities and expat areas. International schools in these countries often follow British, American, or IB curriculums and are experienced in supporting overseas staff who have relocated from the UK and other countries.
Following Iran's strikes on the Middle East, schools were quick to respond to requirements from their relevant authorities and to keep things running as normally as possible for teachers and students alike. In countries such as the United Arab Emirates, Qatar and Bahrain, schools were advised to stick to remote-based learning that was similar to that used during the Covid-19 pandemic.
Alan Williamson, CEO of Taaleem, which oversees 16 schools across the UAE, said Taaleem was 'operating strictly in line with guidance issued by UAE authorities and regulators', with digital platforms enabling schools to keep learning consistent so that students could still progress through their curriculums.
Other recorded teaching sessions were also available for students to access remotely. Regional managing director for the Middle East at Nord Anglia, Liz Lamb, claims that they try to mix asynchronous and live lessons as appropriate, with at least one live session per day. “This enables pupils sheltering in place to check in with someone outside the family,” she told TES magazine.
In Doha, Abbie Goodson, deputy head of secondary at Compass International School, claims that her school now has a balance of remote and in-class sessions. “This looks slightly different at the various phases through our school, and we are trying to strike a balance between keeping things ‘normal’ to offer an escape from the unsettling situation outside,” she added. Likewise, the principal of Arbor School in Dubai, Gemma Thornley, claims that her school has also shifted to a balance of in-person lessons and online learning. In-person lessons lean more towards exam preparation.
In Bahrain, another educational leader has claimed that lessons on Sundays don't just focus on academic content, but allowing children to connect and talk with others and share their feelings. That said, she claimed it had been challenging given the frequency of shelter-in-place warnings and how demanding it is to teach live in-person lessons in those circumstances.
“[One] morning, we woke up and sirens started going off at 8.07am after lessons started at 8am, and so we pulled learning online and said it was not safe and we would work on Google Classroom, and staff will still be on email,” they explained in TES magazine.
“I sent a letter to our pupils saying how proud I was of them and how it’s really frightening, and that being frightened is OK, it’s normal, and that we’re a community. I told them that if they need anything to reach out. We’re here for them,” they added.
One of the biggest misconceptions surrounding teaching in the Middle East is the idea that the entire region experiences the same level of instability or disruption. In reality, countries such as the UAE, Qatar, Saudi Arabia, Oman, Kuwait and Bahrain all operate very differently from areas directly affected by active conflict. The way each government handles instability also greatly varies.
For decades, Gulf countries have invested heavily in international business, tourism, infrastructure and education. Cities such as Dubai, Abu Dhabi, Doha and Riyadh are home to large international school networks, global companies, modern healthcare systems and established expat communities made up of professionals from across the world.
This doesn't mean that geo-political and regional tensions have no impact. When instability occurs in the region, teachers may experience travel disruption, disruption to teaching schedules, increased media coverage, or concerns from family members back home. However, the reality on the ground in Gulf countries can differ significantly.
Anyone considering teaching abroad in the Middle East should research each country individually rather than viewing the region as a single destination. Saudi Arabia, for example, is undergoing major economic and social changes through its Vision 2030 programme, while the UAE and Qatar have spent years positioning themselves as international hubs for business, tourism and education. Oman and Bahrain are often viewed as quieter and more traditional Gulf destinations, while Kuwait has a long-established international school sector with a large expat workforce.
As with any international move, understanding the specific location, school and local environment is far more useful than relying solely on regional headlines or assumptions. Many people, regardless of profession, continue to live and work in the region and in cities like Dubai, even through times when drone attacks occur.
On Saturday 2nd May 2026, the UAE announced that air traffic in the country had been restored to that before the war began. Up until this point, planes had to fly through safe corridors, with airlines such as Emirates operating very limited flight schedules. Qatar Airways and Air India were flying limited services to and from Dubai.
At the time of writing in 1st June 2026, current figures from Flightradar24 show that at Dubai's international airport, only 1% of flights had been cancelled, but 36% of flights were delayed. The disruption index was at 0.8%, which is considered very low, with a good flow of flight traffic coming in and out of the airport.
Dubai's shopping malls, beaches, restaurants, parks, hotels, attractions and many schools remain open and operating as normal. Advice from the UAE government states that Dubai remains 'safe and fully operational'. Hotels and restaurants are trying to tempt visitors back with new incentives, and some of the city's hotels are taking advantage of the quieter tourism period to close for refurbishments. Either way – according to the Dubai authorities, it is safe to travel to Dubai right now.
According to Gulf Business, in early May 2026, both Kuwait and Qatar made changes to school schedules that took weather and increased heat, school operations and post-disruption recovery into consideration. Much of the discussion around teaching in the Middle East focuses on headlines about regional tensions, extreme weather, or political developments. However, for most international teachers working across the Gulf, day-to-day life remains structured and stable. Schools have established systems for responding to disruptions, whether through adjusted schedules, remote learning or enhanced safety measures.
For many teachers already living and working in the Gulf, daily life often feels far removed from the regional tensions shown in international news coverage. Many international teachers live in expat-friendly neighbourhoods or accommodation provided by schools, with access to modern apartments, facilities and reliable public transport. In some locations, schools may also offer private compounds or gated communities that are popular with international staff and families relocating from abroad.
Daily routines for teachers in Gulf countries are often similar to those found in other international school destinations around the world. Staff travel to school campuses, socialise within international communities, and make use of well-developed infrastructure in major cities such as Dubai, Abu Dhabi, Doha, Riyadh, and Muscat. Larger schools may also offer staff wellbeing support, relocation guidance and emergency communication systems designed to keep teachers informed during periods of uncertainty. Teachers may also end up forming connections with local people, as well as expats, keeping them connected to a sense of community.
While every teacher’s experience will differ depending on the country, school and lifestyle they choose, here are just some of the more current situations when it comes to education in Middle East countries as of June 2026.
Education authorities in Qatar and Kuwait have rolled out significant changes to school schedules this week, reflecting a combination of seasonal conditions, operational planning and post-disruption recovery measures. Kuwait is restoring in-person learning for secondary students after an extended period of online education, while in Qatar the Ministry of Education and Higher Education has announced revised school hours for government institutions, effective from 3rd May - 3rd June 2026.
Both examples show the level of flexibility within Gulf educational institutions, and how schools in the region can deal with social and political challenges and disruption while still keeping lessons safe.
Teachers are up early to start their lessons. The Qatari school day for example now begins at 07:00am, with dismissal times varying by stage to accommodate rising temperatures. Teaching staff work from 7am – 1:15pm to ensure smooth school operations and uninterrupted learning delivery. Kuwait is also getting students and teachers to return to the classroom learning after a period of remote learning at the instruction of the Ministry of Education due to security issues and regional tensions. During the disruption, Kuwait’s education system operated through digital platforms, with classes delivered via Microsoft Teams within structured schedules.
The Dubai authorities state: 'The safety and welfare of citizens, residents and visitors is Dubai and the wider UAE's highest priority,' and that authorities there continue to closely monitor the situation. All public services are running as normal. On 4th May 2026, the Ministry of Education announced that all nurseries, public and private schools and higher education institutions across the UAE had transitioned to distance learning to ensure the wellbeing of the community.
Those considering teaching in the Middle East should always follow the advice of their foreign government before travelling or relocating, as several countries such as the UK, the U.S., Australia and Canada ask travellers to exercise either a high degree of caution or not to travel at all.
It's important for teachers to prepare for 'what if' scenarios. What if communications change? What if you need to take shelter? What if the internet goes down? What if the school needs to be evacuated and staff cannot return for a while?
Clear and precise communication is needed at all times. Teachers should be aware that even a single text message can be shared around various groups to keep everyone informed of quick spur of the moment decisions, like asking staff to work from home or requesting that students do online learning.
Someone who has first-hand knowledge of this is Julia Knight, a Bahrain-based teacher who recalls a time that the Ministry of Education in Bahrain had mandated all schools to move online and safely evacuate all schools by 11am when news broke that Iran has attached a U.S base in Qatar.
“It sounds dramatic but as a school leader, it’s a constant rotation of thoughts of “what if”. So we tie our boot laces a little tighter and we smile a little longer to reassure everyone, which is the role in times of uncertainty. Being clear, honest and reassuring is all we can do. We tie our boot laces a little tighter and we smile a little longer,” she says.
“All schools are expected to have lockdown drills and procedures. When the news broke that Iran had threatened US assets in the region, we had to plan for the worst-case scenarios. How do we keep 2,500 students and staff safe? We set up a crisis management team consisting of the board of governors, the leadership team and key members of staff. Everyone has a designated role, whether that’s liaising with students, parents or staff or providing assistance such as first aid. It can only ever come down to clear communication and having the crisis management team in place who are ready and empowered to make those swift decisions and take decisive action,” she adds.
It's important for teachers to always prepare for worst case scenarios. Schools and institutions will always do everything they can to keep their staff safe, and many teachers report feeling safe in their jobs despite periods of disruption. However, they have to have accountability and think about others' safety, as well as their own, and always be ready to take swift and decisive action. This can translate into actions that are as small as having an emergency bag already packed and ready to grab at any moment, should they need to take shelter suddenly.
Other actions teachers can make to mitigate risks when teaching in the Middle East include:
When periods of regional instability occur, international schools rarely follow a single approach. Depending on local guidance and how they operate, some schools continue normal on-site learning, while others temporarily move to hybrid or fully remote teaching. Many schools adapt week by week, balancing educational continuity with the wellbeing of pupils, staff and families.
One of the biggest priorities is communication. Schools will often provide regular updates through email, staff briefings, messaging platforms, emergency notification systems and parent communications. School managers and leaders typically monitor guidance from local authorities, embassies, airlines and government agencies so that changes to travel advice, airspace restrictions, transport routes or school operations can be communicated quickly and clearly.
Schools also place significant emphasis on wellbeing during periods of uncertainty. According to school leaders interviewed by TES, many schools across the Gulf have increased wellbeing support for pupils and staff, particularly those with family members affected by regional conflicts. This has included regular wellbeing check-ins, guidance for parents on discussing difficult events with children, and staff training on responding to pupil concerns in calm and age-appropriate ways. Educational leaders have repeatedly highlighted that emotional reassurance is just as important as maintaining academic progress during challenging periods. As Kausor Amin-Ali, principal of Frontline International School in Ajman states: “Our focus has been wellbeing and support for our school community, who are either directly or indirectly affected by recent events, and we have been well-supported by local authorities”.
“Our health and wellbeing team have ensured a sense of connection, not isolation, with check-ins for both our pupils and workforce, many of whom have extended family in regional conflict zones, triggering flashbacks of trauma,” he adds.
For international teachers, many schools also provide practical support beyond the classroom. This can include visa assistance, accommodation support, medical insurance, orientation programmes, wellbeing checks and guidance on local procedures. Larger international school groups often maintain detailed contingency plans covering temporary closures, remote learning transitions, safeguarding procedures and emergency communications. While such measures are rarely needed, they form part of the school's wider duty of care.
Teachers considering a move to the Gulf should feel comfortable asking schools direct questions about communication systems, safeguarding procedures, emergency planning and staff wellbeing support before accepting a role. Speaking to current teachers at the school can also provide valuable insight into how supported staff feel during periods of uncertainty.
Both schools and teachers may also have to think about the following regarding learning:
Although news headlines can sometimes create concern, many established international schools in the Gulf and wider Middle East have extensive experience supporting international staff and maintaining stable school operations during periods of regional uncertainty. Schools that communicate clearly, prioritise wellbeing and maintain strong contingency plans are often best placed when circumstances become more challenging.
The Middle East remains one of the most popular destinations for international teachers, with opportunities in countries such as the UAE, Qatar, Oman, Bahrain, Kuwait, Saudi Arabia, Jordan and Egypt. Many schools offer excellent facilities, competitive tax-free salaries and attractive benefits. Before accepting a position however, teachers should ask clear questions and research schools carefully.
International schools in the region vary greatly in quality, leadership and working conditions. Explore the school's website and social media presence, speak to current or former teachers if possible, and ask recruiters for honest feedback. Find out about staff turnover, professional training opportunities, leadership support and the school's reputation within the international community.
Pay close attention to the employment package. Most schools should offer a tax-free salary, annual flights, medical insurance, accommodation or a housing allowance, and an end-of-service gratuity. Clarify exactly what is included and avoid making assumptions. It's also worth asking about accommodation arrangements, family support, visa costs and insurance, as well as any additional allowances.
Although salaries are often significantly higher than in the UK, lifestyle choices can affect how much you save. Living costs may be lower, but many expatriates find it temptingly easy to spend money on travel, entertainment and luxury goods. Consider your financial goals and ask current staff how much teachers typically save each year.
Finally, take time to understand the culture, laws and expectations of the country you are moving to. While many teachers enjoy a safe and supportive expatriate lifestyle, local customs and regulations differ considerably from those in the UK. Respect for local laws and cultural norms is essential.
Teaching Abroad Direct helps UK teachers secure positions in international schools around the world.
Visit www.teachingabroaddirect.co.uk to learn more about teaching opportunities overseas and for teaching jobs in Dubai and other locations across the Middle East.
Teaching Abroad Direct regularly speaks with British teachers currently working overseas.
Journalists interested in speaking with teachers currently working in Dubai can contact us via [email protected]
