After the month-long winter break, students have returned to Dubai schools, bringing campuses back to life with laughter, chatter, and excitement as friends reunite, classrooms fill, and the new term officially gets underway.
Students return to Dubai schools as campuses buzz with activity after winter break.
Dubai schools reopen after winter break as students return to lively campuses
Students across Dubai returned to classrooms on Monday, January 5, 2026, as schools reopened following a four-week winter break. The start of the new academic term was marked by a familiar scene: the city’s iconic yellow school buses once again crisscrossing the streets, ferrying eager and sleepy students back to their campuses. Among the schools welcoming pupils was Gems Founders School in Al Barsha, where the first day back offered a glimpse of both excitement and adjustment as the new term officially began.
The early morning hours in the city were notably busier than usual, particularly around school zones. Traffic congestion increased as parents dropped off children, while school buses navigated through the streets, picking up students along their routes. To manage the flow and ensure safety, traffic marshals were stationed at major intersections near campuses, directing vehicles and helping maintain smooth movement. Police patrols were also more visible than usual outside several schools, reinforcing the city’s commitment to student safety during this busy morning. The added presence of law enforcement and traffic management personnel gave parents and students confidence as they made their way to school.
At Gems Founders School in Al Barsha, the first day back reflected the blend of emotions typically associated with returning to routine after a break. Some students appeared wide-eyed and energetic, eager to reconnect with friends and teachers, while others trudged in, still carrying the remnants of their holiday lethargy. The corridors of the school quickly filled with laughter, chatter, and the occasional yawn, creating a lively, if slightly chaotic, atmosphere that signaled a fresh start to the new term.
Older students took the opportunity to exchange stories from their winter vacations. Conversations buzzed with tales of family trips, festive meals, and New Year celebrations, with students animatedly describing destinations they had visited, activities they had enjoyed, and experiences that had made their break memorable. Sharing these stories seemed to foster a sense of community, allowing students to reconnect with peers after weeks apart. The excitement of catching up with friends, combined with the anticipation of new lessons and projects, helped ease the transition back into structured school life.
Meanwhile, younger pupils approached the return to school with a mixture of curiosity and hesitation. Some toddlers clung to their parents’ hands, unsure of what to expect after a month away from the familiar environment of classrooms. Teachers and staff worked patiently to ease these students into the routine, offering comforting smiles and guidance as the children adjusted to the school day. For many of these younger students, the first day back involved small but meaningful milestones, such as entering the classroom independently or engaging with peers for the first time in weeks. These moments, though subtle, were a critical part of the adjustment process, helping children reacclimate to the school environment while building confidence.
The reappearance of the yellow school buses was a particularly symbolic signal of the resumption of routine. Parents, students, and teachers alike often associate these buses with the start of a structured day, and their presence added to the sense of normalcy and rhythm returning to Dubai’s educational institutions. The buses themselves were filled with chatter and laughter, with older students sharing anecdotes from their break and younger children excitedly pointing out sights along the route. Bus drivers, familiar with the routes and faces, navigated the busy streets carefully, aware of the heightened pedestrian activity in school zones.
School staff were also fully engaged in managing the first day back. Administrators, teachers, and support staff worked together to ensure that arrivals, assemblies, and classroom routines proceeded smoothly. Teachers welcomed students with warm greetings, helping them settle into classrooms and quickly re-establishing schedules. Notices for upcoming assignments, timetable adjustments, and reminders about school rules were communicated efficiently, blending organizational tasks with personal interaction to ease students back into learning. The combination of structure, reassurance, and enthusiasm helped create a positive atmosphere despite the early-morning grogginess some students still carried from the holiday.
Across the campus, the energy of returning students was tangible. Some students could be seen taking selfies and quick photos with friends, capturing the joy of reunion, while others quietly found their seats, mentally preparing for the day ahead. The campus spaces, from playgrounds to hallways, reflected the varied pace at which students resumed their routines: energetic bursts of activity mingled with moments of quiet concentration as students oriented themselves back to academic life.
Parents played a supporting role in this transition as well. Many walked their children to the school gates, providing encouragement and comfort, particularly to the younger students. Others observed from a short distance, offering waves and smiles before allowing their children to move independently into classrooms. This collaborative effort between families and school staff contributed to a seamless re-entry into the educational environment, demonstrating the shared focus on student well-being and adjustment.
The first day back after winter break is always a balance between celebration and adjustment, and Monday’s return in Dubai was no different. While students were excited to reunite with friends, meet teachers, and begin new academic challenges, the lingering effects of the holiday break were evident in the occasional stretch, yawn, or slow shuffle toward classrooms. Nevertheless, the overall atmosphere remained positive and encouraging, reflecting both the resilience of students and the careful planning of schools to manage the first day smoothly.
As the day progressed, classes resumed, lessons were introduced, and students settled into their new routines. Teachers began reviewing previous material and outlining plans for the term, ensuring that students could transition back into structured learning without feeling overwhelmed. Extracurricular activities, assemblies, and other programs were gradually reintroduced, providing opportunities for students to engage fully with school life once again.
In conclusion, the reopening of Dubai schools on January 5 marked not only the end of a four-week winter break but also the return of vibrant activity to campuses across the emirate. From the bustling streets filled with iconic yellow buses to the lively chatter of students sharing holiday stories, the first day back encapsulated a mix of excitement, adjustment, and renewed focus. While younger students cautiously navigated the return to routine, older students embraced the chance to reconnect and begin new learning adventures, ensuring that the campuses once again became dynamic spaces of education, community, and growth.
A fresh start and high ambitions for returning students
For many students, the beginning of a new term represents more than just a return to the classroom — it signals an opportunity for a fresh start, new goals, and the chance to embrace new experiences. This was particularly true for Linomi Ariyasena, a Year-12 student at the school who joined just two months ago. A Sri Lankan expatriate, Linomi is still adjusting to her new surroundings, yet her enthusiasm for learning and school life remains undimmed. While she admits that waking up early continues to be a challenge, she finds that the excitement of starting a new academic term quickly outweighs the struggle of getting out of bed.
“The first few mornings were definitely tough,” Linomi said, reflecting on her initial experience with the early schedule. “It’s not easy to leave a warm bed and head out for school, especially after a long break. But once I arrived, all those sleepy feelings disappeared, and I felt a real sense of excitement and energy. There’s something about being in the school environment, seeing friends, and meeting teachers that instantly lifts my spirits.”
For Linomi, the new term is also a chance to set personal and academic goals. She is determined to challenge herself, both inside and outside the classroom. “I want to make the most of this year,” she explained. “Academically, my goal is to achieve straight A’s, and at the same time, I want to grow as a person. I hope to be kind, supportive, and helpful to my friends and classmates, and to contribute positively to the school community. I also want to create memories that I can look back on fondly, both with my teachers and peers.”
Despite being relatively new to the school, Linomi has quickly developed an appreciation for the environment and the sense of community she has found. “I really love this school — the atmosphere here is so welcoming and encouraging. Everyone is supportive, and that makes learning even more enjoyable. I feel motivated to work hard, participate in school activities, and build meaningful friendships.”
For students like Linomi, the return to school is not simply a routine restart; it is an opportunity to set intentions, embrace challenges, and approach the term with determination and optimism. The combination of new faces, new lessons, and the potential for personal growth makes the first days back an inspiring and pivotal moment, setting the tone for a productive and memorable year ahead.
Dubai schools reopen with energy, enthusiasm, and a renewed sense of community
As the month-long winter break came to an end, schools across Dubai once again came alive with the sights and sounds of students returning to classrooms. The familiar yellow buses resumed their routes through the city streets, bringing children back to their educational homes after weeks of holidays, festive celebrations, and family trips. At Gems Founders School in Al Barsha, the first day back offered a vivid illustration of how students, teachers, and staff embraced the new term with a mix of excitement, anticipation, and determination.
It wasn’t just the students who felt the shift in energy. Teachers, too, returned with renewed vigor and motivation. Among the new staff members joining the school this term was Mahmoud Naim, an Islamic Studies teacher with ten years of experience living in Dubai. Mahmoud described his first day as both exciting and meaningful. “Being part of this school feels like stepping into a new chapter in my professional life,” he said. “I am truly happy to be part of this team and to work with the children here. I will be teaching the Holy Quran and the biography of Prophet Mohammed (PBUH). My main goal is to help students connect their learning to personal growth and skills development, and I feel like this is the start of a very rewarding journey for both myself and the students.”
Mahmoud’s sentiments reflect the wider mood among the teaching staff, many of whom view the return from break not merely as a routine resumption of classes but as an opportunity to reconnect with students, reestablish classroom dynamics, and approach the new term with fresh energy. For educators, the first day back is often a mix of excitement and reflection — a chance to assess students’ progress, introduce new learning goals, and reinforce the values and culture of the school community.
Among the students, the energy and enthusiasm were palpable. One particularly spirited student was Zayan Jabbar, a Year-8 pupil with profound autism, whose love for school and learning shone through despite the challenges he faces daily. Zayan was visibly excited to return to the campus, eager to see familiar faces, reconnect with friends, and engage with his favourite subject, Mathematics. “I am excited to come back to school, meet friends, and see my teachers,” he said, his voice brimming with anticipation. “It was difficult waking up in the morning after a long break, but being back here makes it all worth it.”
Zayan’s journey at Gems Founders School is an inspiring story of resilience, community support, and dedication. Staff note that his progress and happiness are a testament to the robust support system developed around him over the years. Principal Matthew Burfield highlighted the remarkable ecosystem of care and encouragement that surrounds Zayan. “He has been part of the school for eight years, and during that time, his family and the school community have created an incredible support network,” Burfield explained. “His mother founded Small Steps Big Dreams after struggling to find suitable support elsewhere, including in England. What they have established here in Dubai now helps some of the most vulnerable children with high needs. Despite his profound and multiple learning difficulties, Zayan always arrives at school with a smile, supported by two dedicated Learning Support Assistants, and his joy is infectious to everyone around him.”
This spirit of belonging and inclusivity extended throughout the school campus on the first day. Many students expressed that the best part of returning from the break was simply being able to see their friends again, share stories about holidays, and reengage with routines that are familiar and comforting. For students like Zayan, who rely on consistency and support, these moments of reconnection are especially meaningful. They reinforce the sense of safety, familiarity, and community that is so central to the school’s ethos.
The sense of reunion was mirrored among staff members as well. Molly Jenkins, Head of Physical Education, reflected on how the break reinforced the importance of the school community. “It’s just wonderful to see everyone again — the students, the staff, the energy in the classrooms and hallways,” she said. “Over the break, you realize how much you miss that daily interaction. Coming back and being able to greet students, catch up with colleagues, and resume the rhythm of school life really underscores the value of this community. And of course, the pleasant weather allows us to get straight outside for PE, which adds an extra layer of excitement for the students.”
The first day back was not without its small challenges. Some younger students, particularly toddlers, were hesitant about reentering the school routine after several weeks at home. Teachers and support staff worked closely to ease their transition, offering comfort, reassurance, and encouragement. Observing this careful attention to student needs, it became clear that the school’s culture of empathy and support extends beyond academics. It encompasses emotional and social development, helping children build confidence and feel secure in the school environment.
Returning students were greeted by a blend of laughter, chatter, and quiet focus as classrooms filled with activity. Older pupils exchanged stories from the holidays, recounting family trips, festive celebrations, and personal achievements over the break. The excitement of reuniting with friends and teachers added a sense of vibrancy to the campus, while younger children gradually adjusted to the routine under the watchful guidance of staff.
Principal Matthew Burfield summarized the atmosphere on campus as a mixture of excitement, relief, and renewed purpose. “It feels fantastic to have everyone back,” he said. “Even though our winter break was slightly extended this year, it’s always wonderful to see the students and families returning, to hear the buzz and the laughter, and to feel the school come alive again. During the holidays, the school never really closes — the senior leadership team and administrative staff are always present, keeping things running — but the dynamic energy that students bring is irreplaceable. Getting everyone back together restores that lively, warm, and welcoming feeling that defines our community.”
Teachers, too, felt the boost from the return of students. Many remarked that interacting with pupils after a period of absence renews their own motivation and reinforces the purpose behind their work. Mahmoud Naim shared that the combination of teaching, mentoring, and supporting children provides a sense of fulfillment that goes beyond traditional academic objectives. “Being part of a student’s journey — helping them grow, understand their studies, and develop life skills — is truly rewarding. Every day brings a new opportunity to make an impact, and the start of a term feels like opening a new chapter full of potential.”
Throughout the campus, it was evident that the start of a new term is as much about relationships and community as it is about academic achievement. Staff and students alike embrace this period as a moment to reconnect, set new goals, and approach the coming weeks with enthusiasm and purpose. The laughter of students in hallways, the animated exchanges about holiday experiences, and the smiles shared between teachers and pupils all underscored a collective sense of belonging. For students, the return to school is a chance to resume learning, develop friendships, and continue personal growth. For staff, it is a reminder of why they chose to dedicate themselves to education — to foster curiosity, build skills, and nurture the next generation.
The campus atmosphere reflected a healthy balance of focus and enjoyment. Teachers seamlessly transitioned from welcoming students to introducing new lessons, reviewing material from previous terms, and establishing expectations for the year ahead. Extracurricular activities resumed, offering students opportunities to engage with peers in sports, arts, and leadership programs. The combination of academic rigor and social engagement provided a well-rounded start to the term, allowing students to settle back into their routines while maintaining enthusiasm for learning.
As the first day progressed, it became apparent that the return to school was more than just the end of a holiday. It was a renewal of purpose and energy, a reaffirmation of community, and a celebration of the bonds between students, teachers, and families. From Zayan Jabbar’s joyful return to Mahmoud Naim’s inspired teaching ambitions, the day highlighted the unique ecosystem of care, learning, and support that defines Gems Founders School. Principal Burfield noted that this cohesion and shared sense of purpose is what makes the school special. “The excitement, the buzz, the stories, and the laughter — all of it reminds us why schools exist. Beyond teaching subjects, we are building connections, fostering growth, and creating memories that last a lifetime. The first day back after a break captures all of that perfectly.”
By the end of the day, it was clear that the campus had fully reawakened. Students settled into classrooms, staff returned to their routines, and the school resumed its role as a vibrant center of learning and community. For many, the day served as a reminder of the importance of relationships, preparation, and resilience — a chance to reflect on goals, embrace challenges, and approach the new term with optimism and determination.
In conclusion, the reopening of Dubai schools on January 5 was not simply the end of a winter break. It represented the renewal of an entire community — students, teachers, and staff coming together to embrace a shared purpose. From new teachers like Mahmoud Naim eager to make an impact, to students like Linomi Ariyasena and Zayan Jabbar setting personal goals and celebrating friendships, the school environment resonated with energy, inclusivity, and ambition. The first day back reaffirmed the sense of belonging, the joy of learning, and the excitement of new beginnings that define life at Gems Founders School, and across schools in Dubai as a whole.
