The resumption of in-person learning in the Middle East, after a long period of disruption brought on by a situation most children are too young to fully understand, marks a return to something familiar and steady.

In such cases, what defines the first day back at school is rarely the lessons. It is the corridors filling up again. Laughter between friends. The animated retelling of experiences big and small. The simple, reassuring presence of teachers checking in - asking, listening, reconnecting.

In these moments, we are reminded of how much children value these consistent touchpoints that give shape and meaning to their day.

It’s why, at all GEMS Education schools, we make a conscious effort to ensure every student feels acknowledged as they step into the school, not as part of a crowd, but as an individual.

These gestures may seem barely noticeable; easily absorbed into the rhythm of a busy school day - yet they play a defining role in how a child settles and begins to engage.

You could call these the rituals of school life - some overt, some more subtle, but all fundamental to a school culture and, in turn, to how pupils feel, behave and act.

Cultural rituals

In some cultures, there are clear school-based examples of this.

In Japan, children clean their classrooms and shared spaces - a mark of collective responsibility, and care for community. In Finland, students serve one another during lunch, reinforcing equality and shared contribution.

In many schools across the UAE, children participate in multicultural celebrations that honour identity and difference, strengthening mutual respect in diverse communities.

There will be others but, in essence, they are all about creating a sense of community that is bigger than the individual, and the idea of doing things in a certain way not only for the benefits they bring, but also simply because that is who we are as a community.

Daily practices

Irrespective of cultural contexts, however, all schools can - and usually do - create rituals.

Consider the simple act of greeting. When a child is welcomed by name each morning, when eye contact is made and a smile is offered, it may seem small. But for that child, it affirms presence and worth. Over time, they internalise a quiet message: I am seen.

Or the practice of listening - truly listening. When classrooms create space for one voice at a time; when interruptions are gently corrected, and gratitude is expressed after someone speaks, children learn the foundations of democratic life. They learn patience. They learn respect. They learn that their voice has value - and so does everyone else’s.

Participation in classroom responsibilities - whether tidying up, organising materials, supporting peers or contributing to service projects - reinforces a fundamental truth: communities function when everyone contributes.

Even moments of silence - lining up calmly pausing before learning begins, reflecting at the end of a day - develop self-regulation. These micro-habits are the building blocks of resilience. They are the muscles of emotional strength being exercised in ordinary moments.

Gratitude rituals may be among the most powerful of all. When appreciation is expressed regularly, when children learn to thank one another and recognise effort, they develop social awareness. They understand that no community thrives without unseen contributions.

Family engagement

Of course, it is not just schools where pupils witness ritual and the benefits it brings; it happens in families, too. This is why, at GEMS, we developed our Family First programme to include families in everything we do.

For example, schools might host Family First Café mornings, creative arts projects, reading initiatives or community service activities undertaken side by side.

These moments are intentionally linked to the values schools seek to nurture, allowing families not only to discuss empathy, resilience or respect, but also to practise them together.

Equally important is listening. Through parent forums, workshops and collaborative events, schools seek to understand the traditions that shape life at home and, where appropriate, thoughtfully reflect these within school culture.

The aim is continuity rather than contrast, so children experience coherence across both environments.

The power of rituals

When schools and families move in rhythm - reinforcing values of respect, service, responsibility and compassion - children receive a consistent moral framework.

That consistency creates psychological safety. Psychological safety allows children to flourish.

And if we want young people who are not only academically capable but also socially grounded, emotionally secure and community-minded, then we must pay attention to the small things. The greeting. The listening. The shared responsibility. The moment of thanks.

Because in the end, it is these rituals, practised daily and reinforced across home and school, that build citizens who understand that belonging comes with responsibility, and that wellbeing is something we create together. The smallest practices often carry the greatest weight.

Dr Funke Baffour-Awuah is corporate head of wellbeing, GEMS Education