Director of Qatar Academy Doha (QAD), a member of Qatar Foundation, Dr. Ahmed Ashley-Welbeck.
Doha, Qatar: The opening weeks of school offer a unique opportunity to establish a foundation of trust among students, and once that moment has passed, it is difficult to recreate in quite the same way later in the year, according to Director of Qatar Academy Doha (QAD), a member of Qatar Foundation, Dr. Ahmed Ashley-Welbeck.
Speaking about the importance of the start of the academic year, Dr. Ashley-Welbeck said the first weeks are among the most important because they “set the tone for everything that follows”, giving schools an opportunity to establish clear expectations, build trust and strengthen relationships with students and families.
“Clarity is essential: when expectations and agreements are understood by everyone, it creates a greater sense of fairness, consistency, and confidence,” he told The Peninsula.
He added that the beginning of the academic year is equally important for school staff, as it provides school leaders with an opportunity to clarify new programmes, priorities, expectations and strategic direction.
“When staff understand both what is expected and why, they are better positioned to focus confidently on improving learning for students,” he said.
Dr. Ashley-Welbeck stressed that strong student-teacher relationships are central to creating an environment in which students can learn effectively.
“Every student can learn, but the effectiveness of that learning is shaped significantly by the environment in which it takes place,” he said, adding that students are more likely to learn when they trust that their teachers believe in them, have their success in mind and will guide them in ways that help them grow.
However, he emphasised that building trust does not mean lowering expectations. “A strong relationship does not mean lowering expectations or allowing students to do whatever they want,” he said. “Trust is also built through clear boundaries, honesty, and respect.”
The strongest teachers, he said, combine genuine care with high expectations, helping students develop the behaviours, habits and relationships needed to succeed.
Families, meanwhile, have an equally important role in helping children make a successful transition back to school after a long break.
Dr. Ashley-Welbeck said children often need support in re-establishing routines and habits that contribute to effective learning, including regular sleep patterns, arriving at school on time and maintaining consistent attendance.
Families also influence how children perceive school and education.
“Talking positively about the importance of education, ensuring students are present from the first day, and reinforcing the importance of listening to the teacher, all send powerful messages,” he said.
He also highlighted the importance of a strong partnership between families and schools. By engaging with school communications, understanding expectations and working alongside teachers and school leaders, families can help their children make a more confident start.
At the same time, schools and families can face challenges when preparing for the new academic year. Ashley-Welbeck identified ineffective communication as one common mistake schools can make.
“Schools need to keep information clear and accessible,” he said, noting that lengthy emails containing large amounts of information can easily be missed, particularly as families return from vacation. “Short, focused communication is often much more effective,” he said.
Families, too, can underestimate the importance of preparing early. Re-establishing healthy sleep routines, organising uniforms and other essentials in advance, and carefully reading school communications can help reduce unnecessary stress. “Regardless of age, students need adequate sleep and a sense of readiness if they are to arrive at school prepared to learn from day one,” Dr. Ashley-Welbeck said.
At QAD, one of the practices prioritised at the beginning of the year is giving teachers dedicated time to focus intentionally on relationships before moving fully into curriculum content.
“Early learning experiences are designed around skills, routines, and social and emotional learning, helping students feel secure and ready to learn,” he said. He said this early investment in relationships becomes particularly valuable later in the academic year, when students inevitably encounter academic, social or personal challenges.
“If trust has already been established, students are more likely to seek support and respond positively to guidance,” he said.
Dr. Ashley-Welbeck emphasised that building this foundation cannot be left to chance. “But this work must be intentional, planned, and articulated clearly to all faculty,” he said.
For schools and families alike, he said, the beginning of the academic year should, therefore, be viewed not simply as a return to classrooms and lessons but as an important period for establishing the relationships, routines, expectations and sense of readiness that can shape students’ experience throughout the year.
