Education & Research

The UAE’s decision to revise the school admission age cut-off to December 31 is expected to give families greater flexibility when enrolling children in kindergarten (KG) and Grade 1, but educators and child development specialists caution that age alone should not determine school readiness.

The updated policy, approved by the Education, Human Development and Community Development Council, will apply to new admissions starting from the 2026–2027 academic year. It affects schools and kindergartens that begin their academic year in August or September, while schools starting in April will continue using a March 31 cut-off. Current students will not be impacted by the change.

Education authorities said the revised cut-off aims to ensure fair access to early education, unify admission criteria across the country, and align the UAE’s education system more closely with international standards and national development objectives.

Schools say the policy reflects a broader shift towards assessing individual readiness, rather than relying solely on chronological age. Under the new framework, younger children may enter classrooms with peers who are almost a year older, increasing the importance of understanding developmental differences within the same learning environment.

Educators at GEMS Education noted that the change could result in children as young as three learning alongside peers aged over four, despite clear differences in language, social and emotional development. They highlighted that while older children may already engage in complex communication and group play, younger students may still be developing foundational skills.

“These distinctions should inform school readiness decisions, as they may affect learning and peer interaction if classrooms are not adequately supported,” GEMS said. The group added that the updated cut-off reflects a growing emphasis on holistic assessments and flexible teaching approaches.

According to GEMS, assessments in KG and Grade 1 will continue to rely on observation, formative evaluation, play-based learning and early intervention strategies, supported by student portfolios that track progress across key developmental areas. Collaboration between teachers and parents, they said, will remain central to identifying and addressing individual needs.

Other private education providers echoed similar views. Taleem described the December 31 cut-off as a welcome move that offers families more choice and aligns with international practice. However, the group stressed that the policy should not be applied as a blanket rule.

While research suggests early school entry does not necessarily disadvantage children academically, Taleem noted that readiness at this stage encompasses emotional maturity, social development, confidence and independence, in addition to academic ability. The provider emphasised the importance of parents and educators working closely together to make decisions that prioritise a child’s overall wellbeing.

Psychologists also underscored that school readiness is shaped by emotional and mental development, not age alone. Dr Lina Haddad, a Dubai-based psychologist, said younger children entering structured school environments may face challenges related to emotional regulation, independence and confidence, particularly when placed alongside older peers.

“At this stage, the brain is still developing core self-regulation skills,” she said, adding that difficulties with separation, frustration tolerance or social problem-solving are normal developmental realities. Dr Haddad warned that pushing children into formal learning environments before they are emotionally ready can lead to stress that affects self-esteem and peer relationships over time.

“Readiness is about how a child copes with demands, not how early they can meet them,” she said, advising parents to look for signs such as emotional resilience, comfort with routines, the ability to communicate needs and confidence in social settings when considering school entry.

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