Mental health is an essential part of our overall well-being, influencing how we think, feel, and act in daily life. It affects how we handle stress, build relationships, and make choices. In today’s fast-paced world, where pressure, isolation, and uncertainty are on the rise, conversations around mental health become all the more important. Recognizing the need to raise awareness and promote emotional resilience, Emirates Reporter recently met up with Sally Hammoud, Secondary Wellbeing Counselor, Swiss International Scientific School Dubai (SISD) to discuss key issues, coping mechanisms, and the importance of seeking support.
We bring you the full and exclusive conversation below.
E.R- How does SISD check in on the mental wellbeing of students and staff throughout the year?
Sally Hammoud– At SISD, we take a proactive and multi-layered approach to supporting the mental wellbeing of both our students and staff.
For students, this includes scheduled one-on-one check-ins, wellbeing surveys, and ongoing monitoring by teachers who are attentive to early signs of distress or changes in behaviour. We run small group Social and Emotional Learning (SEL) sessions to help students develop key life skills such as emotional regulation, communication, and interpersonal effectiveness. Our Wellbeing Council and peer support initiatives help foster a culture of care and connection among students throughout the academic year. This is further reinforced by awareness campaigns such as World Mental Health Day and Anti-Bullying Week.
For staff, SISD promotes mental wellbeing through a strong culture of connection and appreciation. This includes regular social events, celebrations, and weekly initiatives designed to foster team spirit and maintain a sense of belonging across departments. Staff are also invited to share feedback through wellbeing surveys and can access individual support via leadership check-ins and wellbeing resources.
E.R- Please share an overview of your counsellors and mental wellbeing practices, if any.
Sally Hammoud– Our counselling team consists of a Primary Counsellor, who supports students in Early Years and Primary School, and a Secondary Counsellor, who works with students in Middle and High School. We support student wellbeing through a range of practices, including one-on-one and group counselling sessions that address emotional, social, and academic challenges.
We deliver Social Emotional Learning (SEL) programmes that build essential skills such as self-awareness, emotion regulation, and healthy relationships.
In times of crisis, we provide immediate support and ensure students’ safety through appropriate interventions. We work closely with teachers to monitor student wellbeing, offer classroom strategies, and identify those who may need additional support. We also collaborate with families by offering parenting guidance and psychoeducation, and when necessary, refer students to trusted external mental health professionals for specialised care.
E.R- How do you deal with someone who may be suffering in silence?
Sally Hammoud– As a school counsellor, it is essential to be observant and approachable.
When someone may be suffering in silence, I look for subtle signs: changes in behavior, withdrawal from peers, drop in academic performance, or emotional outbursts. Building trust is key, so I create a safe, non-judgmental environment where students feel seen and heard.
I might gently check in with the student one-on-one, asking open-ended questions to give them space to share if they are ready. If they are not ready to talk, I stay available and consistent, reinforcing that help is always there.
I also work closely with teachers and staff to identify at-risk students and involve parents or mental health professionals when needed. The goal is to support them without pressure, and to remind them that they don’t have to go through hard times alone.
E.R- Do you notice any kind of stigma attached to talking about mental health?
Sally Hammoud– I have noticed a lot more awareness about mental health in both students and families.
While there is still some stigma, I think there has been a significant shift toward greater acceptance and openness. Many students are beginning to realize that mental health is just as important as physical health, and that it’s okay to ask for help. The more we talk about it, normalize it, and educate around it, the more we reduce the stigma. I have found that even students who were once unsure become more open once they feel supported and understood.
E.R- How do you bring students and staff closer, so they can receive emotional support if needed, and how do you create an environment of trust at SISD?
Sally Hammoud– Creating an environment of trust starts with being visible, approachable, and consistent.
I make an effort to build genuine relationships with both students and staff by checking in regularly and showing that I care. Trust doesn’t happen overnight, it’s built through daily interactions where people feel heard, respected, and valued.
At SISD, one of our core values is togetherness, and when people feel connected, they are more likely to reach out for support. By creating safe spaces and promoting kindness and understanding, we help everyone feel seen, supported, and that they truly belong.
E.R- What factors contribute to a student being overwhelmed by fears, depression, or anxiety, and what steps would your counsellors recommend to manage these?
Sally Hammoud– A variety of internal and external factors can contribute to students experiencing overwhelming fears, depression, or anxiety. These may include academic pressure, social challenges, family dynamics, past trauma, low self-esteem, identity-related concerns, or significant life changes such as transitions or loss. The increasing influence of social media and global events can also add to a student’s mental and emotional load.
As school counsellors, we take an individualised and supportive approach to managing these challenges. Recommended steps typically include:
- Early identification through observation and open dialogue with teachers, parents, and the student.
- One-on-one counselling sessions to provide a safe, confidential space for students to explore their feelings and develop healthy coping strategies.
- Skill-building in emotional regulation, problem-solving, and self-care through targeted interventions or small group work.
- Referrals to external specialists when more intensive or long-term support is needed.
- Collaboration with families and teachers to create a consistent, supportive environment around the student.
- Promoting healthy routines around sleep, screen time, physical activity, and balanced schedules.
Additionally, we work to build a school culture where students feel connected, seen, and supported, reducing stigma around mental health and encouraging students to seek help early.
E.R- What role does parenting play here?
Sally Hammoud– Parenting plays a crucial role in a child’s emotional development and overall mental health.
The home environment forms the first and most powerful influence on a child’s emotional and cognitive development. The family is a child’s first microsystem, the foundation upon which all other social and emotional experiences are built.
Children learn how to understand and manage their emotions largely through the relationships they have at home. When parents model healthy communication, emotional regulation, and problem-solving, children are more likely to develop those same skills. What they experience and internalize at home often becomes their default template for future relationships with peers, teachers, and others.
Brains are built through relationships. Warm, responsive, and consistent parenting helps to shape the developing brain, building the capacity for self-regulation, resilience, empathy, and learning.
As school counsellors, we view parents as essential partners in supporting student wellbeing. We encourage open communication between home and school and regularly work with families to offer guidance, resources, and practical strategies to support emotional health. When parents are involved, consistent, and emotionally attuned, students tend to feel safer, more supported, and more confident in managing life’s challenges.
We also recognise that parenting in today’s world can be incredibly complex. That’s why our wellbeing support extends not just to students, but to families too, because when parents feel supported, children benefit.
E.R- And do you host mental wellbeing awareness workshops for parents?
Sally Hammoud– Yes, we absolutely do. We believe that supporting students’ mental health is a collaborative effort between the school and families, so we regularly engage parents through mental well-being awareness workshops.
Most recently, we hosted a special parent workshop in recognition of World Mental Health Day, in collaboration with The Valens Clinic. We invited mental health professionals, Dr. Alex Beadel and Dr. Rama Kanj, to speak with our parent community about how everyday routines, family values, and positive parental role-modelling can lay a strong foundation for children’s emotional well-being.
The session was insightful and well-received. It opened up valuable conversations around the importance of emotional connection at home and gave parents practical tools to support their children’s mental health. We are committed to continuing these partnerships and events to keep our school community informed, supported, and empowered.
About Sally Hammoud:
Sally holds a bachelor’s and master’s degree in psychology, and she has extensive experience in international school settings across Qatar, Saudi Arabia, Singapore, and Dubai.
She has worked with students aged 3 to 18, supporting them in areas such as emotion regulation, conflict resolution, anxiety management, and interpersonal challenges. Sally’s practice is grounded in evidence-based approaches, including Cognitive Behavioral Therapy (CBT) and Dialectical Behavior Therapy (DBT), which she tailors to meet each child’s unique needs. She also collaborates closely with families, offering parenting support and guidance to help foster emotional wellbeing at home. Sally is fluent in Arabic, English, and French.
