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Since opening our doors in 2014, NAS Dubai has been driven by one guiding principle: that every student deserves a learning environment that inspires, supports, and adapts to them. From the youngest learners in Early Years to our oldest students preparing for university, we believe that physical space is more than just a backdrop; it’s a powerful tool that shapes how we think, feel, and grow.
The connection between environment and learning is more than aesthetic. It's science.
Studies have consistently shown that the physical environment plays a significant role in influencing students' moods, engagement, and ability to concentrate. Schools That Heal, a landmark text by Claire Latané, highlights the profound impact design can have on children’s mental health and educational outcomes. For example, research shows that classrooms with views of greenery, rather than concrete or roads, are associated with better test scores. Another study noted a similar correlation between nature views from cafeterias and student wellbeing.
At NAS Dubai, this research is embedded in our philosophy. We regularly gather feedback from students, teachers, and families to co-create a
school environment that reflects their needs. We don’t just build for the community, we build with them.
Walk through NAS Dubai and you won’t find rows of desks trapped between four square walls. Instead, you’ll encounter open, adaptable learning studios designed for collaboration, creativity, and independence. We’ve replaced “classrooms with a corridor down the middle” with spaces that breathe, places that invite students to take ownership of their learning journey.
In our Early Years Foundation Stage (EYFS) and Year 1 areas, classrooms seamlessly flow into outdoor play areas filled with sensory materials, lush greenery, and natural light. The playground is an extension of the learning space, and added sails in natural fabrics provide both sun protection and a calm, soothing aesthetic.
Inside, our ongoing campus updates reflect the same commitment. Modular furniture allows for quick reconfiguration to suit group work, presentations, or quiet study.
Dr. Helen Bunn, programme director of educational and child psychology at the University of East London, stresses that overstimulation can be a challenge, but so can the opposite. “Understimulation is a risk,” she says. “A lack of windows can feel claustrophobic, and air quality, natural views, and freedom of movement are crucial for wellbeing and concentration.”
This aligns perfectly with our design ethos at NAS Dubai. Movement is encouraged, not restricted. Relaxation spaces allow students to reset and recharge. Social nooks and breakout zones foster connection, a reminder that learning also happens in laughter, conversation, and moments of pause.
This summer, NAS Dubai is undergoing major renovations, with upgrades to our primary cafeterias, outdoor play areas, and the secondary library, all thoughtfully redesigned to better serve and inspire our students.
One subtle but powerful design element across our campus is transparency. Internal windows and glass doors allow teachers to keep visual contact with students without intrusion. It’s what architects call passive supervision; students are visible and safe, but they aren’t constantly monitored. This small detail builds trust and gives students a sense of autonomy over their space, their pace, and their process.
Because when students feel trusted, they rise to it.
At NAS Dubai, our school buildings aren’t static; they’re evolving ecosystems. Every upgrade, every redesign, every piece of feedback helps us reimagine what learning can look and feel like. We’re not just building classrooms. We’re building a community.
The power of a well-designed learning environment isn’t just about beauty. It’s about belonging. And that’s something we’re proud to build, year after year.
Keep an eye on our social channels for more updates as our exciting campus expansions take shape!