Because of the late launching of the program and due to prioritising the developmental readiness of our students, all skills were introduced to 224 of the 656 students through mentoring sessions by social workers, point systems by supervisors and class activities prepared by teachers. However, the focus skills, problem solving and adapting, were fully implemented and integrated into subjects and introduced to 54 learners from grades 7 through 9 as well as selected vocational classes. We developed lesson plans and medium-term plans that integrated these skills into academic subjects such as English, Arabic, math, social studies and Science. Planning documents were adapted to align with Skills Builder frameworks, and assessment analysis charts were created to track student development in targeted skills. This structured approach ensured progression across age groups and allowed for differentiated delivery according to student needs.

To effectively measure and diagnose the students’ skill level, we adapted Skills Builder assessment tools to suit the needs of our learners. All assessment materials were translated into Arabic to ensure accessibility and clarity. Given the nature of our student population, we implemented the offline assessment method. Based on these assessments, teachers were able to identify the appropriate focus step for their respective grade level. This allowed for differentiated planning and skill progression. Teachers from the English, Arabic, Math, and Science departments were actively involved, ensuring consistent implementation across key subjects. For self-assessment, we created skill-specific assessment sheets, enabling students to reflect on their development. Teachers provided individualized feedback based on student input as well as encouraging peer assessment. In parallel, we developed assessment analysis charts to track and document overall progress in a structured manner. This comprehensive approach helped us maintain a clear view of student benchmark and will help in ongoing evaluation and adjustment of our teaching strategies.

By prioritizing specific skills, we were able to focus our efforts on introducing, implementing and assessing them thoroughly and adjusting planning accordingly. These skills were embedded into the educational plans, with teachers designing lesson plans aligned to the specific steps identified through initial assessments. This allowed for targeted instruction tailored to each class's needs. Differentiation was guided by the assessment results, enabling teachers to address individual learning levels and assign appropriate focus steps. This approach supported inclusive learning while maintaining consistency across subject areas. Beyond classroom instruction, Teamwork, Creativity, and Problem Solving were also integrated into extracurricular activities. Field trips, science fair exhibitions, and school events served as rich opportunities for students to apply these skills in real-life and collaborative settings. To ensure full integration of the program, we worked on building awareness among all stakeholders. Teachers, students, administrative staff, and parents were involved in understanding and supporting the skills development process.

To ensure continuous reinforcement of essential skills, we integrated Problem Solving, Adapting, Teamwork, and Creativity across both academic and extracurricular contexts. These skills were not only addressed during subject lessons but were also embedded in school life through weekly mentoring sessions led by social workers where students reflected on and discussed the skill steps in real-world situations. Visual cues, such as the eight Skills Builder icons placed in hallways and playgrounds, served as daily reminders, keeping the language of the program present and accessible. Supervisors helped students correlate between skills of conduct and the essential skills through the point system. Teachers consistently referred to these icons to prompt student engagement and encourage deeper understanding of the steps within each skill. Extracurricular activities played a vital role in skill reinforcement. Events such as the science fair and field trips offered authentic opportunities for students to apply Teamwork, Creativity, Problem Solving, and Leadership in collaborative and practical settings. Additionally, the school events featured a student performance of the “Everyday Skills Builder” song, creatively reinforcing all eight skills in front of parents and peers. This comprehensive approach allowed students to practice and internalize the essential skills beyond the classroom, strengthening their relevance and application in everyday life.

By recognizing the importance of making essential skills meaningful beyond the classroom, students were provided with opportunities to apply their skills in authentic contexts mainly through wider school events and activities with parent and community involvement. Students performed the Skills Builder song during the end-of-year show, helping to celebrate and reinforce the language of skills across the whole school community. Student talents were also showcased through a talent show attended by families and community visitors, highlighting how essential skills are embedded in various areas of learning and development. In addition, field trips offered real-life contexts where students could apply skills like problem solving, teamwork, and listening. Our lab exhibition provided another opportunity for students to present their work, communicate their ideas clearly, and demonstrate collaboration and leadership. These authentic experiences allowed students to see the relevance of the skills they’re building and to apply them with confidence.