What schools are actually seeing.
The numbers below come from active UAE deployments across Term 1 2025/2026. Every flag was reviewed by an authorised adult. This is not marketing data — it is the operational picture from a full term of pupil voice.
Alert distribution across the term.
The shape of this distribution matters. The vast majority of pupil interactions are routine — pupils using Lumii as part of their daily rhythm, not at moments of crisis. The minority that flag for review provide the early visibility schools have not previously had.
86.9% Green
Routine emotional expression — pupils using Lumii as part of their normal daily routine.
84,432 conversations9.3% Amber
Low–moderate emotional concern requiring monitoring.
9,039 conversations1.8% Red
High emotional distress requiring urgent human review.
1,764 conversations2.0% Purple
Safeguarding concern — action initiated by authorised staff.
1,959 conversationsOver 12,700 interactions provided early signals enabling staff to focus attention where it was most needed — without expanding pastoral workload. This is the practical value of daily pupil voice: most days, most pupils are fine; the platform's job is to make visible the days and pupils that need attention.
Lumii ensures that no child slips through the cracks by offering a safe, confidential space to express their worries. It helps us see the invisible students who may be struggling, empowering early intervention and better support for all.
Top emotional themes across the term.
Recurring themes were calm, sadness, anxiety, stress, and low mood — often linked to school routines, assessments, friendships, and social dynamics. Pupils also expressed positive emotions including happiness and joy, reflecting growing confidence in sharing both challenges and strengths.
Additional recurring themes included anger, friendship challenges, happiness, joy, and self-esteem concerns. High engagement across both neutral and emotional check-ins shows that pupils use Lumii as part of their normal daily routine — not only during moments of distress.
What's driving each emotion.
Calm
Many pupils used brief greetings or neutral messages, indicating comfort with the platform and regular emotional check-ins.
Sadness
Often linked to friendship difficulties, feeling excluded, or disappointment.
Anxiety
Commonly associated with school expectations, trust concerns, or feeling watched or judged — highlighting the importance of emotional safety and reassurance.
Stress
Frequently related to academic pressure, upcoming assessments, or feeling overwhelmed.
Low Mood
Fatigue and low energy were recurring, particularly expressed through short phrases and minimal language. Often linked to disrupted sleep, screen time, or after-school exhaustion.
What pupils actually said.
These are anonymised, representative pupil messages from across the term. Translations are provided where relevant. They show how children naturally communicate — and why accessible, non-intrusive tools are essential.
CALM
"hi"
"im bored"
SADNESS
"كل هم" — all worry / burden
"I feel sad"
ANXIETY
"ليش اتوتر" — why do I get anxious?
"I don't trust anyone"
LOW MOOD
"tired"
"im tird"
What's changing in the schools using Lumii.
- Trust and openness — pupils share feelings they may not voice elsewhere.
- Normalised help-seeking — asking for guidance is becoming routine.
- Empathy and peer awareness — some pupils ask how to support friends or family.
- Early pattern recognition — repeated low-level signals help prevent escalation.
- Value of encouragement — reassurance and validation have clear measurable impact.
What this means for schools and families.
- Anxiety and stress are impacting learning readiness and relationships
- Social connection and belonging remain key protective factors
- Pupils increasingly seek advice and reassurance — not just a place to offload feelings
- Regular emotional visibility enables earlier, calmer interventions
- Positive emotions are present and should be recognised and reinforced
For one girl, there was a challenge within her friendship group. Rather than referring her to our counsellors, we asked her to reflect and talk to Lumii — and the issue naturally resolved. Lumii provides immediate reassurance, meaning our teachers and counsellors can continue to assist all students and triage cases appropriately.
Empowering girls to own their wellbeing — Abu Dhabi Charter School.
Around 100 pupils took part in the Charter School trial. With usage optional, over 4,000 conversations were recorded — pupils checking in two or three times a week, often during form time or after breaks.
- Early identification of wellbeing concerns among students and staff
- Promotes student voice in a culturally sensitive way
- Aligns with ADEK's SPIRE Wellbeing Mark requirements
- Reduces pressure on teaching staff by providing a safe outlet for students
- Enables targeted intervention and support
- Creates a sustainable, data-informed wellbeing strategy
What changed in a harder term.
Term 2 of the 2025/2026 academic year coincided with a period of regional disruption. UAE schools moved through an extended phase of distance learning, and pupils returned to classrooms in staggered patterns. Routine, place, and predictability — the conditions that support pupil wellbeing — were materially affected. The data below is what the platform showed under those conditions.
15 UAE schools across Abu Dhabi, Dubai, Sharjah and Fujairah. Pupils aged 6–18. Reporting period: January–April 2026.
The trajectory across two terms.
Conversation volume fell with fewer school days and reduced timetabled platform time. The more substantive movement is in the alert pattern — across all four tiers, the proportion of conversations requiring staff review fell. Green grew.
| Metric | Term 1 | Term 2 | Movement |
|---|---|---|---|
| Total conversations | 97,194 | 85,044 | −12.5% |
| Flagged for review | 13.1% | 10.5% | −2.6 pts |
| Green (low / no concern) | 86.9% | 89.5% | +2.6 pts |
| Amber | 9.3% | 7.3% | −2.0 pts |
| Purple | 2.0% | 1.7% | −0.3 pts |
| Red | 1.8% | 1.4% | −0.4 pts |
| Total alerts surfaced | 12,762 | 8,934 | −3,828 |
This is a meaningful swing, and given the harder external context of Term 2 it warrants careful interpretation. Several factors plausibly contributed: Term 2 use was more self-directed, with pupils choosing when and why to engage; distance learning placed pupils closer to family support; new creative formats (art, story, quest, sticker, avatar) absorbed engagement that would otherwise have been chat-based and carry structurally lower flag rates; and selection effect during the most disrupted weeks cannot be ruled out.
Read with that caveat, the finding holds: pupils engaging with Lumii in Term 2 were, on average, in a calmer register than Term 1's. That is not the same as a claim about how all UAE pupils were feeling across the term.
The format a pupil chooses is itself a leading indicator.
Format flag rates vary by an order of magnitude across the platform, and the variance is informative.
| Format | Flag rate |
|---|---|
| Art | 0.6% |
| Quest | 1.1% |
| Sticker | 1.1% |
| Avatar | 2.7% |
| Story | 6.2% |
| Chat | 10.8% |
| Journal | 18.8% |
Art, quests, stickers and avatars sit between 0.6% and 2.7% — these are play, exploration and comfort formats, used as designed. Story sits at 6.2%, indicating that narrative-building draws out a slightly heavier register. Chat, the open conversational mode, runs at 10.8% — close to the platform baseline. Journal sits apart at 18.8%, almost double chat. Pupils self-select journalling for sustained reflection rather than quick exchanges, and what they write there carries proportionally more weight.
20.6% of conversations contained Arabic.
A substantive bilingual footprint reflecting the linguistic reality of UAE classrooms. The two registers behave differently.
Arabic skewed strongly towards calm, joy and comfort — pupils used Arabic to play, to greet, to be themselves. English carried a markedly higher share of the term's emotional weight, including most disclosures of anxiety, sadness and stress.
Where Arabic carries distress, it tends to carry it bluntly and briefly, without softening. Flagged Arabic messages should be treated with the same weight as flagged English ones.
Children write in fragments.
"tired." "sad." "nothing." Across the term, three words or fewer was often all a pupil needed to send. Lumii builds context over time — the system reads each new message against the pupil's prior conversations, themes, and tone.
Almost three thousand short messages were surfaced to staff for review across Term 2.
| Amber | Purple | Red | Total reviewed |
|---|---|---|---|
| 2,082 | 304 | 524 | 2,910 |
Pupils brought the regional situation into their conversations.
Some pupils named what they could hear, what they were worried about, and what was happening to people they cared for. Each of these messages was flagged and surfaced to school staff at the point it was sent.
Flagged Red · Urgent review
"I'm worried about the explosions that happen nearby."
School notified for urgent review.
Flagged Amber · Routine review
"i can't focus because of all the noise and missiles that are here in abu dhabi which is making loud booms and noise"
Reasoning: distress from environment, focus impaired. School notified.
Flagged Amber · Routine review
"my cousin in Iran can't go to school"
Reasoning: concern carried for family elsewhere. School notified.
Other pupils used Lumii as a space to think aloud about events they were hearing discussed at home, in the news, or at school. The platform responded in age-appropriate, culturally appropriate language — acknowledging the question, holding the space, and signposting back to a trusted adult. No directive or political response.
Pastoral teams, asking the platform what's emerging.
Lumii Insight is a conversational interface, now rolling out across deployed schools, that lets staff ask questions of their own pupil voice data in plain language. Examples of what schools are asking:
- "How is Year 9 doing this week?"
- "What's the biggest issue in the school right now?"
- "Are class 7B ready for the upcoming exams?"
- "Anyone showing escalation?"
- "What should we focus on after half-term?"
Lumii Insight reads the school's conversations, alerts and themes, and returns the evidence, the patterns, and suggestions on how the school might respond. Responses can be exported as a report — ready for a leadership meeting, a parent conversation, a board paper, or a regulatory submission.
The numbers above, in your own school.
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