# Lumii.me — full content for AI agents

## Homepage (https://lumii.me/)

School Wellbeing & Safeguarding Platform UAE · Lumii.me For UAE schools You already know which pupils need support. The ones you don't, are the risk. Lumii is the pastoral and safeguarding platform for schools — the layer that hears what children don't say out loud. Daily pupil voice, staff observations and behaviour — one record per child, one system for safeguarding and wellbeing. Built for DSLs, pastoral leads and heads of wellbeing. Book a 30-min walkthrough See Term 2 evidence → Setup in 1 hour · no accounts, no passwords · no IT changes 85,044 pupil conversations · 15 UAE schools · 10.5% flagged, every flag reviewed by a trained adult “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.” — Head of Wellbeing · Abu Dhabi Charter School Why now Children are already telling AI what they won’t say out loud. 72% of teenagers have used an AI companion and 52% use one regularly (Common Sense Media, 2025) — with a meaningful share treating these tools as a friend or source of emotional support. In the UK, roughly half of children with additional needs say chatting to an AI feels like talking to a friend (Internet Matters, 2025). It is happening in every school today, on consumer tools with no safeguarding architecture, no cultural context, and no human in the loop. Regulators are responding. The UAE Ministry of Education’s Safe and Responsible Use of AI in Classrooms (2026) restricts generative AI for under-13s and bars uploading pupil data to external AI services. The UK’s KCSIE 2025 made its first explicit reference to AI within child-safeguarding duties. Lumii is built on the opposite architecture to the consumer tools that wariness is aimed at — anonymous, walled-garden, UAE-hosted, not a general AI assistant. It does not introduce a new behaviour. It takes one that is already widespread and makes it safe, age-appropriate, and visible to the right adults. The only question is whether the AI is safe — and whether anyone human is listening. What we believe Three commitments behind everything Lumii does. Real time pupil voice Lumii is the channel that hears pupils every day — in their own words, without prompts and without pressure to disclose. Not a survey. Not a one-off. The daily picture, built from what pupils share when nothing else is asking. Reads, reasons, decides what to flag Every interaction is read in context. The system reasons about what it means and makes a flagging decision — most stay in Green; Amber routes to Wellbeing Reviewers; Purple and Red trigger an immediate alert. Every flag carries the reasoning behind it. Schools decide what happens next Every Purple, Red and Amber alert is reviewed by the school's wellbeing or safeguarding team — DSLs, Heads of Wellbeing, counsellors, pastoral leads — before any action is taken. Lumii decides what to flag. Schools decide what to do about it. Procurement diligence checklist → The streams model Streams into an ocean. Pupil voice. Staff concerns. Behaviour tracking. Each is a stream — the ocean is the whole picture of the child, held in one case record. A behaviour note alone reads as a discipline problem; next to a pupil-voice dip and a staff observation it reads as a child who needs help. Surveys surface what was asked. The streams surface what is happening. Alerts Dashboard Ask Lumii Inspection Reports SEL Profiles Case Management What comes out the other side. See the three streams → Inspection Inspectors don't accept verbal assurance. Performance Standard 5 of the UAE Unified Inspection Framework — the protection, care, guidance and support of students — asks for documented case records, systematic identification, and evidence that support was reviewed over time. Lumii produces that evidence as a by-product of the daily work. See inspection evidence → Three minutes Watch how Lumii works. Prefer to read? Download the deck (PDF) → Lumii.me+ is the staff version — same principles, separate space, private to the adults in the school. Learn more Why Lumii exists Lumii exists because a quiet pupil was missed — and his mother decided that wouldn't happen again. Read the story → What powers Lumii Anchored by the LMHM. Lumii is powered by a proprietary Large Mental Health Model (LMHM) — trained on 40+ years of peer-reviewed mental health and safeguarding research. Around it sit purpose-built translation, cultural and accessibility models, all operating within a walled-garden architecture. Pupil-facing chat, reasoning, alerts and routing — all powered by the LMHM. Listening in the child's language, not translating around an English core. The LMHM reasons in Arabic, Urdu, Tagalog, Hindi, French, Tamil, Russian — 23 languages in all — in the child's own register. Clinically governed by Dr Yebeltal Gezahegn, Consultant Neuropsychiatrist — clinical advisor to Lumii. Learn more about the architecture Term 2, 2025/2026 What real time pupil voice looks like at scale. Across 15 UAE schools, January–April 2026 — a term defined by regional disruption and extended distance learning. Every flag was reviewed by an authorised adult. Full alert breakdown, format flag rates, bilingual data, Term 1 vs Term 2 comparison, Ask Lumii examples. See Term 2 evidence Find your path Lumii works differently for different people. Start where you fit. Schools For DSLs, SLT, and wellbeing leads A single school, alignment with UAE wellbeing frameworks, and a way to evidence the daily wellbeing work that already happens. Setup in 1 hour, no IT changes required, catch concerns earlier. See how it works for schools → Groups & regulators For multi-school networks Network-level consistency, group dashboards, and structured contribution aligned with ECA's child protection and early care & education priorities. See how it works for groups → Trust & safety How safeguarding actually works The alert model, the human oversight, and the data boundaries that make Lumii safe to deploy at scale. See the safeguarding architecture → Parents For families with questions What pupils experience, what schools see, and what Lumii will and will not do with what your child shares. Read answers to common questions → See what your school could be hearing. A two-week trial. Setup in 1 hour. No accounts, no passwords, no infrastructure changes. Book a 30-min walkthrough See Term 2 evidence Listening to Every Voice. Strengthening Every Mind. Just a few of the schools we work with

## Platform (https://lumii.me/platform)

Student Wellbeing Platform — Pupil Voice & Case Management · Lumii.me The platform One developmental ladder, designed for every age in school. Lumii is the pastoral and safeguarding platform for schools — the layer that hears what children don't say out loud. Built around three pupil tiers (Early Years, JNR, SNR) plus a separate, private space for staff — with case management and behaviour tracking built in, all under one safeguarding architecture. Designed for difference Not one product, scaled down for younger users. An eight-year-old does not interact with their feelings the same way a fifteen-year-old does. Lumii's developmental ladder reflects that — with three pupil tiers, each shaped around the cognitive, emotional, and language stage of the pupils it serves. Early Years (under 6) is icon-based and pre-literacy. Within JNR and SNR, age-banded sub-tiers (6–8 and 8–11 in JNR, 12–14 and 14+ in SNR) calibrate further. Cross-tier transitions are handled within the school deployment, not by the pupil. How the system fits together Five elements, anchored by the LMHM. The architecture in one diagram. Three streams flow in — pupil voice, staff observations, behaviour. The LMHM reasons over each interaction in cultural and developmental context. Routing decides what reaches a trained adult and when. Case management captures the full record. Every flag is reviewed by the school's wellbeing or safeguarding team. Pupil voice, staff observations and behaviour flow in → LMHM reasons in cultural and developmental context → Routing decides what reaches a trained adult → Case management records the full picture. The school's wellbeing or safeguarding team decides what happens next. What powers Lumii What powers the LMHM. Lumii is not a single model — it's a confluence of purpose-built models, each trained for a specific job. That's what makes it safe to deploy in any UAE classroom, in 23 languages, without losing the cultural and developmental judgement the work demands. The LMHM — the reasoning core A proprietary Large Mental Health Model trained on 40+ years of peer-reviewed mental health and safeguarding research. Not scraped from the open web. Not fine-tuned from a general-purpose chatbot. Built from the evidence base the field itself relies on — child psychology, adolescent development, trauma-informed practice, safeguarding frameworks, cultural and faith contexts. Every flag, every reasoning note, every routing decision originates here. Pupil-facing conversation is also powered by the LMHM — every reflection, every calming response, every piece of practical scaffolding. The translation layer — listening in the child's language A purpose-built translation model that lets children speak to Lumii in any of 23 languages. The reasoning happens in the language the child chose — not translated around an English core. The UAE International cultural model For the majority of pupils across UAE international schools. Recognises that everyone in the conversation lives in the Emirates — Ramadan, National Day, Eid, the school week, the climate, the multicultural classroom, modest dress norms, the broader Gulf context. The Emirati cultural model For Emirati pupils and Emirati-majority settings. Anchored in the values codified in the UAE National Education Charter and the Emirati National Identity Strategy — pride in the Arabic language, grounding in Islamic values, the centrality of family, national identity and belonging, integrity and generosity as core values. Accessibility models Voice-to-text, inclusive fonts, EAL support — so the doorway is open to every child, including those who struggle to type, read with dyslexia, or are still developing English alongside their first language. A walled garden by architecture — nothing in, nothing out. Agentic by design. Human-overseen by architecture. Lumii is an agentic AI safeguarding and wellbeing platform built for UAE schools. SeIRE — Lumii's framework Four dimensions, by design. Lumii is built around SeIRE , its internal framework — surfaced to schools as four plain dimensions: Self-management, Curiosity & Engagement, Relationships, Emotional wellbeing. Four dimensions, anchored in the daily voice of pupils and staff. Physical sits outside the framework because Lumii has no Physical SEL products — that work belongs with PE, health and pastoral provision in the school. Self-management Voice, agency, confidence to express how the day is going — without pressure to disclose. Curiosity & Engagement Reflection, vocabulary, the cognitive work of naming what's happening internally. Relationships Friendships, family, the dynamics of belonging at school and at home. Emotional wellbeing Mood, regulation, the patterns that build over days, weeks and terms. SeIRE and inspection — how they relate. SeIRE is the dimensional architecture of Lumii. Its four dimensions map to the child-level strands the UAE Unified School Inspection Framework assesses in every emirate: Self-empowerment and Relational to personal development and social responsibility (PI 2.1, PI 2.3), Intellectual to learning skills (PI 1.3), and Emotional to Standard 5 — the protection, care, guidance and support of students. Tier 1 · Under 6 Lumii Early Years Teacher-led by design. Children engage in the presence of, and with the support of, an adult. Pre-literacy and emerging-literacy pupils, working through emoji-based feelings expression and very short interaction cycles. How it works Teacher-led classroom experience — strong adult oversight throughout Emoji-based feelings expression Optional safe AI interaction, tailored to EY Visual rather than verbal — minimal cognitive load No free-text input dependency Important distinction: EY is teacher-led by design. Real time pupil voice — the structural claim that defines Lumii — begins at JNR (age 6+). Both are part of the same developmental ladder; they are not the same kind of channel. Tier 2 · Ages 6–11 Lumii JNR Engagement-first, low text burden, playful but purposeful. Two developmental sub-tiers (6–8 and 8–11) inside one product. How pupils share Safe, age-appropriate AI interaction Emoji-based feelings entry at session start Stories with embedded wellbeing signals Quests with passive safeguarding capture Avatar, sticker, and creative tools Study Buddy — task breakdown, never answers Tier 3 · Ages 12–18 Lumii SNR More mature tone, deeper reflection capability. Two sub-tiers (12–14 and 14+) — the younger tier holds firmer boundaries, the older tier allows greater reflective depth under the same safeguarding architecture. How pupils share Free-text AI interaction with contextual memory across sessions Daily mood entry Private journalling with reflective prompts Study Buddy — revision and planning support Personalised themes, avatar, decor Choose your own language (23 supported) Lumii.me+ A separate, private space for staff. Educators give a great deal. Lumii.me+ gives something back — a confidential reflection space built on the same emotional insight model, kept entirely separate from the pupil system. What staff get Private daily reflection space Personalised coping prompts Multilingual and culturally adaptive Available whenever staff need it What leadership sees Aggregated, anonymous wellbeing trends Never individual conversations Helps shape staff wellbeing strategy Designed to support staff wellbeing and retention No cost to trial. No lock-in. Setup in one hour. Free webinar places included — not free in exchange for a multi-year contract. Lumii Curriculum The teaching layer alongside the listening layer. Lumii is the listening layer — it hears what pupils don't say out loud. Lumii Curriculum is the teaching layer alongside it — a structured Social Emotional Learning pathway that schools deliver in the classroom. Lesson resources, classroom activities, and ongoing curriculum updates — designed to build the emotional vocabulary and reflection skills that pupils then bring to Lumii every day. Currently deployed with Abu Dhabi Charter Schools . Not in general release. What it includes Structured SEL pathway across age tiers Lesson plans and classroom activities Ongoing content updates through the academic year Aligned with the same emotional framework as Lumii School dashboard The intelligence layer behind everything. The school-facing dashboard is where insight becomes action. Available to authorised trained staff only. Emotional trends across days, weeks, and terms Alert distribution: Purple / Red / Amber / Green Positive emotion tracking Year-group and class comparisons Pattern visibility over time Safeguarding case tracking with full audit trail SLT sees trends — not individual conversations (unless they hold an authorised safeguarding role) Case management Where everything that surfaces lives. When a concern is raised — from pupil voice, a staff observation, or a behaviour record — it goes straight into the case management layer. One continuous safeguarding record per pupil, held in one place, with one audit trail underneath. Members of the school's wellbeing and safeguarding team can raise a wellbeing or safeguarding concern directly from the dashboard — capturing observations, attaching relevant Lumii conversations and teacher notes, and assigning the alert level from a dropdown. Behaviour is logged separately, on its own form. The DSL receives the case with everything in one view. A pupil's record holds three streams: their own voice, the trained adult's observations, and the behaviour record. All three feed into the same Purple / Red / Amber triage system. All three surface to the right staff at the right time. Case management is included in Lumii — not a separate module. The lifecycle of a concern 01 Raise concern From a Lumii flag or a staff concern — captured in one form. Behaviour is logged on its own form, and reaches case management on its own when it hits the Purple or Red threshold. 02 Assign alert level Purple, Red or Amber via dropdown — same structure as pupil voice. 03 DSL receives case Observations, conversations and teacher notes all in one case view. 04 Action and follow-up Timestamps, named staff, action notes — captured as the case progresses. 05 Close with reasoning Detailed notes on why the case closed — sealed into the audit trail. Built for UAE schools — not retrofitted from a UK or US system. Safeguarding case management in the UAE is structurally different from the UK and US. There is no equivalent of the UK's connected referral pathway between schools, police and social services. UAE schools operate within their own safeguarding policy and the reporting flows set by their regulator — which means case management here must capture the full picture inside the school, with the audit trail to evidence it. Lumii is designed around the structures of UAE education and safeguarding from the architecture up. What a regulator sees is what the school actually did, when they did it. The streams model Streams into an ocean. Each data stream is a river. The ocean is the whole picture of the child — where they are, safeguarding and wellbeing. A behaviour note alone reads as a discipline problem; next to a pupil-voice dip and a staff observation it reads as a child who needs help. Pupil voice What children say — daily, in their own words, in a space they trust. Staff concerns What adults see — observations and concerns any member of staff can log in seconds, landing in the same record. Behaviour tracking What patterns show — positive and negative observations, read in emotional context. Not a points system. Surveys surface what was asked. The streams surface what is happening. Ask Lumii Ask Lumii. Get answers. Get a way forward. Ask Lumii is built into the dashboard. Authorised staff can ask plain-language questions about what's happening across the school, dig into the patterns Lumii has surfaced, and receive practical suggestions on how to support — for an individual pupil, a year group, or the whole school. What staff can ask These examples are queries authorised trained staff might run on the dashboard. Pupil identity is held only by the school — Lumii surfaces patterns and signals, never names. Tell me the biggest issue in my school this week. Lumii surfaces the patterns it sees across recent conversations — for example, an uptick in anxiety in Year 8, or friendship-related sadness clustering in a particular class — and offers ways to address it. How is the pupil I flagged last week getting on? Lumii summarises that pupil's recent emotional patterns, flags any alerts staff have already reviewed, and suggests practical pastoral steps the trained adult around them might consider. What's happening with Year 6 friendships? Lumii groups the relevant signals at year-group level, identifies recurring themes, and offers suggestions for collective support — assemblies, group conversations, or pastoral interventions. The principle remains the same Ask Lumii supports the school's wellbeing and safeguarding team — it does not replace their judgement. It helps staff act on what Lumii has surfaced, with insight grounded in the school's own data. Decisions remain with the people authorised to make them. Ask Lumii is powered by the LMHM. Neurodiversity Traits Spotting the patterns. Never assigning the label. Some pupils experience the school day differently from their peers. Difficulties with emotional regulation, school avoidance, or social communication often go unnoticed for a long time — particularly in pupils who mask well or come from cultures where seeking support feels difficult. Lumii's neurodiversity traits model is designed to help schools see these patterns earlier. Patterns the model identifies Emotional regulation challenges EBSA (Emotionally Based School Avoidance) indicators Social-communication signals Self-esteem patterns What it never does Diagnose any condition Assign labels to pupils Replace the judgement of an educational psychologist or clinician Trigger automatic referrals Clinical authorship The neurodiversity traits model is authored and clinically governed by Dr Yebeltal Gezahegn, Consultant Neuropsychiatrist . Patterns identified by Lumii are surfaced as trend-based signals — they support professional judgement, never substitute for it. All outputs are probabilistic and require human review before any action. Refined continuously in close consultation with schools and clinical partners. SEL Profiles SEL growth, surfaced from the same daily data. Schools deliver Social Emotional Learning across PSHE, pastoral programmes, and curriculum. The harder part has always been showing what's actually shifting in pupils as a result. Lumii surfaces SEL growth from real time pupil voice — the same data already informing safeguarding and wellbeing — without asking pupils to fill in another form. What Lumii surfaces Self-awareness and emotional vocabulary growth Self-regulation patterns over time Social awareness and peer empathy signals Relationship dynamics across friendship groups Responsible decision-making indicators in everyday reflection What schools do with it Year-group and class-level trend reports for pastoral leads Targeted SEL focus where the data shows it's needed Evidence of change between terms — not just at year-end Inspection-ready outputs aligned with framework expectations Curriculum review and refinement based on what's landing SEL is downstream of wellbeing — the data Lumii already captures lets schools target SEL more precisely, without adding new tracking. Where Lumii Curriculum is deployed alongside, the loop closes: teach in the classroom, hear the impact in the data. One platform. Every age. Built for safety. A two-week trial. Setup in 1 hour. No accounts, no passwords, no infrastructure changes. Book a 30-min walkthrough See Term 2 evidence

## Safeguarding & Trust (https://lumii.me/trust)

School Safeguarding Software & Trust · Lumii.me Safeguarding & Trust How Lumii keeps pupils — and your school — safe. Lumii is the pastoral and safeguarding platform for schools — the layer that hears what children don't say out loud. It is powered by Lumii's proprietary Large Mental Health Model (LMHM). Lumii decides what to flag. Schools decide what to do about it. This page is the architecture behind it: the engage/route posture, the alert model, the AI rules, the data boundaries, and the regulatory alignment that make it safe to deploy at scale. Agentic underneath. Human-led at the point that matters. The principle Lumii decides what to flag. Schools decide what to do about it. Lumii makes thousands of flagging decisions a day — what tier an interaction sits at, what reasoning to attach, who needs to see it, when, with what context. No human team could make those decisions at that scale or speed. That is the work Lumii is built for. What happens after a flag reaches an adult is a human decision, made by trained staff inside the school, governed by the school's existing safeguarding policy. Lumii does not act on alerts. Lumii does not contact pupils, parents, or external agencies. Lumii does not predict harm or make safeguarding recommendations. This separation is deliberate and structural. The platform is designed so that safeguarding decisions cannot bypass human judgement, and so that the people making decisions about a child's wellbeing are the same people who have always made those decisions — DSLs, pastoral leads, counsellors, Heads — now with better information. If a regulator, parent, or inspector asks "who is in control of safeguarding decisions in your school?" — the answer is unchanged by introducing Lumii. The trained staff in your school are. Lumii makes their job easier; it does not replace it. Engage and route What Lumii does with what it hears. Lumii doesn't only surface and route. The line between supporting a pupil and handing over to a trained adult is the nature of the issue, not the alert level. Engages with the pupil For everyday issues — friendship arguments, a hard day, low mood, exam stress, falling out with a sibling — Lumii engages directly. Reflection, calming, working through what happened. Where helpful, practical scaffolding such as drafting what they want to say to a friend. Most of this lives in Green. Routes when it should The same friendship argument, if it surfaces something safeguarding-related, is routed to a trained adult — and Lumii steps back. Lumii supports where support is appropriate. It hands over the moment it isn't. The decision on every flag that reaches an adult sits with a human, by design. Alert model Four levels. Every flag reviewed by a person. Lumii's alert model is designed to be proportionate — most interactions warrant no action; some warrant attention; a small number warrant immediate response. This distribution holds across thousands of pupils and millions of conversations, and is consistent with what schools experience using other forms of pupil voice. Purple Safeguarding concern — action required. Immediate alert to authorised trained staff Red High emotional distress — urgent review. Immediate alert to authorised trained staff Amber Low–moderate emotional concern for staff review. Routed to Wellbeing Reviewers in a daily summary Green No concern — routine emotional expression, the daily voice. No action required All Purple, Red and Amber alerts are reviewed by authorised safeguarding staff. Purple and Red alerts are mandatory safeguarding requirements, not recommendations. The school dashboard records every alert, every review, every action — providing a full audit trail suitable for inspection. How an alert moves through the system From signal to action — the full path. 01 Pupil interacts A pupil engages with Lumii through chat, story, journal, or activity. 02 Lumii analyses The interaction is assessed against the four-level alert model. 03 Flag raised If above Green, an alert appears on the dashboard for authorised trained staff. 04 Human review Trained staff review the alert and decide on the right response. 05 Action recorded The school's response — escalate, support, monitor, close — is logged with a full audit trail. Three streams, one alert structure Lumii captures pupil voice, staff observations and behaviour records through the same alert structure. Members of the school's wellbeing and safeguarding team can add notes to a pupil's record or a specific Lumii conversation and flag them Purple, Red or Amber; behaviour is logged on its own form and reaches case management on its own when it hits the Purple or Red threshold. The school sees all three inputs in one place, with one triage flow, and one audit trail. Operating principles How Lumii's AI is built to behave with pupils. The AI behind every Lumii interaction operates inside a strict set of behavioural rules. They are the line between what AI is permitted to do in a school and what only a trained adult is permitted to do. Stays inside its lane Powered by Lumii's proprietary Large Mental Health Model (LMHM) — purpose-built for safeguarding and wellbeing in school contexts, trained on 40+ years of peer-reviewed research, operating in a walled-garden environment Surfaces patterns and routes flags — never decides outcomes Engages, reflects, and supports at Green and Amber — hands over to a trained adult the moment an issue needs one Steps back from anything safeguarding-related — that decision is human Does not diagnose, offer clinical advice, or predict harm Does not promise confidentiality to a pupil — every flag is reviewed Built for pupils Calm, steady, non-clinical tone Age-appropriate content boundaries for the pupil's tier Culturally sensitive — no ideological, religious, or politically loaded language Encourages pupils to talk to a trusted adult Allows the pupil to disengage at any moment Privacy by architecture The school knows who. Lumii doesn't. Two architectural commitments sit underneath everything Lumii does. The first is about identity. The second is about data. Identity stays with the school Each pupil accesses Lumii with a unique code from their school — no accounts, no passwords, no QR codes. The mapping between a code and a named pupil is held by the school, not by Lumii. This is structural, not a policy choice — Lumii cannot identify an individual pupil even if asked to. Data stays in the UAE, and isn't used to train AI All pupil data is hosted in the UAE. We don't transfer it outside the UAE in normal operation, and pupil conversations are never used to train AI models. Staff wellbeing data is held in a separate system and is never visible to school leadership at the individual level. Regulatory alignment Built to fit the frameworks UAE schools work within. Lumii is designed for the UAE regulatory environment from the architecture up — not retrofitted afterwards. The frameworks below are not aspirational; they shape every product decision. Education frameworks ADEK (Abu Dhabi) — the mandatory annual wellbeing survey under School Wellbeing Policy v1.2, and Irtiqa'a Standards 2 and 5 (Standard 5: the protection, care, guidance and support of students ). Lumii provides the daily evidence layer a point-in-time survey cannot. ADEK Irtiqa'a — structured wellbeing data and audit trails for inspection KHDA / DSIB (Dubai) SPEA (Sharjah) APEA (Ajman, alongside MoE) RAKDOK (Ras Al Khaimah, alongside MoE) UAE MoE Safe and Responsible Use of Generative AI in Classrooms (2026) UAE National Education Charter — launched on Emirati Day for Education by HH Sheikh Mohamed bin Zayed Al Nahyan; defines the unified national vision for education across all schools. Lumii's pupil-facing platform is designed in alignment with the Charter's pillars on national identity and on physical and mental wellbeing. Emirati National Identity Strategy — established by the UAE Government to define and integrate Emirati identity across institutional and societal life, including educational curricula. Lumii's Emirati cultural model is anchored in this framework. Federal & policy frameworks EHCD (Education, Human Development and Community Development Council) — the cross-cutting federal council that sets national direction across education, human development and community development. When EHCD moves on wellbeing, safeguarding or AI-in-schools, every regulator below aligns. Wellbeing and child safeguarding sit squarely inside its remit. UAE MoE (Ministry of Education) — federal execution layer. Operates the UAE National Education Charter, leads on national curriculum, and is the direct regulator in UAQ and Fujairah (and alongside local regulators in Ajman and RAK). Federal Decree-Law No. 26 of 2025 — Child Digital Safety Law; enforcement Jan 2027; Lumii's architecture aligned with CDS Law expectations Federal Decree-Law No. 45 of 2021 — Personal Data Protection Law (PDPL) Wadeema's Law — Federal Law No. 3 of 2016; child protection duties ECA "Our First Five Years" strategy — aligned with the four pillars: health & nutrition, early care & education, family support, and child protection. Lumii contributes to the latter two. Read full regulator-facing detail → Case management Every concern, in one record, with the audit trail underneath. Safeguarding architecture without case management is half a system. Lumii's case management layer closes the loop — every flag, every observation, every action and every closure held against the pupil's record, in one continuous trail. Three sources, one record A concern can be raised from pupil voice (a Lumii flag), a staff observation (the corridor conversation, the change a TA spotted, the parent who phoned in), or a behaviour record logged by any member of staff. All three flow through the same Purple, Red or Amber triage. All three land in the same case file. The DSL sees one record per pupil, not three half-records across three tools. Every action captured When the DSL opens a case, the observations, the relevant Lumii conversations and the teacher notes are already in view. Each action taken is timestamped against the staff member who took it. The case is closed with the reasoning written down — not lost in someone's memory three weeks later. Included in Lumii — not a separate module. Why this matters in the UAE specifically. The UK has a connected safeguarding pathway — schools, social services and police visible to each other through shared systems. The UAE doesn't. Schools here operate within their own safeguarding policy and the reporting flows set by their regulator — which means the full record has to live inside the school, with the audit trail to evidence it. Lumii's case management is designed around that reality from the architecture up. See the operational detail on the Platform page → Procurement diligence Five questions to ask any wellbeing platform. Useful as a procurement checklist when comparing approaches. The answers tell you a lot about the architecture underneath. 01 Does it hear from every child every day, or only when they choose to fill in a form? 02 Does every flag arrive with the reasoning behind it, or just a score? 03 Can your DSL pull a complete inspection-ready audit trail in one click, or does it get assembled at year end? 04 When safeguarding language appears, does the system route it to your authorised adults within seconds — or does it wait for someone to log in? 05 Who decides what happens next — the platform, or a trained adult who has read the evidence? Lumii is built so the answer to the last question is always — and only — the trained adult. Cultural & emotional safety Designed for cultural adaptability, not cultural assumption. Lumii operates in schools across diverse cultural contexts. The platform's tone, language, and content boundaries are designed for adaptability — not for a Western default that gets translated. Lumii's cultural sensitivity is architectural, not aesthetic — purpose-built UAE International and Emirati cultural models anchor every conversation in the cultural reality of the child Aligned with the UAE National Education Charter and the Emirati National Identity Strategy — Arabic language, Islamic values, family centrality, national identity and belonging Available in 23 languages — the reasoning happens in the language the child chose, not translated around an English core Neutral, dignified tone throughout — no slang, no humour at pupils' expense, no culturally inappropriate topics Avoidance of ideological content of any kind Respects family structures, faith traditions, and community values Designed for dignity and discretion in conservative cultural contexts Content boundaries reviewed regularly by clinical and cultural advisors Clinical oversight Real clinicians, governing real product decisions. Lumii's clinical architecture is overseen by Dr Yebeltal Gezahegn, Consultant Neuropsychiatrist . Dr Gezahegn authors clinical content, reviews the safeguarding architecture, and ensures the AI rules remain consistent with current best practice in adolescent and child mental health. This is not advisory in name only. Clinical review is a structural part of how the platform changes — alert thresholds, content boundaries, language patterns, and the behaviour of every model on the developmental ladder are all clinically governed. What clinical oversight means in practice Every AI rule reviewed clinically before going live Alert thresholds calibrated against clinical safeguarding standards Content boundaries reviewed for age-appropriateness across each tier Re-entry guides and pastoral content authored or reviewed by Dr Gezahegn Neurodiversity traits model authored and clinically governed by Dr Gezahegn Regular review of platform behaviour against current best practice Neurodiversity traits — clinical governance The neurodiversity traits model is authored and clinically governed by Dr Yebeltal Gezahegn, Consultant Neuropsychiatrist. It is built on the same non-diagnostic principle that governs every other part of the platform — patterns and signals only, never diagnosis or labels. For a full description of what the model identifies, see the Platform page . Safeguarding architecture, not safeguarding theatre. A two-week trial. Setup in 1 hour. The same architecture you've just read about. Book a 30-min walkthrough See Term 2 evidence

## For Schools (https://lumii.me/schools)

Wellbeing Tool for Schools — How Lumii Fits · Lumii.me For schools The layer underneath the work you already do. Lumii is the pastoral and safeguarding platform for schools — the layer that hears what children don't say out loud. Your counselling team and your PSHE curriculum stay. Lumii sits underneath, hearing what those structurally can't: what pupils don't say out loud. Wellbeing surveys give a snapshot once or twice a year — Lumii gives the daily picture. Case management is built in. The starting position You already know which pupils need support. The ones you don't know about are the risk. Schools have always had pupils who struggle silently. Quieter pupils, pupils who mask well, pupils from cultures where disclosure feels unsafe — they often go unnoticed until a situation has already escalated. Lumii is the channel that hears pupils every day — in their own words, without prompts and without pressure to disclose. Not a survey. Not a referral. The daily picture, built from what pupils share when nothing else is asking. That's the structural difference — and that's what allows Lumii to surface what the rest of your wellbeing infrastructure structurally can't. By role What different people in your school get from Lumii. For DSLs and inclusion leads Early pattern detection. Risk documentation. Audit trails. EBSA insight. Reduced missed concerns. Every Purple, Red and Amber alert reviewed by the school's wellbeing and safeguarding team before action. For wellbeing teams Proportionate, structured emotional data. Reduces reactive caseload. Frees you to focus on the deeper support that needs you most. For teachers Reduced pastoral guesswork. Clear alert workflows. Log a behaviour in seconds on its own form — a behaviour that reaches the Purple or Red threshold becomes a case on its own. No additional workload — Lumii surfaces; teachers act only when needed. Alerts, not overwhelm. For SLT and Heads Whole-school emotional visibility. Safeguarding confidence. Behaviour trends alongside pupil voice, not in a separate system. Strategic trend analysis. Confidence in the school's wellbeing position when it matters. What powers it Anchored by the LMHM. Lumii is powered by a proprietary Large Mental Health Model (LMHM) — trained on 40+ years of peer-reviewed mental health and safeguarding research, in a walled-garden environment. Around it sit purpose-built translation, cultural and accessibility models, including a UAE International model and an Emirati model anchored in the UAE National Education Charter. Clinically governed by Dr Yebeltal Gezahegn, Consultant Neuropsychiatrist . Lumii reasons in the child's chosen language across 23 languages — not translated around an English core. More on the architecture How Lumii fits How Lumii fits with what you already have. Lumii sits underneath the wellbeing work your school already does. It is not a replacement for the people and structures that hold pupil wellbeing today. Lumii vs wellbeing surveys → · Lumii vs safeguarding software → Surveys Keep your wellbeing surveys. They give you a snapshot once or twice a year. Lumii gives you the daily picture between them — and the audit trail for what changed. Counselling and pastoral team Your counsellors, pastoral leads and PSHE curriculum stay. Lumii surfaces the pupils who need them sooner — and frees the team to focus on the deeper work, not the triage. Case management software If your school already has a case management tool, keep it — Lumii feeds alongside it. If you don't, Lumii's case management is included. Either way, one continuous audit trail per pupil. Behaviour system or school MIS If behaviour already lives in your MIS, Lumii's behaviour tracking runs alongside it — no need to migrate history. If you log behaviour on paper or not at all, Lumii's behaviour stream is included and reads observations in the same emotional context as pupil voice, not as a standalone points system. Why this matters in the UAE There's no connected safeguarding pathway here — so the full record has to live inside the school. The UK has one: schools, social services and police visible to each other through shared systems. The UAE doesn't. Schools here operate within their own safeguarding policy and the reporting flows set by their regulator — which means the integrated record has to be complete on its own. Lumii voice, staff observations, behaviour, actions and the audit trail, all in one place. Lumii's case management is designed around that reality from the architecture up. See how it works on the Platform page → Daily use Ask Lumii — built into the dashboard your team already uses. Authorised staff can ask plain-language questions of the dashboard data and receive practical pastoral suggestions. Ask about the biggest issue in school this week. Ask how an individual pupil is getting on. Ask what's happening across a year group. Ask Lumii answers from the patterns the platform has surfaced, and offers ways forward — for individuals or groups — grounded in your school's own data. It supports the school's wellbeing and safeguarding team. Powered by the LMHM. See how it works → UAE inspection alignment Built to support inspection submissions across the UAE. Lumii is built around the UAE Unified Inspection Framework — the same six performance standards used by KHDA in Dubai, ADEK in Abu Dhabi, and SPEA in Sharjah, with the Ministry of Education applying federal expectations across the Northern Emirates. Continuous wellbeing evidence, structured safeguarding visibility, and an audit trail of every flag — generated as the school operates, not retrofitted at year end. What Lumii provides for any UAE inspection Real time pupil voice as continuous wellbeing evidence — not survey snapshots Structured alert distribution showing safeguarding visibility across the school Year-group and class-level trends suitable for inspection submissions Full audit trail of every flag, review, and action Inspection-ready reports generated continuously Aligned with the six standards: achievement, personal & social development, teaching, curriculum, the protection, care, guidance and support of students, leadership Built around the UAE National Education Charter — aligned with its pillars on national identity, learner attributes (including physical and mental wellbeing), and future skills (including AI) Per-emirate framework alignment ADEK (Abu Dhabi) — Irtiqa'a inspection (Standards 2 and 5) and the mandatory annual wellbeing survey. Lumii gives the always-on evidence layer beneath both. KHDA / DSIB (Dubai) — Lumii provides daily evidence for KHDA's Wellbeing element and the broader inspection framework. SPEA (Sharjah) — same UAE Unified Inspection Framework; two-year inspection cycle. Lumii sits underneath Standard 5 — the protection, care, guidance and support of students. MoE direct (Ajman, UAQ, RAK, Fujairah) — federal expectations for safeguarding and pupil voice, supported by Lumii's continuous evidence base. Inspection-ready reports What regulators see is what the school actually did. Every flag, every staff note, every action — captured automatically and exportable as a structured report. As inspection frameworks across the UAE evolve toward continuous, evidence-based wellbeing assessment, schools using Lumii are already prepared. The report is generated from real data — not retrofitted at year end — so what regulators see is what the school actually did, when they did it. For SLTs, this closes the loop. Pupils share. Staff act. Notes are captured. Reports are generated. The submission is ready. Deployment What "setup in 1 hour" actually means. Individual unique code access — no accounts, no passwords required Human moderation active from day one School wellbeing and safeguarding team configured to access dashboards and alerts Code sheets generated and delivered to the school Initial training session scheduled for pastoral and safeguarding leads Ongoing support throughout setup, training, and rollout 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. Head of Wellbeing · Abu Dhabi Charter School Ready when you are. A two-week trial. Setup in 1 hour. No accounts, no passwords, no infrastructure changes. Book a 30-min walkthrough See Term 2 evidence Just a few of the schools we work with

## For Groups & Regulators (https://lumii.me/groups)

School Group Wellbeing & Safeguarding · Lumii.me For groups & regulators Multi-school deployment, framework alignment, and structured contribution to UAE early intervention data — powered by Lumii's proprietary Large Mental Health Model in a walled-garden architecture. Lumii is the pastoral and safeguarding platform for schools — the layer that hears what children don't say out loud. It is built for multi-school deployment from the architecture up. The brief below covers the architecture, governance, and how Lumii fits within the regulatory landscape you are already shaping. Network-level deployment Designed for groups, not retrofitted from a single-school product. Lumii is built for multi-school deployment from the architecture up. Each school operates independently within its own data boundary, but the platform supports network-level visibility, comparability, and consistency where you need it. Group dashboards, network-wide reporting, cross-school theme analysis, and structured contribution to ECA's child protection and early care & education priorities are all available without compromising school-level autonomy or pupil privacy. What powers Lumii at network scale One architecture across every school. Every school in the network runs on the same architecture: a proprietary Large Mental Health Model (LMHM) trained on 40+ years of peer-reviewed mental health and safeguarding research, with translation, cultural and accessibility models around it, in a walled-garden environment. Two cultural models — UAE International and Emirati — anchored in the UAE National Education Charter and the Emirati National Identity Strategy. The architecture is consistent across every deployment. The school's wellbeing and safeguarding team makes every decision that matters. Every school gets the same three streams — pupil voice, staff observations, and behaviour tracking — feeding one case record per pupil. Nothing is deployed as an optional module school-by-school; the scope is consistent across the network. What network-level looks like Cross-school comparability without cross-school data leak. School-level data boundaries preserved at all times Group-level emotional trends, alert distributions, and theme patterns Comparability across schools without identifying individual pupils Network-wide reporting suitable for board, trust, and regulator submissions Consistent safeguarding architecture across every school in the network Centralised insight, decentralised action For inspection cycles, network-level reports are generated from real data captured across every school in the network — exportable per school, per cluster, or per network. Group-level governance teams see what their schools actually did, in the same format the schools' SLTs see, ready for any of the UAE inspection frameworks. Governance at network scale How decisions get made across a multi-school deployment. One of the operational challenges of group-level wellbeing programmes is keeping standards consistent without removing school-level judgement. Lumii's governance model is designed to do both. At school level School-level safeguarding policy governs every alert response The school's DSL has final authority on every Purple and Red alert Authorised staff list is set and managed by the school Pupil identity remains exclusively held by the school At network level Group-level standards for safeguarding response timing and process Network-wide reporting and trend analysis Consistent training and onboarding for all schools in the network Aggregated insight contributing to network strategy and inspection submissions A common group operator question — answered directly "What happens when a Red alert appears at School A — does the group MD see it?" No. At every level, individual pupil alerts remain visible only to the named school's authorised trained staff. Group leadership sees aggregated patterns across the network — never individual pupils, individual alerts, or individual conversations. This is structural, not a configuration choice. Regulatory alignment Where Lumii sits within the UAE landscape. Lumii is built for the UAE regulatory environment from the architecture up. The frameworks below are not aspirational — they shape the platform's design. UAE Unified Inspection Framework SEL Profiles map to PI 2.1 (personal development), PI 2.3 (social responsibility), PI 1.3 (learning skills) and Standard 5 — the protection, care, guidance and support of students — across all seven emirates ADEK Irtiqa'a inspection — structured wellbeing data and audit trails Aligned with the UAE National Education Charter's pillars on national identity, learner attributes (physical and mental wellbeing), and future skills (AI) ECA Aligned with ECA's "Our First Five Years" strategy and its four pillars (health & nutrition, early care & education, family support, child protection) Real time pupil voice as a structured contribution to early identification of wellbeing concerns Supports ECA's emphasis on early detection and intervention for students of determination Federal frameworks UAE Federal Decree-Law No. 26 of 2025 (Child Digital Safety Law) — enforcement Jan 2027; architecture aligned UAE Federal Decree-Law No. 45 of 2021 (PDPL) Wadeema's Law (Federal Law No. 3 of 2016) UAE MoE Safe and Responsible Use of Generative AI in Classrooms (2026) UAE Government 23 April 2026 directive — 50% of federal government services and operations on agentic AI within two years. Dubai's 4 May 2026 private-sector agentic AI initiative extends the direction to Dubai's private sector — which is where a Dubai private school sits. Lumii is a working agentic system already running under the governance model the federal government has adopted — with the audit trail to prove it. Other emirate regulators KHDA / DSIB (Dubai) SPEA (Sharjah) APEA (Ajman, alongside MoE) RAKDOK (Ras Al Khaimah, alongside MoE) Data residency All data stays in the UAE. Every interaction, every alert, every trend — all of it is hosted in the UAE. There are no cross-border data transfer issues to manage, no jurisdictional grey areas to argue, no foreign hyperscaler dependencies. For procurement teams working under PDPL and CDS Law, this is a material differentiator. Group operators using cloud-hosted EdTech regularly hit procurement friction over data residency. With Lumii, the question does not arise. UAE Agentic AI alignment Aligned with the UAE's agentic AI direction. Lumii is an agentic AI safeguarding and wellbeing platform built for UAE schools — on the same trajectory the UAE Government set on 23 April 2026, when it announced 50% of government sectors, services and operations will run on agentic AI within two years. Agentic underneath: the LMHM analyses, reasons, executes routing decisions, and improves over time. Human-led at the point that matters: the school's wellbeing and safeguarding team makes every decision. This is the architectural shape the UAE has signalled is the right one — and it is what Lumii is built on. Working with us — how groups typically engage From first conversation to network-wide rollout. The path below reflects how Lumii has rolled out across school groups to date. Timing varies, but the structure is consistent. 01 Initial conversation Map your network, regulatory context, and the framework alignment that matters to you. 02 Pilot deployment Two to three schools across the network to surface real evidence before broader commitment. 03 Group review Pilot data reviewed against your network priorities — safeguarding outcomes, inspection readiness, pastoral capacity. 04 Scale across network Roll out with consistent governance, comparable data, and group-level reporting in place. For regulators and policy stakeholders Real time pupil voice as structured contribution to early intervention data. UAE early intervention frameworks — from ECA's "Our First Five Years" strategy through ADEK's wellbeing programme — call for structured, longitudinal data on child wellbeing. Most existing approaches rely on periodic surveys, intermittent referrals, or reactive safeguarding records. None capture real time pupil voice as it happens. Lumii does. The platform is, in effect, a continuous early intervention data layer — anonymised, longitudinal, and at scale across the schools deploying it. What this contribution looks like Anonymised, structured wellbeing data across thousands of pupils daily Longitudinal trend visibility across terms and years Aligned with ECA's child protection and early care & education priorities Data hosted in the UAE, governed by PDPL Transparent methodology, open to regulatory review Procurement What groups typically ask about. Commercial Group pricing available — based on aggregate cohort across the network Annual licence, billed in AED Pilot terms designed to reduce risk before network commitment Transparent — no hidden setup fees, no per-seat surprises Compliance Data Processing Agreement available Privacy notice templates for parent communications Breach notification procedure documented Regulatory alignment statements available for ADEK / KHDA / SPEA / ECA / MoE Signed DPA and privacy notice provided at first procurement conversation — ready for your legal team to review on your own timeline Multi-school deployment, done properly. A two-week pilot. Network-level visibility. UAE-hosted data. Book a 30-min walkthrough Schools detail Just a few of the schools we work with

## Evidence — Term 2 2025/26 (https://lumii.me/evidence)

Student Wellbeing Data & Evidence — UAE Schools · Lumii.me Evidence · Term 2, 2025/2026 What schools are actually seeing. The pastoral and safeguarding platform for schools — measured. The numbers below come from active UAE deployments across Term 2 2025/2026 — a term defined by regional disruption and the extended phase of distance learning that followed. 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. Across two consecutive terms, 182,238 pupil conversations have run through Lumii in UAE schools. Term 1 captured what classrooms look like normally. Term 2 captured what they look like through regional disruption. Both reports are published in full. 85,044 pupil conversations across Term 2 89.5% Green — routine 10.5% flagged for staff review 15 UAE schools across Abu Dhabi, Dubai, Sharjah and Fujairah. Pupils aged 6–18. January–April 2026. Every flag reviewed by an authorised adult. All figures on this page are pupil-voice conversations. Behaviour records and staff-raised concerns are captured separately and are not included in these totals. Three things the data showed What stood out across the term. 20.6% Bilingual reach A fifth of conversations contained Arabic. Each routed to staff in the language the pupil used — because Lumii's translation layer means the LMHM reasons in the child's chosen language, not around an English core. 3,000 Short messages flagged "tired." "sad." "nothing." Three words or fewer was often all a pupil needed to send. Each read in context against their prior conversations. 8,934 Alerts surfaced Early signals reaching staff over the term — without expanding pastoral workload. Most days, most pupils are fine. The platform's job is to make visible the days and pupils that aren't. There was one student who always appeared cheerful and engaged. On the surface, you'd never have thought anything was wrong. But through Lumii, she was able to share that she was feeling overwhelmed and isolated. That insight allowed us to step in, offer the right support, and make meaningful changes for her. Without Lumii, we might never have known. Head of Wellbeing · Abu Dhabi Charter School Two terms, side by side The trajectory across two terms. Term 2 was a harder term — distance learning, regional disruption. Across all four alert tiers, the proportion of conversations needing staff review fell. The full report explains why. 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 (routine) 86.9% 89.5% +2.6 pts Read the full Term 2 report Ask Lumii Ask the platform what's emerging. Ask Lumii, powered by the LMHM, lets the school's wellbeing and safeguarding team ask plain-language questions of their own pupil voice data — and export the answer for a leadership meeting, parent conversation, or inspection submission. "How is Year 9 doing this week?" "What's the biggest issue in the school right now?" "Anyone showing escalation?" "What should we focus on after half-term?" The same data, assembled for your inspector. See sample inspection-evidence reports mapped to ADEK, KHDA and SPEA frameworks — whole-school and single-pupil. See inspection evidence The numbers above, in your own school. A two-week trial. Setup in 1 hour. No accounts, no passwords, no infrastructure changes. Book a 30-min walkthrough For schools Just a few of the schools we work with

## Inspection Evidence (https://lumii.me/inspection-evidence)

KHDA & ADEK Inspection Wellbeing Evidence · Lumii.me Inspection-ready evidence What your wellbeing & safeguarding evidence looks like on inspection day. Sample reports, mapped to your regulator's framework. These sample reports are built from real Lumii platform data, assembled in the structure of each UAE inspection framework — ready to hand to a reviewer, or lift straight into the Self-Evaluation Form. Each report names the framework area it speaks to, and states plainly where Lumii supplies evidence and where it does not. An honest evidence base is what an inspector trusts. 85,044 pupil conversations, Term 2 15 UAE schools 100% flags reviewed by an authorised trained adult These are sample reports — built for a representative school (Riverside International Academy) using real-shape, anonymised data, so you can see exactly what Lumii produces before you ever deploy it. Choose your emirate One set per regulator. Each set contains a whole-school Inspection Evidence Report and an Individual Pupil Safeguarding Record — the one-pupil view a reviewer sees when following a single child end to end. Abu Dhabi ADEK · Irtiqa'a UAE Unified School Inspection Framework · Irtiqa'a Standards 2 & 5 · annual wellbeing survey School Inspection Evidence Whole-school report Individual Pupil Record Single-pupil safeguarding arc Dubai KHDA · DSIB UAE Unified School Inspection Framework · Wellbeing Matters · Skills for Life School Inspection Evidence Whole-school report Individual Pupil Record Single-pupil safeguarding arc Sharjah SPEA · Itqan SPR School Performance Review · UAE Unified Inspection Framework School Inspection Evidence Whole-school report Individual Pupil Record Single-pupil safeguarding arc What's inside Six sections every report carries. What pupils are telling us — engagement reach and the themes surfaced from pupils' own words, not pre-set categories. Safety & safeguarding signals — the full alert distribution and response times; the audit trail an inspector asks to see under Standard 5. Case management — how a concern moves through the system: raised, opened, worked through, closed — one continuous record per pupil. Wellbeing across the school — population-level SEL Profile outcomes that run between the annual surveys, with a measurable direction of travel. Acting on what we hear — real closed-loop examples: what the signal was, what the school did, the measurable change. Safeguarding culture & leadership — caseload, time-to-action, and the reflective space available to staff. Purple · Concern Red · Urgent Amber · Monitor Green · Routine Why this matters Inspection-readiness isn't a year-end scramble. It's evidence built continuously. From 2026/27, KHDA inspections resume with a maximum of 24 hours’ notice, under a two-tier model — full inspections plus data-triggered monitoring visits scoped to audit trails and key lines of enquiry. The stated rationale: authentic evidence over prepared performance. KHDA’s new Skills for Life framework adds to this: schools are directed to integrate eight life-skills areas into curricula and learning environments, three of them wellbeing territory — mental resilience, social and relationship skills, healthy lifestyles. Only always-on daily evidence survives both. Lumii assembles that evidence from real time pupil voice, mapped to the framework your regulator inspects against. A short-notice reviewer sees the same live data the school sees — every flag reviewed by an authorised trained adult, with a clean audit trail underneath. Lumii decides what to flag. Schools decide what to do about it. Book a 30-min walkthrough See Term 2 evidence

## Lumii vs Wellbeing Surveys (https://lumii.me/lumii-vs-wellbeing-surveys)

Lumii vs Wellbeing Surveys · Lumii.me Comparison Lumii vs wellbeing surveys. Most school wellbeing tools are survey platforms — scheduled questionnaires, scores, benchmarks. Lumii is built on daily pupil voice. Both have a place. Here is the honest difference. Wellbeing surveys Lumii Cadence Termly or scheduled snapshots Daily, continuous What it captures Answers to the questions asked What the child chooses to say, in their own words The quiet child Can tick "fine" and disappear Has a daily space to be heard — patterns surface over time Safeguarding Signals routed after analysis Purple/Red alerts to authorised trained staff, immediately Language Usually English-first 23 languages including Arabic, with the Emirati cultural model built in Inspection evidence Point-in-time scores Continuous evidence mapped to the UAE Unified School Inspection Framework — KHDA, ADEK, SPEA Output A score The picture — alerts, dashboard, Ask Lumii, case management Surveys give you a score. Lumii gives you the picture. Many of our schools keep their survey for benchmarking and run Lumii for the daily listening the survey can't do — the two aren't in conflict. Book a 30-min walkthrough See the Term 2 evidence →

## Lumii vs Safeguarding Software (https://lumii.me/lumii-vs-safeguarding-software)

Lumii vs Safeguarding Case Management Software · Lumii.me Comparison Lumii vs safeguarding case management software. Safeguarding software records what adults noticed. Lumii's case management does that too — and adds the stream no logging system has: what the child says, every day. Case management software Lumii Where concerns come from Staff observations only Staff observations + daily pupil voice + behaviour — three streams, one record The child's own words Only if an adult writes them down Captured directly, with conversation context attached to the flag Record structure Incident logs, often fragmented One open case per child — every new concern attaches to it Behaviour Separate system, points-based A concern stream read in emotional context — not a points system Case closure Varies by workflow Only the DSL or designated case-manager closes a case — with a reason, full audit trail Early warning Reactive — a concern must be seen first Purple/Red alerts from what children disclose before adults see it UAE fit UK-built, retrofitted Built for UAE schools — ADEK, KHDA, Wadeema's Law, PDPL, UAE-hosted Not another silo. If you already run safeguarding software, Lumii doesn't demand you rip it out — but schools consolidating find one continuous record per child does the job both systems were bought for. Book a 30-min walkthrough See the safeguarding architecture →

## Looking After You (https://lumii.me/looking-after-you)

Looking After You — Webinar Series for UAE Educators · Lumii.me For educators Looking After You. A live webinar programme for UAE educators — for the people holding everyone else up. Three sessions in rotation, authored and delivered with clinical oversight from Dr Yebeltal Gezahegn, Consultant Neuropsychiatrist. Looking After You Compassion fatigue and emotional resilience — recognising the early signs in yourself, and practical ways to protect against burnout in a caring profession. Caring Without Carrying The reframe between caring and absorbing — how to stay fully present for pupils without taking their distress home with you. Return to the Classroom Practical support through disruption and transitions — for staff returning after regional disruption, and for the pupils who came back with them. 961 educators have attended across 4 Looking After You sessions to date. Free webinar places are included with every Lumii.me+ deployment. Request a place Back to Resources →

## Our Story (https://lumii.me/story)

Our Story · Lumii.me Our story Lumii exists because a quiet pupil was missed — and his mother decided that wouldn't happen again. Origin story The moment that started Lumii. Lumii was built around a hard truth: most schools have pupils who struggle silently, and traditional pastoral systems are reactive — they deal with what reaches them, but much never does. Co-founder Laura Tristram learned this first-hand. Her son had been described as a quiet boy who got on with things. Nobody had spotted how serious things had become. That experience gave Laura the drive to build something that could genuinely listen to children every day — not just when things became visible. She partnered with Mark Beedles , a co-founder with twenty years building education technology businesses. Together they built Lumii.me — the safeguarding and wellbeing layer in a school. The layer that hears what children don't say out loud, with trained adults always deciding what happens next. Who's behind Lumii The team and the clinical leadership. Mark Beedles CO-FOUNDER & DIRECTOR Twenty years building education technology businesses, most recently as CEO of Connex Education and rTriibe. Co-founded Lumii to bring the same operational rigour to school wellbeing. Laura Tristram CO-FOUNDER Leads webinars, pastoral content, and the wellbeing programming behind Lumii.me+ and Looking After You. Dr Yebeltal Gezahegn CLINICAL ADVISOR Consultant Neuropsychiatrist. Authors clinical content and reviews the safeguarding architecture and AI rules. Lumii.me FZ-LLC is registered in Dubai, UAE. Our development team is in-house in the UAE. What we built The architecture underneath the story. Lumii is a confluence of purpose-built models, anchored by the Large Mental Health Model (LMHM) — trained on 40+ years of peer-reviewed mental health and safeguarding research. Around it, a translation layer that lets children speak to Lumii in any of 23 languages, two cultural models ( UAE International and Emirati , both anchored in the UAE National Education Charter and the Emirati National Identity Strategy), and accessibility models so the doorway is open to every child. All in a walled-garden environment — nothing in, nothing out. If you or someone you know is experiencing thoughts of self-harm, please contact a local crisis service or speak to a mental health professional. What we believe Schools should be places of care, not crisis. Lumii exists to make emotional support proactive, not reactive. To help schools see what they couldn't see before. To give pupils a daily way to be heard, with no pressure to disclose. To give staff a private space to reflect without it being public to leadership. And to keep humans firmly at the centre of every safeguarding decision. We believe the role of AI in school wellbeing is to surface — not to advise, not to diagnose, not to replace. People decide. Always. Want to talk? A two-week trial. Setup in 1 hour. Or just have a conversation with us. Book a 30-min walkthrough See Term 2 evidence

## Resources & FAQ (https://lumii.me/resources)

Resources · Lumii.me Resources Reports, case studies, guides, and reading. Everything Lumii publishes — for schools, groups, regulators, families, and anyone wanting to understand the work behind the pastoral and safeguarding platform for schools. Wellbeing report Term 2 2025/2026 — UAE Wellbeing Conversations Report 85,044 conversations across 15 UAE schools. Term 1 vs Term 2 comparison, format breakdown, bilingual analysis, and qualitative findings under regional disruption. Download PDF Wellbeing report Term 1 2025/2026 — UAE Wellbeing Conversations Report 97,194 conversations, full alert breakdown, and theme analysis from active UAE deployments. Download PDF Case study Empowering girls to own their wellbeing — Charter School How an Abu Dhabi Charter School trialled Lumii with around 100 pupils and recorded over 4,000 conversations. Read case study One-pager What is Lumii.me? A clean explainer of the platform, the alert model, and what makes Lumii different. Download PDF Overview deck Lumii — an overview for schools The 17-slide deck behind the overview video — the quiet child, the alert model, the case record, inspection mapping. Download PDF Procurement Five questions to ask any wellbeing platform A one-page diligence checklist for DSLs, SLT, and procurement teams evaluating any wellbeing or safeguarding tool. Download PDF Webinar series Looking After You — staff wellbeing series A live webinar programme for UAE educators, with three sessions in rotation: Looking After You (compassion fatigue and emotional resilience), Caring Without Carrying (the reframe between caring and absorbing), and Return to the Classroom (practical support through disruption and transitions). 961 educators across 4 Looking After You sessions to date. Free webinar places included with every Lumii.me+ deployment. See sessions & request a place Guide Helping pupils settle back after disruption Practical pastoral and DSL guidance for re-entry to the classroom — authored by Dr Yebeltal Gezahegn. Download PDF Guide Staff wellbeing re-entry after disruption Practical support for school leaders managing staff wellbeing through change — by Dr Yebeltal Gezahegn. Download PDF FAQs Common questions. What kind of AI powers Lumii? + Lumii is powered by a proprietary Large Mental Health Model (LMHM) — a domain-specific AI trained on 40+ years of peer-reviewed mental health and safeguarding research. Not scraped from the open web. Not fine-tuned from a general-purpose chatbot like ChatGPT. Around it sit purpose-built translation, cultural (UAE International and Emirati) and accessibility models — all operating within a walled-garden environment. Nothing gets in, nothing gets out. What does Lumii actually do? + Lumii gives pupils a daily, low-pressure space to share how they're feeling — through chat, journal, story, quest, and creative formats. Each interaction is read in context and assigned a flag: most stay Green; Amber routes to Wellbeing Reviewers; Purple and Red trigger an immediate alert to authorised trained staff. Staff log behaviour on its own form; a behaviour that reaches the Purple or Red threshold becomes a case automatically. Every flag is reviewed by a trained adult before any action — Lumii decides what to flag, schools decide what to do about it. How are safeguarding alerts handled? + Lumii identifies patterns and assigns an alert level — Purple, Red, Amber, or Green. Every Purple, Red and Amber alert is reviewed by the school's wellbeing and safeguarding team before any action is taken. Lumii itself does not contact pupils, parents, or external agencies. Purple and Red alerts are mandatory safeguarding requirements, not recommendations. What about data privacy and pupil anonymity? + Pupils access Lumii using an individual unique code issued by the school. There are no accounts, no passwords, no QR codes, no personal identifiers required. The school holds the link between a code and a named pupil. Lumii does not. There is no audio, no camera, and no AI training on student data. All data is hosted in the UAE. How quickly can a school get started? + Setup takes 1 hour. No accounts, no passwords, no IT infrastructure changes required. Schools are supported throughout setup, training, and rollout. Does Lumii replace counsellors or DSLs? + No. Lumii is explicitly not a counselling replacement, not a therapy app, not a diagnostic tool, and not a crisis response tool. It is the insight layer that supports — never replaces — the trained adults already responsible for pupil wellbeing in your school. Can parents see their child's conversations? + Pupil conversations are private to the pupil. School staff see alert-level information and aggregated trends — not the conversation content itself, except in safeguarding cases where the school's safeguarding policy requires review. Parents are involved in line with the school's existing safeguarding and wellbeing policies. Is Lumii available in Arabic? + Yes. Lumii's translation layer supports Arabic and English natively — 23 languages in all — and the LMHM reasons in the language the child chose, not translated around English. The Emirati cultural model anchors conversations in Islamic values, family and national identity for schools where this matters to families and to the school's own ethos. How is Lumii priced? + Lumii is licensed annually in AED and scales by cohort size — the larger the cohort, the lower the per-pupil monthly cost. There are no hidden setup fees, no per-seat add-ons, and no integration costs. A pricing floor applies for small cohorts. For exact figures relevant to your school, please get in touch. What does setup require from our IT team? + Nothing structural. No infrastructure changes, no integration with the school MIS, no software to install. Lumii is browser-based, works on BYOD or school-issued devices, and is configured within 1 hour of receiving the school's headcount and authorised staff list. All data is hosted in the UAE. Can we trial Lumii before committing? + Yes. Schools start with a two-week trial — full platform, full architecture, full support. If it isn't the right fit, there's no obligation to continue. Most schools find the dashboard becomes part of the weekly pastoral rhythm within the first month. Looking for something else? A two-week trial. Setup in 1 hour. We can also share more detail on anything above. Book a 30-min walkthrough See Term 2 evidence