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We explore how a flexible online and hybrid model supports anxious and neurodivergent learners, elite athletes, and mobile families, while helping schools expand subject options without new hires. Hugh Viney shares a student’s journey from school refusal to Oxford and outlines a GCC hub for trips, meetups, and community.

• Why some students thrive outside traditional classrooms
• Asynchronous and live teaching blend that boosts engagement
• Mentoring, community, clubs, trips, and regional meetups
• Attendance gains for emotionally based school avoidance
• Practical signs leaders can spot for alternative pathways
• Neurodivergent-friendly structure, breaks, sensory control
• Screen time addressed through fewer live lessons and routines
• Hybrid solutions to add GCSEs and A levels cost-effectively
• New models for sixth form and rescuing closing schools
• Teacher recruitment, standards, and flexible contracts
• GCC time zone launch and growth roadmap

Connect with Hugh: https://www.linkedin.com/in/hugh-viney/

Teach Middle East Magazine is the premier platform for educators and the entire education sector in the Middle East and beyond. Our vision is to equip educators with the materials and tools they need to function optimally in and out of the classroom. We provide a space for educators to connect and find inspiration, resources, and forums to enhance their teaching techniques, methodologies, and personal development. We connect education suppliers and service providers to the people who make the buying decisions in schools.

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Hosted by Leisa Grace Wilson

Connect with Leisa Grace:

Twitter: https://twitter.com/leisagrace

LinkedIn: https://www.linkedin.com/in/leisagrace/