Just Because Children Can Start School Younger, Doesn’t Mean They Should
Recent updates to KHDA age eligibility guidelines mean that some children in Dubai may now be eligible to start school as young as 2 years and 8 months. While this change offers families greater flexibility, it has also sparked important conversations about what school readiness really means.
Starting school is a significant milestone — and age alone does not determine whether a child is ready for it.
What Does School Readiness Actually Mean?
School readiness is often misunderstood as academic ability. In reality, research consistently shows that social and emotional development plays a far greater role in how well children settle and thrive in school.
A school-ready child is typically able to:
Communicate their needs, feelings, and frustrations
Cope with separation from caregivers
Build relationships with peers and adults
Follow routines and manage transitions
Show independence in basic self-care
Regulate emotions in a group environment
These skills develop gradually and vary greatly from child to child.
Age Eligibility Is Not the Same as Readiness
The updated age cut-off simply means a child may be allowed to start school earlier. It does not mean they are expected to, or that earlier is better.
For some children, starting school too young can lead to:
Increased anxiety or unsettled behaviour
Difficulty coping with structure and expectations
Lower confidence in busy or demanding environments
This is not a reflection of ability — it is a reflection of developmental timing.
Why Time Matters in the Early Years
Early childhood is a period of rapid emotional, social, and neurological development. Giving children adequate time in nurturing, play-based environments allows them to:
Build confidence and resilience
Develop strong communication skills
Learn to manage emotions and relationships
Approach school with enthusiasm rather than pressure
When children enter school feeling secure and capable, transitions tend to be smoother and learning more meaningful.
A Balanced Perspective for Families
The introduction of younger age eligibility offers choice — not obligation. For some children, an earlier transition may be appropriate. For many others, waiting can be beneficial.
Families are encouraged to consider not just whether their child can start school, but whether they are:
Emotionally secure
Confident in group settings
Able to express needs and cope with change
Truly thriving, rather than just managing
There is no disadvantage in allowing a child more time to grow, mature, and enjoy early childhood.
Final Thought
Children will spend many years in formal education. The early years, however, are short and deeply formative.
Just because children can start school younger does not mean they should.
True school readiness is about confidence, independence, and emotional wellbeing — not a date on a calendar.
A school-ready child is typically able to:
Communicate their needs, feelings, and frustrations
Cope with separation from caregivers
Build relationships with peers and adults
Follow routines and manage transitions
Show independence in basic self-care
Regulate emotions in a group environment
These skills develop gradually and vary greatly from child to child.
Age Eligibility Is Not the Same as Readiness
The updated age cut-off simply means a child may be allowed to start school earlier. It does not mean they are expected to, or that earlier is better.
For some children, starting school too young can lead to:
Increased anxiety or unsettled behaviour
Difficulty coping with structure and expectations
Lower confidence in busy or demanding environments
This is not a reflection of ability — it is a reflection of developmental timing.
Why Time Matters in the Early Years
Early childhood is a period of rapid emotional, social, and neurological development. Giving children adequate time in nurturing, play-based environments allows them to:
Build confidence and resilience
Develop strong communication skills
Learn to manage emotions and relationships
Approach school with enthusiasm rather than pressure
When children enter school feeling secure and capable, transitions tend to be smoother and learning more meaningful.
A Balanced Perspective for Families
The introduction of younger age eligibility offers choice — not obligation. For some children, an earlier transition may be appropriate. For many others, waiting can be beneficial.
Families are encouraged to consider not just whether their child can start school, but whether they are:
Emotionally secure
Confident in group settings
Able to express needs and cope with change
Truly thriving, rather than just managing
There is no disadvantage in allowing a child more time to grow, mature, and enjoy early childhood.
Final Thought
Children will spend many years in formal education. The early years, however, are short and deeply formative.
Just because children can start school younger does not mean they should.
True school readiness is about confidence, independence, and emotional wellbeing — not a date on a calendar.