EdTALK 2 AI for Care: Rethinking Wellbeing, SEL, and SEND in Schools
- Hatem Radwan
- Jun 26
- 3 min read
Updated: Jul 2
Artificial Intelligence has become the defining buzzword of our time — a force that promises to reshape how we live, work, and learn. But at the heart of every debate about AI in education lies a deeper question: How can we harness this technology to support the most human parts of schooling — wellbeing, emotional growth, and care?
In EdTALK -2: AI for Care, educators, psychologists, and leaders from four countries joined us to explore this very question. The insights they shared are relevant and urgent reminders that AI is only as good as the care and vision we bring to it.
From Add-On to Core: The Evolution of Wellbeing and SEL
For years, Social Emotional Learning (SEL) and student wellbeing were treated as “nice to have” — additional layers to academic goals. But as Darin Abdulkhalek, an educational psychologist from the UAE, put it:
“SEL shouldn’t be something you learn — it should be something you live, feel, and discuss as a community.”
This sentiment was echoed across the panel. From restorative circles in Darine’s work to staff wellbeing workshops led by Amel Sayegh in Lebanon, there’s a clear shift: wellbeing and SEL are no longer add-ons. They are the core of education in a world where mental health struggles and behavioral challenges have become daily realities in classrooms.
Inclusion Means Starting at the Start
George Habib, a SEND leader from Saudi Arabia, reminded us that inclusion isn’t just about students. It begins with how schools hire, train, and create a culture that recognizes diverse needs from the outset.
His perspective reframed SEND support not as a problem to solve, but as a continuous journey of adapting teaching to meet the needs of every learner — whether or not they have a formal diagnosis.
Culture Matters: The Ghanaian Perspective
Elizabeth Asenso-Agyemang, Head of Preschool in Ghana, brought a crucial insight: AI cannot be culturally neutral.
In her work, she involves parents as storytellers and cultural connectors to help children see themselves in the curriculum. She sees AI as a tool to amplify these local voices — not replace them.
“We usually don’t have resources that represent the diverse backgrounds of our learners. With AI, we can bridge that gap — but only if we’re intentional.”
The Role of Leadership in AI Readiness
As leaders, our work is to set the stage for responsible AI adoption. Amel Sayegh captured this perfectly:
“It can’t just be ticking a box. AI and SEL must be part of a school-wide mission that’s lived, not just listed.”
This leadership role isn’t just about policy. It’s about modeling digital emotional literacy, ensuring that teachers are trained first, and crafting policies that don’t just regulate AI — they humanize it.
AI as a Tool, Not a Replacement
Throughout the conversation, one truth became crystal clear: AI can support care, but it cannot replace it.
AI can generate lesson plans, suggest differentiated materials, or track student engagement.
AI can assist in creating personalized IEPs or flag patterns in classroom data.
AI can be a tool for teachers and counselors to do their jobs better — if it’s aligned with human insight and ethical oversight.
But as Nour Dbeissy, a school counselor in Dubai, warned, AI misuse is real. Students turning to chatbots for emotional support can blur the line between support and substitution.
What Needs to Happen Next?
Here’s what our speakers collectively see as the roadmap:
Train educators first — before rolling out AI tools to students, make sure teachers are digitally literate and emotionally prepared.
Embed wellbeing and SEL in policy — not as a side note, but as core to how schools operate.
Use AI for data, not decisions — let AI show us patterns, but keep the human voice in final decisions.
Create culturally sensitive AI tools — that reflect the diverse realities of schools across the globe.
Build trust and transparency — so that parents, teachers, and students feel AI is an ally, not an intrusion.
AI for Care: The Real Opportunity
In closing, I’m left reflecting on a line shared by Amel Sayegh:
“AI is a mirror, not a replacement — it reflects needs, but the heart of care still belongs to us.”
This is the real opportunity: to let AI amplify what makes education human — not to automate it away. As we look ahead to EdTALK -3, where we’ll tackle AI policy and leadership, these insights remind us that the future of education isn’t about replacing people with machines. It’s about empowering people with the right tools.
If you’re passionate about this topic or have stories to share, I’d love to hear from you.
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