There was a time, not so long ago, when the concept of ‘character education’ fell out of favour. For many parents in the United Kingdom, for example, it brought to mind the authoritarian approach to education that characterised many British schools in the first half of the 20th century, including compulsory cold showers and plunges into freezing lakes every morning—something my father experienced in his English boarding school days!

In contrast to the old norms of character education supposedly delivering mental and physical toughness, King’s College Doha focuses on using it to nurture compassion and promote well-being. This stands in stark contrast to the educational trends that were in place when our sister school, King’s College UK was founded nearly 150 years ago, with what – at the time – seemed like a peculiarly progressive commitment to educating the ‘whole’ child.

It is crucial not to overlook the significant benefits of character education. At King’s College Doha, our commitment to providing Senior School pupils with the opportunity to undertake the Duke of Edinburgh’s Award exemplifies this dedication.

Our emphasis on developing what we term ‘The King’s Identity,’ encapsulating the character traits of confidence, creativity, commitment, care for others, and curiosity, defines who we are. From fostering confidence in public speaking through oracy in tutor time to encouraging pupils to acknowledge and post acts of kindness through our school letterbox, we take a holistic approach to character development.

Holistic education faces challenges, as evidenced by declining memberships in organisations like the Scout movement in the United Kingdom, and the huge growth of the e-sports and gaming industries amongst young people globally, that make the comfort of the settee – rather than the challenge of the great outdoors – ever more tempting. The decline of activities-driven education has been exacerbated by pandemic-related concerns and, in some unfortunate instances, lax safeguarding approaches in recent years, which have left some schools, including a number in Doha, being more hesitant than we are to embrace offering a diverse array of clubs and activities fully.

At King’s College Doha, we acknowledge the value of adventure beyond the classroom – we want our pupils to experience the joy of real-life action, not just a virtual adventure world.

Our school now offers double the range of enrichment activities in comparison to last year’s offer, with 205 electives and co-curricular activities available across its two campuses. Notably, these are almost all led by our teaching staff rather than hired hands, setting us apart from other schools in the city. This commitment to providing a diverse range of activities, guided by our knowledgeable educators, ensures a rich and unique experience for our pupils and further strengthens the bond between teacher and child.

Our children thrive outdoors, learning valuable life lessons in safe contexts. The Duke of Edinburgh Award and House events, ranging from cake baking to mass singalongs this academic year, provide opportunities for unusual and exciting challenges that nurture confidence and resilience.

And later in the school year, we are delighted that our Year 9 pupils will be offered the opportunity to visit their counterparts at King’s College UK, in Taunton, Somerset, where they will see for themselves the huge emphasis that our sister school places on beyond-the-classroom adventure.

Character education is making a comeback because we recognise what we stand to lose. While academic study has its place, genuine character development occurs through lived experiences. At King’s College Doha, we want to ensure that our pupils not only learn about character but live it, laying the foundation for a lifetime of commitment, confidence and curiosity.