My Ideal School Reflects My Identity

That-Nitaqayn Girls School

The school’s challenges and current status

That-Nitaqayn Girls School is a school with very limited resources. The implementation of the program commenced in the midst of the maintenance services that were carried out inside the classrooms and playgrounds. Therefore, the school principal worked on exploiting every available space in the school and used it as a classroom so that the educational process won’t be affected.

Another challenge was cleaning the school’s classrooms and playgrounds after the maintenance services were done. There was a huge amount of work to be done in order to get the classrooms and playgrounds cleaned. The program was a great opportunity to achieve progressive successes as the cleanliness of the school was the biggest challenge that needed continuous follow up in order to create a healthy and safe environment that is suitable to transform students’ behaviors to create a safer environment.


Consequently, it was very necessary to set the priorities in cooperation with the school teams that were formed in the second field visit in order to start addressing this challenge, and it was agreed that the priorities were arranged as the following:
• The cleanliness of the school including the classrooms and the playgrounds.
• Working in parallel on both transforming students’ behaviors, through the students’ workshops, and following up and guiding them to achieve their goals.

Work plan

The schools cleanliness was the first priority to address, therefore it was necessary to develop an initiative that involved the entire school community. The initiative “My School is My Identity”, one of the main outcomes of the “Preserving Our School Property” program, was developed for this purpose. The initiative aimed to get the school’s playgrounds and classrooms cleaned up in order to start decorating them after the maintenance services were over to express the identity of the school community. This initiative was under the supervision of the school’s principal Nisreen Alkhaddor and the teacher Seham Albwar splitting up the work accordingly:

Cleaning the playgrounds and putting a schedule in order to follow up on the cleanliness of the playgrounds periodically.

Cleaning the classrooms and arranging the schools furniture in them.


By the end of the initiative, the playgrounds were noticeably cleaner and easily recognized by the visitors as soon as they enter the school, and all the garbage and the remaining dirt that was left after the maintenance services was removed.

The classrooms were cleaned and the furniture was arranged in its right place.

A weekly cleaning program was developed to clean the playgrounds and classrooms


Through the training workshops that were delivered to students, a number of ideas and activities were suggested to spread the workshops’ topics and the school’s culture that urges students to maintain the cleanliness of the school’s playgrounds and classrooms through the following:

• School’s assembly
• Conducting lectures and meetings, by the students that participated in the training program, to be given to the remaining students in the school.
• Preparing paintings and guiding drawings to be hanged up in the corridors and classrooms that urges students to maintain the school’s property.