After the closure of the Iranian school in Kuwait, families are adapting to alternatives and preparing for new challenges
Author, Nisreen Hatoum
Role, BBC correspondent for Gulf affairs
Published 1 hour ago
Reading time: 5 minutes
Weeks before the start of the new school year in Kuwait, scheduled for mid-September, Iranian families there found themselves having to search for alternative schools for their children, after the Kuwaiti authorities decided on August 6 to cancel the license of the only private Iranian school in the country and close it.
The process of finding an alternative school was not an easy task for some families, given the limited options capable of replacing an educational experience that, for many, was an appropriate choice on the academic, linguistic, and social levels.
A sudden decision that confused Iranian families
The decision to close the Iranian school comes in a very sensitive regional security and political context. During the Iran-American war, Kuwait was subjected to Iranian attacks, as Tehran said it targeted American interests and bases in the region, at a time when Kuwait hosts American forces and military installations.
Consequently, due to the sensitivity of the issue, the majority of families refrained from speaking to us, despite our assurances not to reveal their identities or publish any details that might lead to their identification. Only one family agreed to be interviewed, on the condition that they not be photographed or recorded.
The family says that their three children had been studying at the Iranian school for about five years, describing the decision to close it as sudden and heavy, especially after a long period of stability and integration into its educational environment.
The mother told the BBC: “Finding an alternative school for my children within a short period of time was extremely difficult. The Iranian school was not just an educational institution for them, but rather a part of their daily lives. Within a very limited time, we found ourselves forced to search for a school that matched their needs in terms of academic level, language, educational environment, in addition to tuition fees.”
She added: “The annual tuition fees at the Iranian school were appropriate for our financial situation, but my children’s transfer to another private school revealed to us a huge difference in cost, as the new fees are much higher, which places an additional financial burden on us, especially since we are providing the education of three students.”
The mother explains that the Iranian school suited the needs of the family as an Iranian family, noting that the educational environment there was consistent with many of the values and traditions that the family was accustomed to, whether in terms of caring for the students academically and personally, the nature of school activities, the level of discipline, or the relationship between the students and their teachers.
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The family expresses fears that the sudden move will have a negative impact on the children’s academic achievement and psychological stability, in addition to the possibility that they will face aspects of bullying or social unacceptance due to their Iranian origins. She is also concerned about the challenge associated with adapting to a new educational curriculum, after children were accustomed to studying within a system in which the Persian language was a cornerstone, while today it will be replaced by an educational environment that relies on the Arabic language.
The mother says: “It is certain that my children will face a big change, not only because they will be away from their teachers and friends, but also because the teaching method, terminology, and educational system will be completely different from what they are accustomed to.” She adds: "Imagine a child who has spent years among his classmates and teachers, and then suddenly finds himself in a completely new environment. It is normal for him to feel anxious and uncomfortable."
The mother concludes her speech by saying: “While the parents are busy securing tuition and the cost of transportation, my children are busy with completely different things. They are thinking about how to get away from their friends, and about the identity of the teachers they will meet in their new school.”
Canceling the license without specifying the reason
Kuwaiti Minister of Education Jalal Al-Tabtabai had issued a decision to cancel the educational license granted to the school, and to terminate the decision to renew its license and close it. The General Administration of Private Education was also mandated to implement the decision, including stopping the admission of new students starting from the 2026-2027 academic year, and notifying parents of registered students of the necessity of transferring their children to other schools before the start of school.
The Ministry of Education confirmed at the time that the General Administration of Private Education would coordinate with the relevant authorities to ensure the transfer of students to other schools, in a way that maintains the continuity of their education and limits any interruption in their academic career.
In its decision at the time, the Ministry of Education did not specify a direct reason for canceling the license, merely referring to the laws and regulations regulating private education, reports of the General Administration of Private Education, and what was required by the public interest.
The only Iranian school in Kuwait
The Iranian School in Kuwait dates back to 1984, while the Iranian Schools Complex in the Al-Raqi area was officially opened in 2008, after Kuwait allocated a plot of land to the Iranian community to establish an educational complex that includes its schools.
The institution provides education according to the Iranian curriculum and in the Persian language at various levels, and it included about 1,500 students during the academic year 2024-2025.
The BBC spoke to one of the teachers at the school, who preferred not to reveal his identity or the subject he taught. He explained that the school was not just an educational institution, but rather, over the years, it represented an area of stability and reassurance for a large number of families that were associated with it.
Regarding the repercussions of the closure on the educational staff, he said: “The school has been our source of livelihood for many years, and therefore we hope that solutions will be presented that take into account our rights and support us at this stage, especially by helping us, as experienced and competent people, to find suitable job opportunities.”
He added that the repercussions of the decision are not limited to students and their families, but also extend to teachers and employees who are now facing a state of uncertainty about their professional futures after the school’s closure.
