At Compass International School - Madinat Khalifa, learning is not only about mastering subjects but also about growing into compassionate and supportive individuals. Recently, our secondary students; Stefanos, Hamza, Fardan, Suhail, and Arjun demonstrated this in an inspiring way.
They took on the challenge of programming Misty the Robot to assist primary students, especially those with dyslexia, in showing what they know without being held back by the written word.
Dyslexia is a learning difference that can make reading and writing tasks more difficult, even for students who are otherwise bright, capable, and creative. When assessments rely heavily on text, children with dyslexia can struggle to demonstrate their true understanding. It is not that they lack comprehension; rather, the decoding of written language gets in the way of showing what they know. This is why finding new ways of assessing comprehension is so important. Removing the text barrier allows these students to shine, proving that their abilities go far beyond what the page suggests.
Misty the Robot is an interactive, programmable learning tool that can be coded to perform many different functions. Our secondary students decided to use Misty as a quizmaster. Instead of displaying written questions, Misty asks them verbally, giving younger learners with dyslexia the chance to listen, think, and respond without the stress of text. This small but powerful shift makes a huge difference. It allows comprehension to be tested directly, rather than through a reading filter. For our primary students, it meant greater confidence and a fairer chance to show what they understood. For our secondary students, it meant applying coding skills to solve a real-world learning challenge.
At Compass, one of our guiding values is supporting each other. The Misty project embodies this principle. Secondary students stepped into the role of problem-solvers and mentors, using their technical skills to make learning more inclusive for their younger peers. This experience gave them more than just coding practice. It encouraged empathy, teamwork, and perseverance. They learned how to think creatively about accessibility, and how technology can be shaped to meet diverse needs. It also built a bridge between age groups, as primary and secondary students worked toward a common goal.
The connection between our secondary and primary students was a highlight of the project. Younger learners felt encouraged and valued, while older students discovered the impact of their efforts on real lives. It was more than coding, it was a lesson in community. Projects like this strengthen our whole school culture. They remind us that when we work together, learning becomes richer and more meaningful. They also show our students that knowledge is not just for exams, but for creating solutions that improve the world around them.
The Misty project has sparked ideas for future innovation. Could Misty help students practice oral fluency? Could it run interactive games that support memory or vocabulary? The possibilities are endless, and our students are already thinking about what comes next.
More importantly, they now see how their skills can be applied with purpose. Coding is no longer just about computers; it’s about inclusion, accessibility, and making education fairer for everyone.
Through their work with Misty the Robot, Madinat Khalifa’s secondary students have shown that innovation and compassion go hand in hand. By creating verbal quizzes, they gave their younger peers with dyslexia a chance to demonstrate comprehension without unnecessary barriers. In doing so, they embodied the school’s values of empathy, collaboration, and support.
This project proves that when students are encouraged to support one another, they can transform challenges into opportunities. At Compass, we are proud to see our learners not only grow in knowledge but also in kindness, leadership, and vision.
Together, we are building a community where every student has the chance to succeed.
