INEE, Geneva, 2016.
This paper defines and differentiates Psychosocial Support (PSS) and Social Emotional Learning (SEL) and their relationship to education. PSS and SEL points of convergence and divergence (p. 14 - 18) points out how PSS is broader and more comprehensive than SEL and that SEL actually falls under the umbrella of PSS. Psychosocial programming and services are outlined on pages 19 – 24. Table 1 on page 26 identifies psychosocial needs of children and youth, accompanied by corresponding psychosocial interventions. SEL programming can be found on page 30. Programme considerations for both PSS and SEL can be found on pages 33 – 35. The impact of conflict and natural disasters on children’s well-being is discussed on pages 39 – 48. Valuable information can also be found in the annexes in the end of the paper.
The Action Workshops are a series of four workshops designed for community members. Education goes beyond the classroom and the workshops provide information and skills on how parents, youth and other community members can be given skills and use their life experiences in the education of children. The four workshops cover 1) Community Parenting: How to Build Strong Children in Difficult Times, 2) Helping Our Children to Understand Death, 3) Lessons from Life: Teaching Life Skills to Our Children, 4) Training of Trainers (ToT) for the Journey of Life Series. The manual includes information on how to set up the workshop, equipment, objectives, and schedule. Participants are also provided a narrative and specific lesson plans. The workshops are interactive and rely on the life experiences of the participants.
This manual emphasizes the integration of psychosocial support into education. It recognizes the importance of well-being in children and provides ways to approach education in a way that addresses their psychosocial needs. It provides a framework for integrating psychosocial support into schools based on psychosocial principles. Chapters Six and Seven are of particular interest. Chapter Six addresses specific psychosocial issues in education and Chapter Seven provides tools, approaches and programmes for mainstreaming psychosocial support.
This comprehensive toolkit is designed for humanitarian aid workers, government officials and teachers in implementing the INEE Minimum Standards. The toolkit links the Minimum Standards to issues of disability and inclusive education. It provides extensive tools, guidelines, checklists, case studies, and good practices that can be adapted to the users’ local setting and context.
Protecting Education from Attack – A State of the Art Review. Alexander, J., N. Boothby & M. Wessells, UNESCO, ed., 2010.
Education and protection are interconnected, and this paper emphasizes the need to protect educational environments to promote the well-being of children. The focus is on providing education during times of armed conflict; however, the authors also address how educational environments in general can be sources of abuse, exploitation and violence. The authors discuss protection risks during conflict as well as the pre-existing stresses that children and youth experience. Section 2 is valuable in identifying all the ways education provides protection for the overall well-being of children and youth.
Also see Protection.
This site is a valuable tool for accessing summaries of the thematic areas of education from the INEE Minimum Standards Handbook. It provides a link for each theme where you can download all the needed information. Themes include: Gender, Inclusive Education, Inter-sectoral Linkages, Psychosocial and Well-being, Youth, HIV and AIDS, Human Rights, Child Protection, Conflict Mitigation, and Disaster Risk Reduction. It also allows you to browse and upload over 50 categories related to education in emergencies.
Save the Children. 2017.
This toolkit consists of three main sections. Section One discusses the importance of education, and the benefits and impact of education in emergencies. Section Two is on designing the purpose: planning, applying education principles, approaches in emergencies, and challenges in education response. In Section Three, it offers tools in emergency preparedness, assessment, staffing, supplies, safe spaces, teacher training, learning content, psychosocial support, school committees, and monitoring and evaluation. Each section is followed by a bibliography on the topics discussed. A more general bibliography is at the end.
Non formal Education and Informal Learning. Manual on Community-Based Mental Health and Psychosocial Support in Emergencies and Displacement
International Organization for Migration (IOM). 2019.
In Chapter 9 of this manual, the authors describe how non-formal education and informal learning can complement formal education. Following emergencies and displacement, children need a way to integrate back into routines and activities. This chapter defines the differences between the three frameworks and how they are best implemented to contribute to MHPSS. All three frameworks; formal, non-formal and informal are cultural activities. Like formal education, non-formal and informal learning also have psychosocial goals and objectives related to learning. This chapter gives examples of activities, provides case studies and examines challenges and considerations in developing and implementing non-formal and informal education.
Finland Church Aid and Act Church of Sweden, 2018.
This document focuses on the integration of Community based Psychosocial Support (CBPS) into Education in Emergencies (EiE). It was prepared by FCA, who specializes in Education in Emergencies and CoS, who specializes in Community Based Psychosocial Support. It provides an overview of CBPS and emphasizes the role of the community. Chapter 3 discusses how teachers can build caring, supportive classrooms with a community-based psychosocial approach. Case studies illustrates best practices on how to integrate CBPS into Education in Emergencies.