Support the Well-being of Caregivers, Teachers, and Child Protection Teams
Comprehensive support for those working most closely with children, adolescents, and youth is an essential part of any intervention and must be prioritized. This includes direct support as well as strengthening supportive systems that recognize the role and value of all caregivers. Parents and other caregivers are the first line of support during crises. Their health and well-being are essential in ensuring children, adolescents, and youth are appropriately cared for, protected, and learning opportunities supported. Child protection and education personnel (including teachers, other education personnel, child protection staff, and other SSW) working closely with children, adolescents, and youth, need access to and support from mental health and psychosocial support programs. Additionally, essential components of mental health include enabling work environments that enhance the voice, agency, and leadership of education and child protection personnel working most closely with children, youth, and their caregivers.
The IRC’s Healing Classrooms approach is based on four years of action research and field testing, as well as their extensive experience in design and implementing education programs in conflict-affected areas. In the context of sudden onset and chronic crises, as well as contexts of post-crisis and...
This manual supports managers to train social-emotional learning leaders and facilitators to deliver the social-emotional learning (SEL) intervention.The first part of the SEL Trainer’s Manual provides you, the trainer, with information to understand the social-emotional learning content and to...
This tool has been developed to help you find out directly from teachers what the critical factors affecting teacher well-being and motivation are in your context. It includes both qualitative and quantitative monitoring and evaluation tools, including an interview schedule and guide to conduct...
This guidance is to help Right To Play staff advocate for and promote teacher wellbeing as schools reopen following COVID-19 forced school closures around the world. It includes an introduction to wellbeing and its importance, understanding how teachers may be feeling, as well as actionable...
This ½-day training (3.5 hours) is designed to build basic competencies around psychosocial support (PSS) and well-being for teachers working in crisis and conflict-affected contexts during the COVID-19 pandemic. Teachers play an essential role in supporting the cognitive, social, and emotional...
This Guidance Note gives you advice on how to support teacher wellbeing in the five domains of INEE’s (2010) Minimum Standards. It explains how to:promote mental health and psychosocial support (MHPSS) for teachers; create more enabling work environments for teachers; and enhance teacher voice...
The Teacher Wellbeing Tools & Resources Mapping maps the existing body of work on teacher wellbeing by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings and presenting them in one place. The gap analysis report captures the...
These modules aim to provide school teams, including school directors, teachers and other education professionals working in or with schools, with the knowledge, skills, attitudes and tools to support the (re)enrolment of all children in schools, particularly those most marginalized, and to prevent...
This document emerges from work by members of the Global Social Service Workforce Alliance Interest Group on Para Professionals in the Social Service Workforce. In September 2015 our first report, Para Professionals in the Social Service Workforce: Guiding Principles, Functions and Competencies, was...
It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this publication provides donors,policymakers, practitioners, researchers, and teachers with compelling...
The Peer Coaching Pack provides an additional layer of support for teachers by preparing them to use supportive communication techniques, adult learning practices, Teacher Learning Circles (TLCs), and Classroom Observations to continue their professional development. Through these collaborative...
This technical note draws on the available evidence to explore the optimal role and functions of the social service workforce to address violence against children and other child protection concerns in schools. The technical note highlights key elements of how childprotection concerns are addressed...
The Guidelines to Strengthen the Social Service Workforce for Child Protection 2019 (the Guidelines), developed in consultation with UNICEF Headquarters and regional offices and the Global Social Service Workforce Alliance (GSSWA), are informed by evidence of ‘what works’ and lessons learned in the...
This module has been created to promote the development and implementation of crisis-sensitive national teacher policies, in recognition of the important role played by teachers in preparing for and responding to crisis and emergency situations. It complements the Teacher Policy Development Guide...
This document provides guidance to policy-makers on measures to support teachers and education staff when schools reopen, during and after the COVID-19 crisis.
These sessions are designed to help parents to better care for their children and to protect them from all forms of violence. This tool has adapted by Save the Children to the Lebanon context. It is based on a tool developed in Jordan as part of an interagency initiative led by Save the Children...
These brief tips are for fathers, mothers or other caring adults supporting the wellbeing and learning of girls and boys affected by COVID-19 school closures. Not every idea or approach suggested will be relevant or possible in every situation.These messages focus on supporting parents and...
This training module has been developed to respond to concerns that child practitioners have expressed that levels of violence against children increases during emergencies. It aims to act as a companion to the Save the Children Psychological First Aid (PFA) training recognising that during...
Recognising that children follow different developmental stages and that the parent-child relationship changes accordingly, the IRC has divided its parenting program into 3 main groups to provide specific and intentional attention to the different needs of young children, school aged children and...
A growing body of evidence has shown that caregivers’ own mental health, and well-being impacts their ability to provide nurturing care. Preventive support for caregivers’ mental health is key to promoting optimal child development especially in resource-constrained settings where caregivers face...
INSPIRE: Seven strategies for ending violence against children identifies a select group of strategies that have shown success in reducing violence against children. They are: implementation and enforcement of laws; norms and values; safe environments; parent and caregiver support; income and...
We know how challenging it can be to balance all the demands parents and carers have to cope with. That’s why we’ve put together some tips to help. All children need boundariesand discipline, and this guide helps you develop what worksfor you and your child.
It is abundantly clear that risk factors for violence, abuse, and neglect are on the rise for children under containment. At the same time, some COVID-19 prevention measures have abruptly cut children off from positive and supportive relationships they rely on when in distress, including at school...
Today, more than ever, volunteers are on the frontlines of protecting children in their communities. Volunteers work tirelessly in complex humanitarian contexts and often face emotional and physical risks, with little recognition for their efforts.
The Toolkit for Community Child Protection...
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