Promoting the social and emotional development of Migrant, Refugee and Displaced Children (MRDC) through culturally sensitive, school-based interventions designed to deal with the negative effects of psychosocial trauma.
Migration, and especially forced displacement and refugee experiences, are associated with extreme psychosocial trauma, considering the conditions under which migrants and refugees have to leave their countries, which is even more severe when it comes to children who are still in the sensitive period of development. Schools can be important settings to foster the wellbeing of all students, and particularly that of Migrant, Refugee and Displaced Children (MRDC) who may have had traumatic experiences before leaving their homes, during the journey or while settling in a new community or country. In recent years, the key role that education plays in treating psychosocial trauma among MRDC is increasingly recognized. To that end, EU countries that face increased migrant and refugee flows of migrants, refugees and especially unaccompanied children should better equip public and private schools with educational tools, methodological practices and interventions, able to treat the negative psychosocial effects of the migration, displacement and refugee experience within the school environment. With the ENABLE project partners will work together to identify innovative solutions to respond to the psychosocial needs of MRDC, acknowledging that school is the first point of entry, where coordinated actions by properly trained staff could help traumatized MRDC find support and realize their educational potential, leading to increased social inclusion and, in general, a better life.
- Enhance the capacity of primary & secondary schools to effectively deal with cases of psychological trauma by developing first-level treatment and response mechanisms, protocols and tools;
- Build the capacity of primary & secondary education teachers to stimulate the social and emotional development of MRDC in the school environment;
- Raise the awareness of educational institutions, relevant stakeholders and decision makers about the importance of strengthening their policy framework on psychosocial trauma treatment for MRDC.
- Collection of good practices and tools related to the social and emotional development of children, focusing on the treatment of trauma among MRD children and adolescents;
- Consultation with primary/ secondary school teachers and/ or school heads/ managers in each target country, via either interviews or a focus group;
- Design of the ENABLE curriculum on trauma-informed classroom practices for school teachers & heads in the form of an online course;
- Pilot testing of the curriculum with teachers and school heads in all partner countries;
- Organisation of workshops for the promotion of the Online Curriculum;
- Development of the school policy framework on first-level response to psychosocial trauma among MRDC;
- Lobbying for the endorsement of a robust School Policy on psychosocial treatment for MRD children.
- A mapping matrix on effective psychosocial trauma practices focusing on the needs of MRD children in schools;
- A validated Online Training Course on Trauma-Informed Teaching in primary and secondary schools comprising horizontal and specialised modules for i) School teachers & ii) School heads/managers;
- Training workshops with the participation of both teachers and principals in primary and secondary schools;
- An integrated Trauma-Informed School Policy for MRD children in the form of a Toolkit for primary and secondary school managers, key actors and decision makers at local and national level;
- Awareness raising campaign through website, social media, printed and electronic material, advocacy/lobbying meetings.
- 5-8 primary school teachers and school heads/managers in each target country, are consulted for the design of the online training course;
- 4-5 teachers per partner country will have improved skills, knowledge and capacity to promote the social and emotional development of migrant, refugee and displaced children in the classroom;
- 4-5 school managers/ heads per partner country heads will have increased capacity to adopt more effective school policies on trauma-informed classrooms and teaching approaches;
- 15-20 primary and secondary school teachers in partner countries will have improved know-how on the design and implementation of school-based psychosocial trauma interventions tailored to the needs of migrant, refugee and displaced children;
- 15-20 school managers/ heads in partner countries will have improved know-how on the design and implementation of school-based psychosocial trauma interventions tailored to the needs of migrant, refugee and displaced children;
- 5-7 school heads/ educational institution representatives and decision makers per partner country will be informed about the school policy toolkit;
- 20-30 participants from each partner country will enhance their knowledge on policies in cases of traumatized TCN children, during advocacy/lobbying meetings.
- PISTES SOLIDAIRES (France, coordinator)
- CESIE (Italy)
- SYMPLEXIS (Greece)
- PERIFERIAKI DIEFTHINSI PROTOVATHMIAS AND DEFTEROVATHMIAS EKPEDEFSIS STEREAS ELLADAS (Greece)
- MAMAK ILCE MILLI EGITIM MUDURLUGU (Turkey)
- CANDIDE INTERNATIONAL (Belgium)
- SIRIUS POLICY NETWORK ON MIGRANT EDUCATION (Belgium)