Funded by CBM: www.cbm.org
This paper provides a very good understanding of the CHAST approach with its development and tools.
"Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family violence succeed in school."
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati...ons at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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The safety of children is a top concern for parents and school authorities in the current mpox outbreak, as those
under 15 face elevated risks, particularly in the hardesthit Northwestern and Eastern regions of the Democratic Republic of the Congo.
Guidance for School-Based Psychosocial
Programmes for Teachers, Parents and Children
in Conflict and Postconflict Areas
The IAPB School Eye Health Workgroup has released these guidelines to help deliver standardised comprehensive eye health services to more than 700 million children attending schools around the world. These guidelines direct the planning and implementation of school eye health initiatives for policym...akers, health authorities, and related professionals. They emphasize effective, efficient, and sustainable programs, particularly in low- and middle-income countries. Monitoring and evaluation should be planned from the outset, and existing local guidelines should be integrated.
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The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important... to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.
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Globally, some 72 million children are out of school due to emergencies and
protracted crises. Of these, at least 17% are children with disabilities.1 Yet, education in a crisis context can be a
lifeline for children, providing psychosocial support, access to school feeding and health programmes, ...and a much-needed safe space where they can interact with peers and maintain the routine of learning
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The COVID-19 pandemic has impacted all aspects of our lives. With schools closed and lockdowns imposed, many children and young people are spending all their time at home. Much of that time may be spent online, often for much longer than is usual.
Being able to connect online provides valuable op...portunities to learn, play and socialize with friends and peers and access information and support. It is therefore extremely important for children and young people. However, spending time online comes with risks
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Millions of children are at increased risk of harm as their lives move increasingly online during lockdown in the COVID-19 pandemic, UNICEF and partners said today.
“The coronavirus pandemic has led to an unprecedented rise in screen time,” said Global Partnership to End Violence Executive Dire...ctor Dr. Howard Taylor. “School closures and strict containment measures mean more and more families are relying on technology and digital solutions to keep children learning, entertained and connected to the outside world, but not all children have the necessary knowledge, skills and resources to keep themselves safe online.”
April 2020
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This Ebola Poster with its 20 Messages was developed with people working with children in schools in Sierra Leone during the Ebola crisis in 2014. It has been adapted in 2018. CfH has 100 other messages for children to learn and share in 10 health topics
This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for students aged 5–17; and activities for young people a...nd volunteers aged 17–24.
A generic framework for school-based risk reduction initiatives is illustrated in a diagram on p.10. The Comprehensive School Safety framework suggests a series of continuing activities that include: identifying the hazards in and around a school; conducting drills; preparing contingency and disaster management plans by involving parents, teachers and students; and building on the capacities of an institution and individuals to cope with the challenges during an unforeseen event. It also consists of three pillars: safe learning facilities; school disaster management; and risk reduction and resilience education.
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Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children
As a parent of a child who will learn two or more languages, you may have questions. This guide will give you information based on research to help you. Language is the best tool to help a child do well later in school and in life.
Available in: Arabic, Chinese, English, French, Hindi, Punjabi, Spa...nish, Tagalog, Tamil, Urdu. For other language versions go to: http://en.beststart.org/for_parents/are-you-looking-resources-languages-other-english-and-french and scroll down to Child Development.
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Many children will not be ‘safe to learn at home’: As of April 2020, 91 percent of the world’s students have been affected by school closures due to COVID-19. While schools are often places where violence occurs, they also offer a comparatively protective and nurturing space for many children.... Especially for the most vulnerable learners -the poorest and most left behind- that rely on school not only for learning and development, but also for food, trusted and accurate information on important issues such as hygiene, and their overall physical and mental health.
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This publication provides a practical tool to support countries in strengthening surveillance of WASH in schools. The findings will inform the development of supportive regulations and improvement planning to safeguard children’s health, well-being, dignity and cognitive performance. The tool also... enables countries to use the data collected to facilitate policy dialogue and inform international reporting, including on progress towards achieving the Sustainable Development Goal targets related to WASH in schools.
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