Resources

This guidance note is intended primarily for health actors working in emergency and disaster risk management (hereafter 'emergency risk management') at the local, national or international level, and in governmental…

Como lidar com a incerteza que faz parte da vida? A imprevisibilidade da pandemia pode provocar sentimentos de incerteza relativamente a diversos e diferentes aspectos da nossa vida. Aceite o desafio psicológico…

Masculinities and COVID-19: Making the Connections provides an evidence-based overview of key issues in relation to men, masculinities, and COVID-19, setting these within a gendered approach. It explores the impact…

There are a number of challenges in response to the Coronavirus (COVID-19) disease outbreak encountered by many countries in the world. This commentary divides them into those encountered by (health)…

As part of its COVID emergency response, the Government of Pakistan’s Ministry of Planning, Development and Special Ini- tiatives has promulgated its first ever Mental Health and Psy- chosocial Support (MHPSS) initiative. Supported…

INEE Background Paper on Psychosocial Support and Social & Emotional Learning for Children & Youth

Guidance Note on Psychosocial Support: Facilitating Psychosocial Wellbeing and Social and Emotional Learning

Guidance Note on Psychosocial Support: Facilitating Psychosocial Wellbeing and Social and Emotional Learning

Social-Emotional Learning Intervention Trainer’s Manual

UNICEF has developed this Guide to the Evaluation of Psychosocial Programming in Emergencies to assist UNICEF, its partners and other organizations working in the field of psychosocial support in thinking…

Psychosocial Support for Education in Emergencies – Training and Resource Package for Teachers and Counsellors

Creating Healing Classrooms: A Multimedia Teacher Training Resource

Humanitarian emergencies and protracted crises currently affect millions of children around the world with serious consequences for their ability to learn, grow and develop. Children are especially vulnerable in conflict…

This resource kit contains a series of tools for children and young people to use to analyze conflict, manage conflict and build peace. Tools include practical steps to use the…

This technical guide provides a brief overview of the full report, What Schools can do to Protect Education from Attack. The guide briefly discusses the key points for seven school-based…

Schools should be safe and happy zones of learning. Giving children an opportunity to learn at school is essential for social and emotional development, for them to progress through the…

Time to Act: A costed plan to deliver quality education to every last refugee child

A mapping by the INEE Advocacy Working Group

Psychosocial Support Project in Ethiopia: What worked, why did it work and what can we learn?

This document forms part of the 4th edition of the UNHCR Emergency Handbook and was generated from the digital Emergency Handbook system.

Operational Guidance Note: The Use of Educational Facilities / Temporary Learning Centres as Shelters, Markets &Treatment Units for COVID-19

The Use of Schools During the COVID-19 Response Policy Briefing

تقدیم الدعم النفسي الاجتماعي خلال التعلیم في حالات الطوارئ

Le soutien psychosocial par l'éducation en situations d'urgence

Apoyo Psicosocial a través de la Educación en Situaciones de Emergencia