Children’s reactions to the 2010 Chilean earthquake: the role of trauma exposure, family context, and school-based mental health programming

Theoretically derived factors (preexisting child characteristics, trauma exposure, caregiver– child relationship, and school-based mental health programming) were examined as potential correlates of distress in children residing in the region closest to the epicenter of the 2010 Chilean earthquake. One year before the earthquake, 2nd-grade students who attended 9 schools that provide government-run mental health intervention… Read more




The impact of the school-based Psychosocial Structured Activities (PSSA) program on conflict-affected children in Northern Uganda

Children in northern Uganda have undergone significant psychosocial stress during the region’s lengthy conflict. A Psychosocial Structured Activities (PSSA) programme was implemented in 21 schools identified as amongst those most severely affected by conflict-induced displacement across Gulu and Amuru Districts. The PSSA intervention comprised a series of 15 class sessions designed to progressively increase children’s… Read more




Emergency economies: the impact of cash assistance in Lebanon

This report describes the impacts of the winter cash transfer programme run by UNHCR and partners from November 2013 to April 2014. The programme gave $575 USD via ATM cards to 87,700 registered Syrian refugees in Lebanon with the objective of keeping people warm and dry during cold winter months. This research measured the impacts… Read more




Education in emergencies and protracted crises: toward a strengthened response

With tens of millions affected, and nearly one third of those out of school in crisis affected countries, neglecting the education of these children and youth denies not only their future, but also the future of societies where they live. Education in emergencies and protracted crises can provide safes paces during crises, and is crucial… Read more




Sudan Open Learning Organisation: annual report 2005

A common strategy for supporting basic education in emergencies, including in IDP camps, has been the “school in a box” approach. One of the earliest uses of this approach was in the late 1980s by the Sudan Open Learning Organisation, supporting schools set up in informal IDP camps around Khartoum. Sudan Open Learning Organisation’s (SOLO)… Read more




Too little too few: meeting the needs of youth in Darfur

From June to November 2008, the Women’s Commission for Refugee Women and Children conducted an assessment of educational and skills training opportunities available to displaced youth in Darfur. This report looks at the challenges and opportunities young people face; examines existing services targeting youth; identifies programming gaps; and provides recommendations on how donors, policymakers and… Read more




Rapid response: programming for education needs in emergencies

This report examines the influences on educational programming in conflict-induced emergencies. It questions whether standardised interventions are appropriate and effective educational responses, and focuses on child-friendly spaces, school-feeding programmes, and pre-packaged education kits. It draws on a review of literature, and the country studies of Sudan, Lebanon, Uganda, and Timor-Leste.




Youth clubs: psychosocial intervention with young refugees

This paper describes the theoretical framework, implementation and evaluation of Youth Clubs, a community-based psychosocial intervention implemented during the war years with the aim of supporting the psychosocial recovery and reintegration of young refugees in Serbia. The evaluation study confirmed that Youth Clubs are an efficient intervention that reduces suffering and prevents a negative outcome… Read more




Journal of education in emergencies

In this journal, the article, Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings, examines the quality of education available to refugees in Kenya, with a particular focus on instruction. By providing empirical data about instruction in a refugee education context, the article supports anecdotal accounts and strengthens agency-led evaluations. It… Read more




Understanding the school curriculum: theory, politics and principles

Comparing curriculum developments around the globe, Understanding the School Curriculum draws on a range of educational, philosophical and sociological theories to examine the question “what is a curriculum for?” In considering different answers to this fundamental question, it explores a range of topical issues and debates, including: tensions and dynamics within curriculum policy; the implications… Read more




Education of refugees in Uganda: relationships between setting and access

This research seeks to explore the education of refugee children in Uganda. Specifically, it addresses the multiple ways in which refugees access education and the social effects of the differing forms of education on the creation of stability for refugee children. Conditions in Uganda have allowed the development of four distinct arenas in which the… Read more




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