1. 1 Core Competencies for Primary School Teachers in Crisis Contexts

2. Module 2 Child Protection, Well-being and Inclusion Session 1: Introduction to Child Protection and Child Rights 2

3. Objectives ●Explain the cognitive, social, physical and emotional needs of children. ●Describe the roles and responsibilities of teachers as duty-bearers to protect the rights and well-being of children. ●Identify “risk” vs. “protective” factors that impact child well-being, and the unique risks and needs of girls and boys. ●Identify, monitor and address signs of distress in students. 3 By the end of this session you will be able to:

4. Reflect How would you describe a child that is ‘well’? How do they feel? How do they act and interact? 4

5. Well-being terms and definitions 5 Physical Well-beingFreedom from harm and physical abuse. Having all basic human needs met (water, food, shelter, etc). The ability to play and be physically active. Emotional Well-beingHaving a positive state of mind. Feeling safe and supported; being able to feel and express a range of emotions and to cope with everyday life. Social Well-beingBeing part of a supportive environment where people live peacefully and equally. The ability to form positive social relations with peers and adults. Cognitive Well-beingTo feel confident and to value and accept yourself. Having opportunities to learn and develop and to pursue goals.

6. Child Needs Head: What does a child need mentally/cognitively? Heart: What does a child emotionally need? Hands: What does a child physically need? Feet: What does a child need socially? 6

7. Child Needs 1.Which of the needs listed are unique to girls or boys? What are the differences? 2.Are children able to meet all of these needs on their own? Why/why not? 7

8. Child Rights Role-play STEPS 1.Read the scenario & answer the questions (10min) 2.Plan the drama (10 min) 1.Practice the drama (5 min) 2.Perform (3 min per group) READ THE SCENARIO & ANSWER THE QUESTIONS: 1. What are the needs of the child in this story? 2. What rights are being violated? 3. What actions could be taken by the teachers in the community to protect the child? PLAN THE DRAMA 1.Who are the characters? 2. How will the characters perform the problem? 3. How will the teacher react? What action steps will the teacher take? 4. How will you perform those actions? 8

9. For each performance ●What rights are being violated? ●What actions are being taken by the teachers in the community to protect the child? 9

10. Warm Up SUN= A positive thing that happened today! RAIN STORM= A challenging thing that happened today. RAINBOW= One thing that you are most looking forward to today! 10

11. Risk & Protective Factors ProtectiveRisk -Feeling appreciated -Rituals -Social interaction- getting to spend time with and talking with others -Feeling supported -Sense of pride -Play -Being a part of a team -Sense of belonging -Traditions- connection to culture -Safety and security -Gender discrimination -Sexual or physical assault -Corporal punishment or harsh discipline -Interrupted education -Bullying -Ethnic discrimination -Missing family/relatives/friends -Lack of role models 11

12. Signs of Distress What are some signs of distress that children or students display in your school or community? How do you know if something is wrong with a child in your community? 12

13. Identifying & Monitoring Signs of Distress INDICATOR STATUS- What do you see? What is happening? POTENTIAL CAUSE-Why do you think this is happening? FOLLOW-UP STEPS- What should I do? Attendance Late to school Takes alternative route to protect from assault Arrange for students to walk in groups Performance/Achievement Physical Condition Emotional Condition Social Activity, Relationships, Interactions 13

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15. Module 2 Child Protection, Well-Being and Inclusion Session 2: Creating a Safe Space 15

16. Reflect 1.WHERE do you feel safe and WHY? 2.WHEN do you feel safe and WHY? 3.WHAT makes you feel safe and WHY? 4.WHO makes you feel safe and WHY? 16

17. Creating a Safe Space 17

18. Objectives ● Explain how to make a school and classroom safe physically, behaviorally, socially/emotionally, and cognitively. ●Explain the harmful impact of SGBV and Corporal Punishment. ● Practice ways to discipline students that respect child rights. ● Identify ways to involve students in classroom activities that will allow students to feel a sense of belonging & stability. 18 By the end of this session you will be able to:

19. Corporal Punishment 1.What do we mean by corporal punishment? 2.Why is corporal punishment harmful? 3.What are the alternatives to corporal punishment? 19

20. Defining Sexual and Gender-Based Violence 20

21. SGBV - True or False ●Girls are the only victims of SGBV ●SGBV includes bullying and verbal harassment ●SGBV is sometimes carried out by students ●Students who have experienced SGBV are more like to drop out of school ●Students experiencing SGBV are at higher risk of HIV ●Only men carry out SGBV ●SGBV only happens in the school grounds 21

22. Defining Sexual and Gender-Based Violence School Based Sexual and Gender-Based Violence includes violence or abuse that is based on gendered stereotypes or that targets students on the basis of their sex, sexuality, or gender identities. The underlying intent of this violence is to reinforce gender roles and perpetuate gender inequalities. It includes rape, unwanted sexual touching, unwanted sexual comments, corporal punishment, bullying, and verbal harassment. Unequal power relations between adults and children and males and females contribute to this violence, which can take place in the school, on school grounds, going to and from school, or in school dormitories and may be perpetrated by teachers, students, or community members. Both girls and boys can be victims, as well as perpetrators. Sexual and Gender-Based violence results in sexual, physical, or psychological harm to girls and boys. 22

23. The Impact of SGBV ●Physical injury ●Pregnancy ●Sexually transmitted infections (including HIV) ●Emotional/psychological ill health ●Greater risk of educational failure through absenteeism, dropping out and lack of motivation for academic achievement 23

24. Making Rules Together ●Ask students to think of important classroom rules and make a list ●Choose 10-15 rules that are the most important ●Discuss why each rule is important ●Write consequences for each rule so students know what will happen if they break the rule 24

25. RULECONSEQUENCES REASON FOR THE RULE Be punctual 1.Student explains why they are late. 2.Warning. 3.Student apologizes to teacher. 4.Student stays in during break for the amount of time he or she was late. The student must study the lesson that was missed while staying in. 5.Student meets with the headmaster or director of the school. -When a student is late for class he or she misses out on learning important information. Being late hurts the student from learning and being on time helps the student learn. Being late also interrupts other students from learning because it causes a distraction. -This rule is for the well-being and the benefit of students. * The teacher should find out why the student is late. Maybe something is happening at home and the student can work with the teacher to find someone who can help the student. 25

26. ●How can a teacher create a safe space socially and emotionally? Social and Emotional Safe Space 26

27. ●How can a teacher create a cognitive safe space for students? Social and Emotional Safe Space 27

28. Classroom Activities and Routines ●You each have an activity card with the name of one activity from the Classroom Activities and Routines Handout. ●Each person in your group will have 10 minutes to practice the activity on their card. ●Pretend you are in your classroom with your students. ●When you finish, say: - What went well. - What was difficult. ●Then the other people in your group should say: - What you did well. - How can you improve. 28

29. Identifying Protective Factors 1.In what ways does my own classroom protect child rights? 1.In what ways does my own classroom not protect child rights? 29

30. Creating a Safe Space 30

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32. Module 2 Child Protection, Well-Being and Inclusion Session 3: Inclusive Classrooms 32

33. Objectives ● Explain the importance of inclusive education. ● Describe obstacles that vulnerable student populations face. ● Identify strategies to create an inclusive classroom. 33 By the end of this session you will be able to:

34. Exclusion means being prevented from entering a place or participating in an activity Exclusion 34 1.Have you ever experienced this situation? 2.Did you want to be a part of the activity, but could not join? 3.Have you ever noticed someone else being excluded? ★ In our classrooms, who might need extra help to feel included?

35. 言葉が わからなかったら、 試験は上手に 出来ないですよ！ ? ? ?? ? ? ? 35

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37. Module 2 Child Protection, Well-being and Inclusion Session 4: Teaching Life Skills 37

38. Objectives ●Identify the risk and life skill needs for children in their community. ●Understand the role of teaching life skills to promote child protection and well-being. ●Practice steps to address risk factors through life skills. ●Use Social-Emotional Learning in the classroom. 38 By the end of this session you will be able to:

39. Risk Factors Risk -Safety and security -Gender discrimination -Sexual or physical assault -Corporal punishment or harsh discipline -Interrupted education -Bullying -Ethnic discrimination -Missing family/relatives/friends -Lack of role models 39

40. Life Skills AcceptanceCommitmentCuriosityFairnessHelpfulness Self Awareness DisciplineFaith Balance Confidence Leadership AdaptabilityCharity Cooperation Empathy FreedomCleanlinessCreativity Enthusiasm Health Compassion ObedienceHard working Flexible HonestyPunctuality Forgiveness Humility Tolerance ResponsibilityTrustOptimism HIV prevention Safe Sex Hand Washing Child rights Critical thinkingCooking Self-discipline Decision-making Effective communication Keep personal relationships Listening Writing Negotiation Foresee consequences Math Self-esteem ReadingTeam-building Problem solving Empathy Self-expression Stress management Advocacy Coping with emotionsKeeping a clean spaceInterpersonal relationships 40

41. Life Skills Role-play STEPS 1.Read the scenario & answer the questions (10min) 2.Plan the drama (10 min) 1.Practice the drama (5 min) 2.Perform (2 min per group) READ THE SCENARIO & ANSWER THE QUESTIONS: 1.Identify the risk factor or the need of the student. 2.Identify what life skills a student needs in order to address that risk. 3.How can you as a teacher help the student develop that skill? PLAN THE DRAMA 1.Who are the characters? 2. How will the characters perform the problem? 3. How will the teacher react? What action steps will the teacher take? How will you perform those actions? 41

42. Assess the teacher What teacher did well: What teacher could do better or in addition: Scenario #1 Scenario #2 Scenario #3 Scenario #4 42

43. Social-Emotional Learning The processes through which children and adults gain and apply the knowledge, attitudes, and skills necessary to: Understand and manage emotions. Set and achieve positive goals. Feel and show empathy for others. Establish and maintain positive relationships. Make responsible decisions. 43

44. Social-Emotional Strategies What are some activities you can do with students to practice each skill? 1.Executive Function 2.Emotional Regulation 3.Positive Social Skills 4.Conflict Resolution Skills 5.Perseverance 44

45. Benefits of Social-Emotional Learning 45

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47. Module 2 Child Protection, Well-Being and Inclusion Session 5: Seeking Further Support for Children 47

48. Objectives ●Explore the resources you have in your community that promote child protection and well-being. ●Identify where to find Child Protection Staff among the different organizations in the community. ●Understand that teachers themselves are resources for students. ●Know how to respond to and report abuse. 48 By the end of this session you will be able to:

49. Revisit ●What are things teachers can do to protect students? 49

50. Reflect ●What do you do when you are stressed, sad, or having a difficult time? ●Who or what helps you? ●What do you think your students do when they are stressed or sad? 50

51. 51 1. friends & family 2. school 3. community 4. national / international Community Mapping

52. Using your Community Map - Scenarios ●What could you do to help this student? ●What resources could you suggest to this student? 52

53. ●What would you do in this situation? ●Who needs to know about the situation? ●What resources in the community would you lead the child to? ●Who could you report this problem to? Responding to Abuse 53