Resilience, Language, and Social Cohesion

This is a summary of a country report on education and social cohesion in Pakistan and is a research output from the Research Consortium on Education and Peacebuilding, a co-funded partnership between UNICEF, the University of Amsterdam, University of Sussex and Ulster University and a range of national research partners in participating countries.

This study uses a resilience framework to ask how various education systems in the arid lands are helping or hindering young people and their societies to absorb shocks, adapt to and minimize stresses, and transform in positive ways when confronted with internal change and external pressures.

This LESC Synthesis Report was motivated by the need to find a response to the risks that children face in educational and non-educational settings associated with language and ethnicity issues. 

This participatory research study from Burundi and Chad reports how youth, women and elders can contribute to strengthening both child protection and social cohesion.

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.

The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses.