‘Supporting the Supporters’- refugee teachers and teachers living in protracted conflict
This case study was collected as part of Teachers in Crisis Contexts (TiCC) Event Series to share compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. For more case studies, click here.
The main crisis-specific challenge NRC seeks to address in their ‘supporting the supporters’ interventions under the Better Learning Program (BLP) programme is that children affected by crises in the Middle East and North Africa (MENA) region have heightened psychosocial support (PSS) and social and emotional learning (SEL) needs which are, largely, unmet by the existing education systems. As a result, there is demand for additional capacity building for teachers in both formal and non-formal education settings to address these needs.
NRC’s response to the above challenges over the past years has been to establish comprehensive ‘supporting the supporters’ components for the teachers in its BLP programming. The components include both professional capacity development opportunities, as well as mechanisms to address the well-being of the caregivers themselves. Hence, in 2017 and 2018, NRC started to pilot ‘supporting the supporters’ initiatives in Palestine and Jordan, in tandem with teacher professional development opportunities.