يناقش الباحثون شانا كون وكيم فولدز وتشارلوت كول وماكينزي ماتيوس وليلى حسين ضرورة اتباع نهج تشاركي مستنير بالصدمات لإنشاء وسائط تعليمية للتعلم العاطفي والاجتماعي للأطفال المتأثرين بأزمة اللاجئين السوريين. ويعودون بذلك إلى الأبحاث التعاونية والمشاورات التي أدت إلى إنتاج برنامج أهلاً سمسم وخدمات الدعم المباشر المرتبطة به.

Authors Shanna Kohn, Kim Foulds, Charlotte Cole, Mackenzie Matthews, and Laila Hussein argue for the need to take a participatory, trauma-informed approach to creating SEL educational media for children affected by the Syrian refugee crisis. They reflect on the collaborative research and consultations that led to Sesame’s Ahlan Simsim production and associated direct support services.

In developing and testing a new instrument, Sergiy Bogdanov and his coauthors offer evidence suggesting that family support, optimism, persistence, health, and social networking are key local concepts for understanding resilience among youth in Eastern Ukraine who experienced the adverse effects of armed conflict.

Learning Kiosks are safe spaces within a community that aim to help the youth continue their disrupted education. They also serve as a depository for learning modules and IEC materials for students. In this space, the youth can learn how to read, write, and improve their reading comprehension skills. 

The Real Assets through Improved Skills and Education for adolescent girls aims to increase realization of rights to education and skills for work and life among adolescent girls and young women and men in the rural province of Western Samar, Philippines. It targets adolescent girls, young women and men who are out of school or in school but at risk of dropping out of school. Because all project activities were originally planned to be face-to-face, the project had to make adaptations with the overall goal of ensuring safety of teachers/learners, supporting continuity of learning, and protecting girls.