Resources

Images of the mass murder in Israel and the terror bombing of Gaza have been filling the news with extreme and grotesque images of war, despair and large-scale loss of life. This text, written as the 2023 war is ongoing, offers reflections on how to provide school-based psychosocial support for children as soon as the situation can allow schools and temporary learning centers to open in Gaza.

In recognition of these facts, NORRAG has brought together 48 authors from academia, humanitarian agencies, and think tanks to produce 27 papers that showcase current evidence and offer policy directions to prioritise and protect the work and well being of refugee teachers everywhere.

The mixed-methods study presented in the webinar, analyzed the PlayMatters Emergency Response Mechanism, an emergency response that integrated Education, Child Protection, WASH, and Health and Nutrition programming to meet the health, safety, and educational needs of conflict-affected children.

This paper delves into the narratives of refugee youth navigating secondary education in crisis contexts, by intertwining semi-structured interviews and photovoice diaries. The aim is not only to amplify the voices of young refugee students but to empower them as active agents in shaping policies that directly impact their education.

The purpose of this guidance note is to provide a framework and guidance for Save the Children’s work with play. It focuses primarily on our programmatic work with children, from babies to adolescents and provides content for advocacy work. The final section looks to spark a conversation around play and our organisational culture: the role it might have for staff engagement and development, and to support child and youth participation at the organisational and governance level.

Following a global, remote training on joint needs assessments in February 2023, the Education Cluster and Child Protection Area of Responsibility in Central African Republic worked with global support to develop a joint analysis framework and collect existing secondary data.

Global Refugee Forum 2023 - Joint Pledge of the Alliance for Child Protection in Humanitarian Action (The Alliance) & the Inter-agency Network for Education in Emergencies (INEE) - Supporting Integrated Approaches to Child Protection and Education in Refugee and Displacement Situations. 

This policy brief is intended for policymakers, national governments, mental health and education coalitions, practitioners, and advocates. It provides an overview of the findings of a global cost-benefit analysis on mental health and psychosocial support (MHPSS) interventions in education settings across the Humanitarian-Development Nexus.

This CBA estimates the global economic costs of mental health conditions through the effect on school completion, and poor social and emotional wellbeing among children and adolescents aged 10–17 years affected by humanitarian emergencies. It models the economic benefits of addressing the mental health needs of children and adolescents through mental health and psychosocial support interventions.

The JRS and the SEWG, with support from INEE’s AEWG, worked together on a report to examine the relevance and appropriateness of SAEPs, the factors that enable and challenge the potential of SAEPs in supporting progress through and completion of secondary education, and the extent to which SAEPs are gender-responsive. This webinar presented the findings and recommendations of the report in five parts.

This brief advances knowledge on the current state of inclusion of refugee learners. It is based on several separate but complementary studies carried out by UNICEF Innocenti, UNHCR, and UNESCO, and was developed to share common inter-agency findings, gaps, and learnings.

This report discusses how the inclusion of refugees in national education systems is understood, and how it can be achieved.

This report examines the relevance and appropriateness of SAEPs, which are currently available at the lower secondary level, and the extent to which these programmes can respond to the needs of overage learners who are likely to be in later stages of adolescence and youth, and whose socio-economic statuses pose greater challenges for accessing and continuing education.

This report is based on a review of 1,109 questionnaires from 621 data collection exercises in the top 35 low- and middle-income refugee-hosting countries in 2021, welcoming 20.58 million refugees. It aims to provide an overview of the extent to which refugees are included in education data systems but does not provide estimates of refugee inclusion of education based on these data.

This report aims to contribute to an emerging landscape on refugee inclusion in national education systems by exploring the relationship between policy and data within a broader narrative of inclusion, from arrival in the host country to the achievement of durable solutions

In this webinar, we explored effective strategies for the inclusion of refugees in national education systems. Drawing on several complementary research studies by UNHCR, UNICEF Innocenti, and UNESCO, the panel presented promising practices to highlight the opportunities and challenges of effective inclusion.

This brief contributes to ensuring that young children affected by acute emergencies receive the support and opportunities they need for optimal development and wellbeing. 

This report defines and clarifies key concepts and terminology for disability-inclusive education in emergencies (EiE) and provides seven guiding principles. It is meant to be used as a companion piece to the INEE Minimum Standards and to support stakeholders’ efforts to be more intentional in their design, implementation, monitoring, and evaluation of disability-inclusive EiE interventions.

This joint report by Save the Children and GPE reviews the literature on the bidirectional relationship between the climate crisis and funding for education and presents a new tool – the Climate and Environment Intervention Matrix (CEIM) – to help governments and donors understand the cost implications of building climate-smart education systems.

This brief addresses a gap in climate change and education literature: young children who are affected by crises. It outlines multi-sectoral early childhood care and education (ECCE) interventions that can serve as solutions to broader climate change mitigation and adaptation goals.