Thematic Areas


Humanitarian crises profoundly impact children and youth, disrupting family relationships, disturbing social cohesion, and creating feelings of isolation, uncertainty, fear, anger, loss, and sadness. This exposure to adversity, particularly in early childhood, can lead to lifelong impairment of learning, behavior, and physical and mental health. A growing body of research shows that the development of socio-emotional skills is critical for the success of children in school and other settings during their adulthood. However, psychosocial support (PSS) and social and emotional learning (SEL) considerations still have not adequately influenced education in emergency practices. 

INEE’s PSS-SEL work is conducted alongside the PSS-SEL Working Group.



Background Paper on PSS and SEL for Children and Youth

The INEE Background Paper, published in 2016, was written to clarify relevant terminologies and approaches relating to PSS and SEL in education in crisis affected contexts, and to explore how the two concepts relate to one another.

Guidance Note on Psychosocial Support

INEE’s Guidance Note on Psychosocial Support was published in 2018 and offers specific strategies for how to incorporate PSS into education responses. The resource addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts, providing PSS programming guidance that is specifically oriented to the education sector.

PSS-SEL Training Module and Webinar

In addition to the Background Paper and Guidance Note, an accompanying 3-hour training module and short webinar have been developed. The sessions provide a baseline understanding of PSS-SEL terminology, how psychosocial wellbeing can affect children and youth in crisis contexts, and how PSS and SEL can be integrated into education systems.

Teacher Wellbeing Guidance Note

The Guidance Note gives you advice on how to support teacher wellbeing in the five domains of INEE’s Minimum Standards. It explains how to: 

  1. promote mental health and psychosocial support (MHPSS) for teachers; 
  2. create more enabling work environments for teachers; and 
  3. enhance teacher voice, agency, and leadership in crises. ​We also offer you resources and tools and examples of these standards in action. 

The guidance note has been contextualized for Colombia; Kakuma Refugee Camp, Kenya; non-state online universities in Myanmar; and Palestine

Teacher Wellbeing Landscape Review

With support from the Education Equity Initiative, the Collaborative has produced a landscape review of teacher wellbeing, following an extensive literature review. A webinar on the findings of the literature review took place in August 2019. Watch the webinar recording and see the presentation slides here

Teacher Wellbeing Tools & Resources Mapping & Gap Analysis

The Teacher Wellbeing Tools & Resources Mapping maps the existing body of work on teacher wellbeing by collecting existing resources, tools, and policy or advocacy documents that address teacher wellbeing in emergency settings and presenting them in one place. The gap analysis report captures the findings from the resource mapping, and presents a set of 13 key recommendations.

PSS-SEL Toolbox

The PSS-SEL Toolbox has a variety of tools to meet the interests and needs of many different stakeholders working on PSS and SEL in EiE. Whether you are looking to: 

  • Familiarize yourself with the field of PSS-SEL
  • Build consensus on PSS-SEL between stakeholders
  • Create, adopt, or adapt a PSS-SEL framework
  • Create, adapt, validate, or supplement an existing PSS-SEL curriculum 
  • Design or localize a PSS-SEL program
  • Influence or inform PSS-SEL policy, or
  • Find and select measures to assess PSS-SEL

…the PSS-SEL Toolbox provides a robust set of tools and guidance to support you in achieving your goals.

For more information please contact