Healing Classrooms approach

The school as a safe environment for refugee children and young people

Crises and conflicts have a direct and profound impact on the physical integrity, well-being and learning ability of children and young people. But with the right support, the negative consequences of suffering and stress can be mitigated and children can grow, learn and flourish. Our approach is based on Research results, which show that social-emotional learning programs in safe learning spaces strengthen the resilience, well-being and academic performance of children and young people.
Neurological research has shown that children who have been exposed to the adversity of conflict can undergo a physiological toxic stress response that inhibits the development of their brains and affects their physical and mental health, cognitive abilities, behavior and social relationships. However, this effect can be reversed. Learn more about toxic stress and its effects.
IRC's educational concept is based on findings from brain research and focuses on the following interrelated principles:

Safe learning environment

Providing a safe and supportive learning environment

Social-emotional learning

The promotion of social-emotional skills

Mindfulness

Helping children and young people to relax and concentrate

Well-being of the pedagogical staff

Supporting professionals in their own stress management

Our approach as a diagram

In the diagram you can scroll over the individual elements of our Healing Classrooms approach to find out more about the background and practical implementation with children and young people.

Control conviction

Sense of belonging

Self-esteem

positive ties

Intellectual stimulation

Executive functions

Emotional regulation

Relationship skills

Ability to deal with conflict

Perseverance

The concept

IRC's Healing Classrooms concept is based on 30 years of experience in education in crisis regions and has been used in practice for over a decade. In Germany, this concept is supplemented with a migration pedagogical perspective and a pedagogy of recognition, such as the SchlaU workshop for migration education has been developed for many years in schools throughout Germany with teachers and school administrators.

Daycare centers and schools as safe places to learn

A safe learning environment in daycare centers and schools offers children stability, reliability and trust in order to learn well and cope with the effects of conflicts. Establishing safe learning environments can be achieved by promoting five protective factors. Especially when transitioning to a new learning environment, such as from nursery to school, the factors help to master transitions safely.

Control conviction creates a sense of stability and reliability for children. A structured learning environment and routines give them a sense of security and control over their day.

Through the Sense of belonging Children feel included, seen and respected when they are part of a group. They are an active part of a community that helps them to deal with challenges and stress.

Self-esteem exists when children believe that they are able to identify and achieve their own goals. It helps them to feel capable and confident.

Positive relationships The close relationships with other children and the professionals and teachers at daycare and school show children that they are valued and listened to. They experience care, attention, recognition and emotional support.

Intellectual stimulation is created in younger children through play-based learning and free play, and increasingly in schoolchildren through exercises, activities and tasks that arouse interest and have a mentally stimulating effect.
More on daycare centers and schools as safe places

Social-emotional learning

Through the targeted promotion of social-emotional skills, children develop skills that et al. are necessary for dealing with the own feelings, the positive interaction with others or also the solution of problems and conflicts.

Read more here

Here are some examples of current project implementations

Transition
Daycare elementary school

to the program

Safe
Learning environment

to the program

If you would like to find out more about our project work, please take a look at the website of International Rescue Committee Germany um.

Take a moment and think about which child from your work context would benefit from practicing affirmations. Then take a look at the Affirmation card set of the Vor-Sprung project and select a card that suits this child. Think about how you can use this card to work together with the child. Again, use the pen and paper you have provided

 

The child I'm thinking of always tries very hard not to make mistakes. If he does make a mistake, the reaction is very strong. The child often reacts with great anger, which it directs at itself and sometimes also at others.

Please take a moment and have a look at the Affirmation card set of the Vor-Sprung project.

Then select a card that suits this child. Think about how you can use this card to work together with the child. Again, use the pen and paper you have provided.

Take a moment to answer the following questions about the affirmation you have chosen. You are welcome to use the pen and paper provided.

➡️ Which affirmation have you chosen?

➡️ How does the selected affirmation make you feel?

➡️ What negative belief could be behind this affirmation? Or how could you reformulate the selected affirmation into a negative one?

➡️ Can you remember where this negative belief came from? From your parents? From school?

➡️ Where does this negative belief limit you? Where does it make your life difficult or prevent you from doing something?