Safe (learning) places

Healing Classrooms offer children and young people a safe and familiar place to learn and cope with the effects of conflict. The focus is on five factors. On this page you will find out what they mean in detail and some suggestions on how to use them. in practice can implement. We have also compiled some in-depth literature for you. You can find further background information and suggestions in our handbook.  

The establishment one safen Learning environmentenvironment can be achieved by promoting

following five Protectionactors succeed: 

Strengthening the sense of control

    Creating a sense of belonging

      Strengthen self-esteem

      Promoting positive relationships

      Promote intellectual stimulation

      Click on the icons or keep scrolling, to find out more about the individual protection factors. You can find detailed information and further materials in our Material pool and Manual.

      Strengthening the sense of control

      The feeling of stability and reliability makes children and young people feel safe and protected. Entering or returning to a supportive and structured learning environment creates a routine for children and young people and gives them a sense of control over their day. This sense of control is fostered by establishing predictable conditions so that children and young people know what to expect and what is expected of them. In two Videos see different approaches to how educational professionals strengthen children's and young people's sense of control.

      Further reading
      • Machel, G. (1996). Impact of Armed Conflict on Children. United Nations Department for Policy Coordination and Sustainable Development.
      • Lachman, M. E. and Weaver, S. L. (1998). The Sense of Control as a Moderator of Social Class Differences in Health and Well-Being. Journal of Personality and Social Psychology. 74 (3), 763-773.
      • Kos, A. M. and Derviskadic-Jovanovic, S. (1998). What Can We Do to Support Children Who Have Been Through War? Forced Migration Review. 3.

      Creating a sense of belonging

      A sense of belonging to a group, such as a class, makes children and young people feel included, accepted and welcome. Knowing that they have a supportive network at their disposal increases their sense of well-being and helps children and young people to cope with stress and regain confidence. When children and young people feel connected to their environment, they internalize shared values, develop increased self-esteem, respect for themselves and others and demonstrate better educational outcomes. The Videos show practical approaches that help to create a sense of belonging. 

      Further reading
      • Hobfall, S. E. et al. (2007). Five Essential Elements of Immediate and Mid-Term Mass Trauma Intervention: Empirical Evidence. Psychiatry. 70 (4), 283-315; Shaw, J. A. (2003). Children Exposed to War/Terrorism. Clinical Child and Family Psychology Review. 6 (4), 237-246.
      • Osher, D. et al. (2010). How Can We Improve School Discipline? Educational Researcher. 39 (48); Perry, C. M. (1999). Proactive Thoughts on Creating Safe Schools. School Community Journal. 9 (1), 9-16 URL: https://www.researchgate.net/publication/242530939_How_Can_We_Improve_School_Discipline [as of 26. 10. 2020].
      • Elias, M. J., Zins, J., and Weissberg, R. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Virginia: Association for Supervision & Curriculum Development.
      • Willms, J. D. (2000). Student Engagement at School: A Sense of Belonging and Participation. Organization for Economic Co-operation and Development. OECD Publishing.
      • Kim, D., Solomon, D., and Roberts, W. (1995). Classroom Practices that Enhance Student's Sense of Community. This paper was presented at the annual conference of the American Educational Research Association, San Francisco, CA.

      Strengthen self-esteem

      When children and young people develop self-esteem, they feel capable and confident. They are proud of themselves and their abilities and are confident that they can achieve their goals or influence events in their lives. Traumatic experiences can lead to a loss of self-confidence and a feeling of not being able to control events that occur. Adult caregivers can help to strengthen the self-esteem of children and young people. They can point out that they already have the necessary skills to solve problems and overcome adversity. Click on the Videos, to see two practical approaches that you can use to strengthen the self-esteem of children and young people.

      Further reading
      • Bandura, A. (1994). Self-Efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior. 4, 77-81. URL: https://www.uky.edu/~eushe2/Bandura/BanEncy.html [As of: 26. 10. 2020].
      • Hobfall, S. E et al. (2007). Five Essential Elements of Immediate and Mid-Term Mass Trauma Intervention: Empirical Evidence. Psychiatry. 70 (4), 283-315.
      • Purkey, W. W. (1970). Self Concept and School Achievement. Englewood-Cliffs, N. J.: Prentice-Hall, Inc.

      Promoting positive relationships

      Positive relationships are an essential component of children and young people's well-being. When they build positive relationships with other children and young people as well as educational professionals, they feel that they are valued and listened to and experience care, love, recognition and emotional support. They deepen their confidence, self-esteem and communication skills. Positive relationships with adults are also an important part of the psychosocial development of children and young people, especially when they are are affected by traumatic experiences or if they have lost their relationships with their environment and important adult caregivers due to hardship. In these cases, the relationship with educational professionals can become all the more important. A healthy relationship with a professional can help children and young people regain trust and mitigate some of the harmful effects of toxic stress. And here are the Videos. 

      Further reading
      • Barenbaum. J, Ruchkin, V. and Schwab-Stone, M. (2004). The Psychosocial Aspects of Children Exposed to War: Practice and Policy Initiatives. Journal of Child Psychology and Psychiatry. 45 (1), 41-62; Machel, G. (1996). Impact of Armed Conflict on Children. United Nations Department for Policy Coordination and Sustainable Development.
      • Kostelny, K. and Wessells, M. (2008). The Protection and Psychosocial Well-Being of Young Children Following Armed Conflict: Outcome and Research on Child-Centered Spaced in Northern Uganda. The Journal of Developmental Processes. 3 (2), 13-25; Kos, A. M. and Derviskadic-Jovanovic, S. (1998). What Can We Do to Support Children Who Have Been Through War? Forced Migration Review. 3.
      • Brown, J. L., Jones, S., LaRusso, M. D., and Aber, J. L. (2010). Improving Classroom Quality: Teacher Influences and Experimental Impacts on the 4Rs Program. Journal of Educational Psychology. 102 (1), 153-167
      • Ferrer-Chancy, M. and Fugate, A.( 2002). The Importance of Friendship for School-Aged Children. The Institute of Food and Agricultural Sciences Extension at the University of Florida. URL: http://www.centrocies.com.mx/wp-content/uploads/2014/01/friendship-children.pdf [As of: 26. 10. 2020].
      • McCombs, B. L. and Miller, L. (2007). Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation, Learning, and Achievement. Thousand Oaks, CA: Corwin Press.

      Promote intellectual stimulation

      Intellectual stimulation is promoted through exercises, activities and tasks that arouse interest and have a mentally stimulating effect. Children and young people are given the opportunity to develop and learn effectively and can gain pride and self-confidence through their progress. Research shows that children and young people living in conflict areas believe that they can achieve a better future through learning. So for them, learning is a constructive use of their time that has a positive impact on their lives. Encouraging children and young people's interest through engaging materials and lessons adapted to their learning behavior can trigger more positive emotions. You can find ideas for promoting intellectual stimulation in the classroom in these Videos. 

      Further reading
      • Winthrop, R. and Kirk, J. (2008). Learning for a Bright Future: Schooling, Armed Conflict, and Children's Well-Being. Comparative Education Review. 52 (4), 639-661.
      • Machel, G. (1996). Impact of Armed Conflict on Children. United Nations Department for Policy Coordination and Sustainable Development. Willis, J. (2007). Brain-Friendly Strategies for the Inclusion Classroom. Virginia: Association for Supervision & Curriculum Development.
      • Benware, C. A. and Deci, E. L. (1984). Quality of Learning with an Active Versus Passive Motivational Set. American Educational Research Journal. 21 (4), 755-765.
      • Winthrop, R. and Kirk, J. (2008). Learning for a Bright Future: Schooling, Armed Conflict, and Children's Well-Being. Comparative Education Review. 52 (4), 639-661.

      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?