Enrollment in education in developing countries has increased, but still millions of children remain out of school. Humanitarian crises tend to be long, extremely complex and difficult and therefore affect well-being and education over a long period. Half of out-of-school children live in conflict-affected areas. Most refugee adolescents and youth are out of school. It is important to improve access to quality education in emergencies. Improving well-being is equally important. These two can go hand in hand. Quality education and enhanced learner and teacher well-being contribute to the same end: the resilience of children, youth, communities and societies. Quality education and psychosocial support create conditions for improved learning for children and youth affected by crisis.
Globally, there has been growing attention to well-being and psychosocial support in humanitarian situations. In its Global Strategy, Finn Church Aid (FCA) articulates a strong vision of resilient and just societies where every-one’s right to peace, quality education and sustainable livelihoods is fulfilled.
This document develops the use of the Community Based approach to Psychosocial Support (CBPS) in educational settings and presents FCA’s experiences in improving well-being through education in various countries.