The Nexus of Social Emotional Learning and Climate Resilence

According to the UN High Commissioner for Refugees (UNHCR), there are over 84 million forcibly displaced people worldwide; it is anticipated that there will be more than 5 million people displaced due to the events in Ukraine. It is predicted that 1.2 billion people could be displaced by climate change and disasters. Nearly 45% of these numbers reflect children who are the most vulnerable; they must learn to be resilient and be able to adapt to difficult situations and circumstances as a result of the trauma they have experienced due to forced migration and becoming displaced persons and refugees due to war, conflict, violence, persecution and climate change. EFAC is actively seeking to contribute to children’s wellbeing through education and empowering them with the needed emotional tools gained through play and activity-based education programs and activities. It is important that children understand how to successfully respond to the complexity of trauma and how they are directly affected by challenges of climate induced migration.  

EFAC programs provide resilience-based education through the lens of climate education that is focused on the wellbeing of teachers, students and their learning environment. It provides solutions that address trauma informed practice with qualitative and quantitative methods and data collection for proven results for scaling and replication throughout learning environments.   

An EFAC program begins with the introduction of the Classroom Growth Chart (CGC). The CGC ascertains and tracks the general emotions being experienced by students within a classroom. The CGC also helps educators identify long-term behavioral improvement of students and the overall positivity shifts by students within classroom by the following indicators:

General condition of the classroom:  Conducted by direct observation and entered into the EFAC LMS. Indicators include: safety, building conditions, resources / learning, and book supply availability, furniture availability, toilet conditions, room temperatures, snack availability, lighting, electricity and wifi services

General condition of the student: Conducted by direct observation and entered into the EFAC LMS; a Student Goal-Setting Chart is completed between the teacher and the student for program management and progress towards achieving: desired student behavior and teacher goals, student engagement in the classroom, teacher expectations and general family support. Indicators: mood, emotions, attitude, tone, self-awareness, self-management, social awareness, relationship skills, responsible decision-making, problem-solving skills, feeling of inclusion, demonstration of respectfulness and sharing behavior   

General condition of the teacher: Conducted by direct interviews and surveys and entered into the EFAC LMS. Indicators: feeling of appreciation, trust, respect, and support by leadership, families, and students

In support of the CGC a Classroom Climate Scale (CCS) is introduced. The CCS provides a tool for teacher’s daily assessment and management of their overall classroom climate to address learning and behavior conditions through a numeric value system. Indicators: achievement of lessons, behavior of students, cooperation of students, classroom disruptions, family feedback.  Identification of learning barriers: Indicators: student attendance, teacher attendance, family support, peer support, professional development coaching in psychosocial skills and trauma informed practice.

Program Schedule: 8 weeks prior to programs start: weekly virtual meetings take place for personnel and program introductions, expectations, planning and logistics.  

Day 1: Classroom observation, Introduction of classroom growth charts, classroom climate scales, program, tools, measurement and evaluations, and trauma-informed teacher trainings (2-4 hours per day plus an outdoor activity). 

Day 2: Construction of Learner Profiles; Student Goal-Setting Charts and determination of teacher conditions

Days 3-4: Trauma-informed training to practice in the classroom (15 activities)

Day 5: Lesson Plan - Foundational Literacy  

Day 6: Lesson Plan - Identifying Your Strengths & Lesson Plan - Overall Well-being

Day 7: Lesson Plan - Bringing Together Your Past and Future & Lesson Plan - Environmental Awareness

Day 8: Lesson Plan - Food Security & Lesson Plan - Adjusting to your Host Country

Day 9: Lesson Plan - Striving for Resilience & Teacher-student check-ins.

Day 10: program transition and review 

12 weeks after program completion: bi-monthly virtual meetings for program maintenance and coaching

EFAC program will serve children and teachers in Yemen, Myanmar, Lebanon, and Greece. Representatives from the Ministry of Education in Yemen have requested EFAC programs for refugees and local children Al Ghaydah  with the possibility of scaling nation-wide in all of their schools; our partners in Myanmar at the Zue Kwat Academy and That Pak Hub, are youth led organizations bringing education to all children nation-wide and they feel EFAC’s programs will be complementary to their programs. In Lebanon, EFAC is partnered with the Greenhouse School for All and they are providing educations services to Syrian Refugees and a growing number of local children in the Beqaa Valley. In Greece, SEL programs are needed for refugees and EFAC is working with the Ministry of Education. are feeling vulnerable, hopeless, and angry having endured trauma that forced them to leave their home countries and starting over in new countries with challenges of integration, inclusion and stability.Our partners indicate that children have experienced the challenges of trauma, disruption in their lives, and are lacking in necessary resilience which often results in behavioral issues. EFAC will bring hope and understanding of self, community, and realization of joy, potential and opportunity. Students will experience play based approaches to education and also learn about their relationship with others. They will become aware of the impact of food and water scarcity and the need to become good stewards of the earth. They will experience activities that will bring together team activities and, in the process, learn about peace and diplomacy. SEL and climate education activities will help displaced children adjust to their new homes. EFAC will work in partnership with local NGOs, university, and/or Ministries of Education.

EFAC staff are experienced and have previously provided education programs at the U.S./Mexico Border; Athens, Chios, Greece; the Beqaa Valley, Lebanon; Istanbul Province, Turkey; Algiers, Algeria; Bangkok, Thailand; Amman, Jordan; and Port-au-Prince, Haiti. The newly developed SEL and climate resilience curriculum has been developed and accessible through in-person, virtual and thumb drive delivery. The program will be transferred to an app for virtual programming. Coordination has already occurred with local NGOs on the ground, university staff and/or Ministries to implement the programs in Yemen, Myanmar, Lebanon, and Greece.

EFAC’s program to combine SEL with Climate Resilience education is innovative, needed by children and their teachers, realizes the responsibility to collect data and to collaborate. Solve provides profound credibility, collaboration and research to add to the greater body of knowledge to support education for those who are most vulnerable and displaced. The proposed EFAC programs will contribute to the research and assessments needed to influence best practices and lessons learned for scale, replication of such programs and add to the publication of academic literature. These efforts must be strategic in nature while being operationally active to address the immediate needs. Small NGOs like Education for All has incredible international and diverse talent in education, social work, trauma response and need the funding opportunity to fully realize our work benefits to make a difference in a positive and unique way.  

EFAC’s program brings the foundation of social emotional learning to displaced and disadvantaged children through a strategy of including climate resilience education in curriculum which highlights the value of self, peaceful relationships with others, and instills global competencies and responsibilities. This is done through unique curriculum, qualitative and quantitative approaches with LMS data collection, and a method and evaluation approach designed for documented results to add to research and literature for replication and scaling as many more learners and teachers are expected to need effective social emotional learning and trauma support.      

EFAC’s impact goals are to instill knowledge and a sense of wellbeing and confidence in displaced and disadvantaged children and their teachers through SEL and climate resilience education. In 2022, we want to effect positive change in 4 countries (Yemen, Myanmar, Greece and Lebanon) and from this program pilot implementation, increase programs into school systems around the world. Ultimately, children will gain self-management skills to control their emotions and become more socially aware by understanding the perspectives of others with empathy and by appreciating diversity. Relationship skills will improve through better communication, enhanced cooperation and conflict resolution. Children will be better able to engage with others in a peaceful, joyful manner while having a better understanding of their overall environment.

EFAC is using qualitative and quantitative methods to evaluate program implementation and progress. This will consist of direct observation, surveys, conversations with stakeholders, reports and evaluations and a LMS for data collection and results. Measurements and assessments will occur in scheduled intervals prior to, during, and after program implementation. Methods of direct contact, virtual follow up and teacher coaching will occur at 30/60/90 days after direct program implementation. 

EFAC introduces social emotional learning and climate resilience education to displaced and disadvantaged students and their teachers; students learn and acquire skills about wellbeing, behavior, feelings, their surroundings and the impact of climate and basic literacy; teachers learn about trauma informed practice and are supported with coaching; children and teachers feel safe during training and are empowered in their classrooms, in their community and in their new host country; children and teachers gain confidence about themselves, an appreciation for their value, an understanding of their potential and the opportunities that await them with increased global competencies.

In many cases, EFAC operates in a low technology environment due to limitations of electricity and wifi in rural, isolated settings. In these cases, we always include hard copy education materials/supplies, books, laptops and thumb drives as a backup. A learning management system and app is currently under development, "Where Friendship Blooms" and it will be used for the SEL and climate resilience program instruction, curriculum and activities. Follow on virtual methods are programmed for program counsel, management, and oversight after full program implementation is completed. All program achievement will be documented through a digital wallet and blockchain method that can be retained by all learners to carry with them during travels, when assimilating into a new host country and documenting their grade level, programs, activities and skills achieved.     

EFAC is firmly committed to ensuring equity and equal opportunity by fostering and cultivating a culture that is dedicated to improving the wellbeing and human condition of all people, welcoming their differences, and where everyone is provided an opportunity to thrive. EFAC team members reflect diversity and are recruited and retained to ensure a balance of representation. We partner with in-country partners who reflect our values.  EFAC has been asked to lead a DEI workshop for Massachusetts Social Work Leaders and has been invited as a consultancy with the American Counseling association.

EFAC is dedicated to creating education opportunities and finding solutions that empower displaced and disadvantaged children in refugee camps and settlements around the world. EFAC focuses on advocacy, capacity building, climate education, and social-emotional learning to enhance the overall well-being of children. We promote the physical, social and cognitive development of all children. Fostering healthy life habits and environmental sustainability are integral parts of our programs to improve conditions for all children so they can become thriving global citizens with global competencies and unlimited potential. EFAC’s methodology is to physically implement training programs in camps and to train local trainers, educators, and caregivers to ensure the program is self-sustaining after EFAC’s staff departs. EFAC continues to mentor, oversee, and support project implementation for a mutually agreed upon pre-determined period to ensure program maintenance meets the education needs and mission. While EFAC is prepared for a low-technology environment, we coordinate remote learning support through innovation, technology and tools. Our programs promote resilience, peace, tolerance, and wellbeing through opportunities of education access, inclusion, and equity. Our programs strengthen personal skills, communications, and social engagement. Our business model as a non-profit was initially as a self-sustaining organization and in 2022 moved to a grant seeking organization. EFAC’s efforts are to have multiple rotating grants with a continuous flow of funding to support programs. For 2022, we are raising funds for four projected projects. The acquired funding will determine the ability to scale and the level of resources we can provide to implement programs.

EFAC as a non-profit will continue to operate from multiple grant funding awards and manage funding to ensure mission accomplishment in addition to compensating a dedicated staff of volunteers. We believe our mission will grow for at least the next five years as the world’s challenges and migration continue to grow in magnitude and complexity. EFAC believes our purpose will be needed, will increase and we will be able to scale accordingly while continuing to be innovative and tenacious in our funding acquisition as we appeal to all sectors of business, civil society and government.

EFAC has successfully provided education programs at the U.S./Mexico Border; Athens, Chios, Greece; the Beqaa Valley, Lebanon using the financial business model of securing grants for specified programs/projects and designing them to meet the needs of the recipients and the grantors.