Summary
The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises. To clarify, the term “education in emergencies” refers to the educational responses—formal and non-formal—that are appropriate in immediate and sudden emergencies, and to the provision of education during chronic crises and early postcrisis reconstruction phases (International Network for Education in Emergencies [INEE], 2010; UNESCO, 2006).
This Background Paper was commissioned by the INEE Education Policy Working Group (EPWG) and INEE Standards and Practice Working Group (SPWG). Vania Alves wrote this background paper, which was conceptualized by members of the INEE Education Policy Working Group and the INEE Standards and Practice Working Group, and managed by Laura Davison and Arianna Pacifico (INEE). Additional input and guidance was provided by the INEE Secretariat, the INEE EPWG, the INEE SPWG and a number of external experts on mental health, child protection and psychosocial support. We are grateful to members of the SEL Community of Practice and the Inter-Agency Standing Committee (IASC) Reference Group on Mental Health and Psychosocial Support for their input to this background paper.onal Learning for Children and Youth in Emergency Settings
