EDUCATION AND CHILD PROTECTION: Supporting Integration

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HOW TO USE THE GUIDANCE

AGENDA

1. Welcome and Introductions
2. Overview of the CPHA-EiE Initiative
3. Snapshots of CPHA-EiE integration from partners
1. Lessons Learned and Applied, IRC Ethiopia, Yidnekachew Fekadu
2. Collaborative Processes, ChildFund Sri Lanka, Jagath Kusumsiri & Suvishmi Nirmani
4. The new CPHA-EiE Web Portal
5. Q&A
6. Next Steps

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INTRODUCTIONS

In the chat, please write your:

• NAME
• MINISTRY, ORGANISATION, or INSTITUTION
• ROLE

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REMINDER: WHY INTEGRATION?

• Integrated programming can improve child well-being
• Integrating child protection elements such as PSS or SEL into education programming can help improve learning outcomes.
• Integrated programming supports and encourages a child-centred approach to humanitarian response which can prevent children and young people ‘slipping through the gaps’ between services and can maximise the impact of multiple sector interventions.
• Child Protection programming can support children and young people to access education and can reduce drop-out
• A focus on improving well-being in family and community ecologies can have a positive impact on learning outcomes
• Integrated programming can be cost effective and prevent duplication.
• Integration aligns with current efforts to transform humanitarian delivery, including the ‘Reset’, the moves to bridge the humanitarian-development/triple nexus, and the localisation agenda.

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CPHA-EIE INITIATIVE

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Education Specialisms

Child Protection Specialisms

There are specialisms within each sector that need to be maintained which also contribute to effective integrated programming.

CPHA-EIE INITIATIVE: TO DATE

Since 2020, INEE and the Alliance have been collaborating on efforts to draw the two sectors together and support joint and integrated programming. With support from the cross-sector multi-agency advisory group, we jointly developed and published:

• The CPHA-EiE Position Paper
• The No Education, No Protection research on the impact of COVID-19
• The Guidance Note supporting integrated Child Protection and Education programming in humanitarian action
• The Joint Pledge at the Global Refugee Forum 2023 supporting integrated approaches in refugee and displacement settings

We also contributed to multiple advocacy papers, technical papers, webinars and ran sessions at INEE and Alliance conferences.

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MAKING THE CASE: ADVOCACY

Resources

• School closures advocacy during COVID (INEE/Alliance)
• Global fora/international pledging conferences
• Global convening spaces
• Policy 
• Blogs, statements, briefings & many more!
• Upcoming FAQ & Evidence Paper��

CPHA-EIE INITIATIVE 2025

Reflecting the current funding crisis and the ongoing humanitarian reset, and after bilateral discussions with key stakeholders, it was determined that this phase of the initiative supporting joint and integrated programming should focus on:

• Localisation – validating needs and co-creating guidance for local actors
• System strengthening – guidance for government services

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To this end we have developed the online web-portal, making tools, guidance and resources easier to navigate and find.

Examples of Programming and Processes

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CHILD PROTECTION INTEGRATION INTO EDUCATION PROGRAMS IN ETHIOPIA

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Lessons Learn and Applied

1. IRC’S HEALING CLASSROOMS

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• What it is: A holistic approach that trains teachers to create safe, predictable, and inclusive learning environments.

• Target: ECCD and first-cycle primary children aged 3–12, along with their teachers in a crisis or post crisis context

• CP Integration:
• Emphasizes emotional safety, routines, and positive relationships.
• Teachers are trained in trauma-informed practices and child safeguarding.
• Promotes resilience and psychosocial recovery for children affected by crisis.

• What teachers do in IRC’s Healing Classrooms: Create predictable routines and welcoming rituals; Use calm corners and emotion check-ins; Integrate play, art, and storytelling for healing; Build trust through positive relationships; Identify and refer protection concerns and Model coping strategies and self-regulation.

LESSONS LEARNED FROM IRC’S HEALING CLASSROOMS (ACROSS YEARS OF IMPLEMENTATION)

• Teachers as Frontline Responders

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• Safe and Predictable Environments Matter

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• Social-Emotional Learning (SEL) Boosts Academic and Psychosocial Outcomes

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• Teacher Well-being Is Foundational

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• Community and Caregiver Engagement Reinforces Impact

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• Adaptability Across Contexts

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STRATEGIC ADDITIONS OVER TIME

Co-Created Class Rules

• Students help shape classroom norms, promoting ownership, accountability, and a sense of control.

2. Safe Learning and Healing Classrooms (SLHS)

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• What it is: A structured model for delivering education and protection services in emergencies by offering a safe space for learning and psychosocial recovery.

• Target: Children aged 6–11 in emergencies, including displaced, refugee, and host community children.

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• CP Integration:
• Combines structured learning with MHPSS, case management, and recreational activities.
• Includes CP referral pathways and caregiver engagement.
• Designed for conflict-affected and displaced children.

• Key Activities in SHLSs:
• Social-Emotional Learning (SEL)
• Foundational Literacy and Numeracy
• Structured Play and Recreation
• Psychosocial Support (PSS)
• Positive Parenting Sessions, AND Protection Monitoring and Referrals

LESSONS LEARNED FROM SHLS IMPLEMENTATION

Integrated Design Drives Holistic Impact

• SHLS works best when education, psychosocial support, and child protection are delivered together.
• Combining SEL, foundational learning, and case management ensures children’s academic recovery and emotional healing.

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Facilitator Capacity Is Key

• Continuous training in trauma-informed approaches, safeguarding, and SEL delivery is essential.
• Facilitators must be supported emotionally and professionally to sustain quality care.

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Community Linkages Strengthen Protection

• SHLS impact increases when linked to CP committees, health services, and schools.
• Caregiver engagement through parenting sessions reinforces protection and emotional support at home

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Inclusivity Enhances Reach

• Adapting SHLS for children with disabilities, gender-specific needs, and diverse backgrounds ensures equitable access.
• Inclusive design fosters belonging and reduces marginalization.

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STRATEGIC ADDITIONS OVER TIME

Structured SEL Curriculum

• Transitioned from informal activities to sequenced, age-appropriate modules on empathy, emotional regulation, and resilience.
• SEL became central to daily routines, improving psychosocial outcomes.

Facilitator Support Systems

• Introduced peer coaching, refresher trainings, and emotional support mechanisms for SHLS staff.
• Improved facilitator retention, morale, and quality of delivery.

Flexibility Enables Timely, Contextualized Support

The fund’s adaptable design allows rapid response to diverse child protection and education needs.

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School Linkages Strengthen Identification and Impact

Teachers and facilitators play a critical role in flagging cases and initiating referrals

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Dignity-Preserving Support Builds Trust

• Providing discreet, needs-based assistance avoids stigma and reinforces community trust in humanitarian actors.

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Clear Criteria and Documentation Ensure Accountability

• Transparent eligibility criteria and itemized support tracking prevent misuse and enhance donor confidence.

Monitoring and Feedback Loops Drive Improvement

• Regular feedback from beneficiaries and frontline staff helps refine fund mechanisms.

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LESSONS LEARNED FROM EMERGENCY CASE FUND

IMPLEMENTATION

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School-Linked Identification Mechanisms

• Shifted from ad hoc referrals to structured identification through teachers, SHLS facilitators, and school-based protection committees.
• Improved reach and accuracy in targeting vulnerable children.

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Integrated Protection Screening

• Enabled early detection of abuse, neglect, and psychosocial distress alongside education needs.

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Rapid Response Triggers

• Developed criteria for urgent disbursement (e.g., child labor risk, medical emergencies, school dropout).

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Flexibility for Local Adaptation

• Allowed regional teams to tailor fund usage based on displacement dynamics, cultural norms, and service availability.

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STRATEGIC ADDITIONS OVER TIME – EMERGENCY CASE FUND

THANK YOU

FOR YOUR ATTENTION

Goal & Objectives of the SEL Program  

Long-Term Goal: To mainstream SEL into primary Education in Sri Lanka, thereby enhancing children’s academic performance, psychological well-being, and protection.

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Project Objectives:

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1. Collaborate with the Ministry of Education to co-create a comprehensive SEL framework.
2. Develop a culturally relevant teacher training package and integrate it into pre- & in-service teacher training.
3. Generate locally-driven evidence through assessments & evaluations.

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Why do Children Need SEL ?

Critical Challenges Facing Sri Lankan Children & Youth

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COMMUNITY BASED RESEARCH IN SRI LANKA

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PARTICIPANTS OVERVIEW

368 Parents & caregivers

157 community Leaders

80 Education officials & Experts

603 Children

304 Teachers & School Directors  

Consultative Workshops with MOE and NIE

• Reviewed formal and nonformal curricular, to assess how SEL is being implemented in schools.
• Identified a set of key SEL skills for children in areas ; social, emotional, values, identity, cognitive, perspectives, and safety.
• Strengths and weakness of SEL in the primary education system .

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Consultative Workshops with Experts, Development Partners, and Corporates

• Experts in psychology, mental health, education, counseling, and child protection
• Development partners (UNICEF, Save the Children, Room to Read, British council, World Vision, Life For Lanka)
• Corporate leaders in Sri Lanka.

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SEL Framework Development Workshop

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• The workshop aimed to develop a SEL framework tailored to the unique needs of Sri Lankan primary school children.

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• Key Elements of the Workshop
• Inputs from school community research
• Contributions from education officials, experts, development partners, and corporates
• Desk review findings
• Curricular review findings
• Consideration of international and local frameworks

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SEL Framework for Primary School Children in Sri Lanka

SEL domains & key skills

SEL domains & key skills

Requirements for Effective SEL Implementation in Schools�

• Teacher Professional Development
• Supportive Environment for Children
• Model SEL Behaviors
• Integrate SEL into Curriculum & Pedagogy
• Meaningful SEL Assessment System
• Activity-Based Learning
• Classroom Norms and High Standards
• SEL-Integrated Assignments
• Guidance and Counseling
• Leadership Opportunities

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Role of Homes & Communities in Supporting SEL�

• Supportive Environment for Children
• Collaboration with schools and communities
• Positive Reinforcement
• Co-curricular & Social Engagement
• Shared Responsibility and Decision-Making

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Thank you!

• Where can I find the web-portal?

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• What is on the web-portal?

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• How do I use the web-portal?

CPHA-EiE WEB - PORTAL

CPHA-EIE WEB-PORTAL

Let’s Jump On!

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• What is an issue or programming approach you are working on?
• Take a moment to orient yourself to the web-portal
• Explore resources uploaded

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CPHA-EiE WEB - PORTAL

Q&A

THANK YOU

To share additional resources to upload or to learn more, please contact:

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Mark Chapple Mark.Chapple@alliancecpha.org

Rachel McKinney rachel.mckinney@inee.org