Core Competencies for Primary School Teachers in Crisis Contexts

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Day 2
Child Protection, Well-being and
Inclusion
Session 1: Child Protection

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 Session 1 Objectives
By the end of this session you will be able to:
• Describe the roles and responsibilities of teachers as
duty-bearers to protect the rights and well-being of
children.
• Identify, monitor and respond to signs of distress in
students.
• Use appropriate referral mechanisms to support
vulnerable students.
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Reflect
How would you describe a child that is ‘well’?
How do they feel? How do they act and
interact?

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Well-being terms and definitions
Physical Well-being Freedom from harm and physical abuse.
Having all basic human needs met (water,
food, shelter, etc). The ability to play and
be physically active.
Emotional Well-being Having a positive state of mind. Feeling
safe and supported; being able to feel
and express a range of emotions and to
cope with everyday life.
Social Well-being Being part of a supportive environment
where people live peacefully and
equally.The ability to form positive social
relation with peers and adults.
Cognitive Well-being To feel confident and to value and accept
yourself. Having opportunities to learn
and develop and to pursue goals.

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Child Needs
Head: What does a child
need mentally/cognitively?

Heart: What does a child

emotionally need?

Hands: What does a child

physically need?

Feet: What does a child

need socially?
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Risk & Protective Factors
How would you define a protective
factor?

How would you define a risk factor?

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Risk & Protective Factors
Protective
- Feeling appreciated
- Rituals
- Social interaction- getting to spend
time with and talking with others
- Feeling supported
- Sense of pride
- Play
- Being a part of a team
- Sense of belonging
- Traditions- connection to culture
Risk
- Safety and security
- Gender discrimination
- Sexual or physical assault
- Corporal punishment or harsh
discipline
- Interrupted education
- Bullying
- Ethnic discrimination
- Missing family/relatives/friends
- Lack of role models
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Risk & Protective Factors
1) What are factors that are specific to girls or
boys?

2) What are the factors the teacher directly

contributed to?

3) What are the factors the teacher could have

impacted or changed? What could the teacher have
done?
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Reflect
What are some signs of distress that
children or students display in your school or
community?

How do you know if something is wrong with

a child in your community?
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Seeking Further Support

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Day 2
Child Protection, Well-being and
Inclusion
Session 2: Safe Spaces - SEL

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Reflect
Answer each of the questions as if you were a
student.

1. WHERE do you feel safe and WHY?

2. WHEN do you feel safe and WHY?
3. WHAT makes you feel safe and WHY?
4. WHO makes you feel safe and WHY?
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 Objectives
By the end of this session you will be able to:

• Explain the importance of using Social-Emotional Learning to

support student well-being.
• Create strategies to incorporate Social-Emotional Learning in
the classroom.

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Social-Emotional Learning
The processes through which children and adults gain and
apply the knowledge, attitudes, and skills necessary to:
• Understand and manage emotions.
• Set and achieve positive goals.
• Feel and show empathy for others.
• Establish and maintain positive relationships.
• Make responsible decisions. 16
 Social-Emotional Strategies
What are some activities you can do with students to practice
each skill?

1. Executive Function
2. Emotional Regulation
3. Positive Social Skills
4. Conflict Resolution Skills
5. Perseverance
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Benefits of Social-Emotional Learning

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Day 2
Child Protection, Well Being and
Inclusion
Session 3: Positive Discipline

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 Objectives
By the end of this session you will be able to:

• Create a strong classroom community through

effective classroom management strategies.
• Use positive discipline to address misbehavior.

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Corporal Punishment
Why do some teachers use corporal
punishment?

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Corporal Punishment
1. What do we mean by corporal punishment?
2. Why is corporal punishment harmful?
3. What are the alternatives to corporal
punishment?

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 Clear Expectations

Positive Routines
 
Discipline The Big 5
Principles of
Classroom
Management
 

Positive Engagement
Reinforcement

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Positive Discipline Role-play
Participants will complete the role-play in 3 groups.
• One participant will play the teacher
• Three participants will play the misbehaving students
• Each group will act out their assigned scenario

Key Questions:
1. What did the teacher do well?
2. What could the teacher have done differently?
3. What proactive strategies could the teacher use to prevent this
type of behavior in future?
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