The Importance of Addressing Wellbeing to Achieve Learning Outcomes in Crisis Contexts

• In Event: Supporting children’s mental health, psychosocial wellbeing, social, emotional and academic learning outcomes in crises

Proposal

USAID has long supported initiatives that increase access to mental health services given how critical mental health and overall wellbeing are for achieving longer-term development goals. Our years of programming in many country contexts have highlighted the ways that positive mental health allows people to more readily cope with stressors and adapt to change, which is critical for strengthening the resilience of communities and systems, especially in contexts affected by conflict and crisis. USAID’s recently published Mental Health Position Paper outlines four key principles that guide our work, specifically our commitment to: 1) promote sustainable enabling environments that support mental health, 2) apply contextually-appropriate approaches developed in partnership with local communities, 3) actively promote the use of ethics, human rights, and Do No Harm practices, and 4) address key barriers to effective programming, including mental health stigma and the need to diversify and strengthen partnerships. Within our work in education, we recognize that addressing mental health needs is critical to fostering positive educational and other outcomes facilitated through education systems. Within these systems, schools and/or safe learning spaces are a core aspect of life for children and adolescents, where key social, cognitive, and emotional development occurs.

For many children and adolescents living in conflict-affected areas and LMICs, schools can provide stability and support and often offer access to additional social or health services. However, we need to think beyond the role of the school in promoting wellbeing, as there are key factors aligned with each of the four key principles outlined in our Mental Health Position Paper. This presentation will provide an overview of key considerations for designing, implementing and monitoring education programs in crisis and conflict-affected contexts that respond to the mental health needs of children, adolescents, teachers and communities. The presentation will begin with a description of each of the four principles of USAID’s approach to mental health programming. Next, the presenter will describe how each principle translates into practice, and offer promising approaches for integrating mental health components in education programs. The promising practices will focus on the connection between mental health interventions- including social emotional learning- and improved foundational skills outcomes. Also included will be examples of student-level and teacher-level interventions, with a focus on play-based learning, as well as practices for engaging community members. Throughout the presentation, the presenter will address how the Inter-agency Standing Commitee’s six domains of mental health and psychosocial support (MHPSS) link with USAID ‘s approaches, allow for profound analysis of the overlaps and synergies between SEL and MHPSS.

Author

• Julia Finder Johna, United States Agency for International Development USAID