INEE Guidance Note: Psychosocial SupportThis Inter-Agency Network for Education in Emergencies (INEE) Guidance Note addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts. Although many resources specific to psychosocial programming exist, including the foundational guidance for the humanitarian sector referenced in this document, INEE members working in contexts as diverse as the Ebola crisis in West Africa, the aftermath of the Nepalese earthquake, and the ongoing Syrian crisis expressed a need for PSS guidance that was specifically oriented to the education sector. This INEE Guidance Note encourages more intentional and consistent implementation of practical, goodquality psychosocial interventions on the education frontlines by teachers, education administrators, parents, counselors, peers, ministries, and other education personnel in three concrete ways:

• The Guidance Note clarifies the education sector’s importance in supporting
the psychosocial wellbeing of children and youth.

• The Guidance Note provides educators with practical tips and advice about
how to integrate PSS into formal and non-formal education efforts.

• The Guidance Note highlights linkages between PSS in education and other

This Guidance Note was developed for all professionals who carry out or support formal and non-formal educational activities for children and youth during humanitarian crises. Relevant implementation contexts include political conflicts, violence-affected regions, man-made and natural disasters, and countries or regions experiencing a health crisis. The Guidance Note specifically focuses on the needs of front-line humanitarian and education practitioners, including school teachers, principals, and counselors, education district administrators, and managers of child-friendly spaces (CFS). It is also useful to government entities, policy-makers, community groups, humanitarian workers, parents, peers, and families for planning, programming, policy, and advocacy purposes, and to mechanisms such as the Education Cluster and other education coordination or working groups. The content is also useful for those working in related sectors, including protection, child protection, mental and public health, and so on.


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