Priorities and Topics |
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The earthquakes centered in Kahramanmaras on February 6, 2023, according to official statements, resulted in the loss of more than 50,000 lives and caused significant destruction in residential areas. Following the earthquake, education was disrupted, with many schools collapsing or sustaining damage. In our country and in many others, the provision of human resources proficient in administering psychosocial interventions following disaster events is limited. Both public institutions and civil society organizations deploy this qualified workforce to the disaster-affected areas. This was also the case following the earthquakes centered in Kahramanmaras. Psychosocial intervention teams were directed to the disaster zone. However, there is a significant group that often gets overlooked: children and youth who are forced to migrate after the disaster.
After disasters, especially rural areas experience significant migration. The main reason for this is that families who have lost everything find it easier to establish a new life in rural areas where living conditions are relatively easier (due to factors such as lower house rents, food availability, etc). However, migrating children and youth carry their fears, anguish and grief with them. Such situations, which lead to early school leaving, are also valid for refugee families and their school-aged children. Teachers have a widespread professional network. As there is a school in every type of settlement, teachers are employed. The most common profession encountered by children migrating after disasters and/or refugee children is once again teachers. For these reasons, the primary target group of our project is teachers. In short, our project aims to firstly ensure the psychological resilience of teachers themselves, and subsequently to elevate them to a level of psychological literacy that will contribute to the children and youth described above. Therefore, our first priority selected is "Supporting teachers, school leaders and other teaching professions".
Our project, which focuses on children, affected by disasters and refugee children who are often subject to early school leaving and the psychosocial problems they face, directly overlaps with the priority of "Tackling learning disadvantage, early school leaving, and low proficiency in basic skills". Our project aims to promote social inclusion and equality, contributing to the creation of inclusive educational environments. Therefore, the project directly addresses one of the horizontal priorities of the Erasmus+ Program, "Inclusion and diversity in all fields of education, training, youth and sport".
After disasters, especially rural areas experience significant migration. The main reason for this is that families who have lost everything find it easier to establish a new life in rural areas where living conditions are relatively easier (due to factors such as lower house rents, food availability, etc). However, migrating children and youth carry their fears, anguish and grief with them. Such situations, which lead to early school leaving, are also valid for refugee families and their school-aged children. Teachers have a widespread professional network. As there is a school in every type of settlement, teachers are employed. The most common profession encountered by children migrating after disasters and/or refugee children is once again teachers. For these reasons, the primary target group of our project is teachers. In short, our project aims to firstly ensure the psychological resilience of teachers themselves, and subsequently to elevate them to a level of psychological literacy that will contribute to the children and youth described above. Therefore, our first priority selected is "Supporting teachers, school leaders and other teaching professions".
Our project, which focuses on children, affected by disasters and refugee children who are often subject to early school leaving and the psychosocial problems they face, directly overlaps with the priority of "Tackling learning disadvantage, early school leaving, and low proficiency in basic skills". Our project aims to promote social inclusion and equality, contributing to the creation of inclusive educational environments. Therefore, the project directly addresses one of the horizontal priorities of the Erasmus+ Program, "Inclusion and diversity in all fields of education, training, youth and sport".
