Ajyal is supporting the implementation of the evidence-based Socio-Emotional Learning (SEL) Model and the edutainment approach to education in 12 UNRWA schools in Gaza’s Al-Bureij refugee camp. The project upskilling 348 teachers in SEL and edutainment. All staff in these schools are receiving the training, creating continuity and consistency in educational approach, and ensuring a wide-reaching and sustainable impact for current and future students. This initiative is directly benefitinf 11,315 children aged 6 to 14 years old; 456 high-risk children and their parents are receiving direct and tailored support. This intervention aims to improve children’s well-being and educational outcomes by developing an enabling, supportive, and creative educational environment.
This project is generously supported by Al Madad Foundation
BJ, Al Bureij refugee camp, Gaza
"Before joining the SEL programme, BJ was withdrawn and struggled socially. It was difficult for him to interact with his classmates, and he struggled to communicate with his teachers, which affected his academic achievement.
At first, B.J. would always sit alone during activities. I began to use some of the SEL and edutainment strategies and activities to encourage his participation, such as examining feelings, emotional expression, and ice breaking activities. I noticed a change in B.J., he began to participate more, albeit it cautiously. I also gave him leadership tasks, such as being the group leader and the teacher’s assistant. Subsequently I noticed an increase in confidence; he began to speak and express himself more, to take the initiative to participate in activities, and he began to help his classmates during activities. Furthermore, the remedial classes have led to a noticeable improvement in his grades.
B.J’s parents noticed a positive change in his behaviour, the vocabulary he uses, and he is interacting more and more integrated in the family environment, as a result of his participation in the SEL programme." BJ's teacher
JM, Al Bureij refugee camp, Gaza
"J.M was socially withdrawn, she did not interact with her classmates, nor did she want to participate in class activities, and she had a low academic achievement. As a result of the SEL training, I became more involved with her mother to find ways of providing her daughter with socio-emotional support and supporting her academically.
J.M participated in many SEL activities during the remedial classes, including ice breaking, emotional expression, and group activities, and other educational games which utilised singing and drama.
After a short period of working with J.M, I noticed a change in her personality and behaviour; she began to actively participate with the group and the activities, and she seemed eager to attend class and to learn as she would wait for the class to begin with a big smile on her face. She also began to take on a leadership role within the group. Consequently, an improvement was seen in her academic achievements. J.M’s mother also noticed a positive change in her daughter’s behaviour and personality, and an improvement in her academic achievements. She expressed gratitude to the school team for the work they have done with her daughter." JM's teacher
S.H., Al Bureij refugee camp, Gaza
"S.H academically struggled with reading and writing and was socially withdrawn. As we began to implement the SEL activities, S.H refused to participate, saying things such as ‘I do not like to play.’ Using the SEL theory, I encouraged him to participate by working with his personality and focusing on and enhancing his strengths. I also used SEL activities to encourage his participation and bring him into the group – this included welcome games, examining feelings, emotional expression, and movement games. Consequently, his participation in activities and engagement with classmates and his teacher gradually increased. S.H also began to express and talk about his feelings. Applying the SEL theory in class has increased S.H’s self-confidence and helped him overcome difficulties. I asked him what he feels has changed for him since participating in the programme and he replied, ‘everything has changed.’
An improvement was seen in S.H’s academic achievements, notably in his reading and writing ability. During the parent workshop, S.H’s mother spoke about the importance of this project and the positive impact it has had on her son, saying that he has become more enthusiastic about studying and demonstrates an increased love for school." S.H's teacher