Teacher Support, Psychosocial Care and Learning Recovery in Amman

Programme Overview

Conflict and widespread displacement create severe disruption to basic education systems, placing extraordinary psychological pressure on educators and young learners.⁣​‌​‌​​‌​​‌‌​‌​‌‌​‌‌​‌‌​​​‌‌‌​‌‌​​​‌​‌‌‌​​​‌‌​​​‌​‌‌‌‌​​​​‌‌​‌​​‌⁣ In acute emergencies, primary school teachers often serve as frontline caregivers without adequate preparation in mental health and psychosocial support. This four-day programme in Amman delivers structured capacities for education authorities and technical teams to reinforce primary teaching personnel, mitigate classroom trauma, and implement structured learning recovery interventions within fragile and crisis-affected operational contexts.

Participants explore practical coaching frameworks, teacher well-being strategies, and non-clinical psychosocial interventions aligned with international standards for education in emergencies. The curriculum focuses on equipping primary school teachers with tools to recognise stress behaviours, stabilise classroom environments, and manage diverse developmental needs under emergency conditions. By prioritising educator well-being, the course enables institutional supervisors to establish sustainable peer-to-peer mechanisms that prevent burnout and sustain teaching quality during prolonged humanitarian crises.

Through applied exercises, attendees develop contextualised classroom management protocols and foundational learning remediation plans suitable for displaced and host-community children. The course bridges systemic education planning with classroom-level practice, drawing on internationally recognised tools to restore routine, structure, and foundational learning. Education personnel leave equipped to design, monitor, and scale up teacher-centred support networks that directly support institutional recovery mandates and donor-financed emergency operations across affected regions.

Prolonged armed conflict in Sudan has caused acute system-wide disruption to basic education, displacing millions of children and placing immense personal and professional strain on the surviving teaching workforce.⁣​‌​‌​​‌​​‌‌​‌​‌‌​‌‌​‌‌​​​‌‌‌​‌‌​​​‌​‌‌‌​​​‌‌​​​‌​‌‌‌‌​​​​‌‌​‌​​‌⁣ In line with the operational priorities of the Sudan Primary Education Emergency Support Project, emergency interventions must look beyond physical infrastructure to stabilise the human resources driving learning recovery. Restoring safe learning environments requires urgent investment in teacher coaching, stress reduction, and remedial instruction to prevent irreversible learning loss and support the immediate psycho-social stabilization of vulnerable primary school populations.

Delivered by Risalat Consultants International in Amman, Jordan, it combines expert-led sessions, real cases and group work, so that participants can apply what they learn in their own institution.

The Programme Strengthens Institutional Capability

• Analysis of conflict-induced trauma on primary education systems and workforce attrition
• Overview of Inter-agency Network for Education in Emergencies standards for educator well-being
• Differentiating clinical mental health interventions from primary school psychosocial support
• Stress recognition and institutional burn-out mitigation strategies for frontline teachers
• Establishing contextualised teacher peer-support circles and professional networks
• Identifying behavioural manifestations of severe stress and distress in primary pupils
• Classroom-level trauma mitigation: creating predictable, safe, and nurturing environments
• Positive discipline alternatives to address stress-induced behavioural disruption
• Service planning and management
• Quality improvement and standards
• Human resources and workforce planning
• Financing and budgeting for services

It is designed for teacher training advisors from ministries of education, primary school inspectors and pedagogical supervisors, educational psychologists and school counsellors and others who want practical, current skills in health, education and social services.

The Growing Importance of Teacher Support, Psychosocial Care and Learning Recovery in Amman

Health, education and social services reach people directly, and their quality depends on planning, management and the use of evidence. Governments and partners expect better results from limited budgets.

Leaders and managers in these sectors face rising demand, staff shortages and new technologies. Strong management skills help institutions plan services, use resources well and show results.

Organisations increasingly require professionals capable of:

• Plan and manage services to meet demand
• Improve quality against standards
• Manage staff and resources effectively
• Use data to guide decisions
• Work with communities and partners

Strong health, education and social services systems help organisations:

• Deliver better services to more people
• Use budgets and staff efficiently
• Meet quality standards
• Show results to government and partners

This Teacher Support, Psychosocial Care and Learning Recovery in Amman programme brings these elements together in a practical format, so that participants understand not only what good practice looks like but also how to introduce it in their own setting, with the people and resources they have.

Who Should Attend This Teacher Support, Psychosocial Care and Learning Recovery in Amman Training?

This programme is designed for:

• Teacher training advisors from ministries of education
• Primary school inspectors and pedagogical supervisors
• Educational psychologists and school counsellors
• State and provincial basic education directors
• Education in emergencies technical specialists
• Curriculum developers working on accelerated learning
• Project officers from UN agencies managing education portfolios
• Field coordinators from non-governmental organisations
• Monitoring and evaluation officers tracking educational quality
• Service managers and administrators
• Directors and senior officials
• Planning and policy officers

The programme suits experienced professionals as well as those moving into new responsibilities. Groups that mix institutions and countries are encouraged, because participants learn a great deal from each other’s experience.

Teacher Support, Psychosocial Care and Learning Recovery in Amman Training Objectives

Upon successful completion of this Teacher Support, Psychosocial Care and Learning Recovery in Amman Training, participants will be able to:

• Analyse the impact of acute crisis and displacement on primary school teaching forces and learning environments
• Apply Inter-agency Network for Education in Emergencies minimum standards to teacher management and well-being
• Design peer-to-peer coaching mechanisms to sustain educator psychosocial welfare in fragile settings
• Develop non-clinical, classroom-based trauma mitigation strategies for primary school children
• Formulate structured remedial instruction plans for foundational literacy and numeracy recovery
• Establish institutional monitoring tools to assess teacher well-being and classroom climate indicators
• Construct operational implementation guides for rapid roll-out across emergency-affected basic schools
• Explain the main challenges facing their sector
• Plan services that match demand and resources
• Apply quality improvement methods

Each objective is practised during the programme through exercises, cases or group work, so that participants leave able to do it, not only to describe it.

Programme Contents and Structure

Teacher Support, Psychosocial Care and Learning Recovery in Amman Training Methodology

The training employs an applied, participatory approach structured around real-world scenarios from conflict-affected primary education systems.⁣​‌​‌​​‌​​‌‌​‌​‌‌​‌‌​‌‌​​​‌‌‌​‌‌​​​‌​‌‌‌​​​‌‌​​​‌​‌‌‌‌​​​​‌‌​‌​​‌⁣ Participants engage in interactive case studies, peer coaching simulations, and collaborative policy drafting to adapt international standards directly to their operational realities. Daily sessions combine technical inputs with practical group exercises that produce tangible templates, ensuring immediate utility for emergency recovery projects.

The programme combines:

• Expert-led sessions on current practice
• Regional and international case studies
• Group work and practical exercises
• Simulations and role plays where relevant
• Discussion of participants' own challenges
• Peer learning across institutions and countries
• Practical tools and templates to take back to work
• Daily reflection and action planning

Before the programme, a short pre-assessment helps the facilitators understand each participant’s role and priorities, so that examples and exercises can be adjusted to the group. Each day ends with a short reflection in which participants note what they will apply at work.

Expected Outcomes

Upon completion of this Teacher Support, Psychosocial Care and Learning Recovery in Amman Training, participants will be able to:

• Enhanced competency in applying trauma-informed coaching models for primary school educators
• Actionable strategies to establish sustainable teacher peer-support networks in schools
• Proficiency in non-clinical stress reduction tools tailored for crisis-impacted classrooms
• Validated remedial frameworks to recover foundational literacy and numeracy losses
• Practical assessment rubrics for supervisors to evaluate classroom psychosocial climate
• A completed institutional action plan ready for integration into ongoing emergency projects
• Plan services to meet demand
• Improve quality against standards

Participants leave with a personal action plan and practical tools they can use in their institution from the first week back. Institutions that send several participants can use the programme to agree shared methods and templates across teams, which makes improvements easier to sustain.

Institutional Application of Teacher Support, Psychosocial Care and Learning Recovery in Amman Training

This programme supports organisations in strengthening:

• Service planning
• Quality management
• Workforce management
• Data use
• Partnerships

Participants return with practical tools to improve:

• Service plans
• Quality reviews
• Workforce plans
• Performance reports
• Supply planning

The programme is built so that learning moves from the classroom into the institution. Participants work on their own processes and documents where possible, and leave with an action plan that their managers can review and support.

Regional Relevance & Application

Europe

European institutions apply health, education and social services within detailed regulatory frameworks and reform agendas. Participants from Europe can compare their practice with colleagues from other regions and test how established methods work under different conditions.

Africa

Across Africa, ministries, agencies and project teams working in health, education and social services increasingly operate alongside donor-financed programmes that expect clear systems and evidence. The programme helps participants adapt good practice to the institutions and resources they work with.

Middle East

In the Middle East, national development strategies and diversification plans place growing demands on health, education and social services. Participants explore how to build the capability these plans need inside public bodies and companies.

Asia

Institutions across Asia combine rapid growth with ambitious modernisation programmes. Participants from Asia can share their experience of scaling systems quickly and learn from approaches used elsewhere.

Pacific

Small island and Pacific states face particular constraints of size, distance and capacity. The programme highlights practical, proportionate approaches to health, education and social services that suit smaller institutions.

Holding the programme in Amman, Jordan brings participants together away from their daily pressures, so they can compare how health, education and social services is handled in different settings. The same programme can also be delivered in-house for one institution, in its own country or online, with cases taken from its current work.

Host Country Profile – Jordan

Programmes, Workshops, Exposures, Training Courses in Amman, Jordan by Risalat Consultants International

Studying away from their own country gives participants time to focus, a fresh view of their own institution and the chance to build a network with colleagues from other countries.

Teacher Support, Psychosocial Care and Learning Recovery in Amman Training Deliverables

Participants receive support before, during and after the programme, so that preparation, learning and follow-up form one continuous experience.

Before the Programme

• Participant Pre-Assessment
• Teacher Support, Psychosocial Care and Learning Recovery in Amman Readiness Assessment
• Teacher Support, Psychosocial Care and Learning Recovery in Amman Resource Pack
• Preparatory Reading Materials
• Complimentary Visa Support & Advisory

During the Programme

• Airport Pickup & Welcome Assistance
• Accommodation with Breakfast
• Welcome Networking Dinner
• Risalat Training Kit (Bag, Bottle, Mug, T-Shirt, Cap, Passport Cover, Pens, Notebook, Magnet & Keychain)
• Comprehensive Teacher Support, Psychosocial Care and Learning Recovery in Amman Training Manual
• Service Planning Template
• Quality Improvement Plan Template
• Workforce Planning Template
• Performance Dashboard Template
• Practical Workshops & Simulations
• Group Discussions & Peer Learning
• Daily Lunch and Refreshments
• Full Access to Training Venue Facilities
• Mini Pad / Tablet with Digital Learning Materials
• Field Visit (where applicable)
• Entertaining City Tour

After the Programme

• Certificate of Completion
• Risalat Programme Participation Recognition Award
• Post-Training Reference Materials
• Service Review Checklist
• Improvement Tracking Sheet
• Post-Training Support & Follow-Up Guidance
• Programme Report

Institutions can also request a tailored in-house version of this programme, delivered at their premises or online. Request a proposal.

Common Challenges in Teacher Support, Psychosocial Care and Learning Recovery in Amman, And How This Training Helps

How can institutions plan and manage services to meet demand?

The programme addresses this directly on the first day (Day 1: Foundations of Psychosocial Support and Teacher Well-Being in Crisis Contexts), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.

How can institutions improve quality against standards?

The programme addresses this directly on the second day (Day 2: Trauma-Informed Classroom Management and Child Protection), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.

How can institutions manage staff and resources effectively?

The programme addresses this directly on the third day (Day 3: Learning Recovery and Foundational Pedagogy under Emergency Conditions), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.

How can institutions use data to guide decisions?

The programme addresses this directly on the fourth day (Day 4: Supervision Models, Institutional Monitoring and Action Planning), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.

How can institutions work with communities and partners?

The programme addresses this directly on the first day (Day 1: Foundations of Psychosocial Support and Teacher Well-Being in Crisis Contexts), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.

Frequently Asked Questions

When and where does the Teacher Support, Psychosocial Care and Learning Recovery in Amman programme take place?

It runs from 21 Jun 2027 to 24 Jun 2027, in Amman, Jordan. The registration deadline is shown at the top of this page.

Who should attend?

The programme is designed for teacher training advisors from ministries of education, primary school inspectors and pedagogical supervisors, educational psychologists and school counsellors, state and provincial basic education directors, and others who want practical skills in health, education and social services.

Will I receive a certificate?

Yes. Participants who complete the programme receive a Certificate of Completion from Risalat Consultants International.

Can this programme be delivered for our institution only?

Yes. We can deliver a tailored in-house version at your premises, in another city or online, built around your own cases. Use the proposal request on this page.

Do I need prior experience in health, education and social services?

No specialist background is required beyond experience in a related role. A short pre-assessment helps the facilitators adapt the sessions to the group.

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