Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman

Programme Overview

Conflict, forced displacement, and systemic instability severely compromise teaching and learning environments.⁣​‌​‌​​‌​​‌‌​‌‌​​​‌‌‌​​​​​‌‌​‌​‌‌​​‌​‌‌‌​​​‌‌​​​‌​‌‌‌‌​​​​‌‌​‌​‌​⁣ This four-day intensive programme equips education practitioners with the technical competencies required to embed trauma-informed pedagogy into classroom practice. Convening in Amman, participants examine how persistent stress impacts cognitive processing, emotional regulation, and academic retention. The curriculum focuses on operationalising evidence-based psychosocial strategies within everyday teaching routines, moving beyond theoretical frameworks to establish practical, stabilising pedagogical approaches suited for fragile and disrupted educational contexts.

The programme prepares pedagogical leaders to design and deliver robust school-based continuous professional development. Participants learn how to establish teacher peer-learning circles, collaborative coaching mechanisms, and low-burden support networks that function effectively despite constrained institutional resources. By prioritising teacher agency and well-being alongside instructional leadership, the course ensures that educators are not merely instructed on trauma response, but are professionally accompanied as they navigate the complex psychological demands of post-crisis and emergency education.

Working directly with international benchmarks such as the INEE Minimum Standards for Education, participants develop adaptable formative assessment tools and classroom management modules. The course provides structured toolkits for pedagogical supervisors and trainers to monitor psychosocial integration, evaluate student recovery, and support diverse learning needs without stigmatisation. Educators return to their institutions capable of institutionalising resilient teaching standards, fostering safe learning spaces, and driving systematic professional support mechanisms across primary and secondary schools.

Protracted conflict and widespread displacement have disrupted formal schooling across Sudan, placing immense psychological and logistical burdens on educators operating in fragile settings.⁣​‌​‌​​‌​​‌‌​‌‌​​​‌‌‌​​​​​‌‌​‌​‌‌​​‌​‌‌‌​​​‌‌​​​‌​‌‌‌‌​​​​‌‌​‌​‌​⁣ Addressing these challenges aligns directly with the core teacher professional development priorities of major donor-funded interventions, including the Sudan Basic Education Support Project. Public education authorities, international agencies, and non-governmental actors urgently require cadres of master trainers and supervisors who can bridge emergency psychosocial response and structured foundational learning. Delivering contextualised teacher support models now prevents long-term learning poverty and ensures classrooms become safe, stabilising environments for affected children.

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

• Neuroscience of toxic stress: Impact of displacement and conflict on child executive functioning and memory
• The INEE Minimum Standards: Aligning child protection, psychosocial support, and foundational learning
• Principles of trauma-informed education: Safety, trustworthiness, peer support, collaboration, and empowerment
• Mapping classroom behavioural indicators: Differentiating between trauma manifestations and disciplinary infractions
• Creating predictable classroom environments: Routines, non-punitive management, and emotional grounding techniques
• Social and emotional learning (SEL) integration within national basic education curricula
• Differentiated instructional design for classrooms with severe learning gaps and age heterogeneity
• Formative assessment in crisis settings: Low-stakes diagnostics and supportive feedback mechanisms
• Service planning and management
• Quality improvement and standards
• Human resources and workforce planning
• Financing and budgeting for services

It is designed for teacher training institute lecturers and master trainers, school pedagogical supervisors and inspectors, educational psychologists and school counsellors and others who want practical, current skills in health, education and social services.

The Growing Importance of Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman Training?

This programme is designed for:

• Teacher training institute lecturers and master trainers
• School pedagogical supervisors and inspectors
• Educational psychologists and school counsellors
• Basic education curriculum developers
• State ministry of education teacher development officers
• Education in emergencies technical specialists
• Donor-financed project education officers and advisors
• School headteachers and cluster lead educators
• Non-governmental organisation education programme coordinators
• 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.

Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman Training Objectives

Upon successful completion of this Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman Training, participants will be able to:

• Analyse the neurological and behavioural impacts of trauma, conflict, and displacement on student learning and classroom engagement
• Design contextualised school-based training modules focused on trauma-informed instructional strategies and classroom management
• Apply the INEE Minimum Standards for Education to align psychosocial support with foundational literacy and numeracy delivery
• Establish structured teacher peer-learning circles and peer-observation protocols to sustain school-level continuous professional development
• Develop inclusive, low-stakes formative assessment tools that accommodate learning gaps caused by prolonged academic disruption
• Integrate teacher well-being strategies into supervisory frameworks to mitigate educator burnout, secondary traumatic stress, and attrition
• Formulate institutional monitoring plans to assess the implementation and impact of trauma-informed pedagogical practices in 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

Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman Training Methodology

The training employs a participatory, adult-learning methodology suited for pedagogical experts and institutional leaders.⁣​‌​‌​​‌​​‌‌​‌‌​​​‌‌‌​​​​​‌‌​‌​‌‌​​‌​‌‌‌​​​‌‌​​​‌​‌‌‌‌​​​​‌‌​‌​‌​⁣ Delivery incorporates interactive lectures, critical analysis of emergency education case studies, and practical module-drafting workshops. Participants engage in peer-coaching simulations, role-play instructional observation scenarios, and review practical applications against the INEE Minimum Standards. Collaborative working groups produce context-tailored CPD materials, ensuring that theoretical concepts are translated directly into operational supervisory instruments and training modules ready for implementation.

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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman Training, participants will be able to:

• A comprehensive understanding of trauma-informed pedagogy and its operationalisation within fragile educational environments
• Practical capacity to design and lead school-level training modules on psychosocial classroom management
• Structured templates for establishing operational Teacher Learning Circles across primary and secondary clusters
• Proficiency in applying supportive, formative supervisory tools that foster teacher growth and well-being
• Context-specific formative assessment rubrics designed to support learners affected by disrupted schooling
• A completed, actionable institutional plan for rolling out continuous professional support in participant duty stations
• 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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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.

Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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
• Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman Readiness Assessment
• Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support 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 (Foundations of Trauma-Informed Pedagogy in Fragile 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 (Instructional Adaptation and Psychosocial Classroom Strategies), 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 (Structuring Teacher Continuous Professional Development and Peer Learning), 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 (Institutionalisation, Module Design, 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 (Foundations of Trauma-Informed Pedagogy in Fragile 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 Trauma-Informed Pedagogy and Teacher Continuous Professional Support in Amman programme take place?

It runs from 13 Sep 2027 to 16 Sep 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 institute lecturers and master trainers, school pedagogical supervisors and inspectors, educational psychologists and school counsellors, basic education curriculum developers, 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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