This paper clarifies relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis-affected contexts, and explores how psychosocial support (PSS) and social and emotional learning relate to one another.

The paper includes various considerations for training, supervision, and well-being, as well as tips and guidance on adopting a gender perspective. It includes an overview of the impact of conflict and natural disasters on children’s well-being, and the related risk factors and impact of toxic stress on brain development. The target audiences for this paper are education practitioners, academics, and policy-makers working in education in emergencies and protracted crises and the various sections include references to specific entry points for each.