 So welcome everybody to the Trauma-Informed Teaching and Pedagogical Practices webinar series as part of the European Toolkit for Schools webinar series. This webinar will be about the foundations of the Trauma-Informed approaches and the impact on students' well-being, engagement and academic achievement. But it will also provide some explorations about practical applications of how teachers can be and educators and community members in general can be better prepared to better face these real-case situations. I'm going to move to share my screen, so I will present some... Can you see it? Yes? Okay. So welcome to this webinar. As already mentioned, this is part of the European Toolkit for Schools. You might be familiar with this resource that used to be in the School Education Gateway, but more recently it has been moved to the European School Education Platform, which is a new platform, so please look at it and look for the toolkit. The resources are very well selected for white audience, and the toolkit is renamed for inclusion and well-being at the school in order to promote inclusive education, but also the initial component and component that is still very vivid in the toolkit is the prevention of the early school living. This shift is aligned with the recent developments and the communication of the European Commission and the European Union on pathways to school success, so the emphasis is not only to prevent early school dropout, but also to promote school success. So here in the toolkit you will find many webinars like this one because this is being recorded for being this further disseminated and for further consultation on the Education Platform website, but you will also find interesting articles, videos of particular schools all around Europe focusing on particular issues, but also a lot of resources. These resources can be reports, evaluation toolkits, interesting practices, exercise, and they are organized in these six sub-areas. As you can see, one of the areas in which the toolkit focuses is well-being and mental health in school, this has been a new area that we have added to the existing ones, and this webinar will be part of this emphasis on this area that has been highlighted as one of the priority areas for the European Union. Part of the resources that you will find in the toolkit are derived from different projects, different European projects. A lot are funded by the Erasmus Plus, for instance, model, but also from research, the Horizon Europe, Horizon 2020, and this will be the case of the project that is informing the webinar today. We will have two speakers that I will introduce later on, Sarah Kate Vanderbilt and Nick Ockenden. They are both members of the Refugee Project Consortium, which is funded under Horizon 2020, and as you can see here in the identity of the project, it's about to finish. We are finishing this December, and basically the main objective is to promote what we call the dynamic integration of minors, of migrants, of minors of migrant descent, including refugee asylum seekers, but also an accompanied minors. We promote this dynamic integration in three different settings, informal, non-formal, and informal education, and this is important because all the resources and all the proposals that today will be presented to you will be used in different settings, not only in the school setting, but also in non-formal and informal education. The way that we promote this dynamic integration is through education, but with a strong component of what has been called MHPSS, that stands for mental health and psychosocial support. In promoting this dynamic integration, what we are aiming to improve in the Refugee Project is educational success, well-being, and sense of belonging. We will see for the presentation of the webinar today that they are all very interlinked and they are very connected, and that we don't need to choose to focus on education or to focus on MHPSS, that not only is it possible to tackle both at the same time, but it's really a real need for all the children around Europe. The way that this project has been developed and it's a requirement for All Horizon 2020 project is following a co-creation approach, so that means that all the results and all the resources are oriented and have been co-created and are oriented to be used by anyone in the community, not only professionals, but also children's, families, communities, NGOs, different professionals working in the communities. Also, policymakers who might be listening to us can take on these resources and these strategies and transfer to their communities. And this is the consortium. And an example of how we have promote this dynamic integration is with these practices, both in the field of education but also in the field of MHPSS, who have showed already to work, to be efficient, that we have evidence of social impact. That means that all the resources and all the strategies that will be presented today to you have already been showed that they work and there are many, many different materials for you ready to be used and you don't need to have a degree, you don't need to have a specialisation in mental health to use them. So anyone can use and can draw from all these resources, both in the field of MHPSS, that will be our focus today, but also in the field of education that you can also consult the successful education elections in the educational toolkit. Absolutely. Good afternoon, everyone. Thank you for the opportunity to talk about this today. And as Sarah Kate said, fantastic. There's so many of you here. We're delighted to be able to share a little bit about one of the major outputs of the refugee project, the broken knowledge platform. I'm just going to share my screen now. I've just got a couple of opening slides just to introduce it. So I hope, can people see my screen now? Yes. So really, I just want to sort of introduce this and sort of say, what is the broken knowledge platform? So I'm sure you sort of are wondering what this is, but as Theresa introduced the sort of major output of this project as a whole was really producing an online website where people could come together and identify fine. You can include it as a presentation mode. Right. Sorry. Thank you. So, yeah, there we go. Yeah, so essentially this is designed to be a central repository of resources for anyone who is working with and supporting children from a refugee and migrant background and people who want resources and additional things that can help them in their work. And they can essentially come to this site, to the broken knowledge platform and find out about those resources, download them and so on. And as Theresa mentioned, we focus these very much in three areas. And these are resources that will hopefully support you in your work with this group of children in work that supports their educational success, their well-being and their sense of belonging. So those three sort of areas essentially. All of the resources on here are free to access. This is open and as accessible as possible through all stages. And essentially it's really quite open to quite a wide audience, essentially, very much for the group here today in this webinar of teachers, but also social and support workers, MHPSS professionals and also, critically, we have been involving right from the start of this project the families of these children themselves and the children and the communities that they are drawn from, both in terms of testing some of the resources in the platform, but also sort of actually understanding how the platform works, getting their feedback in what Theresa mentioned was a very co-created process. I'm going to dive into the platform in a moment, give you a bit of a tour of it and a sense of what's in there. But this is the QR code, which will take you straight through to the platform. And below that is the actual web address itself. So please do have a look, either now or afterwards when you have a moment, we would love to get your thoughts on the platform and very much hope that this is a useful product for you. So I am just going to stop sharing there and then reshare so I can give you a sort of quick introductory tour of the platform itself. So I'm just going to open up the website. So hopefully you can see the platform itself now on the screen. So when you click the QR code, this is what you'll come through to and this is your sort of landing page on the platform. And as you see really, this is just very sort of introductory or give you a sort of brief explanation of the kind of things you can be finding within the platform itself and the main sort of content. Within this, there's just the top areas here on the navigation that I want to just talk through briefly. Four main areas to this platform. One being education and mental health and this has been absolutely critical to the project and the platform as Theresa mentioned that this is about bringing together these two disciplines that sometimes are not seen to be working together, but in fact are incredibly complementary. So the whole platform is built on this approach and it goes into some detail. Secondly, the resources and this is I think in some ways the beating heart of the platform itself and probably when most users will find themselves where you can actually download these tools, download these toolkits and so on. Thirdly, inspiring stories and also core to the refugee project was the fact that we worked with 46 pilot sites across Europe in six countries and those what was tested within those pilot sites with communities with children with teachers has gone on to directly inform the content of this platform and that is very much about that co-created process. But in this section we also find case studies which hopefully actually show sort of actually what this is what it's like on the ground. This is what it's like when you're implementing some of these practices and what works and what doesn't work. And then finally the community section I'll talk a little bit about this in a moment, but this is our online space where we're sort of opening up and inviting people to join and to share their experiences online. So before I get into those just very very quickly the about section this will give you just a little bit more information about what the platform is attempting to do and what you can expect to find in here. So a sort of brief description of the platform itself and the content and crucially the link back to the refugee project and the methodology that we employed in order to develop this platform in the first place. So I'm going to go into the first of these four sections now the education and mental health part and as you've heard I think it is really really important point that these are very very complimentary disciplines and actually it is about sort of where they have been delivered and worked together we're seeing that the impact on children in the classroom in community settings have been even deeper but essentially we've talked about the connection here between these two disciplines how they complement one other but we've also given some information here which is designed very much for someone coming in at a sort of base level not really knowing that much but if you also if you do want more detail information it's available here. So first of all if we're in the education section and this is crucially about successful education actions and CS and this gives a little bit of information about what are these as an approach that can be used in the classroom some of the principles that were engaged and goes into a little bit of detail here about the different categories so the six main categories of CS and you'll see here we've tried to use reflective of this platform generally tried to have something that is very sort of easy to use very visual in a lot of cases so the way you see here interactive groups as one approach and down this side gives a bit more information and you can go into more detail and find a lot more out about this particular approach and what it is what it is constituted of and further information further reading so then if we go back up to the top you can do the same for the MHPSS side of things and that again gives a bit more information about what is mental health and psychosocial support approach and what does that look like with children we like a lot of places in this platform we have some videos and equally we have four categories of MHPSS support here very much in the same format that you've just seen again sort of creating a safe space for example there's more information on this side the detailed side to give an explanation about what that actually is and means moving on I want to talk a little bit about the resources section as I say this is sort of the core of the platform for many users we've accumulated nearly 600 different resources on this platform and they are very varied from sort of online courses to toolkits to academic articles and anything that we felt and the users and the communities we've been working with have felt that it would be useful in terms of helping aid this dynamic integration of children from migrant backgrounds obviously nearly 600 resources is a lot and that can be quite overwhelming so we've spent quite a lot of time in this trying to sort of help people navigate their way through and actually if you're entering the site that you can hopefully quite quickly and easily find what you're looking for and there's three main ways that we would recommend doing this first of all we've tried people through on somewhat of a user journey in some senses and there's a number of different options here that we say and for example you might be interested in coming in understanding about resources that are about preparing for an SEA or MHPSS activity before you implement it and if you click on this it will then highlight all of the different activities that are about preparation at some level a second way to do this I'll just clear that there a second way to do this would be a more detailed search so every single one of the resources on the platform has been tagged in a number of different ways and I'll just take you through an example of what this might look like so for example if we selected MHPSS resources as a particular interest in this case and then we go down we might want to then pick the type of audience who that is actually aimed at and given who we have here today let's select teachers within this you see this narrowing down from the 600 sources originally and then going down further if we want for example for the sake of this offline courses things that you can actually download and deliver independently of a computer or internet access and then we want to select language and this has been a big focus for us as well we very much wanted to ensure that a wide variety of languages are represented both in terms of European languages but also the language of the country of origin and we have southern languages we've got more than 70 resources in Arabic on here for example so we've tried to sort of represent that in there but for the purposes of this our webinar today is in English so let's collect English and then you can see a number of different resources six coming out here and then if you click on a particular resource what you would then see is a bit of description about those and those resources and the language the data publishing who published it and so on and I'm just going to talk about the third way that we want and we would design this for people to search and this is much more of a traditional search function just a search box and Sarah Kate will be talking about one particular type of resource psychological first aid for children and PFA so if we just type PFA into the resource category here and then we would come up with a number of different options here and again if we click in and view that and crucially again it gives a similar sort of thing here you can see how it's been tagged in here and it's the web link that is probably the most useful here and this will take you straight through to the particular resource where you can download it and access it and as I said everything in there is free to access nothing's behind a paywall and we've really tried to keep that open as possible thirdly the inspiring stories section I mentioned and this is very much about the case studies really what happened on the ground with communities throughout the project and the refugee projects life and some fantastic activity working with schools working with reception sensors where a lot of these resources were child and tested and refined and communities involved families children a whole variety of different stakeholders and what we've done is tried to sort of create summaries of these both again you can search by different sort of settings but for example if we went into this one partner pilot site school in Bulgaria you'll see it sort of set out very practically descriptions of what they did, how they implemented some of these approaches and practices, how they implemented some of the tools that you would have been able to search for in a resources section what its impact was and what's on the learning and recommendations and down this side on the right hand side you'll see some of the categorization and crucially sort of where you can follow up for further information if you want to find that but this section very much is designed to sort of bring it to life a little bit more show that okay we have all these tools this is how they can be used so that they can actually be implemented and the final section I just want to talk briefly about is the community section and this has been very much designed as an online discussion forum where people can come together anyone who's working in this field whether as a teacher whether as a volunteer some support worker or as a family member who's supporting the process as well a very simple registration process up at the top right we want to keep this as a closed community very much focused on it being a safe space so there's a sort of we ask people to sign up to a number of terms and conditions and rules of operation but it's a simple free process to get involved and then you can post comments and we've really sort of structured this around four key forums a general one so if you've just got a general discussion point about implementing CS and MHPSS with this group of people one about preparing activities one about implementing and one about evaluating and if you go into these you will see questions posed already or you can sort of start a topic on the right and pose your own question and discussion or share good practice whatever it might be we want it to be as useful as possible to the community I think that's really where we want to leave it this is very much an evolving thing we've been developing this over the past couple of years in the project but now we would love as many people to use it as possible but we want to hear from you as well we wanted to be a living document so we would love feedback both positive and negative if you see things in there that you think are fantastic we'd love to hear but equally if you see things that could be improved please do get in touch we'd also absolutely love for you to join the community it's open to all so please do if you feel this is relevant please do become part of the community and start discussing the topic with us and Piers and the final thing is that while we are really pleased that we've got a lot of resources on here we know that's not exhaustive we know that new resources are coming online all the time and there is scope within the resources section to submit new resources if you see something on there that you're aware of something that is not part of the platform please do submit it it will come through to us and we've got a review panel who would look at that so have a look and please do enjoy browsing I really hope this is useful in your work and helps you sort of identify tools and resources that you could be putting into practice in a classroom but we'd love you to have a good look around and become part of the community and get in touch if you've got any thoughts or comments so thank you for the opportunity to talk about this I'm going to stop right there but yes, enjoy the platform thank you so to start just to follow on what Nicholas was saying is that we had taken a lot of our learnings from Refugeed and had made this broken knowledge platform but before we had initially wanted to introduce the trauma informed approach before talking about how to use the broken knowledge platform but yes, I guess sometimes it's good to start backwards so I wanted to start with this quote so this is taken from a poem by Vars and Cher who is a Somali British poem who wrote about the experience of refugees and migrants and just to situate us within this topic I wanted to remind us that refugees and migrants do not leave home unless home is the mouth of a shark and so we need to be recognising that children are leaving their place of belonging, their place of safety, their place of hope, warmth and kindness and these are the attributes which children need to be active and healthy citizens of their community so next please so when we talk about children with a migratory background we also need to recognise this dynamic relationship between their past traumatic experiences and their present experiences and are they situating themselves in the present is also related to what their past experiences have been migratory with communities and communities and children also have cumulative stress which is the experience of multiple stresses almost happening simultaneously they also are working through belonging and their identity not only from what they had previously in their countries of origin but through the journey and then also in their current situation that we have a responsibility when we're working with these children that these children need to be integrated into their host communities that the host communities also need to be active in the solutions we need to improve their access to basic needs and services and that these children are also the future leaders and citizens of this world but at the same time we can't forget the host children in the host communities because they also have experienced stress and so when we are working with migratory communities we also need to be working at the same time with the host communities so with refugee we worked across six different pilot countries and we had 46 sites and like Theresa mentioned at the beginning of the webinar is that these were across three different types of settings these were schools, reception centres and institutional care and these six pilot countries were in Bulgaria, Ireland Italy, Sweden, Greece and were really highlighting the fact that there were different cultures there were different ways of being in these countries and so we really had to have something that was uniform across the different pilot sites, the different community groups thank you and so we decided to bring in MHPSS in education education is core to communities it's also an amazing space where children can go back to being children where they can learn, where they can explore where they can fit back into routine and having a safe space. It's also a basic right, it's a sustainable space there's no need for specialised services and there's already a community a support system, a network that we can tap into so we adopted our mental health definition so if we go to the next slide which is the World Health Organisation's definition which shifts looking at mental health as not a disorder not as negative but really looking at it as a state of well-being where people are able to realise their own abilities cope with the normal stresses of life but also contribute to their community it recognises that we all have mental health and that mental health exists on a continuum and so we did a needs assessment and what we found across all of our different pilot sites was that there was a need for psychoeducation on the impact of stress and trauma teachers and those working with children needed to know how to identify MHPSS needs that there was also specialised there was limited access to specialised services and that we also needed a culturally sensitive approach to addressing mental health needs and most importantly that there was a need for safe spaces for these children because we saw that there were signs and symptoms of trauma, depression, isolation stress as well as low self-esteem hopelessness and anger and so I wanted to turn this question to you this topic has obviously been an area of interest we have 100 participants and I wanted to ask you how do you define trauma so if we could take two minutes to write in the chat and then I'll just pull out a few definitions and if you could say how you define trauma so I'll just put it in the chat we'll just take two minutes to see what your thoughts of trauma are there's also no pressure thank you Relica an irreversible break yes and I guess that could mean an irreversible break within oneself from society from one's functioning andrio says a shock disrupting normal life with lasting impact thank you and I think that's a really important emphasis on the lasting impact it's not just about the event and we'll talk about that a little bit later looking at what is the impact on people it's just going really fast Sarah I think you said that you were from Lebanon trauma is a psychological or emotional response to an event or series of events that is distressing or harmful it can result in long lasting negative effects on a person's mental and emotional well-being brilliant thank you so much it's exactly that of trauma so not just the event and then from Wilson which is a shock which goes back to the original word of trauma in the Greek which is wound great thank you yes fantastic thank you everybody let's go to back to the presentation so when we're talking about trauma it's exactly what you were mentioning in the chat it's not just about the event it really is about how are we impacted and so there were kind of these three core concepts that were emphasized when you look at the American Psychological Association dictionary is that it's about an experience which has exactly long lasting negative effect on a person's attitudes, behaviour and other aspects of functioning so thinking back to the mental health definition about how a person functions in their society and then trauma being an emotional response so not just about the event but the emotional response and then looking at it from as well as the individual's view of the world as a just safe and predictable place so not just about the internal world but as a how external world is understood so if we could go into the next slide please great so when we talk about trauma there seems to be a lot of emphasis on the life threatening experiences we have two types of trauma we have the big T and we have the small T and so the big T talks about war, earthquake sexual abuse, physical abuse witnessing of violence, death or abuse and all the death of a loved one so really about like these life threatening experiences where the person's ability and existence in the world has been challenged when we talk about a small T trauma we're sort of looking at how the self and the world view is being threatened how is that person relating to the world how they are able to access their basic needs and some of these examples can be poverty, divorce, separation from a family or loved one limited access to basic needs bullying and harassment so Peter Levine an amazing child psychologist really points to an overlapping factor of the big T and the little T trauma which is about the loss of connection and really positioning this loss of connection not only internal but also external so how people are positioned in the world maybe their loss of connection to their families to the world around them and sometimes this loss is not immediate so it can be over time where these subtle changes within oneself and within one's positioning in the world. Thank you and so when we talk about trauma and we talk about high levels of stress we also need to be talking about the internal world and this relates to what we refer to as the survival brain and the brain is made up out of multiple systems and types of grey matter and functions but when we shift and we've been exposed to high levels of trauma of an extended period of time our type of brain development changes and our stress hormones are released and because of that there's changes in how we relate to the world and our body changes in how the stress hormones have activated in our responses and so here we talk about the reptilian brain which is about the survival and it's really concerned about our freeze flight and fright we then have the neocortex which is the grey matter so when we see these pictures it's the surrounding grey matter over the inner structures of the brain and this is really relating to problem solving decision making reflection, concentration and behaviour regulation and then we also have the limbic system which is the hyperbemolus the hypercampus and the amygdala which is relating to how we regulate our behaviour, our emotions, our memory and all of these are impacted by trauma when we have high levels of stress hormones in our body and where we we're our cognition as you can see in these two triangles where the cognition part of our brain is diminished and so what is more highlighted is our survival response so rather than being able to make decisions thinking taking time to regulate our behaviour and thinking about the social emotional consequences we first go into survival so we don't think about the impact of our responses but it's about we just need to survive this this stimulus could be seen as a threat and so we either step into flight fight or fright or the new one for response so if we could go into the next and I just wanted to speak about these symptoms of trauma not to have us sorry I don't know what's happening not because of the we are not going to diagnose people with trauma but we can recognise that trauma has impacts on people without diagnosing and the diagnostic statistical manual number 5 recognises that for PTSD for people to be diagnosed with PTSD there needs to be certain symptoms of trauma but I'm not really going to go into this I just wanted to highlight that these symptoms are really about the arousal the fact that the trauma is still happening with how people see the world so that their brains have really shifted into not seeing the present not seeing where they are but where the past still continues to have a huge impact on how they interact with the world if we could go into the next please and so these migratory children have really gone into a survival mode they've had to cope their body contains the stress but and a lot of times we look at their signs and symptoms of distress and trauma with these fight, flight and freeze modes as bad behaviour or bad attitudes when rather we also need to take a step back and say is where is this coming from is this something that's happening now that they're responding to or is this potentially something that's happened in the past that they are responding to and so our first step for recovery is safety so if we go to the next slide please and this is about shifting the brain from this trauma from the survival brain into a learning brain and Dr Bruce Perry an amazing psychiatrist who has worked with children who have experienced a wide array of childhood experiences has come up with this approach of reactivating the learning brain and the first step is to regulate to then relate and then to reason and I really wanted to highlight this because we cannot be working with children who have experienced high levels of distress when we are looking at their brain so when we're wanting them to be thinking when we're talking to them rather we need to take it a step back and help a child to regulate their survival mode so stepping into their bodies again helping them to feel safe in their environment and helping them to regulate and calm their nervous system and then we can step into this relating this connecting and then being able to help a child learn, remember, articulate and process what they've experienced great next slide please and so we think about safety Judith Herman another amazing trauma psychologist recognises that the first step to recovery is safety and when we talk about safety we don't just talk about physical safety but we talk about this internal safety this environmental safety but also this connection and attachment which is so important for children children rely on others to be able to make sense of their world they also need to feel a sense of control and power to be able to understand themselves and the world of them great so next slide please and then we'll just quickly hop over to a video which summarises what I've just been explaining and then we'll go into the psychological first aid which is the main approach that we took with this project thank you we share the video the brain functions properly they can think practice self control are open to new experiences and relate to other people children can often cope with more serious instances of stress as long as they are supported by an adult they trust at times of stress the body releases stress hormones that trigger the fight, flight or freeze reaction the brain adapts within a second the thinking mind is temporarily halted and instinct takes over once the danger has passed or a child feels reassured the stress system calms comforting a child effectively means you are trying to calm their stress system the zone in which someone can cope with stress is called the window of tolerance in psychology as long as the stress stays no, there is no issue and a person can function normally however if the stress levels become too high or last too long the stress shoots outside the window this happens to children more easily if there is no adult around to help calm them an experience can be so dire that it provokes an overwhelming sense of anxiety helplessness and fear causing a child to become traumatised this can be the result of a serious one-off incident or a continuous unsafe situation such as neglect or abuse at the hands of a parent chronic or continuous stress can, particularly at a young age deregulate the entire stress system that's to say that the system doesn't switch off a child is then in a continuous state of alertness so ready to fight, flee or freeze the stress system becomes so sensitive that it regularly reacts to situations that are not dangerous in other words a child is less able to cope with stress their window has shrunk considerably the oversensitive stress system ensures that stress hormones are released at the smallest reminder of a trauma this so-called trigger evokes a severe reaction this reaction can go two ways if a child experiences a so-called hyperarousal their pulse rises, their body trembles they feel pain and are irritable and become nervous the child is emotionally and physically overwhelmed and behaves aggressively or fearful however the pulse rate can slow too the child retreats closes themselves off avoids situations and seems unreachable emotionless or passive this is called hypoarousal whichever of the two the brain chooses the thinking part of the brain temporarily closes down a child can no longer think properly learn or manage their emotions you can help a child growing up in stressful circumstances expand their window of tolerance again you can do this by ensuring they know they are safe with you and by helping to calm them in order to lower their stress you can also help a child learn to recognize their own emotions express themselves effectively and calm themselves this way a child learns emotions are normal they don't always indicate there's a threat and so slowly but surely their window can expand the thinking brain can then function better enabling a child to learn again form new relationships and develop properly great so just to quickly wrap up so if we could go to the slide on PFA for Children sorry everybody we've been a bit tight with time today so that's slide 24 Theresa if you don't mind so PFA for Children PFA is an approach that a set of tools rather sorry that was designed to develop people's ability to respond to those who have experienced highly distressful events and so there's three key components to it which is Luck, Listen and Link and these three components work together to create a safe space where children can feel connected to their caregiver to the environment around them where they can feel safe where their emotions their attitudes, their behaviors can be understood and that their needs can be linked to and so one of the key things I want to highlight here is that when we're doing PFA for Children we are not taking the full responsibility for their needs we're recognizing what we can do and when there are signs and symptoms that are concerning we can then refer and so this helps you as a practitioner or as someone looking after children to not feel responsible for the child for responding to these highly concerning signs and symptoms and to know that you can get support from other people when providing this you're not meant to be providing this in-depth psychological support for children and these are the way to worry so if a child is talking about harming, suicidal when there's withdrawal when there's high emotions dissociation, hallucinations or anxiety attacks and then I just want to end finally on the self-care it's really important for you to be looking after yourself to be able to look after others here's some options for you to be able to do this thinking about all these different ways that you can look after yourself to be able to provide support to others so yes, sorry we had to rush through this but as Nick presented the broken knowledge platform is that you can look at all of these different types of approaches and you can see how you can apply them to your own work and of course we are here to support you in that so great, thank you thanks Chewisa thank you Snaragate thank you Nick so now we have a few minutes to respond to some questions one question that has been asked is thank you for very useful foundations on the concept of trauma and how it manifests in student experiences would it be possible to share a few techniques approaches how teachers can use this knowledge that children are experienced trauma but they still need to follow the learning process in the classroom and how other children can be made aware and sensitive trauma of other classmates yeah, thank you so what immediately comes to mind and not to promote too much the project that we've done but we have successful educational actions which also uses storytelling and with children they also need to be able to understand concepts ideas but storytelling is a huge way to be able to do this successful educational actions one of the approaches and the stories that they use was actually the Odyssey by Homer which speaks about the migratory refugee process and it puts into words and can start conversations around this and something that we didn't go into in the presentation is assert the age groups the when, where a child is in terms of their development in terms of what they need will also impact how you would create a safe space talk about trauma talk about emotions and provide support to children so that would also need to be taken into consideration but I would suggest working with children talking to children in the language to understand not focusing too much attention on the emotion or the behaviour and labelling the behaviour but rather looking at how is the child feeling and talking to what is currently happening in the situation yes just briefly but there's a lot in there and you can actually find a lot of activities and support within the platform so if you have identified that maybe there's conflict this child is sharing high levels of aggression if you go to the broken knowledge platform you'll be able to identify maybe conflict and then up will come up different activities and you can actually use that in your classroom or in your setting thank you, thank you Sarah is there any other question maybe I could ask you a question because sometimes from the refugee project we have experience that sometimes we face with teachers who can identify that there are issues and there are children with trauma or other needs MHPSS needs but they feel that they don't have the tools they cannot do anything they need a specialist in the school team of course it's good if we have specialists in the schools and in the communities but how do you work in the MHPSS approach in these situations in which there is not a specialist what can we do as a specialist thanks Teresa I think this is a really important question and going back to the definition of mental health recognising that we all have mental health and that we don't necessarily need specialised support to be building a healthy mental wellbeing and one of the ways that we do this in MHPSS is that we have a triangle approach and so we recognise that most people actually just need to be empowered they need to feel like they're being treated with dignity and they need to be felt as if they have a sense of agency again and part of that is creating the safe space and so what we did in the refugee project and just generally is that we want to equip people who don't have a mental health background with the ability to support people and we do this by providing psycho education so people having a very basic understanding of what is mental health what is psycho social wellbeing we then also include how do you talk about emotions how do you understand emotions and then also how do you listen to people how do you identify someone who is distressed how do you engage with that person and then how do you give that person the skills and the ability to take ownership of their current situation but at the same time knowing when to refer so recognising that you have a limitation and knowing when you need to refer out to others for the specialised support and then sorry on the broken knowledge platform there is a video that you could watch which actually was the video that we shared to our pilot sites on how to build their basic mental health and psycho social knowledge to be able to provide the skills to build the agency empower and create a safe space actually this is the training the video that we providing the sites that we couldn't deliver the training in person right Sara? I don't know if there is any other question people are congratulating you and Nick the links that have been mentioned have reshared again and people are asking for the presentations that will be made available okay so I think that if there are no more questions maybe we can leave it here thank you very much Nick and Sara Kate for this splendid and excellent webinar I'm sure that there will be I mean we have been like a hundred people connected the whole hour from all over the world I could say but I'm sure that this will be many very useful for many teachers, educators professionals, family members community members that are struggling and that are facing are experiencing to work with children with traumatic experiences and I'm sure that this will be very useful for them to rewatch and to reveal this webinar thank you very much and we invite you to visit all the websites the European toolkit website as well as the brokering knowledge platform to look for more resources that I'm sure that will inform your practice thank you very much