Acknowledgement

Table of Contents

Table of Contents (Continued)

Section 1: Welcome and Purpose

1.1 Purpose of the Manual

The Learner Friendly Schools Training Programme is a teacher professional development initiative designed to support the creation of safe, inclusive, and nurturing learning environments for all children. This programme is grounded in national priorities and policies developed by the Government of Kenya to uphold the rights, dignity, and wellbeing of every learner.

This manual is designed for facilitators delivering the Learner Friendly Schools Programme, a whole-school development initiative that equips teachers, school leaders, and support staff with the knowledge and skills to create safe, inclusive, and learner-centered school environments.

Core Focus

Safe Environments

Inclusive Learning

Nurturing Growth

1.2 Rationale for the Programme

The Learner Friendly Schools Programme (previously Lunch and Learn Program) was developed by ICS SP (Investing in Children and their Societies), a child focused African NGO committed to preventing Violence Against Children (VAC). Launched in 2018, the programme responds to the alarming prevalence of VAC in schools across Africa, an issue that undermines children’s rights, safety, learning outcomes, and overall wellbeing.

Recognizing that schools should be safe spaces for children, ICS SP designed this programme as a practical, sustainable response to the systemic violence present in many educational settings. The Learner Friendly Schools Programme provides an interactive and collaborative platform for teachers, school leaders, and non-teaching staff to:

Violence in schools remains a critical concern across African countries. According to UNICEF and other child protection organizations, children often experience multiple forms of violence in and around school, including:

These forms of violence have devastating impacts, not only compromising children’s physical safety but also affecting their emotional wellbeing, academic performance, and long term development (UNICEF, 2020).

To effectively address VAC, a whole school approach is essential. This approach involves every member of the school community—teachers, administrators, non-teaching staff, learners, caregivers, and the broader community. It integrates violence prevention into all aspects of school life: school policies, daily practices, teaching methods, classroom management, and community engagement.

The Learner Friendly Schools Programme complements this approach by creating a safe and accessible learning space for school staff to build capacity, shift mindsets, and take collective action to create violence free, inclusive, and nurturing schools. The ICS SP model is grounded in international child protection standards such as the UN Convention on the Rights of the Child and INSPIRE: Seven Strategies for Ending Violence Against Children, as well as key Kenyan education policies including the Children Act, 2022, the Basic Education Act (2013), and the National Guidelines for Prevention and Response to School Related Gender-Based Violence (2018). It is also inspired by proven frameworks like the Good School Toolkit developed by Raising Voices in Uganda. The model emphasizes positive discipline, teacher empowerment, and sustainable cultural change within schools to create safe, inclusive, and learner friendly environments.

The Learner Friendly Schools Training Programme also directly supports teachers’ professional growth as outlined in the Teachers Service Commission (TSC) Continuous Teacher Professional Development (CTPD) framework. The CTPD framework emphasizes that teacher learning is a lifelong process that equips educators to respond to evolving learner needs, educational reforms, and social contexts. By participating in this training, teachers not only strengthen their capacity to create safe, inclusive, and nurturing learning environments but also fulfill key TSC Professional Standards.

1.2 Rationale for the Programme (Continued)

The programme responds to a growing recognition that violence in schools, whether physical, emotional, or sexual, poses a serious barrier to quality education. It builds the capacity of teachers and school staff to promote positive discipline, strengthen child protection systems, and cultivate school environments that are welcoming, respectful, and empowering for every child.

Facilitators will guide participants through practical, interactive sessions on key topics such as child rights and protection, positive discipline, trauma awareness, life skills, and inclusive teaching strategies. The programme encourages critical reflection and collective responsibility, helping schools shift toward environments built on respect, equity, and the holistic wellbeing of all learners.

This facilitator manual provides the framework, tools, and strategies needed to deliver the programme effectively. It is designed to help facilitators engage a wide range of school personnel, foster collaboration, and support long term cultural change within schools.

The timing and venue for programme delivery will be coordinated in partnership with the Ministry of Education and school leadership. This collaborative approach ensures that sessions are accessible, embedded in the school calendar, and well attended by all staff, laying the foundation for sustained, schoolwide transformation.

1.3 The Role of Teacher Service Commission

The Teachers Service Commission plays a central role in the implementation of the Learner Friendly Schools Programme as part of its mandate to regulate the teaching service and promote teacher professionalism and development in Kenya. Specifically, the Commission’s roles include:

Section 2: Understanding Learner Friendly Schools

2.1 What is a Learner Friendly School?

Learner Friendly Schools (LFS) are institutions where all children, regardless of gender, ability, socio-economic status, or background, feel safe, valued, and supported in their learning journey. The concept is rooted in Kenya’s Child Friendly Schools Framework, which envisions schools that are:

By aligning with the Ministry of Education’s National Guidelines for SRGBV and National Education Sector Plan, this training promotes a rights based, holistic approach to school improvement that centers the wellbeing of the learner.

2.2 Key Terms and Concepts

2.2 Key Terms and Concepts (Continued)

2.2 Key Terms and Concepts (Continued)

2.3 Acronyms

3.1 Objectives (Continued)

Specific Objectives

• Foster safe, inclusive, and supportive environments for learning and holistic child development.
• Equip teachers with life skills to support learners’ development and extend learning to the wider school community.
• Enhance teacher skills in identifying and managing mental health concerns, both within and beyond the school context.
• Build teacher capacity in positive behavior modeling and positive discipline approaches.
• Strengthen teacher knowledge of child protection, their role in protecting the rights of children and the referral and case management process.
• Enhance teachers’ ability to partner with parents and caregivers to support holistic child development at home and at school.

3.2 Learner Friendly Schools Curriculum

3.2 Learner Friendly Schools Curriculum (Continued)

3.2 Learner Friendly Schools Curriculum (Continued)

3.2 Learner Friendly Schools Curriculum (Continued)

Guidance on Training Participants

Training all staff ensures that every adult in the school understands their role in promoting child protection, positive discipline, and learner wellbeing.

Training Non-Teaching Staff Effectively

While non-teaching staff can attend training alongside teachers, facilitators should take into account their different roles, experiences, and language needs. To ensure full participation and understanding:

• Use simple and clear language. Avoid overly technical terms or education specific jargon.
• Give practical, relatable examples. Link concepts such as safety, respect, and positive relationships to the daily routines and responsibilities of non-teaching staff.
• Encourage sharing of real experiences. Invite participants to discuss situations they have encountered while supporting learners.
• Be aware of language barriers. Where possible, use local languages or translators to clarify key ideas.
• Consider follow up sessions. Non-teaching staff may benefit from shorter, focused refresher sessions to reinforce key messages after the main training.

Ultimately, the decision to hold joint or separate sessions rests at the discretion of the head teacher, guided by the goal of ensuring that every staff member fully understands and applies the principles of a learner friendly school.

3.3 Core Lenses of the Learner Friendly Schools Training Programme

To build and sustain learner friendly schools, we must approach school improvement through multiple, interconnected lenses. This training is grounded in five key lenses: Child Protection, Parental and Caregiver Engagement, Gender Responsive Pedagogy, Inclusion and Being Trauma Informed. These lenses reflect the priorities outlined in key Kenyan education and child protection policies and help ensure that schools are safe, inclusive, and nurturing environments for every learner.

3.3 Core Lenses (Continued)

Together, these five lenses form the foundation of the Learner Friendly Schools Training Programme. When teachers apply these principles consistently, they help create school cultures where every child feels safe, supported, and able to thrive, academically, socially, and emotionally.

3.4 Understanding the Session Plan Structure

Each session is designed to be delivered in approximately 60 minutes. The goal is to build foundational knowledge, encourage professional reflection, and provide opportunities for participants to apply key skills in their school contexts. It is expected that facilitators follow the order of the sessions to ensure that discussion before they practice skills.

Most sessions follow this consistent structure to promote active engagement and practical learning:

• Background Information for the Facilitator: This section provides you, the facilitator, with key context to understand the purpose of the session or activity before delivering it.
• Welcome and Recap (5-10 min): Begin with a warm welcome and brief recap of the previous session.
• Introduction (5-10 min): Provide a brief overview of the session topic and its relevance.
• Discussion (10-15 min): Facilitate a guided discussion to surface participants’ existing knowledge.
• Skills Practice (10-15 min): Engage the group in an interactive activity such as a role play or small group task.
• Applying Key Skills (10 min): Support participants to think about how they will apply what they’ve learned.
• Summary and Application Activity (5 min): Close with a brief summary of key takeaways and an application activity.

Training Activities

The programme uses a variety of training methods to support different learning styles and ensure practical, meaningful engagement:

3.5 What Can Be Adapted (and What Cannot)

Adapting Scenarios for Your School Community

As a facilitator, you are encouraged to adapt or localise scenarios to better reflect the realities, challenges, and cultural context of the schools you are supporting. This helps educators connect emotionally and practically with the content.

Ways to Adapt Scenarios for Local Relevance

1. Change the Setting: Use a real or typical school setting that participants are familiar with.
2. Adjust Characters and Roles: Reflect the roles commonly found in the school and use local names.
3. Include Common Challenges: Integrate issues like overcrowded classrooms, limited resources, or food insecurity.
4. Incorporate Local Policies: Refer to national or local education policies like the Competency Based Curriculum (CBE).
5. Reflect Cultural and Community Norms: Acknowledge norms around parenting, discipline, or gender roles.
6. Use Language That Resonates: Use local terms or include Swahili or mother tongue expressions for authenticity.

Additional Tips

• Prepare in advance: Review session plans, adapt activities, and set up a welcoming room.
• Be flexible: Allow space for meaningful conversation and adjust your pace as needed.
• Model learner-friendly values: Demonstrate respect, empathy, and inclusion in your facilitation.
• Follow up: Encourage participants to share how they applied their learning in the next session.
• Manage the time: Keep a “parking lot” for questions you can’t get to during the session.

By preparing well and facilitating with care, you help ensure that the Learner Friendly Schools Programme inspires real change, in the classroom, in the school culture, and in the lives of the learners.

Section 4: Preparing to Deliver the Programme

4.1 Your Role as a Facilitator

As a facilitator, your role is to guide meaningful conversations and shared learning, not to be the expert with all the answers. You are helping your fellow teachers, support staff, and school community members reflect on their practices, build new skills, and create a school culture that is safer, more inclusive, and more supportive for all learners.

You are not just leading a training, you are modeling what a learner friendly school looks and feels like: a place where everyone is treated with respect, encouraged to grow, and supported to do their best work.

You don’t need to be perfect, just prepared.

Use this manual as your guide. Read the background information, review the session steps in advance, and think about how to adapt examples to your school context. If a question comes up that you don’t know the answer to, it’s okay to say, “Let me look into that and get back to you.”

Remember, your leadership as a peer facilitator can have a powerful ripple effect. By creating space for learning and connection, you are helping shift the culture of your school, one conversation at a time.

4.2 Leading Professional Learning for Colleagues

As a teacher facilitator in the Learner Friendly Schools Programme, you play a vital role in fostering a supportive learning environment where colleagues can reflect, share, and grow together. This guide offers practical tips to help you lead meaningful, inclusive, and impactful professional development sessions.

4.2 Leading Professional Learning (Continued)

As a facilitator, your role is to ignite reflection, foster connection, and inspire practical action. Lead with empathy, humility, and curiosity. Trust in the power and wisdom of the group to create positive change in schools.

4.3 Principles of Adult Learning

When facilitating training for other teachers and school staff, it’s important to remember that adults learn differently than children. They bring a wealth of experience, existing beliefs, and professional identity to every session. Effective facilitation creates space for adults to reflect, question, and connect new ideas to their everyday practice.

This programme is grounded in three key adult learning principles:

By applying these principles, you will help make the training engaging, respectful, and transformative, not just in content, but in experience.

4.4 Planning and Logistics

Good facilitation starts with good preparation. As a facilitator, taking time to plan the flow of the session and ensure all materials are ready will help you feel confident and stay focused on your group. This section outlines key planning tasks to complete before you begin delivery.

Reviewing the Session Flow

Each session in this manual is structured with numbered steps, clear timing, and suggested facilitation language. Before each day of training:

• Read through the full session in advance to understand the flow
• Take note of activities that require group setup (e.g., pair work, breakout groups)
• Highlight any discussion questions or prompts you want to emphasize
• Meet with your co-facilitator (if applicable) to agree on who will lead which parts

A clear plan helps you manage time, stay flexible, and keep the session learner centered.

It’s also important to follow the sequence of the lessons, as each one builds on the previous. For example, exploring educator wellbeing and child development first helps lay the foundation for understanding why these concepts are essential when applying positive discipline.

If using slides or visuals, check that equipment (projector, speakers, power) is working in advance. For larger groups, ensure seating arrangements support group discussion and movement.

4.5 Managing Resistance and Mindsets

In every training group, facilitators may encounter participants who are hesitant, resistant, or disagree with aspects of the content, particularly when it touches on topics like gender equality, child rights, or positive discipline. These disagreements may stem from deeply held cultural or religious beliefs. This section offers strategies to help facilitators navigate those moments respectfully, promote open dialogue, and guide mindset shifts that align with the goals of creating learner friendly schools.

Guiding Principles

• Respect First – Disagreement is not the enemy; disrespect is.
• Shared Purpose – Always return to the shared goal: ensuring all children are safe, respected, and able to learn.
• Curiosity Over Correction – Respond to resistance with curiosity and questions.
• Build Bridges – Use participants’ own values, such as compassion, justice, or faith.
• Facilitate, Don’t Preach – Create a safe space for reflection without shame.

1. Acknowledge, Don’t Argue

When someone challenges an idea, begin by acknowledging their perspective, not debating it. Use affirming, nondefensive language to keep the conversation open.

2. Focus on Common Ground

Even when beliefs differ, you can usually find shared goals. Most educators agree that every child deserves to be safe and respected. Instead of debating corporal punishment, ask: “What are some ways we can guide learners that protect their dignity and still create structure?”

3. Use Storytelling and Real Life Scenarios

Stories help participants move from abstract ideas to real human experiences. Share a realistic example of a learner who was harmed by violence or exclusion. Then ask: "How do you think this child felt?" or "What would you do if this happened in your classroom?"

4. Connect to Shared Values

Use the values participants already hold as a bridge to new ideas. For religious values, you might ask: “Most faiths teach kindness, justice, and care for the vulnerable. How can we reflect those values in how we treat learners?”

5. Create Space for Quiet Reflection

Mindset shifts take time. Give participants the opportunity to sit with discomfort, process new ideas, and connect them to their own lives. Use reflection prompts like: “What challenged you in today’s session?” or “What part of this connects with your own beliefs or values?”

You don’t need to change minds in one session. Your goal is to plant seeds of reflection, encourage openness, and create a safe space for growth. Facilitators lead change through respect, patience, and persistence.

4.6 Inclusive Practices as a Facilitator

The Learner Friendly Schools Programme is designed to be inclusive and welcoming to all participants, including educators with disabilities and those supporting learners with disabilities. It also aims to equip teachers, school leaders, and staff with the knowledge and skills to create learning environments where children with disabilities can thrive alongside their peers.

Creating an Inclusive Training Environment

Facilitators should take proactive steps to ensure that training sessions are accessible to all participants. This includes:

• Choosing accessible venues with ramps and accessible toilets.
• Communicating in advance with participants who have disabilities to plan for their needs.
• Providing frequent breaks for rest and movement.
• Ensuring visibility and audibility for all.
• Adapting group activities to be inclusive.

As a facilitator, you are expected to model respectful and inclusive language, using person-first language (e.g. “a teacher with a disability”) unless the participant prefers otherwise. By making your sessions inclusive, you help foster a culture where every educator and every learner is seen, valued, and supported.

4.7 Looking After Your Own Mental Health

Facilitating the Learner Friendly Schools Programme can be deeply rewarding, but it can also be emotionally demanding. As a facilitator, you will lead conversations about violence, trauma, exclusion, and inequality. These topics can bring up strong emotions. It’s important to remember: you cannot pour from an empty cup.

Practical Strategies for Protecting Your Mental Health

• Before the session: Review content in advance, set a personal intention, and check in with your co-facilitator.
• During the session: Build in short breaks, take deep breaths, and use co-facilitation to share the emotional load.
• After the session: Debrief with a colleague, reflect in a journal, and engage in relaxing activities.

Know Where to Get Support

You’re not expected to carry everything on your own. If you’re feeling emotionally overwhelmed, talk to your supervisor, reach out to a counselor, or call a trusted peer. Participate in the TSC’s termly debrief sessions for teachers to access professional and emotional support.

Caring for your mental health is not a luxury; it is part of what makes you a strong, compassionate, and sustainable facilitator.

Section 5: Reporting and Referral Guidelines

Creating a learner friendly school means ensuring that all children are safe, protected, and treated with dignity. During training, it’s possible that a participant or facilitator may witness or receive a disclosure of abuse, neglect, or violence involving a learner or even a fellow staff member. When this happens, facilitators must be prepared to act promptly, professionally, and in alignment with Kenyan child protection laws and programme safeguarding protocols.

5.1 What to Report and Why It Matters

Facilitators must report any concern that a child (or vulnerable adult) may be experiencing:

• Abuse (physical, emotional, sexual)
• Neglect
• Exploitation (including child labor, sexual exploitation)
• Discrimination (based on gender, disability, etc.)
• Harmful cultural practices (e.g., female genital mutilation, early marriage)

Reporting is not about proving abuse, it’s about ensuring that learners and staff are referred to the appropriate channels for protection and support.

5.2 How to Report and Refer

Internal School Based Processes

Facilitators should first:

• Notify the school’s Designated Child Protection Focal Person (if available)
• Inform your training supervisor or safeguarding lead
• Complete a written incident report as soon as possible

Referral Pathways

Depending on the nature of the case, referrals may be made to:

Facilitators should refer to the referral flowchart and use programme approved reporting forms, included in the appendix.

5.3 Facilitator Responsibilities

Facilitators are not caseworkers. You are not expected to investigate or solve the situation. Your role is to:

• Listen calmly and respectfully
• Report and refer the concern following the established pathway
• Maintain appropriate boundaries and confidentiality
• Access support for yourself if you are affected by the disclosure

Use the template below to map out available support services within your school community to make referral easy. This template should be updated from time to time based on the changes in officers

Safeguarding Principles to Follow

If a disclosure of harm or abuse occurs, facilitators must ensure the process respects these principles:

• Informed Consent: Where appropriate, ensure the individual understands what will happen when you report the concern
• Confidentiality: Maintain privacy but be clear that you cannot keep secrets if someone is at risk
• Best Interests of the Child: The child’s safety and wellbeing come first in all decisions
• Survivor Centered Approach: Believe the person, respect their dignity, and avoid placing blame

Responding to a Disclosure

If a participant discloses something privately:

• Thank them for their trust
• Do not promise confidentiality. Explain you must report concerns to protect those involved
• Offer to speak privately after the session
• Report and document the disclosure using the proper form and notify your supervisor
• Ensure follow up and provide information about support services (e.g., counseling, legal aid)

5.3 Facilitator Responsibilities (Continued)

If a disclosure happens in a group setting:

• Acknowledge the participant respectfully and thank them for their honesty
• Reinforce confidentiality, reminding the group not to discuss the disclosure outside the session
• Avoid continuing the conversation publicly to prevent retraumatization or victim blaming
• Redirect the session gently and follow up with the individual privately: “Thank you for sharing that with us. We will follow up privately to ensure you get the support you need. Let’s take a moment to acknowledge how important it is to create safe spaces, and we’ll now continue with the session.”

Certification

Teachers who successfully complete the Learner Friendly Schools training will receive official certification from the Teachers Service Commission (TSC). To qualify for certification, participants must:

• Attend at least 80% of all training sessions
• Complete all assigned take home activities
• Submit the Post Training Evaluation Form

Certification confirms that the teacher has actively participated in the programme and demonstrated commitment to creating safe, inclusive, and learner friendly school environments.

Section 6: Data Collection for the Program

6.1 Overview of Data Collection Tools

The Learner Friendly Schools (LFS) Programme uses a structured set of five data collection tools to monitor progress, assess training effectiveness, and capture changes in educator practice and school culture over time. These tools are found in the appendix section of this manual.

These tools help facilitators, school leaders, and programme coordinators gather both quantitative (numbers, ratings) and qualitative (stories, observations) data to understand how the training influences teachers, learners, and the broader school environment.

Together, the tools support continuous learning and improvement by showing what has changed, what is working well, and where additional support may be needed.

6.1 Overview of Data Collection Tools (Continued)

6.1 Overview of Data Collection Tools (Continued)

6.2 How the Tools Work Together

These five tools are designed to complement one another:

• Tools 1 and 2 measure immediate learning and satisfaction.
• Tool 3 measures sustained change in practice.
• Tools 4 and 5 provide deeper understanding of experiences, context, and system level impact.

Together, they form a comprehensive picture of how the LFS Programme supports educators to create safer, more inclusive, and learner friendly schools.

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

1. Welcome: Time to Connect (10 min)

Say: Welcome to the Learner Friendly Schools programme. We are so excited to start this learning journey with all of you. Before we start, we are going to do a quick get to know one another activity.

1.1A Option 1:

Time to write (1 min): Write down one thing you are proud of in your role (teacher, school leader and non-teaching staff).

Pair and share (5-7 min): Pair up and share what you are proud of. Share out, have 3-4 pairs share what they are proud of.

1.1B Option 2:

Let’s do a quick round of introductions to ensure that we all know one another.

• Adjective that starts with the same letter as your first name (eg. Merry)
• Name (eg, Maureen)
• Role (eg, grade 1 teacher)

Say: We hope that this programme helps increase your confidence and ability as a teacher, school leader and/or non-teaching staff to create safe spaces at school for all learners.

2. Introduction: Programme Introduction and Overview (15 min)

Say: We are going to introduce the Learner Friendly Schools Programme’s background, goals and session overview. As we go through the programme, take note of what topics are most interesting to you.

2.1 Programme Introduction (5 min):

The Learner Friendly Schools Programme was developed by ICS SP (Investing in Children and their Societies), a child-focused African NGO committed to preventing Violence Against Children (VAC). Launched in 2018, the programme responds to the high prevalence of VAC in schools across Africa—an issue that undermines children’s rights, safety, learning outcomes, and overall well-being.

This approach involves empowering and building the capacity of the whole school to have a shared vision of reducing violence in and around schools. By the whole school we mean working with; school leaders, teachers, support staff, administration staff, learners, parents, community and government.

Recognizing that schools should be safe spaces for children, ICS SP designed this programme as a practical, sustainable response to the systemic violence present in many educational settings. The Learner Friendly Schools Programme provides an interactive and collaborative platform for teachers, school leaders, and non-teaching staff to:

• Build awareness of Violence Against Children (VAC),
• Reflect on their roles in preventing it,
• Share best practices and strategies to promote a positive school culture.

2.2 The primary objective of the programme is to: promote child safety and enhance learning outcomes by creating safer, more nurturing school environments.

2. Introduction (Continued)

Specific Objectives

• Foster safe, inclusive, and supportive environments for learning and holistic child development.
• Equip teachers with life skills to support learners’ development and extend learning to the wider school community.
• Enhance teacher skills in identifying and managing mental health concerns, both within and beyond the school context.
• Build teacher capacity in positive behavior modeling and positive discipline approaches.
• Strengthen teacher knowledge of child protection, their role in protecting the rights of children and the referral and case management process.
• Enhance teachers’ ability to partner with parents and caregivers to support holistic child development at home and at school.

2.3 Group discussion (5 min):

How do you think this programme will help you in your current role?

Note: Ensure equal participation from male and female teachers/ support staff

2. Introduction (Continued)

2.4 Topic Review (5 min)

Say: Now we are going to review the sessions and the high level outcomes for each session. Write session titles on chart paper or use PPT presentation. The sessions will run for 1 hour. After each session, you will identify a way to implement what you learned in your role.

Sessions and Objectives:

• Learner Friendly Schools Programme Introduction
• Child Protection and Safeguarding Legal Frameworks
• Partnering with Parents and Caregivers
• Being Gender Responsive
• The Importance of Life Skills for Educators
• Integrating Life Skills Into the Classroom
• Your Wellbeing as an Educator
• Your Role in Learner Wellbeing
• Child Development and Behaviour
• Positive Discipline, Part 1
• Positive Discipline, Part 2
• School Related Gender Based Violence (SRGBV)
• Closing Session

Pair and share (5-7 min):

Pair: What topics are you most interested to learn more about and why?

Share: Have pairs share out for 3-4 minutes (encourage pairs with different topics to share out)

Say: In your role at the school, these sessions will help you personally and professionally.

3. Discussion: What Makes a Learner Friendly School? (20 min)

Say: One of the goals of the Learner Friendly Schools Programme is to promote a safe, inclusive, and supportive school environment where every learner feels valued, protected, and empowered to succeed.

3.1 Group work (5 min):

• Split into groups of 3-4
• Write a list of what would make a learner friendly school

3.2 Share out (5 min)

Create a shared list of the elements of a learner friendly school

3.3 Written reflection (5 min):

Review the statements about learner friendly schools. Listen to the statement and ask yourself if this is true for my school: yes, no, not yet.

• Is inclusive and equitable – it welcomes all children, regardless of gender, ability, background, or circumstance.
• Is safe and protective – it is free from all forms of violence, abuse, and discrimination.
• Is health-promoting – it supports the physical, emotional, and mental well-being of learners.
• Is academically engaging – it uses child-centered, participatory approaches to make learning active and meaningful.
• Encourages strong partnerships – it involves parents, caregivers, and the wider community in supporting learning and child development.

Say: To help you remember, this is a simple equation to make a Learner Friendly School:

Caring Teachers + Safe & Inclusive Environment + Responsive Leadership = Learner Friendly School

4. Skills Practice (0 min)

N/A

5. Summary and Application: Reflection (15 min)

Say: At the end of each session, we will reflect on what we have learned and identify ways to apply the learning immediately in our work. Today, we have learned about the Learner Friendly Schools Programme. Today, you will reflect on what you have heard, what you want to learn and how you think this will help you in your role.

5.1 Share out (3 min):

• What excites you about this programme?
• How do you think this programme can help you in your role?
• Have 2-3 participants share how they think this programme can help them in their role.

5.2 Baseline Assessment (10 min)

Complete the written (or digital) baseline assessment

Key point: We will be meeting (insert timing) so that we can learn together to find ways to strengthen ourselves, support our learners, and make our school a safe place for everyone.

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

1. Welcome and Recap (5-7 min)

Say: Welcome to today’s Lunch and Learn programme. We are looking forward to today’s session where we will dive into Child Protection and Safeguarding Legal Frameworks. Before we start, we are going to do a quick recap of our last session.

Remember, in our last session we introduced the Lunch and Learn programme and reflected on the elements of a “Learner Friendly School”

1.1 Time to write (1 min):

Write down one thing you have been doing to make your school more learner friendly.

1.2 Pair and share (4 min):

Pair up and share your key learnings and how you plan to apply them

Share out, have 3-4 pairs share their key learnings and application

Say: Today’s session will build on those reflections by helping you better understand the legal frameworks that protect children in learning environments. We will explore how these frameworks define child protection and safeguarding, what they require of us as educators and school leaders, and how we can align our daily practices with these standards to create safe, supportive spaces for every learner.

2. Introduction (10 min)

Say: Today, we will deepen our understanding of child protection and safeguarding. As an educator, you are expected to uphold the rights of all children and help equip them to be responsible young people.

Say: Rights are things every person is entitled to have or to be able to do—simply because they are human while Responsibilities are the duties or behaviours expected of a person to help protect their own rights and the rights of others.

Let’s think of a typical school day. A child comes to class, speaks up during group work, and later reports that another child is being bullied.

In that short moment, the child has exercised at least four rights: the right to education, the right to non- discrimination, the right to participate, and the right to protection from harm.

And they also showed responsibility: they came to school, contributed respectfully, and looked out for others.

So, what are children entitled to—and what are they responsible for?

4.1 Share Out (3 min)

Say: At school, Amina is being teased and pushed by other children during break time. She feels scared and does not want to come to school anymore.

2. Introduction (Continued)

Ask:

• What are Amina’s Rights here?
• Right to be safe and protected from harm.
• Right to education (she shouldn’t feel afraid to come to school).
• Right to play and rest without fear.
• What are Amina’s Responsibilities?
• To tell a trusted adult (teacher, parent) when she feels unsafe.
• To respect other children’s rights by not bullying or hurting them in return.
• To treat classmates with kindness.
• What are the Responsibilities of Others (classmates & teachers)?
• Classmates: To respect Amina’s right to safety, not to bully her.
• Teachers: To protect Amina and make sure school is a safe space.

Say: Rights: The basic entitlements and freedoms every child should enjoy to grow, develop, and live with dignity (e.g., the right to education, protection, health, participation).
Responsibilities: The duties or obligations children are expected to carry out in respect of themselves, others, and their environment, which go hand in hand with rights (e.g., the responsibility to attend school, respect others, and take care of shared spaces).

Facilitator Note: Ensure each pair has a full set. Observe groups and support if they get stuck. After 5 minutes, ask a few pairs to share an example of a right, its related responsibility, and legal source, and how it shows up in school life.

3. Discussion (15 min)

Say: As an educator, you are expected to uphold the rights of all children. Now, we are going to explore child protection and safeguarding. It is your responsibility as an educator to protect the children in your charge.

3.1 Brainstorm (3 min):

What comes to mind when you hear child protection and safeguarding?

Facilitator Note: Allow participants to discuss/share for 2 minutes and wrap up by sharing the following standard definitions below.

3.2 Terminology Introduction (2-3 min)

According to the Child Protection Strategy 2021-2030: Child Protection is the prevention of, and response to, exploitation, abuse, neglect, harmful practices and violence against children. It is embedded in the Convention on the Rights of the Child (CRC) – the most widely ratified international human rights treaty in history – and in the Sustainable Development Goals (SDGs).

Safeguarding on the other hand can be described as the broader concept that ensures a child’s overall well-being and development, including protection from harm.

Say: In the context of child protection and safeguarding, legal frameworks refer to: The set of national and international laws, policies, and regulations that outline the rights of children and the duties of individuals and institutions to protect them from harm, abuse, neglect, exploitation, and discrimination.

Say: Now we are going to take a deep dive into a few legal frameworks to understand child protection and safeguarding in Kenya

3. Discussion (Continued)

Say: Here is a summary of Legal Frameworks:

1. United Nations Convention on the Rights of the Child (UNCRC)

An international treaty that outlines the civil, political, economic, social, and cultural rights of all children.

Key points:

• All children have the right to survival, development, protection, and participation.
• It promotes non-discrimination and the best interests of the child in all actions concerning them.
• Ratified by Kenya in 1990, making it legally binding.

2. Children Act, 2022 (Kenya)

A national law that aligns with international child rights standards and outlines Kenya’s legal framework for child protection.

Key points:

• Defines who a child is (anyone under 18).
• Establishes children’s rights (education, safety, healthcare, protection from abuse).
• Provides reporting procedures for child abuse and neglect.
• Clarifies the roles and responsibilities of government, caregivers, and service providers in child protection.

3. Discussion (Continued)

3. Code of Conduct and Ethics (TSC Code of Conduct)

A professional code for teachers employed under the Teachers Service Commission (TSC).

Key points:

• Teachers must uphold high moral and ethical standards.
• Prohibits any form of abuse, harassment, or exploitation of learners.
• Requires teachers to create a safe and supportive learning environment.

4. Code of Regulations for Teachers (CORT)

TSC regulations that govern teacher conduct, appointments, promotions, and disciplinary actions.

Key points:

• Outlines the expected behavior of teachers towards learners.
• Provides disciplinary procedures for misconduct, including child protection violations.
• Emphasizes professional responsibility in ensuring learner safety and welfare.

3. Discussion (Continued)

5. African Charter on the Rights and Welfare of the Child (ACRWC)

A regional child rights instrument specific to Africa.

Key points:

• Similar to the UNCRC but places more emphasis on issues affecting African children (e.g., child marriage, harmful cultural practices).
• Reinforces children’s rights to education, protection, and participation.
• Kenya ratified the Charter, making it part of national child protection obligations.

6. TSC Circulars (3 of 2010, 6 of 2017, Learners Protection Circular 14 of 2022)

Guidelines issued by the Teachers Service Commission to strengthen child protection in schools.

Key points:

• Circular 3 of 2010: Prohibits corporal punishment in schools and outlines alternative discipline methods.
• Circular 6 of 2017: Reinforces the teacher’s role in creating a safe learning environment and responding to child abuse cases.
• Learners Protection Circular 14 of 2022: Provides specific procedures for reporting, documenting, and responding to cases of child abuse, neglect, and violence in schools.

Facilitator Note: Provide printed copies of these frameworks or links to where they can be accessed.

3. Discussion (Continued)

Say: As teachers, child protection and safeguarding are not optional add-ons to your role — they are essential responsibilities that come with being an educator. You are often the first line of defense when a child is at risk. Whether it’s recognising signs of harm, creating an inclusive environment, or responding appropriately to concerns, your actions can make all the difference. This training is designed to equip you with the tools, knowledge, and confidence to safeguard children effectively. We’ll walk through the legal frameworks that guide our work, explore how to apply key principles in real-life situations, and reflect on how each of us can build a learning environment where every child feels safe, seen, and supported.

4. Skills Practice (15 min)

Facilitator Note: Distribute one scenario per group. Make sure each group has access to the Persons with Disabilities Act (2003), the National Policy for Persons with Disabilities (2024), and the MOE Guidelines for Learners with Disabilities.

Say: This activity is about applying your knowledge to real challenges and practicing inclusive, rights-based decision-making. Remember, each child is different, and part of your responsibility is to understand how to respond in a way that is inclusive, respectful, and aligned with the law.

4.1 Small Group Activity (5-7 min)

• Split into groups of 3-4
• Read and discuss the scenario
• Identify what protections are relevant from the legal frameworks you’ve just explored
• Think through practical actions you can take as a teacher

4. Skills Practice (Continued)

Say: This activity is about applying your knowledge to real challenges and practicing inclusive, rights-based decision-making. Remember, each child is different, and part of your responsibility is to understand how to respond in a way that is inclusive, respectful, and aligned with the law.

4.2 Share Out (5 min):

Each group will read out their scenarios and share their summaries from the reflection questions.

Scenario 1

Name: Peter
Age: 8 years old
Context: Peter has an intellectual disability and requires more time to complete tasks. His classmates sometimes tease him for giving “wrong answers.” One day, a teacher sends him out of the classroom for not “paying attention.”

Reflection Questions:

• What kind of inclusive teaching strategies can support Peter’s learning?
• What protections are in place under the Children Act (2022) and the Guidelines for Learners with Disabilities?
• How can the school create a supportive environment for learners with intellectual disabilities?

4. Skills Practice (Continued)

Scenario 2

Name: Ruth
Age: 12 years old
Context: Ruth has low vision and struggles to read the notes written on the chalkboard from her seat. She has not been assessed for special needs support. She often appears withdrawn and frustrated in class.

Reflection Questions:

• How can teaching and learning materials be adapted for her needs?
• What does the National Policy for Persons with Disabilities (2024) or MOE Guidelines on Learners with Disabilities recommend?
• How can you support her emotional wellbeing as well as her academic success?

Scenario 3

Name: Brian
Age: 10 years old
Context: Brian uses a wheelchair and has recently transferred to your school. The classroom and toilets are not wheelchair accessible, and he often misses out on playtime because the playground has stairs. Some of his classmates mock him during breaks.

Reflection Questions:

• What physical changes or accommodations are needed in the school environment?
• How can you support his participation and protect him from discrimination?
• What does the Persons with Disabilities Act (2003) or MOE Safety Manual require in this case?

Say: It is important to understand the various circumstances and contexts of the learners in your classroom so as to respond in an inclusive, respectful way that is aligned with the law.

5. Applying Key Skills: (10 min)

Say: We’ve just explored how these laws and policies form the foundation of child protection and safeguarding in Kenya. You’ve also begun to see how these are not abstract documents, but real tools that guide your daily decisions and actions as teachers.

Now, we’re going to take a deep dive into a few of these frameworks by examining how they play out in real-life classroom situations.

5.1 Share Out

Read out the scenarios below to the learners and let them answer the reflection questions that follow:

Scenarios

Scenario 1:

Name: Amina
Age: 12 years old
Context: Amina is a quiet learner who has recently been teased and excluded by a group of classmates because of her family’s religion. She has stopped answering questions and often asks to go home early, saying she feels unwell.

Reflection Questions:

1. What actions can you take to protect Amina from bullying and discrimination?
2. How can you create a safe and inclusive classroom environment for all learners?
3. Which child protection or safeguarding policies guide your responsibilities in this situation?

5. Applying Key Skills (Continued)

Scenario 2:

Name: Tom
Age: 11 years old
Context: Tom forgot to complete his homework. The teacher on duty canes him in front of the class, saying it’s the only way to make him “more responsible.” Tom becomes withdrawn and avoids participating in lessons.

Reflection Questions:

1. What does the law say about corporal punishment in schools?
2. What other forms of positive discipline could the teacher use instead?
3. How can you advocate for child rights and model appropriate discipline methods in your school?

Say: You’ve just seen how child protection and safeguarding are not just about reacting when harm occurs, they’re about prevention, awareness, and daily actions that uphold every learner’s rights. Whether it’s addressing bullying, ensuring safety, or promoting positive discipline, your role as a teacher is central to creating a school environment where all children feel protected, valued, and empowered to learn.

6. Summary and Application Activity: (5 min)

Say: In this session, we explored the definitions of child protection and safeguarding, emphasising that safeguarding is a core responsibility for teachers. We examined key legal frameworks in Kenya and internationally that protect all children, including those with disabilities. We discussed the importance of matching children’s rights with corresponding responsibilities and reflected on how the four principles of child protection, non-discrimination, best interests of the child, survival and development, and participation, guide our everyday actions. This session has equipped us with practical tools to create safe, inclusive, and supportive learning environments.

6.1 Action Planning (3 min):

Based on these learnings, write a personal action plan or pledge:

• One specific step you will take to strengthen child protection and safeguarding in your role
• Who you will collaborate with
• When you will implement it

Objectives:

• Review PE&E Framework
• Explore how parental engagement enhances learner success
• Understand how to take a strength based approach to partnering with parents (parents as a resource)
• Review barriers to parental engagement
• Engaging male parents/ caregivers
• Explore effective techniques to communicate with parents
• Explore simple ways/times to develop a relationship with parents/ caregivers as a teacher (80 positive/20)
• Leading compulsory parent teacher meetings (planning and communicating)

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (5-7 min)

Say: Welcome to today’s Lunch and Learn programme. We are looking forward to today’s session where we will dive into Partnering with Parents and Caregivers. Before we start, we are going to do a quick recap of our last session. Remember, in our last session we looked into the legal frameworks of child protection and safeguarding.

1.1 Time to write (1 min):

Write down an inclusive practice you have implemented in the previous week around child safeguarding and protection.

1.2 Pair and share (5-7 min):

Pair up and share your key reflection or improvement from the past week with your partner. Think about moments where you applied what we learned, even in small ways

Let’s hear from 3–4 pairs.

Who would like to share something that stood out from your discussion or an insight you had?

Say: We hope that today’s session will equip you with practical tools and confidence to build strong, respectful partnerships with parents and caregivers. These relationships are not only important for supporting learner learning, but they are also essential in creating safe, inclusive, and nurturing environments for all children.

2. Introduction (15 min)

Say: Let’s start by grounding ourselves in the PE&E Framework—that’s Parental Engagement and Empowerment. This framework helps us not only understand just why parents and caregivers matter in a child’s learning journey, but also how we can partner with them more intentionally and effectively.

2.1 Let’s complete the following statements (5 min):

• One way I’ve engaged parents in the past is…
• I think I could empower parents more by…
• A partnership I’d like to improve is... because…

According to the Guidelines on Parental Empowerment and Engagement (PE&E): Parental Empowerment may be defined as a process or activity that is undertaken to enhance the capacity of parents so that they can actively nurture the potential of their children in and out of school while Parental Engagement is the active participation of parents in their children’s learning and holistic development in collaboration with teachers and other stakeholders.

2.2 Brainstorm (2 min):

What have you observed about learners with actively involved parents?

Explain - Why It Matters:

• Studies show that learners perform better, attend more regularly, and are more motivated when families are involved
• Empowered and engaged parents contribute to a supportive learning ecosystem where children thrive both academically and emotionally
• As teachers, we are often the bridge between school and home—we have a key role in inviting and enabling that partnership

2. Introduction (Continued)

The guiding principles of parental empowerment and engagement include:

1. Inclusivity

“Everyone has a seat at the table.” Parents should be represented and actively engaged in all relevant school decision-making processes. This includes participation in governance and advocacy, like school councils or committees. Effective communication is key—ensuring parents are informed about school programs and their children’s progress creates space for real engagement.

2.3 Brainstorm (2 min):

What strategies have you used—or seen work—to ensure that all types of parents feel included and represented in school decisions?

2. Values

“Families lay the foundation, and schools help build on it.” Parents and communities hold the primary responsibility for nurturing moral and ethical values. Schools can complement this by creating learning spaces that reinforce these shared values. Working together ensures that learners grow up guided by values that benefit both themselves and society.

2.4 Brainstorm (2 min):

How can teachers reinforce family and community values in school without assuming or imposing?

2. Introduction (Continued)

3. Shared Responsibility

“It’s not just the teacher’s job or the parent’s job—it’s ours together.” PE&E is built on partnerships between parents, schools, and communities. This means raising awareness among parents about why their involvement matters, and giving them the tools to get involved effectively.

Say: Shared responsibility also means creating regular, two-way communication—not just calling parents when there’s a problem, but also when something is going well.

4. Prudent Use of Resources

“Parents are not just supporters—they’re resources themselves.” All stakeholders—parents, school leaders, and learners—need to be aware of how to use and maintain school resources responsibly. Parents can contribute directly—as skilled professionals, volunteers, or financial contributors, but also by promoting positive attitudes about how children treat learning spaces.

2.5 Brainstorm (2 min):

How can you better recognise and tap into the strengths and resources that parents already bring to your school community?

Say: This is a brief review of the PE&E framework, however, throughout today’s session, we’ll explore how to bring these principles to life. Let’s begin this journey of seeing parents not as visitors, but as partners—and not as problems to manage, but as resources to learn from.

3. Discussion (15 min)

Say: Let’s begin by reflecting honestly on some of the challenges we face when trying to engage with parents and caregivers. This will help us acknowledge the real obstacles but also start to think about what might make these interactions more constructive and positive.

3.1 Share Out (4–5 min)

What challenges have you faced when trying to engage with parents or caregivers in your role as a teacher and what are some ways you have overcome these challenges?

Say: These are real and valid challenges. But by naming them and beginning to look at how we might reframe our approach, we can start to build more meaningful, effective partnerships with parents and caregivers, something that benefits our learners most of all.

Say: Now that we have looked at the common challenges, it is important for us to dive deeper into understanding how we can shift our mindsets in order to truly see parents and caregivers as valuable partners and resources even when it seems challenging.

3.2 Group discussion (3-4 min)

Think of a time when you had a challenging interaction with a parent or caregiver. What assumptions did you make about them at that moment? Looking back, what strengths or positive contributions might the parent have been offering in that interaction, even if they were not being recognized at the time?

3. Discussion (Continued)

3.3 Scenario Review (5 min)

In pairs, read a scenario and answer: What strengths or resources is this parent bringing? How can I, as a teacher, engage this parent more effectively as a partner?

Scenario 1: The Busy Single Parent

You’ve tried several times to reach out to Brian’s father, Mr. Otieno, about his son’s missed homework and classroom participation. He rarely answers calls and once replied by text saying, “I’m always on the road, please handle it.” He also misses most parent meetings, and other teachers describe him as “uninvolved.”

Surface reaction: “This parent doesn’t care about their child’s education.”

Strength-based lens: Mr. Otieno is working long hours to provide for his family. He trusts the teachers enough to manage things in his absence. He may be feeling overwhelmed or unsure how to engage with the school in a way that fits his schedule.

Ask: How might you create flexible ways for Mr. Otieno to stay connected and contribute, such as sending short updates via WhatsApp, scheduling a quick call during his breaks, or inviting him to share about his work during a career day?

Scenario 2: The Silent Parent Who Listens Carefully

During meetings, a father shows up but says very little. He doesn’t respond to messages in the group chat and never asks questions. You’re not sure if he’s engaged.

Surface reaction: “This parent is disengaged and uninterested.”

Strength-based lens: This parent is quietly observing and may prefer one-on-one interactions. They may value privacy but still make the effort to be present. Their presence shows commitment, even if it's not vocal.

Ask: How can you create a smaller, more personal space where this parent might feel comfortable contributing?

Say: The strength-based approach helps us lay a foundation for partnership by seeing parents as allies and resources, rather than obstacles, especially when challenges arise in our engagement with them.

4. Skills Practice (15 min)

Say: Despite taking a strength-based approach when engaging with parents and caregivers, we may still find that some groups , especially male parents or caregivers, can be more difficult to engage. This doesn’t mean they are uninterested; it often means we need to explore different, more intentional ways of inviting them in.

4.1 Small Group work (10 min):

Divide into small groups. Each group receives one scenario. One person plays the teacher, the other plays the caregiver (ideally a male caregiver). Practice responding using these techniques: Clear, respectful, strengths-based language, Active listening and empathy, Direct invitation to participate or contribute, Framing the caregiver as a valued partner.

Scenarios:

• A father seems distant and rarely attends meetings. You meet him during school drop-off.
• A male caregiver shows up at school upset about a discipline decision.
• A quiet uncle or older brother comes to pick up a child and seems unsure how to interact with the teacher.
• A male caregiver has never been seen at school events, but you learn he’s active in the community or at church.

Prompt questions for each role-play:

• How can you acknowledge the caregiver’s potential contributions?
• What’s one specific thing you could invite them to participate in?
• How can your tone, body language, and words show openness and respect?

Say: These role-plays remind us that engaging male caregivers often requires creativity, empathy, and persistence , but the potential impact on the child’s learning and wellbeing is worth it. When we communicate with openness and respect, and when we intentionally invite all caregivers into the learning journey, we start to break down assumptions and build bridges.

5. Applying Key Skills:

N/A

6. Summary and Application Activity (5 min)

Say: As we come to the end of today’s session, let’s take a moment to reflect on what we’ve explored. We started by grounding ourselves in the Parental Empowerment and Engagement (PE&E) Framework, and saw how a strength-based approach allows us to view parents and caregivers, not as obstacles, but as key partners in a child’s learning journey. We unpacked the common challenges teachers face, especially around engaging male caregivers, and practiced ways to shift our mindset and strategies to be more inclusive, intentional, and empowering. Through role-play and discussion, we explored the power of small, consistent, positive interactions, the 80/20 approach, and saw how even a note, a greeting, or a thoughtful invitation can build bridges over time. Most importantly, we reminded ourselves that effective parent partnerships aren’t about having all the answers, but about showing up with curiosity, empathy, and respect.

6.1 Time to Write (3-4 min)

Before we go, take a moment to write down:

• One strategy you want to try out in the next two weeks
• One parent or caregiver relationship you’d like to strengthen
• One shift in mindset you want to hold onto when thinking about parental engagement

Say: Let’s carry these strategies forward as we continue exploring how to strengthen our communication and relationships with all parents and caregivers — not just during challenges, but throughout the everyday rhythm of school life.

A strength-based approach helps us see parents as partners and resources, even when communication is challenging.

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (Continued)

Say: We hope that today’s session will build on the mindset shifts we’ve been exploring. Just as we looked at the importance of seeing parents as partners, today we’ll turn our attention to another critical area in creating inclusive and equitable learning environments—being gender responsive.

2. Introduction (10 min)

Say: Being gender responsive doesn’t require us to overhaul everything we do, but it does invite us to reflect, to be more intentional, and to adopt strategies that ensure every learner feels seen, respected, and supported. We shall start by understanding the definitions so that we can build a shared understanding and use common language as we move through today’s session.

2.1 Brainstorm (2 min):

When you think about the terms ‘sex’ and ‘gender,’ what comes to mind for each?

2.2 Discuss (5 min)

According to FAWE, gender and sex are often used interchangeably, but they have distinct meanings. Sex refers to biologically determined characteristics such as reproductive anatomy and chromosomes, typically categorized as male or female. However, some individuals are born with biological traits that do not fit typical definitions of male or female—these individuals are referred to as intersex.

Gender, on the other hand, refers to the socially constructed roles, behaviors, and expectations associated with being male, female, or other gender identities. These gender norms influence how boys/men, girls/women, and intersex individuals are expected to act, what they are believed to be capable of, and how they are treated in society.

How does gender influence a learner’s experience in the classroom?

Facilitator note: Have the points below put into a t-chart for better understanding.

2. Introduction (Continued)

Say: As we’ve just explored, both sex and gender influence how learners experience school, from the subjects they feel confident in, to how they behave, and even the careers they aspire to. But these gendered expectations don’t stop with learners. They also affect teachers and the roles and responsibilities assigned within schools, often without us even realising it.

3. Discussion (10 min)

Let’s take a closer look at how gendered roles and responsibilities show up in school life, both for learners and teachers, and how they might reinforce certain stereotypes or limit opportunities.

2.3 Think–Pair–Share

Step 1 – Individual Reflection (3 min):

Think about your own school or teaching experience.

• What tasks or expectations are typically given to boys vs. girls?
• What responsibilities are often assigned to male vs. female teachers?

Step 2 – Pair Discussion (3 min):

In your pairs, discuss:

• Are these roles fair and balanced?
• How might they reinforce gender stereotypes?
• What impact do they have on learners'/teachers’ confidence, skills, and opportunities?

Step 3 – Share Out (if time)

Invite a few groups to share patterns or key insights from their conversations.

Facilitator Note: Chart examples under two headings: “Learners” and “Teachers.”

4. Skills Practice (15 min)

Say: A conscious bias or prejudice is a deliberate belief or attitude that a person is aware of and may openly express while the unconscious bias operates below our awareness - automatic mental shortcuts or assumptions we make without realising it. This next activity will help us spot and challenge these biases to build a fairer school community.

4.1 Pair Discussion (6 -8 min):

Distribute a list of short statements related to gender roles and expectations. Ask participants individually to quickly indicate whether they agree, disagree, or are unsure about each statement. In pairs, participants share one or two statements they agreed with or felt unsure about. They discuss why they feel that way and whether these beliefs might affect how they treat or think about their learners.

List:

• Boys are naturally better at math and science than girls
• Girls are more emotional and sensitive than boys
• Boys should be tough and not show vulnerability
• Girls should be caring and nurturing by nature
• Boys make better leaders than girls
• Girls aren’t interested in sports or physical activities
• Girls are better at multitasking than boys
• Boys learn and behave differently because they have more energy
• Girls are better at following rules and authority than boys
• Boys are less responsible than girls when it comes to schoolwork
• Boys are more competitive and aggressive than girls
• Girls are more likely to seek help when they have problems; boys prefer to handle things alone

4. Skills Practice (Continued)

4.2 Group Discussion (5 min):

• Were there any surprises in what you agreed or disagreed with?
• Can these beliefs influence decisions or behavior at school?
• How can we become more aware of these biases?

Say: Whether consciously or unconsciously, recognising these biases is the first step toward creating a fairer and more inclusive school environment.

5. Applying Key Skills (15 min)

Say: Now that we’ve taken a closer look at how gendered roles and expectations shape the experiences of both learners and teachers, the next question becomes: How do we make sure gender is considered in everything we do, from classroom practice to school leadership and policy?

Gender mainstreaming is the process of assessing the implications for people of different genders in any planned action, including policies, programs, or practices, so that gender equality becomes a core objective in all aspects of planning, decision-making, and implementation.

In other words, instead of treating gender as a side issue or something to “add on,” gender mainstreaming invites us to integrate gender considerations into everything we do, from classroom interactions to curriculum planning to school leadership. This ensures that no one is left behind, and that both boys and girls have equal opportunities to thrive, participate, and succeed.

According to FAWE, creating a truly gender-responsive school requires a holistic approach—one that goes beyond the classroom and looks at policies, infrastructure, staffing, curriculum, and community engagement. To explore what this looks like in practice, we’re going to dive into five key areas through an interactive activity.

5. Applying Key Skills (Continued)

3.1 Group Activity (7 min):

Divide participants into 5 groups and hand them each one of the 5 key components for review

3.2 Share Out (5 min):

Each group to give a summary of their discussion around the key component and the task they were assigned

Say: We’ve seen how policies, practices, and attitudes all play a role in creating an inclusive environment. Next, we’ll focus on recognising gender biases, both conscious and unconscious, and how they affect our behaviour and decisions.

5. Applying Key Skills (Continued)

6. Summary and Application Activity (5 min)

6.1 Time to write (3-4 min):

Before we go, take a moment to brainstorm and write down:

• Ways to check and challenge the biases you have in everyday interactions and decision-making

Say: Thank you for your active participation today. Understanding gender and its impact in our classrooms is essential for creating an environment where every learner can thrive. By recognising biases, promoting positive masculinity, and applying gender-responsive teaching, we take important steps toward fairness and inclusion. Let’s commit to putting these ideas into practice and making our schools truly equitable for everyone.

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (5-7 min)

Say: Welcome to today’s Lunch and Learn session. We’re excited to have you back as we continue exploring how to bring life skills into the classroom in meaningful and practical ways. Before we dive in, let’s take a moment to reconnect with the reflection from our last session. Remember, in our last session we introduced Life Skills and why they are important for educators.

1.1 Time to write (1 min):

Write down the life skill you chose to strengthen in the previous session and how you have practised this.

1.2 Pair and share (5-7 min):

Pair up and share your chosen life skills and the changes made

Share out, have 3-4 pairs share

Say: Thank you for sharing your reflections. We hope that today’s session will give you more tools, ideas, and inspiration to build on those personal goals, and to help your learners grow as well. Let’s get started!

2. Introduction (10 min)

Say: Let’s take a moment to understand what we mean by Life Skills and how they are structured in the CBE curriculum.

Life Skills are defined as the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. This definition, from the World Health Organization (WHO), highlights the importance of both resilience and well-being.

Let’s break that down a bit: ‘Adaptive’ means being flexible—able to adjust to different situations and challenges. ‘Positive behaviour’ means having a forward-looking attitude—seeking solutions, hope, and opportunities even in tough situations.

In the Competency-Based Curriculum (CBE), life skills are grouped into three broad categories: Personal Management Skills, Interpersonal Relationship Skills, Decision-Making Skills.

2.1 Brainstorm (5 min):

Say: Let us list some specific life skills that might fall under each of these three categories.

List the following on the board or flip chart:

3. Discussion (10 min)

Say: Let’s look at a few real classroom challenging moments that many teachers might experience. In each situation, share what life skill you would use, and how it could make a difference in the learner’s experience and growth.

Scenario 1: Morning Nerves

Several pupils are anxious before a big test. They crowd around you, worried they’ll fail.

• What life skill would you use to support them?
• How might your response affect their confidence and focus?

Scenario 2: Quiet Learner

You notice one of your usually active learners is unusually quiet and distracted. After class, you check in and discover they’re facing family challenges at home.

• What life skill helps you handle this situation with empathy and care?
• How could your approach impact this learner’s sense of belonging and emotional well-being?

3. Discussion (Continued)

Scenario 3: Group Conflict

During a group activity, a disagreement breaks out among pupils, no one can agree on how to complete the task.

• Which life skill would you apply to guide them without taking over?
• How could this experience help them grow in teamwork and problem-solving?

Scenario 4: Concerned Parent

A parent comes to you visibly upset about their child’s performance. The conversation starts out tense.

• Which life skills would help you manage this situation respectfully and constructively?
• What outcome might this create for the parent–teacher relationship?

Say: When teachers and learners build strong life skills, we create more supportive, independent, and resilient classrooms. Teaching becomes less about firefighting and more about guiding. Whether it’s a learner managing their emotions, resolving a peer conflict on their own, or staying focused through stress—these small shifts add up and make our jobs more fulfilling and less overwhelming.

4. Skills Practice (20 min)

Say: Let’s explore how common classroom challenges can play out differently depending on the life skills being applied, either by us as teachers or by our learners.

4. Skills Practice (Continued)

4.1 Group Role Play (10 min)

Divide participants into small groups (3–5 people). Make sure the groups are an even number so that one group is A and the other is B. Give each group pair (A and B) a realistic classroom challenge. Examples:

• A learner refuses to participate in a group activity.
• Two learners have a verbal argument in the classroom.
• A parent comes in angry about a grade.
• A pupil is regularly late and disengaged.
• Your lesson is constantly disrupted by a talkative group.

Instructions for each group pair:

• Part A: Act out the challenge without life skills being used (e.g., poor communication, lack of empathy, no emotional regulation).
• Part B: Act out the same challenge, but this time show what it looks like when life skills are used (e.g., active listening, assertiveness, problem-solving).

4.2 Debrief & Discussion (5 min)

After the role plays, guide a full-group reflection:

• What changed between the two versions?
• Which life skills made the difference?
• How would encouraging learners to build those skills make your daily work easier?
• What can you do to model or teach those skills?

Say: When we and our learners use life skills well, we spend less time managing crises and more time on meaningful learning.

5. Applying Key Skills

N/A

6. Summary and Application Activity (5-7 min)

Say: Let’s take a moment to reflect on what we’ve explored today, how life skills support both learners and teachers, and how they can make our work more meaningful and manageable.

6.1 Time to Write (5 min)

Ask each participant to silently reflect and choose one life skill they would like to strengthen in their own practice as a teacher.

You can write these prompts on the board or flip chart:

• What life skill do I find most challenging or want to improve?
• How would building this skill make my work easier or more fulfilling?

Ask them to draw the following table in their notebooks for them to fill in as they continue with the sessions:

Say: Fill in the table with real, small, actionable steps: e.g., “Pause and breathe before responding when I feel frustrated,” or “Make time for weekly 1:1 check-ins with struggling learners.” Encourage them to text or check in with each other for accountability.

Say: In conclusion, life skills aren’t just something we teach—they’re something we live and model. When we build these skills in ourselves and our learners, we’re not only improving learning, we’re shaping resilient, thoughtful, and capable human beings.

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

2. Introduction (10 min)

Say: In CBE, Life Skills Education isn’t just a subject taught on its own. It’s also a core part of how we teach every subject. These are skills like communication, empathy, decision-making, and self-awareness that help learners manage everyday challenges and grow into well-rounded individuals.

Under CBE, teachers are expected to:

• Identify relevant life skills for each lesson (e.g. managing emotions during a group task).
• Integrate life skills through learning activities (e.g. encouraging teamwork during group work).
• Model these skills themselves (e.g. staying calm in stressful moments, listening actively).
• Reflect with learners on how they are using these skills.

Before we dive deeper, let’s take a moment to consider why life skills matter so much in the classroom.

Life skills help learners:

• Manage emotions (reducing outbursts or distractions)
• Build better relationships (reducing conflict and bullying)
• Stay motivated and focused (increasing engagement and participation)
• Solve problems calmly and think critically (leading to stronger academic performance)

2. Introduction (Continued)

According to the World Bank and WHO, life skills education contributes to lower school dropout rates, reduced substance abuse, and better long-term health and income outcomes.

In the long term, life skills also have the following benefits:

• Improve employment chances: Employers value communication, teamwork, and problem-solving more than memorized content.
• Better life choices: Life skills help young people avoid risky behaviours and make informed decisions.
• Greater well-being: Learners with strong self-esteem and coping skills report higher confidence and satisfaction with life.

Say: When we intentionally integrate life skills into our teaching, we’re not just helping learners succeed in exams, we’re equipping them to thrive in life. By modelling, practicing, and reflecting on these skills every day, we create a classroom environment where learners feel confident, capable, and connected, not just now, but for years to come.

3. Discussion (15 min)

Say: Life skills don’t need to be taught in a separate lesson. In fact, some of the most powerful learning happens when we weave these skills into everyday classroom activities. Let’s explore some practical ways we can do this.

Facilitator Note: Have the life skills below on a flip chart or board to remind them.

3.1 Small Group (10 min)

In groups of 3–4, look at the strategies assigned to you. For each one, based on the life skills found in the 3 categories:

• Identify which life skills it helps develop
• Share examples of how you’ve used it, or how you could use it in a lesson
• Note any challenges and ideas for making it work

3. Discussion (Continued)

Practical strategies: Group Work & Team Tasks, Class Discussions & Debates, Peer Feedback Activities, Daily or Weekly learner Check-Ins, Scenario-Based Role Play, Classroom Jobs & Responsibilities

Facilitator note: Assign 2 strategies per group

Say: Thanks for the great discussions! Let’s come back together and share what you talked about. As you listen to each other, think about which strategies you might want to try in your own classroom.

Facilitator Note: Invite one representative from each group to share: The strategy they discussed, The life skills it helps develop, One practical example of how it can be used, Any challenges and tips the group came up with. Use a flip chart or whiteboard to cluster strategies under the life skills they support. Highlight overlaps, this helps show how one activity can build multiple life skills at once.

Say: What’s powerful about this work is that you don’t need to start from scratch. You’re likely already using many of these strategies—it’s just about being more intentional. When we name the life skills we’re building, learners become more aware and can take ownership of their growth.

4. Skills in Practice (15 min)

Say: Let’s take a moment to connect this to your real classroom work. Think about a lesson you are planning to teach in the next week. How can you design it in a way that helps learners practice life skills—not just talk about them, but use them?

4.1 Individual Work (7 min)

Choose an upcoming lesson. This could be from any subject—math, science, language, social studies, or even a co-curricular area like arts or sports. Identify three life skills learners could apply during this lesson. Use the life skills list we’ve been working with (Personal Management, Communication, Thinking Skills, etc.). Describe how learners will actually use each skill in the lesson. Use the prompts below to guide your thinking.

4. Skills in Practice (Continued)

Facilitator Note: Encourage participants to go beyond "learners work in groups" or "learners share ideas"—push for specificity. What exactly will they do or say that shows they are using a life skill?

Say: This kind of planning helps us keep life skills alive in everyday teaching. When we connect them to real learning tasks, we help learners see their relevance and build confidence in using them in the real world.

5. Applying Key Skills (10 mins)

Say: Now that we have mapped out an upcoming lesson and the life skills we could apply, the next steps would be identifying indicators of success.

5. Applying Key Skills (Continued)

5.1 Small group Discussion (5-7 mins):

Have the participants in small group of 3-4. In their groups, let them discuss:

• What would we expect to see, hear, or feel in the classroom if learners are truly developing this life skill?

They then list 3–5 observable indicators — behaviors, attitudes, or outcomes — that would demonstrate growth.

Facilitator Note: Encourage observable and measurable indicators (what can actually be seen or heard in the classroom)

Example:

5.2 Share Out (3 mins):

• What are some of the indicators of success you came up with?
• How does including indicators make our lesson plans stronger and more intentional about life skills?

Facilitator Note: Reinforce that indicators help teachers reflect and adjust their teaching, they make life skills visible and assessable.

6. Summary and Application Activity: (5-7 min)

Say: In today’s session, we explored how life skills are not just an add-on, but an essential part of everyday teaching under the CBE. We discussed how life skills like communication, empathy, decision-making, and problem-solving help learners thrive both academically and in life. Through group discussions and practical examples, we identified simple strategies like group work, role play, peer feedback, and class discussions that naturally build these skills. Most importantly, we practiced planning lessons with clear, intentional life skills integration, moving from general awareness to specific, classroom-ready actions.

6.1 Time to Write (5 min):

Using the lesson you planned, write down your answers to the following:

• One life skill you will intentionally integrate into your next lesson
• And one specific teaching strategy you will use to build that skill

Say: Every small step you take helps create a learning environment where learners don’t just pass exams, but build the skills they need for life.

Practical Strategies for Life Skills Integration

Session 7 (Continued)

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (5-7 min)

Say: Welcome to today’s Lunch and Learn programme. We’re glad to have you back as we continue deepening our understanding of learner wellbeing. Today, we’re diving into the topic of Your Wellbeing as an Educator. Before we begin, let’s take a moment to reflect on our last session, where we explored how to make life skills a visible, intentional part of everyday teaching.

1.1 Time to Write (1 min):

What self-care practice did you commit to and how has it impacted your mental wellbeing?

1.2 Pair and Share (5 min):

Pair up and share your reflections. Think about what challenges you’re facing, and how taking care of yourself has made this better. Let’s hear from 3–4 pairs

Say: Thank you for those reflections! Today’s session builds directly on that conversation. As we’ve seen, when teachers feel supported and mentally well, learners benefit. Today, we’ll shift our lens to explore your role in supporting learner wellbeing. We’ll look at what learner wellbeing really means, what signs to watch for, and how we can respond with empathy and care , without taking on the role of a counsellor. You don’t have to have all the answers, but you can be a powerful connector and safe adult for your learners.

2. Introduction: (10 min)

Say: Now that we’re all settled in, let’s get moving! We’re going to explore some common ideas around mental health, and bust a few myths along the way. This next activity will help us define mental health, start talking about mental health conditions, and understand their causes and risk factors, in a way that gets our bodies involved too.

2.1 Activity: “Myth or Fact? Move Your Body” (5 mins)

Designate two sides of the room or space: One side = MYTH, Other side = FACT

Explain the rules: I’ll read a statement out loud. If you think it’s a FACT, move to the “Fact” side of the room. If you think it’s a MYTH, move to the “Myth” side. Be ready to explain why you chose your answer. We'll unpack each one together!

Statements to Read Aloud:

• Mental health is only about mental illness → MYTH. Mental health is a state of well-being - it’s about how we think, feel, relate to others, and handle life. Everyone has mental health.
• Teachers can experience burnout, stress, and even depression because of work conditions → FACT. These are common among educators and need attention.
• Mental health conditions are always caused by bad parenting → MYTH. Mental health conditions can be caused by a mix of genetic, environmental, and behavioural factors,not just one thing.
• Men and women often show different signs of mental health conditions → FACT. Gender roles, expectations, and stigma can shape how mental health is experienced and expressed.
• Someone who is struggling with their mental health will always look sad or upset → MYTH. Many people hide their struggles well. It’s not always visible.
• Mental health conditions like anxiety or depression are treatable → FACT. With support, care, and sometimes treatment, most people can recover or manage well.

2.2 Debrief Discussion (3 mins):

• What stood out to you?
• Did anything surprise you?
• Have you seen how these myths or facts play out in real life—in yourself, a colleague, or a learner?

Say: According to Kenya’s National Guidelines on Workplace Mental Wellness: Mental health is more than the absence of mental health conditions, instead it is a state of well-being in which an individual realizes his or her own abilities, can cope with everyday normal stresses of life, can work productively and fruitfully, and is able to contribute to his or her community. It also states that the most common mental health conditions in Kenya are anxiety, depression, substance use disorder, schizophrenia, and bipolar mood disorder.

3. Discussion (10 min)

Say: Now that we’ve started thinking about mental health more broadly, let’s look more closely at: Common types of mental health conditions, What causes or contributes to them, Common signs to look out for — and how gender can affect how these signs appear.

Facilitator Note: Visual Aid: Prepare a simple chart or slides that shows the following points:

Types of Mental Health Conditions:

3. Discussion (Continued)

Causes/Risk Factors:

Say: Mental health challenges don’t usually have one simple cause, they result from a mix of factors. Sometimes we have no control over these factors. But being aware of them can help us understand ourselves and our colleagues with more empathy.

Say: Now let us look at the various signs, this could also vary depending on gender.

Common Signs by Type

3. Discussion (Continued)

Say: Mental health conditions are complex and personal. They’re influenced by our life experiences, our biology, and the expectations society puts on us, including expectations related to gender. The more aware we are of the signs and risk factors, the more we can take care of ourselves, and support those around us.

4. Skills Practice (10 min)

Say: Now that we’ve explored the signs and causes of mental health conditions, let’s talk about what we can do proactively to support our own mental health, even before there is a problem.

There are three key building blocks that help us protect and strengthen our mental wellbeing: Self-awareness, Self-esteem, Self-care

4.1 Group Discussion (3 mins)

What do these words—self-awareness, self-esteem, self-care—mean to you? How do you think they are connected to mental health?

Facilitator Note: Capture key words or ideas on a flipchart.

Explain the Connections

Self-Awareness

Self-awareness means noticing how we are feeling, thinking, and behaving. When we are self-aware, we can recognize early signs of stress or burnout—and take steps to manage them. Understanding our personal triggers and stressors is key (and these can be different for each of us!)

Self-Esteem

Self-esteem is how we value and view ourselves. Teachers often tie their self-worth to learner outcomes or external feedback—this can be draining. Healthy self-esteem helps us accept that we are doing our best, even in difficult situations. Low self-esteem can make us more vulnerable to mental health challenges like anxiety or depression.

Self-Care

Self-care is any regular practice that helps us recharge and maintain our wellbeing: physically, emotionally, mentally, spiritually. Self-care is not selfish. It’s an essential part of sustaining yourself as an educator. When we care for ourselves, we model healthy behaviour for our learners and colleagues.

Say: These three elements are connected, when we are self-aware, we can notice when our self-esteem is low or when we are neglecting self-care. And when we practice self-care and strengthen our self-esteem, we build resilience for life’s challenges.

4. Skills Practice (Continued)

4.2 Personal Reflection: (3 mins)

Take one minute to reflect quietly:

• What is one personal trigger that tends to affect your mental wellbeing as a teacher?
• What is one small self-care practice that you can commit to trying over the next week?

5. Applying Key Skills (10 min)

Say: There’s a saying: “As a teacher, you are the weather in your classroom.” Think about it, if you walk into class feeling calm, positive, and present, how do your learners tend to respond? If you walk in feeling stressed, overwhelmed, and tense?

5.1 Share Out (3 mins):

• What happens to learners when a teacher is feeling mentally unwell or burnt out?
• What happens when a teacher is feeling grounded and well?

Facilitator Note: Capture key words on a flipchart

Say: Your mental health and wellbeing shapes the emotional climate of your classroom. When you take care of yourself, you are also creating a more supportive learning environment for your learners, especially those who may be dealing with their own challenges.

5.2 Why Teacher Wellbeing Matters (3–5 mins)

• Teachers are at higher risk of stress, burnout, depression due to emotional labour, workload, and community expectations (source: TSC Policy on Employee’s Wellbeing, Kenya Mental Health Policy)
• Teachers who practice good self-care are more likely to show patience, empathy, creativity, and engagement in the classroom
• Modeling healthy behaviour helps learners learn positive coping and self-regulation skills
• Learners absorb the emotional climate- your mood and energy affects theirs

Say: Caring for your own mental health is not just good for you, it’s good for your learners, your colleagues, your family. It’s an act of professional responsibility and leadership. Let us now look at some practical strategies.

5. Applying Key Skills (Continued)

Say: Small actions, done regularly, build resilience. You can’t pour from an empty cup, taking care of yourself is essential to being able to care for your learners and your community.

6. Summary and Application Activity (10 min)

Say: We’ve talked about why self-care matters and looked at some practical strategies. The next step is making a personal commitment, small but consistent, to routines that support your mental health. And just as importantly, knowing where to turn if you or a colleague needs more help.

6.1 Activity: Healthy Routines Commitment (4 mins)

Ask them to reflect and write:

• One healthy routine I already practice and want to keep doing is…
• One new small self-care practice I will try this week is…
• One action I can take to protect my mental health during times of stress is…

Invite 2–3 volunteers to share one of their commitments if comfortable.

Say: Remember — routines don’t need to be big to be powerful. The key is to choose things that fit your life and that you can do regularly.

6. Summary and Application (Continued)

6.2 Getting Help: What to Do if You or a Colleague Needs Support (5–7 mins)

Say: Sometimes self-care is not enough, and that’s okay. It’s normal to need additional support. Here’s what the pathway looks like for us as educators:

Show/Explain Pathway:

1. Recognize the signs: If you are experiencing severe stress, signs of depression, anxiety, or other concerning symptoms, or notice these in a colleague, take it seriously
2. Talk to someone you trust: Start with a supportive colleague, friend, or family member
3. Escalate appropriately:
   • Inform your school leader (headteacher, deputy, or designated staff)
   • School leader can escalate to County Director following TSC Policy on Employee Wellbeing and the Mental Health Act
   • County Director will refer the teacher for appropriate support: Counselling and wellness services, Referral to public mental health facilities (aligned with Kenya Mental Health Policy 2015), Guidance in line with TSC Code of Conduct and Ethics
4. If urgent / crisis: If a teacher is a danger to themselves or others, or showing severe symptoms (hallucinations, threats of harm, severe disorientation), escalate immediately, do not wait

Say: Getting help early prevents more serious issues later.

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (Continued)

1.1 Time to Write (1 min):

What self-care practice did you commit to and how has it impacted your mental wellbeing?

1.2 Pair and Share (5 min):

Pair up and share your reflections. Think about what challenges you’re facing, and how taking care of yourself has made this better. Let’s hear from 3–4 pairs

Say: Thank you for those reflections! Today’s session builds directly on that conversation. As we’ve seen, when teachers feel supported and mentally well, learners benefit. Today, we’ll shift our lens to explore your role in supporting learner wellbeing. We’ll look at what learner wellbeing really means, what signs to watch for, and how we can respond with empathy and care , without taking on the role of a counsellor. You don’t have to have all the answers, but you can be a powerful connector and safe adult for your learners.

2. Introduction (20 min)

Say: Imagine you’re standing at the front of your class. One learner is unusually quiet. Another has started lashing out. A third is always late, tired, or zoning out. Could these be signs of something deeper? Today, let’s sharpen our awareness by playing “Spot the Signal.”

2.1 Group Activity (7 mins):

Divide participants into small groups (3–4 people). Each group gets a set of learner “profiles” (short, 1–2 sentence descriptions of learner behaviour). Their task: For each profile, decide:

• Is this a possible signal of a mental health challenge?
• What challenge might this relate to (e.g., anxiety, depression, trauma, etc.)?
• Is this a sign that needs immediate attention?

2. Introduction (Continued)

Profiles:

• Brian, 13: who used to be talkative, has stopped answering questions and avoids group work
• Leila, 11: keeps scratching her arms and complains of constant headaches.
• Juma, 15: has started shouting at classmates and refuses to do any work
• Aisha, 12: suddenly scores very low on her tests and avoids eye contact
• Peter, 14: says he hears voices when he's alone in the classroom

3.2 Group Debrief (6 mins)

Ask:

• What were some signs that stood out to you?
• Did any seem “normal” but on second thought raised concern?
• Why is it important for us as teachers to pay attention to these patterns over time?

3.3 Signs That Need Immediate Attention

These may suggest a serious mental health crisis. Escalate immediately if you notice:

• A learner talks about or shows signs of self-harm or suicide
• Aggressive behaviour that could harm others
• Hearing voices or seeing things that aren’t there (hallucinations)
• Sudden, extreme changes in behaviour, mood, or alertness

Say: As teachers, you have a unique window into your learners’ lives. Your daily interactions put you in a powerful position to notice early warning signs, often before anyone else does. Being able to recognise these signs can help you better understand the mental health challenges your learners may be facing. Let’s take a closer look at some of the most common mental health conditions affecting learners today.

2. Introduction (Continued)

Say: Understanding common mental health challenges is more than just knowing the signs, it’s about seeing the whole child. When we’re informed, we’re better able to respond with compassion, avoid judgment, and create safe spaces where all learners can thrive. Knowing what learners might be struggling with helps us approach behaviour with curiosity instead of punishment, and support instead of frustration.

4. Discussion (5-7 min)

Case Study: Halima, Age 13

Halima recently transferred to your school from a different county due to her father’s job relocation. She is quiet, respectful, and usually keeps to herself. Over the past few weeks, she’s started arriving late to school, sometimes without her homework. She appears exhausted and occasionally puts her head down during lessons.

One day, you notice that Halima has scratches on her arm. When gently asked if everything is okay, she quickly pulls her sleeve down and mumbles, “It’s nothing, I was just clumsy.” A few classmates have also mentioned that she never joins group work or clubs and always eats lunch alone.

4.1 Small Group Discussion (5-7 mins)

In groups of 3–4, discuss the following:

• What concerns or warning signs are you picking up?
• What supportive steps could you take in your role?
• How would you check in with Halima in a caring, age-appropriate way?
• What might ongoing support look like? Who else might you involve (e.g. guidance counselor, school leadership)?

Encourage groups to record one or two phrases they would use and one action they would take.

4.2 Share Out (3-4 mins)

Invite a few groups to share:

• A sample supportive statement
• An idea for continued care or classroom support

5. Skills Practice

Say: Responding doesn’t mean having all the answers. It means holding space, showing care, and helping connect learners to the support they need. As educators, we are often the first trusted adults a learner might open up to and that trust is powerful.

5.1 Share Out (5 mins)

What are some other age appropriate ways you can communicate with learners of the following age groups about mental health?

• Lower primary (ages 6–9)
• Upper primary (ages 10–13)
• Secondary (ages 14–18)

Say: Talking about mental health doesn't always have to be serious or heavy. It can look like:

• Naming emotions in a story with young learners
• Giving learners permission to talk about how they feel
• Creating routines that include emotional check-ins
• And modelling self-care in the classroom

To make our support meaningful, we need to tailor how we communicate based on learners' age and developmental stage.

6. Applying Key Skills (10 min)

6.1 Activity (5-7 mins):

The facilitator reads out different learner behaviours (one at a time) and teachers hold their thumbs up if they think it needs immediate referral, or a thumbs down if they think it needs support but can be monitored in class first.

Examples to include:

• A learner who hasn’t spoken in class for 2 weeks
• A learner crying quietly every day before school (immediate)
• A learner hearing voices or talking to people who aren’t there (immediate)
• A learner sleeping through multiple lessons
• A learner writing about wanting to disappear (immediate)
• A learner with self-harm marks (immediate)
• A learner who recently lost a parent and is withdrawn

Debrief: The facilitator clarifies which of these behaviours should definitely be referred to and which can be supported with close monitoring and conversations.

6.2 Step 2: Referral Pathway Overview (3 mins)

Say: As teachers, we are not expected to diagnose or treat mental health conditions. But we are often the first to notice changes. Knowing when and how to refer is a vital part of our role.

The referral chain in the Kenyan school context:

Class Teacher → School-based Support Team or Guidance Counsellor → Head Teacher → Parents → Mental Health/Wellness Services

6. Summary and Application Activity: (5 min)

Say: When a learner opens up about their mental health, it’s a sign of trust and how we respond in that moment matters. As teachers, we are not counselors or therapists, but we do play a key role in creating safe spaces. Confidentiality in schools is about protecting learners, not secrecy. You must never promise to keep a serious concern to yourself, especially if the learner is at risk. But you can promise to listen with care and explain clearly what happens next.

Key Practice Tips:

• Do: Be honest about what you can keep private and what must be shared for safety
• Do: Tell the learner exactly who you’ll share the information with (e.g., the school counsellor or headteacher)
• Don’t: Share with unnecessary parties or other learners
• Do: Follow up with the learner after referral, they need to know you still care

Session 9 (Continued)

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (5-7 min)

Say: Welcome to today’s Lunch and Learn programme. We are looking forward to today’s session where we will dive into the topic of Child Development and Behaviour. Before we begin, let’s take a moment to reflect on our last session, where we explored Your Role in Learner Wellbeing. We looked at how mental health challenges can show up in learners, how to offer supportive responses, and when, and how, to refer learners for additional help. We also discussed the power of building trust and being a safe adult that learners can turn to.

1.1 Time to Write (1 min):

What self-care practice did you commit to and how has it impacted your mental wellbeing?

1.2 Pair and Share (5 min):

Pair up and share your reflections. Think about what challenges you’re facing, and how taking care of yourself has made this better. Let’s hear from 3–4 pairs

Say: Thank you for those reflections! Today’s session builds directly on that conversation. As we’ve seen, when teachers feel supported and mentally well, learners benefit. Today, we’ll shift our lens to explore your role in supporting learner wellbeing. We’ll look at what learner wellbeing really means, what signs to watch for, and how we can respond with empathy and care , without taking on the role of a counsellor. You don’t have to have all the answers, but you can be a powerful connector and safe adult for your learners.

2. Introduction (20 min)

2.1 Share Out

Say: I will read out a behaviour and based on it you will answer the following questions:

• What age range does this behaviour likely come from?
• What might be going on underneath the behaviour?
• What kind of support or response would help the child?

Example behaviours:

• A learner often gives up quickly when trying something new
• A learner in your class is very focused on being “the best” or “the fastest.”
• One child constantly challenges the classroom rules and asks “why” a lot
• A learner becomes withdrawn and stops participating in group activities
• A learner becomes visibly upset when they’re not chosen as group leader
• A child frequently seeks out your approval and reassurance
• A learner tends to compare their work to others and gets discouraged

Say: Child development refers to the physical, emotional, social, and cognitive growth that occurs from birth through adolescence. It’s about how children:

• Learn to think and solve problems (cognitive)
• Form relationships and understand emotions (social/emotional)
• Gain independence and build a sense of self (identity)
• Develop physical skills and coordination (motor/physical)

2. Introduction (Continued)

One helpful framework we can use to understand learners’ behaviour and needs is Erik Erikson’s theory of psychosocial development. Erikson proposed that we move through different stages of identity and emotional development. Each stage involves a core challenge that must be resolved as it focuses on building a key life skill or strength. When a person successfully navigates a stage, they develop a sense of confidence or inner strength in that area. But if the stage is not handled well, they may come out of it feeling uncertain or lacking in that part of their development.

Here is a summary chart from verywellmind.com:

Say: As teachers, you will focus on the developmental stages from age 3 to around 18.

2. Introduction (Continued)

2.2 Share Out (5 mins):

What are some of the things children might do within these age groups? What positive outcomes might you expect? What struggles might you face?

Let them go in this order: Preschool, School Age, Adolescence

Stage 3 (Pre-school): Initiative vs Guilt (Ages 3–6)

Children begin asserting power and control through play and social interaction. They may ask lots of questions, test boundaries, and want to take the lead. Positive outcome: Confidence in initiating activities. Struggle: Fear of punishment → guilt or hesitation

Stage 4 (School Age): Industry vs Inferiority (Ages 6–11)

Children are focused on learning, skill-building, and comparison with peers. Praise from teachers and success in school is crucial at this stage. Positive outcome: Sense of competence. Struggle: Feelings of failure, low self-worth

Stage 5 (Adolescence): Identity vs Role Confusion (Ages 12–18)

Adolescents explore who they are and what they believe. They may challenge rules, form strong opinions, and seek independence. Positive outcome: Clear sense of self and values. Struggle: Confusion, rebellion, or extreme behaviour shifts

3. Discussion (15 min)

Say: While child development follows general patterns, each child’s journey is shaped by many factors, including gender, disability, or special needs.

3.1 Share Out (3 min):

• Can you think of a time when gender expectations shaped how you were seen or supported as a child either positively or negatively? How did this impact you at the time?
• Have you ever noticed yourself expecting different behaviours from boys and girls? Where do you think that expectation came from?

Say: Social expectations often shape how boys and girls are treated, encouraged, or disciplined. Boys may be expected to be more independent or less emotional, meaning emotional struggles are sometimes missed. Girls may be socialised to be more nurturing or compliant, meaning behavioural concerns might be downplayed or misunderstood

Say: Another key factor that could cause differences in child development is when a child has a disability/special needs. It is important to have this in mind as a teacher to ensure that you are effectively serving the needs of all your learners.

3.2 Share Out (2 min):

• What signs have you noticed in your classroom that a child might be struggling due to a learning difference, not disobedience?
• What other special needs can affect development aside from disabilities? (coming from child headed homes, street children, etc.)

3. Discussion (Continued)

3.3 Now looking at your classroom (3 min):

Ask the questions, but do not discuss:

• Have you ever worked with a learner who acted or learned differently from others? What helped you support them—or what do you think would help?
• How do learners treat classmates with disabilities, whether you can see them or not? What does this say about how people in your school understand disability?
• What do children learn about disability from how adults talk and act at school? How might this affect learners who have special needs or are seen as “difficult”?

How we talk about disability matters especially in front of learners. Here are a few tips to keep in mind:

Focus on the person first (e.g., "a learner with dyslexia") unless the person prefers identity-first language (e.g., “autistic child”). Ask respectfully if you're unsure about how to refer to a condition

Say: As educators, it’s our role to notice these differences without judgment and to create learning spaces that are inclusive, responsive, and equitable. Whether it’s rethinking how we praise, support, or discipline learners, or simply becoming more aware of our own assumptions, every small shift helps each child feel seen, valued, and supported. Let’s carry forward this awareness into how we plan, teach, and interact with our learners, so we can meet them where they are, not where we expect them to be.

4. Skills Practice (8 min)

Say: Now that we’ve explored how children grow and develop in different stages, let’s take a moment to connect that to what we see every day in our classrooms, how they learn, behave, and engage.

Each stage of development affects:

• What a child is ready to learn
• How they behave when they’re overwhelmed or unsure
• What kind of support or encouragement they need

4.1 Share Out (5 min):

Say: I will read out a scenario and based on it you will answer the following questions:

• What is this age group typically expected to learn (academically or socially)? (E.g., basic reading, following rules, abstract thinking, collaboration)
• How might this behaviour affect learning in the classroom? (E.g., avoids group work, struggles with focus, overly perfectionist)
• What would be a developmentally appropriate support strategy to help them succeed? (E.g., scaffolded tasks, social-emotional check-ins, flexible grouping)

Scenarios:

• A child clings to the teacher and cries during morning drop-off.
• A learner keeps comparing their grades with others and says they “aren’t smart.”
• A boy frequently disrupts class with jokes but becomes quiet during writing tasks.
• A girl who used to be outgoing now avoids speaking in class and appears distracted.
• A learner constantly asks for help even after instructions are repeated clearly.

Say: When we understand what children can do and need at each stage, we’re more likely to support them with care rather than frustration. This activity reminds us that behaviour is communication and development is our guide to understanding it.

5. Applying Key Skills (7 min)

Say: Inclusive classrooms don’t treat everyone the same, they meet learners where they are, giving each learner what they need to succeed. Inclusion isn’t a set of tools, it’s a mindset of empathy, flexibility, and equity.

Some examples of inclusive practices include:

• Differentiated Instruction
• Gender-Responsive Teaching
• Positive Behaviour Support
• Safe & Flexible Environment
• Respect for Cultural & Linguistic Diversity

5.1 Ask participants to get into pairs and discuss the following (3 min):

• Think about a time you noticed a learner struggling to participate fully.
• What barriers might have been in their way?
• What inclusive strategy mentioned above could have helped and how would you have implemented this?

5.2 Share Out (2 min):

Have them share what they discussed in pairs with the whole group

Say: As we come to the end of this section on inclusive practices, let’s take a moment to reflect. Inclusive education isn’t about doing something extra, it’s about making sure that every child in our classroom feels seen, valued, and supported. Whether it’s adapting how we teach, using clear and respectful language when speaking about disabilities, or being mindful of how gender or trauma might shape behaviour, inclusion is a mindset and a daily practice. Each of us plays a vital role in creating an environment where all learners can thrive, not just academically, but socially and emotionally too.

6. Summary and Application Activity (5 min)

6.1 Referral Process for Assessment: Step-by-Step (2 min)

Say: This process helps ensure that learners who may have special needs, developmental delays, or require additional support are identified early and referred through the right channels for help.

Step 1: Identify Concerns

As a teacher, observe learners closely. Take note of consistent challenges in:

• Learning (e.g. difficulty with reading, writing, comprehension)
• Behaviour (e.g. emotional outbursts, withdrawal, aggression)
• Physical abilities (e.g. hearing, vision, motor skills)
• Communication or social interaction

Keep simple, factual records of what you observe, not labels or diagnoses

6. Summary and Application (Continued)

Step 2: Inform the Head Teacher

Share your documented observations with the head teacher or designated school leader. Work together to determine if the concerns warrant a formal referral.

Step 3: Involve the Parents or Caregivers

Arrange a respectful, private conversation. Share:

• What has been observed
• What support has already been tried in class
• Why a referral for assessment may help their child

Ensure parents feel heard and are part of the decision-making process. Use clear, non-judgmental language. Focus on collaboration.

Step 4: Refer to CSO / Children’s Officer

The head teacher initiates the formal referral process. The referral is directed to the Curriculum Support Officer (CSO) or Children’s Officer, who are responsible for:

• Coordinating the assessment process
• Connecting the child with education psychologists, medical professionals, or other specialists
• Supporting schools and families with next steps

6. Summary and Application (Continued)

Ongoing Role of the Teacher

Continue supporting the learner in the classroom with differentiated strategies. Communicate regularly with the CSO and parents during the assessment process. Adjust your support as recommendations are shared.

Key Reminders

• Early identification leads to timely support
• Teachers don’t diagnose, they observe and refer
• Parents are partners in this process
• Confidentiality and respect must be upheld throughout

Say: We shall now close this session with a quick reflection.

6.2 Written reflection (2 min):

Write down your reflection to the following questions

• What is one inclusive practice you are already using that you want to build on?
• What is one new idea or shift in mindset you’re taking with you from today’s session?

Say: We’ve talked about how children grow, develop, and express themselves at different stages, and how those stages come with their own learning and behaviour patterns. We’ve explored how gender, trauma, special needs, and disability can influence a child’s development and shape their experience in the classroom. And importantly, we’ve reflected on how we, as educators, can respond with empathy, awareness, and inclusive practices. Today’s session reminds us that every child’s story is different. Our job is not to fix or label them, but to understand, support, and adapt. Because when we meet children where they are, we help them grow into who they’re meant to become.

Session 10 (Continued)

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap: (5-7 min)

Say: Welcome to today’s Lunch and Learn programme. We’re glad to have you back as we continue deepening our understanding of learner wellbeing. Today, we’re diving into the topic of Introduction to Positive Discipline. But before we begin, let’s take a moment to reflect on our last session.

We explored the foundations of Positive Discipline, what it is, how it differs from punishment, and the key principles that guide it, such as setting expectations, rewarding positive behaviour, and using logical consequences. We also reflected on our own experiences with discipline and how our beliefs and practices impact the learning environment.

1. Welcome and Recap (Continued)

1.1 Pair and Share (5 min):

In what ways have you incorporated inclusive practices in your classroom? What impact has it had? Pair up and share your reflections. Think about moments where you applied what we learned—even in small ways. Maybe you tried differentiated instruction, gender-responsive teaching or something as simple as greeting learners by name to create a safe environment. Let’s hear from 3–4 pairs

Say: Thank you for those thoughtful reflections! What you’ve shared reminds us that understanding development is a powerful first step in creating classrooms where children feel safe, seen, and supported. Today, we’ll take the next step in that journey by exploring Positive Discipline. Now that we understand more about why children behave the way they do, we’ll look at how we can guide that behaviour in constructive, respectful ways.

2. Introduction (15 min)

Say: Before we dive deeper into today’s topic on Positive Discipline, let’s start with a moment of reflection.

2.1 Reflection Activity

Think back to your own time as a learner. Can you remember a teacher who had a positive impact on your development? Maybe it was someone who made you feel safe, believed in you, or handled challenges in a calm and respectful way.

Time to Write (2 min): Take a moment to write down the name of that teacher and a few words about what they did that made a difference for you What was it about their behaviour or approach that stayed with you?

Pair and Share (3 min): Turn to someone near you and share your story How did that teacher’s actions or attitude shape the way you see learning or discipline today?

2. Introduction (Continued)

Say: Now that we’ve reflected on teachers who made a positive impact, let’s explore how we can be those teachers for our learners, especially when it comes to guiding behaviour.

The Positive Manual for Teachers by MOE defines Positive Discipline as an approach that promotes use of child friendly tools to correct learners' behavior instead of using corporal punishment and other punitive ways of disciplining children.

2.2 T-Chart Review (2-3 min)

Say: Based on this definition, we will look into the difference between ‘Discipline’ and ‘Punishment’. What are the characteristics of each? How does it feel as a learner? What’s the goal? What are examples?

Facilitator Note: Draw a t-chart and provide the following notes from the Positive Discipline Manual for teachers by MOE:

2. Introduction (Continued)

The Positive Discipline Manual for teachers by MOE describes Punishment as the authoritative imposition of something undesirable or unpleasant upon an individual or a group in response to behavior that is deemed unacceptable. Discipline entails training the learner to handle emotions and situations more appropriately while remaining calm and respectful to others.

Say: At the heart of this difference is power. Punishment often relies on power over a child, "I’m the adult, you must obey." Positive discipline shifts this dynamic. It says, “I’m here to guide you, help you learn, and support you in doing better.” It doesn't mean there's no accountability, just that accountability is rooted in respect, relationship, and growth.

3. Discussion (15 min)

Say: Now that we’ve explored the foundation of positive discipline, let’s dig deeper by looking at a common, but harmful, approach to discipline that is still used in many schools: corporal punishment. We’ll explore what it is, what the law says about it, and reflect on why certain forms of punishment continue to be used, even when we know better ways exist.

3.1 Ask (2 mins):

What do you understand by the term “corporal punishment”? Corporal punishment refers to the use of physical force intended to inflict pain or discomfort as a way of correcting or controlling behaviour. This includes actions like caning, slapping, or forcing a child into painful positions.

3.2 Legal Review (2-3 min)

Say: It’s important to understand the legal foundation that protects children from harm in schools. In Kenya, corporal punishment is not just discouraged, it is against the law. Let’s take a look at the key laws and policies that support this.

3. Discussion (Continued)

Quick Summary: Legal Frameworks that Ban Corporal Punishment in Kenya

• Legal Notice No. 95 (2001): Officially banned corporal punishment in schools. Required schools to establish Guidance and Counselling departments to support learner wellbeing instead of punishment.
• The Constitution of Kenya (2010), Article 29: Every person has the right to freedom and security. This includes protection from violence, torture, cruel, or degrading punishment, including corporal punishment.
• The Children Act (2001, revised 2022), Section 18(1): States that no child should face torture or cruel treatment, including punishment.
• The Basic Education Act (2013): Schools must protect children from all forms of abuse and discrimination. Section 36: No learner should face cruel, inhuman or degrading treatment. Promotes positive reinforcement and support instead of harsh discipline.
• The UN Convention on the Rights of the Child (UNCRC): Article 19: Governments must protect children from physical or mental violence. Article 37: No child should be subjected to torture or degrading treatment. Kenya has signed this and included it in local laws like the Children Act.
• The National Children Policy (2010): Schools must take action to protect children from abuse, exploitation, violence, and neglect. Encourages building safe and supportive environments for all learners.

3. Discussion (Continued)

3.3 Positive Discipline Overview (3 min)

Say: Now that we understand what positive discipline is, and why it’s important both legally and developmentally, let’s take a closer look at the core principles that guide this approach and how it might show up in your classroom.

1. Set Clear Expectations

What it means: Children feel safer and behave better when they know what is expected of them. Expectations should be clear, consistent, and age-appropriate.

Examples: Create classroom rules together with learners, and display them visibly. Use visual cues for routines, especially with younger learners. Before an activity, clearly state what appropriate behaviour looks like (“During group work, we use quiet voices and take turns.”)

2. Reinforce Positive Behaviour

What it means: Instead of always focusing on what went wrong, make an effort to notice and praise what children are doing right.

Examples: Use verbal praise: “Thank you, Amina, for raising your hand before speaking.” Give positive feedback in private or publicly, depending on the child’s comfort. Use reward systems (stickers, marbles, shout-outs) to celebrate positive behaviour, not just academics.

Why it works: Children are more likely to repeat behaviours that get attention. Let’s use our attention to shape behaviour positively.

3. Use Logical Consequences

What it means: When children misbehave, the consequence should be directly related to the behaviour and help them learn and take responsibility.

Examples: If a child draws on a wall, they help clean it (instead of being sent outside). If a learner breaks a rule during group work, they sit out for one round — and rejoin once they’re ready to follow the rule. Encourage learners to reflect: “What happened? What can you do differently next time?”

This is not punishment, it’s learning. Logical consequences are respectful and focused on helping the child repair, reflect, and do better next time.

Say: These principles aren’t just strategies, they are ways to build trust, create structure, and help learners grow into confident, responsible learners.

4. Skills Practice (15 min)

Say: Let’s take a step back and examine the approaches many teachers are still using today to manage discipline, and ask why.

Discipline in classrooms is often shaped by what we experienced as learners, what we see modeled by colleagues, or what we believe is “normal” or “effective.” But just because something is common doesn’t mean it’s helpful or right.

4.1 Group Activity – Charting Approaches (10 mins)

Instructions:In small groups, make a list of common ways teachers manage discipline (e.g., shouting, time-outs, public shaming, sending learners out of class, caning, rewarding with sweets, etc.). Next to each method, discuss and note: Why do teachers use this? (What’s the belief or intention behind it?) What’s the possible impact on learners? (Short- and long-term)

Say: Let’s look at some common myths and stereotypes that can influence how we respond to behaviour:

Say: Understanding where our approaches come from helps us begin to shift them with intention. Punishment may create short-term control, but positive discipline creates long-term growth, for both the learner and the teacher.

5. Applying Key Skills

N/A

6. Summary and Application Activity (10 min)

Say: Now let’s pause and reflect on how the principles of positive discipline show up in your own classroom. Remember, these include: Setting clear expectations Rewarding or reinforcing positive behaviour Using logical consequences rather than punishment

6.1 Step 1: Time to Write (2 minutes)

Prompt: On a piece of paper or in your notebook, write down at least one thing you’ve done in the past week that aligns with one of these three principles. How did you set expectations clearly? When did you recognise positive behaviour? Did you use a logical consequence instead of punishment?

Facilitator Note: Encourage participants to be specific and honest, it’s not about perfection, but noticing progress.

6.2 Step 2: Pair and Share (3 minutes)

Pair up with someone next to you and share your reflection. You can ask:

• What worked well?
• What did the learner’s response tell you?
• Is there anything you'd like to try differently next time?

Say: Your role in modelling calm, fair, and respectful behaviour sets the tone for your classroom. When we lead with connection before correction, we create spaces where children feel safe to grow, and that’s the real power of positive discipline.

Session 11 (Continued)

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

1. Welcome and Recap: (5-7 min)

Say: Welcome to today’s Lunch and Learn programme. We’re glad to have you back as we continue deepening our understanding of learner wellbeing. Today, we’re diving into the topic of Implementing Positive Discipline. But before we begin, let’s take a moment to reflect on our last session.

We explored the foundations of Positive Discipline, what it is, how it differs from punishment, and the key principles that guide it, such as setting expectations, rewarding positive behaviour, and using logical consequences. We also reflected on our own experiences with discipline and how our beliefs and practices impact the learning environment.

1.1 Time to Write (1 min):

Take a moment to write down your thoughts: What shift in mindset did you have from the previous session?

1.2 Pair and Share (3 min):

Turn to a partner and share your reflections: Were there moments when you noticed a change in your approach or in how your learners responded? Let’s hear from 3–4 pairs

Say: Thank you for those thoughtful shares! It’s encouraging to hear how these principles are starting to shape real classroom experiences. Today, we move from understanding to action.

2. Introduction (10 min)

Say: One of the most powerful ways to build a respectful, cooperative classroom is to involve learners in setting the rules. When children help create the expectations, they’re more likely to understand, remember, and follow them.

Why Involve Learners?

• Promotes ownership and responsibility
• Builds a shared understanding of acceptable behaviour
• Strengthens relationships and classroom culture
• Encourages critical thinking about fairness and consequences

Activity: Co-Creating Classroom Rules with Learners

2.1 Imagine Your Class (5 min)

Say: Picture your own classroom and share out

• What kind of environment do you want to create with your learners?
• Share questions you could ask learners to guide the rule-making process (e.g., “What helps us feel safe here?” “How do we show respect to each other?”)
• Brainstorm 3 positively phrased rules that could emerge from learner input(e.g., “We speak kindly to each other,” “We keep our hands and feet to ourselves”)

2.2 Ask (3 min)

• How might involving learners in rule-setting change classroom behaviour?
• What’s one thing you might do differently the next time you introduce rules?

Facilitator Note:Encourage teachers to think about different age groups and adapt the questions accordingly. Emphasise using positive, clear language and revisiting rules regularly as part of classroom routines.

3. Discussion (10 min)

Say: Now that we’ve explored how to set classroom rules and expectations with learners, let’s turn to the next important step: How do we keep these expectations alive in our classrooms? It’s one thing to co-create the rules at the start of the term, but it’s another to make sure they’re remembered and practiced every day.

3.1 Strategy Review (7 min)

Below are some strategies that you could implement in your classrooms:

1. Visual Reminders

• Post the Rules Prominently: Create a colorful poster or learner-made visual of the rules and hang it where all can see.
• Learner Illustrations: Ask learners to draw or design images that represent each rule to reinforce ownership and understanding.
• Daily Rule Focus: Highlight one rule per day or week to focus on with a visual cue (e.g., “Respect Week”).

2. Routine Reinforcement

• Start-of-Day Check-in: Begin each day by quickly revisiting 1–2 key expectations (e.g., “What helps us learn well together?”).
• Classroom Mantras or Chants: Turn rules into short chants or call-and-response routines (especially effective with younger learners).
• Use Transition Moments: Reinforce rules during common problem times like lining up, group work, or breaks.

3. Discussion (Continued)

3. Learner Leadership & Ownership

• Classroom Roles: Assign “expectation champions” who gently remind classmates of shared agreements during group activities.
• Learner Reflection: Build in weekly or daily reflection time where learners assess how well the class is living the rules.
• Revisit & Revise Together: Regularly schedule check-ins where learners reflect and revise expectations if needed.

4. Positive Reinforcement

• Catch Them Doing It Right: Publicly acknowledge learners who are following expectations (e.g., “I saw how you shared space during group work — great teamwork!”).
• Class Points or Celebration Jar: Use a collective reward system when the whole class upholds a key rule well.
• Shout-outs: Let learners give each other praise for following expectations (peer recognition builds community).

5. Consistent Language & Modeling

• Use the Same Language: Use the co-created rules’ exact words to redirect behavior (e.g., “Let’s remember our rule about listening when others speak”).
• Model the Expectations: Demonstrate respectful listening, cooperation, or problem-solving when interacting with learners.
• Pre-Correct: Before high-energy moments (group work, playtime), remind learners of 1–2 key behaviors expected.

4. Skills Practice (15 min)

Say: Sometimes in our classrooms, we encounter extreme or challenging behaviours, behaviours that go beyond the typical disruptions and can feel overwhelming or even unsafe. Today, we want to deepen our understanding of these behaviours and how to respond to them with empathy and effective strategies.

4.1 Discuss (5 min):

• What behaviours have you seen in the classroom that felt “extreme” or difficult to manage?
• How do you usually respond in the moment?
• What emotions come up for you when these situations happen?

4.2 Reframe Activity (5 min)

Say: Let’s reframe how we see “extreme” behaviours. Instead of seeing them as just problems, we can start to ask: “What might this behaviour be communicating?”

Extreme behaviours are often a form of communication, a way for a child to say:

• “I’m overwhelmed”
• “I don’t feel safe”
• “I don’t understand what’s happening”
• “This environment isn’t working for me”

Many behaviours are shaped by a child’s background and neurological differences. For example:

4. Skills Practice (Continued)

4.3 Share Out (3 mins):

What approaches can you use to manage these extreme behaviours in your classroom?

Facilitator Note: jot down the points shared out on a flip chart and include the following if not mentioned:

Key Approaches to Managing Extreme Behaviours

• Stay Calm and Grounded
• Safety First
• Build Connection
• Functional Thinking
• Know the Referral Pathway

5. Applying Key Skills (10 min)

Say: I’m going to read a few common classroom behaviours.

5.1 Share Out (6 min):

Say: Based on the behaviour read out, answer either of the following questions: How could you use a no-cost positive reward in response to this behaviour? If the behaviour is inappropriate, what would a logical consequence look like?

Examples:

• A learner helps clean up after an activity without being asked
• A learner refuses to join group work
• A learner consistently greets others and includes new classmates
• A learner keeps speaking while others are sharing
• A learner turns in their work early with extra effort
• A learner hides another learner’s materials as a prank

Facilitator Note: Reinforce that rewards don’t have to cost money: tone, attention, and praise are powerful tools Remind that logical consequences should: Be related to the behaviour (e.g., clean what was spilled) Be respectful, not shaming or harmful Be reasonable, matched to the child’s age and ability

6. Summary and Application Activity (5 min)

Say: As we wrap up today's session, let’s take a moment to reflect on what we’ve explored. Co-creating and reminding learners of expectations Using no-cost positive reinforcement techniques Creating logical, respectful, and age-appropriate consequences Understanding extreme behaviours and diverse lived experiences

6.1 Time to Write (2-3 mins):

What is one new strategy or approach you will try in your classroom this week?

Say: Positive discipline is not about being soft, it’s about being firm and kind at the same time. It helps us build classrooms where learners feel safe, supported, and respected. When we hold clear expectations, celebrate positive behaviour, and respond to challenges with empathy and structure, we teach not just compliance, but character.

Session 12 (Continued)

Session Outline:

1. Welcome and Recap
2. Introduction
3. Discussion
4. Skills Practice
5. Applying Key Skills
6. Summary and Application Activity

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

Background Information (Continued)

1. Welcome and Recap (Continued)

1.1 Time to Write (1 min):

Take a moment to write down your thoughts: Did you try applying any of the positive discipline strategies in your classroom? What worked well or surprised you?

1.2 Pair and Share (3 min):

Turn to a partner and share your reflections: Were there moments when you noticed a shift in your approach or in how your learners responded? Let’s hear from 3–4 pairs

Say: Thank you for those thoughtful shares. It’s powerful to hear how you are applying these ideas with care and intention. Today, we take another important step in supporting our learners by exploring School-Related Gender-Based Violence, what it is, how it shows up in school spaces, and most importantly, what we can do to create safer, more gender responsive classrooms.

2. Introduction (10 min)

Say: We started engaging with gender in the topic of Being Gender Responsive, and that conversation showed us how gender not only shapes learning experiences but also affects learners through the risks they face, whether it's unequal treatment, harmful stereotypes, or even violence.

2.1 Brainstorm (3 mins):

What do you generally understand about the term Gender Based Violence (GBV)?

2.2 Term Review (5 min)

Gender-Based Violence (GBV) refers to any harmful act that is directed at an individual based on their gender. It includes physical, sexual, emotional, or psychological harm, as well as threats or coercion. GBV is rooted in unequal power relations and harmful gender norms, and it disproportionately affects women and girls, though boys, people with disabilities, and others can also experience GBV.

Say: Now let’s bring it closer to the school context. While GBV affects people in many areas of life, schools are not exempt from these challenges. In fact, schools can sometimes mirror or even reinforce the harmful gender norms and power dynamics found in the wider society. This means that learners may face violence or discrimination simply because of their gender, how they express themselves, or the roles they are expected to play. When this kind of violence happens in or around learning spaces, we refer to it as School-Related Gender-Based Violence, or SRGBV.

School-Related Gender-Based Violence (SRGBV) is any act or threat of sexual, physical, or psychological violence occurring in and around school settings because of gender norms and stereotypes. It includes violence: Between learners From teachers or other school staff to learners And even what learners experience while commuting to and from school.

SRGBV undermines a child’s right to education and safety—and has serious impacts on learning, confidence, and wellbeing.

3. Discussion (20 min)

Say: Now that we've introduced the idea of SRGBV, let’s work together to identify the different ways it can show up in or around schools. This will help us better understand what to look out for and how to respond.

3.1 Share Out (3 mins):

Ask participants to give their answers based on the following prompt: State any forms of violence, discrimination, or mistreatment you’ve heard of or witnessed in schools that are related to gender.

As people share, cluster them under broad categories like the following on a flipchart: Physical violence Sexual violence or harassment Psychological/emotional abuse Cyberbullying Discrimination or exclusion

Facilitator note: Add the following examples if they have not come up in the discussion: Physical violence – Hitting, slapping, pushing, corporal punishment Sexual violence – Unwanted touching, harassment, coercion, or abuse Emotional or psychological violence – Name-calling, humiliation, intimidation, or threats Bullying and cyberbullying – Repeated aggressive behaviour meant to hurt, intimidate, or embarrass, online or offline Discrimination or exclusion – Treating learners unfairly based on gender identity, sexual orientation, pregnancy, menstruation, or disability Sexual exploitation and abuse – Teachers or others in power using their role to demand sex or sexual favours in exchange for grades, supplies, or other support (“sex for marks”)

Say: We’ve just explored the different forms of School-Related Gender-Based Violence. To prevent and respond to it effectively, we need to understand where it happens and who might be involved. This next activity helps us do just that.

3. Discussion (Continued)

3.2 Risk Mapping (6 mins)

Instructions:In small groups, draw a basic map of a school on flip chart paper, include spaces like: Classrooms Toilets/latrines Playgrounds/sports fields Staffroom/offices Corridors/hallways School gates or paths to school Tuck shop, water points, etc.

Discussion Prompt (write on board or read aloud):Where do learners feel most unsafe in or around the school? Where have incidents or uncomfortable situations been known to occur? Mark risky areas on your map with a red star or post-it.

3.3 Who Can Be Involved? (5–6 mins)

Instructions:On a new section of the flip chart, draw three columns titled: Potential Perpetrators Examples of Behaviour What makes it possible? Ask groups to brainstorm and fill in the columns using examples such as: Staff: inappropriate comments, favouritism, sexual advances Fellow learners: bullying, harassment, pressuring for sex Parents/Caregivers: harmful traditional practices, discouraging girls from attending school Community members: harassment on the way to/from school

Say: As we can see, SRGBV can happen in many areas, not just the classroom, and it can involve many different people. Recognising the physical spaces and social dynamics that increase risk is key to prevention and creating a safe, gender-responsive learning environment.

4. Skills Practice (10 min)

Say: Now that we’ve identified the forms, places, and people involved in SRGBV, let’s focus on how we can actively address it, both by preventing it and by responding when it happens. Dealing with SRGBV isn’t only about reacting; it’s about creating a culture where it doesn’t thrive.

4.1 Responses:

Share Out: What are some of the examples of prevention as a way to actively address GBV?

4. Skills Practice (Continued)

Say: If a teacher is involved - here is the reporting process:

Say: We all have a role in preventing and responding to SRGBV. Even small steps, like creating a safe space for learners to talk, or reviewing how we address behaviour, can make a big difference. It takes a whole-school approach, but it starts with each of us.

5. Applying Key Skills

N/A

6. Summary and Application Activity (5-7 min)

Say: Today, we explored what SRGBV is, the different forms it takes, where and how it happens, and the many people who can be involved, both as perpetrators and as protectors. We also looked at how we can prevent, respond to, and refer to cases of SRGBV in ways that are safe, appropriate, and learner-centred. But knowledge alone isn’t enough, what matters most is what we do with it. So let’s take a moment to reflect and commit to action.

6.1 Individual Reflection (5 mins)

• One insight I’m taking away from today’s session is…
• One thing I’ll do differently in my classroom or school to prevent SRGBV is…
• One support I might need to take this action is…

6.2 Ask participants to turn to a partner and share (3 mins):

• Their takeaway
• Their chosen action
• What support might help them follow through

Say: Preventing and responding to SRGBV is not always easy, but it’s deeply necessary. By staying informed, supporting one another, and taking action, even one step at a time, we create schools where every child feels safe, respected, and ready to learn.

Session 13 (Continued)

Session Outline:

1. Welcome and Mood Check
2. Reflection
3. Launching Teacher Circles
4. Making a Commitment
5. Post Assessment

Background Information for the Facilitator

Background Information (Continued)

Background Information (Continued)

1. Welcome and Mood Check (10 min)

Say: Welcome back, everyone, and congratulations on making it to the final session of our learning journey together. You've shown up with curiosity, honesty, and a deep commitment to growing as educators, and that matters.

Today, we’re not just closing a training session; we’re marking a new beginning in how we support our learners and each other.

Before we dive into reflections and next steps, let’s take a moment to pause and check in with ourselves. A lot has happened over these past sessions, new ideas, personal reflections, maybe even some discomfort or breakthroughs. All of that is part of the learning.

1.1 Activity: One Word Check-In (10 mins)

Prompt: If you could describe how you're feeling right now, at this point in the journey, in just one word, what would it be? It could be something like “grateful,” “curious,” “hopeful,” “tired,” “energised,” or even “uncertain.” There’s no wrong answer.

Instructions:

• Take a quiet moment to think about your word
• You can write it down or just say it out loud when it's your turn
• We’ll go around quickly so everyone gets a chance to share, one word only

Facilitator Note: If the group is large, you can do this in small table groups or clusters, and then ask a few people to share their group’s words with the full room.

Say: Thank you for those words. They give us a window into how we’re arriving today, and remind us that we each carry something different from this experience. Let’s hold space for all those feelings as we begin today’s session.

2. Reflection (15 min)

Say: It’s important to pause and reflect, not just on what we’ve learned, but on how we’ve changed. Growth is often quiet and gradual, but when we take time to name it, we begin to truly own it.

2.1 Written Reflection (7 mins)

Write these prompts clearly on a flipchart or slide:

Looking Back, Looking Forward

• One thing I’ve learned that changed my thinking…
• One way I’ve already applied this learning…
• One challenge I’ve faced, and how I responded to it…
• One skill I want to continue developing…

Say: Take a few quiet minutes to reflect on these prompts. Try to be honest with yourself, your journey is your own. Think about a moment when something clicked, when you tried something new, or when a challenge taught you something important.”

Facilitator Note: Give participants about 7 minutes to write quietly.

2.2 Pair and Share (5 mins)

Share key points from your written reflection Choose the one or two that stood out the most to you.

2.3 Optional Group Share (3 mins)

Say: Would anyone like to share one insight, story, or realisation from your reflection or your discussion with your partner?

Say: These reflections are a reminder that professional growth isn’t just about acquiring knowledge, it’s about shifting how we show up in the classroom and with each other. You’re not the same teacher who began this programme and that’s something to be proud of.

3. Launching Teacher Circles (15 min)

Say: To keep the learning and support going beyond this training, we’re excited to introduce Teacher Circles, small peer groups where you can regularly meet to reflect on your practice, share strategies, celebrate wins, and work through real challenges together.

3.1 Explain the Purpose

Say: Teacher Circles are grounded in the idea that consistent, supportive reflection with peers leads to lasting growth. These are not extra trainings or formal meetings, they are your spaces. A Circle is a place for:

• Peer accountability – motivating each other to stay committed to your values and practices
• Problem-solving in real time – sharing a challenge and getting insight from trusted peers
• Celebrating small wins – noticing and acknowledging progress

Circle Format

Each Circle will meet about 1–2 times a month. Sessions can be short (30 to 45 minutes). What matters most is consistency and showing up for one another.

You can follow a simple structure like:

• Check-In – One word to describe how you’re arriving
• Spotlight – One person shares a real classroom challenge
• Support – Group reflects, offers thoughts, or shares similar experiences
• Wrap-Up – Each member sets a small intention or takeaway

3. Launching Teacher Circles (Continued)

Circle Roles

To keep it light and fair, rotate simple roles:

• Facilitator – Guides the session and keeps energy flowing
• Note-Taker – Jots down any ideas or commitments
• Timekeeper – Keeps the group on track

Say: These roles help make the Circle feel structured but not rigid. You’ll switch them every meeting, no one is ‘in charge’ all the time.

3.2 Group Formation Activity (3 mins)

Say: Now, let’s get practical. Let’s form our Teacher Circles! You can group yourselves by:

• Shared interest or subject
• Grade level or role
• Other ways that match your school context

3.3 In your groups, do three things (10-12 min):

• Pick a group name – Something fun, meaningful, or reflective of your shared purpose
• Create a simple meeting plan – How often? Where? Will it be in-person or on WhatsApp/Zoom?
• Share one thing you each hope to get from the Circle – Maybe it’s support, consistency, new ideas, or encouragement

Say: These Circles are your space to continue growing, reflecting, and supporting one another long after today. The more you give to them, the more you’ll get. We’re excited to see how they evolve!

4. Making a Commitment (15 min)

Say: As we close this programme, we want to mark the transition from learning to doing. Each of us has grown in different ways, and now it’s time to make that growth visible by choosing one realistic, specific action you will take forward.

4.1 Activity Instructions: “I Commit To…” (3-5 min)

Give each participant a sticky note or small card.

Then say: Write down one clear, realistic commitment that you will act on in your school or classroom. It should reflect something you’ve learned and believe will make a positive difference. Use the prompt: ‘I commit to…’ and be as specific as possible. For example:

• I commit to using positive narration every morning
• I commit to replacing shaming with logical consequences
• I commit to listening before disciplining
• I commit to creating a safe space for reporting SRGBV
• I commit to launching my Teacher Circle and attending at least two meetings this term

4.2 Posting and Reading the Wall (2-3 min)

As participants finish: Invite them to come up and stick their notes on a large flipchart or wall titled “From Learning to Action.” Encourage them to take a moment to read some of the other commitments silently as they post theirs.

Say: Each of these cards is a small but powerful pledge. Together, they show how much potential exists in this room to transform classrooms, support learners, and create safer, more responsive schools.

4. Making a Commitment (Continued)

4.3 Debrief (2–3 mins)

Ask:

• Was there a commitment that inspired you?
• How do you plan to hold yourself accountable?

Say: Thank you for taking the time to reflect and share your commitments. Each of those statements on our wall represents a powerful step, not just toward better teaching, but toward safer, more supportive learning environments for every child you serve. We shall now mark the end of today’s session by completing the post assessment and training evaluation provided.

Post Assessment

Complete, “Tool 2: Post-Training Assessment Questionnaire” located in the appendix with the participants who have completed the programme.

Training Evaluation

Complete, “Tool 3: Training Evaluation Form” located in the appendix with the participants who have completed the programme.

TOOL 1: Pre-Training Assessment Questionnaire

Purpose: To establish baseline knowledge, attitudes, and practices before training begins.

Instructions: Please answer all questions honestly. This is not a test. Your responses will help us understand your current knowledge and tailor the training to your needs.

Section A: Participant Information

Name (Optional): _______________________________________

School Name: __________________________________________

Position/Role: ☐ Teacher ☐ Head Teacher ☐ Deputy Head Teacher ☐ Non-Teaching Staff (Specify: ____________)

Gender: ☐ Male ☐ Female ☐ Prefer not to say

Years of Experience in Education: ☐ 0–5 years ☐ 6–10 years ☐ 11–15 years ☐ 16+ years

Have you received any training on child protection in the past 2 years? ☐ Yes ☐ No

TOOL 1: (Continued)

Section B: Knowledge Assessment

(Rate your knowledge: 1 = No knowledge, 5 = Very knowledgeable)

TOOL 1: (Continued)

Section C: Attitudes and Beliefs

(Rate your agreement: 1 = Strongly disagree, 5 = Strongly agree)

TOOL 1: (Continued)

Section D: Current Practices

(Check all that apply)

In the past month, I have:

• ☐ Used positive reinforcement to encourage good behavior
• ☐ Created classroom rules with learner input
• ☐ Used corporal punishment to discipline learners
• ☐ Referred a learner for child protection concerns
• ☐ Communicated with parents/caregivers about learner progress
• ☐ Adapted teaching methods for learners with different needs
• ☐ Integrated life skills lessons into my teaching
• ☐ Addressed gender stereotypes in my classroom
• ☐ Practiced self-care strategies to manage stress
• ☐ Attended to a learner’s emotional or mental health needs

Section E: Open-Ended Questions

What does a “learner friendly school” mean to you?
_________________________________________________________
_________________________________________________________

What are the biggest challenges you face in creating a safe and supportive learning environment?
_________________________________________________________
_________________________________________________________

What topics are you most interested in learning about during this training?
_________________________________________________________

Thank you for completing this assessment!

TOOL 2: Post-Training Assessment Questionnaire

Purpose: To measure changes in knowledge, attitudes, and intended practices after training completion.

Instructions: Please answer all questions honestly based on what you have learned during the training.

Section A: Participant Information

Name (Optional): ________________________________________

School Name: ___________________________________________

Training Dates: From __________ To __________

Section B: Knowledge Assessment

(Rate your knowledge: 1 = No knowledge, 5 = Very knowledgeable)

TOOL 2: (Continued)

Section C: Attitudes and Beliefs

(Rate your agreement: 1 = Strongly disagree, 5 = Strongly agree)

TOOL 2: (Continued)

Section D: Intended Practices

(Check all that you plan to implement)

In the next month, I plan to:

• ☐ Use positive reinforcement strategies regularly
• ☐ Co-create classroom rules with learners
• ☐ Stop using corporal punishment completely
• ☐ Implement at least 3 positive discipline techniques
• ☐ Improve communication with parents/caregivers
• ☐ Adapt teaching methods for diverse learner needs
• ☐ Integrate life skills into my lessons weekly
• ☐ Address gender biases in my teaching
• ☐ Practice regular self-care strategies
• ☐ Create a referral for a learner who needs support (if needed)

Section E: Training Impact

Which session had the greatest impact on you? Why?
_________________________________________________________
_________________________________________________________

What is one specific change you will make in your classroom as a result of this training?
_________________________________________________________
_________________________________________________________

What additional support do you need to implement what you learned?
_________________________________________________________

Thank you for completing this assessment!

TOOL 3: Training Evaluation Form

Purpose: To gather immediate feedback on training quality, relevance, and facilitation.

Instructions: Please rate each aspect of the training and provide honest feedback.

Section A: Overall Training Quality

(Rate the following aspects: 1 = Poor, 5 = Excellent)

TOOL 3: (Continued)

Section B: Facilitator Effectiveness

(Rate the facilitator(s): 1 = Poor, 5 = Excellent)

TOOL 3: (Continued)

Section C: Session-Specific Feedback

(Rate each session: 1 = Not useful, 5 = Very useful)

Section D: Open-Ended Feedback

What were the most valuable aspects of this training?
_________________________________________________________
_________________________________________________________

What aspects could be improved?
_________________________________________________________
_________________________________________________________

Which session(s) would benefit from more time?
_________________________________________________________
_________________________________________________________

Were there any topics you expected to be covered that were not addressed?
_________________________________________________________
_________________________________________________________

Additional comments or suggestions:
_________________________________________________________
_________________________________________________________

Thank you for your feedback!

TOOL 4: THREE-MONTH FOLLOW-UP SURVEY

Purpose: To assess sustained behavior, change and implementation of learner friendly practices.

Instructions: Please answer honestly about your practices over the past 3 months since completing the training.

SECTION A: PARTICIPANT INFORMATION

Name (Optional): ___________________________

School Name: ___________________________

Date of Training Completion: _______________

Today's Date: _______________

TOOL 4: (Continued)

SECTION B: IMPLEMENTATION OF POSITIVE DISCIPLINE

In the past 3 months…

How often have you used positive discipline strategies?

☐ Daily  ☐ Weekly  ☐ Occasionally  ☐ Rarely  ☐ Never

Which positive discipline techniques have you implemented? (Check all that apply)

• Positive reinforcement
• Co-created classroom rules
• Logical consequences
• Redirection techniques
• Problem-solving discussions with learners
• Time-in strategies
• Other: _______________

Have you stopped using corporal punishment?
☐ Yes, completely  ☐ Mostly  ☐ Sometimes still use it  ☐ No change

What challenges have you faced in implementing positive discipline?
_________________________________________________________

What successes have you experienced with positive discipline?
_________________________________________________________

TOOL 4: (Continued)

SECTION C: CHILD PROTECTION AND SAFEGUARDING

Have you identified any child protection concerns since the training?
☐ Yes  ☐ No

If yes, did you report the concern through appropriate channels?
☐ Yes  ☐ No  ☐ N/A

How confident do you feel in identifying signs of abuse or trauma?
☐ Very confident  ☐ Confident  ☐ Somewhat confident  ☐ Not confident

Have you accessed the referral pathway information when needed?
☐ Yes  ☐ No  ☐ Have not needed to

SECTION D: GENDER-RESPONSIVE TEACHING

Have you made changes to promote gender equality in your classroom?
☐ Yes, significant changes  ☐ Yes, some changes  ☐ A few changes  ☐ No changes

What specific gender-responsive strategies have you implemented? (Check all that apply)

• ☐ Challenged gender stereotypes in teaching materials
• ☐ Ensured equal participation of boys and girls
• ☐ Addressed gender-based bullying
• ☐ Used gender-inclusive language
• ☐ Promoted positive masculinity
• ☐ Other: _______________

TOOL 4: (Continued)

SECTION E: INCLUSION AND DIVERSE LEARNERS

Have you adapted your teaching to better support learners with diverse needs?
☐ Yes, regularly emsp;☐ Yes, sometimes  ☐ Rarely emsp;☐ No

What inclusive practices have you implemented? (Check all that apply)

• ☐ Differentiated instruction
• ☐ Flexible seating arrangements
• ☐ Multi-sensory teaching methods
• ☐ Peer support systems
• ☐ Adapted materials
• ☐ Individual support plans
• ☐ Other: _______________

SECTION F: PARENTAL ENGAGEMENT

How often have you communicated with parents/caregivers in the past 3 months?
☐ Weekly  ☐ Monthly  ☐ A few times  ☐ Once  ☐ Not at all

What methods have you used to engage parents? (Check all that apply)

• ☐ Parent-teacher meetings
• ☐ Home visits
• ☐ Phone calls
• ☐ Written notes/reports
• ☐ School events
• ☐ Parent education sessions
• ☐ Other: _______________

TOOL 4: (Continued)

SECTION F: PARENTAL ENGAGEMENT (Continued)

Have you noticed improvements in parental engagement?
☐ Yes, significant improvement  ☐ Some improvement emsp;☐ No change  ☐ Declined

SECTION G: LIFE SKILLS INTEGRATION

How often do you integrate life skills into your teaching?
☐ Daily  ☐ Weekly  ☐ Monthlyemsp;☐ Rarely emsp;☐ Never

Which life skills have you emphasized? (Check all that apply)

• ☐ Critical thinking
• ☐ Problem-solving
• ☐ Communication
• ☐ Emotional regulation
• ☐ Decision-making
• ☐ Conflict resolution
• ☐ Self-awareness
• ☐ Other: _______________

SECTION H: EDUCATOR WELLBEING

Have you practiced self-care strategies regularly?
☐ Yes, regularly  ☐ Sometimes  ☐ Rarely  ☐ No

What self-care strategies have you used? (Check all that apply)

• ☐ Physical exercise
• ☐ Adequate rest/sleep
• ☐ Social connections
• ☐ Hobbies/recreation
• ☐ Mindfulness/reflection
• ☐ Professional support
• ☐ Other: _______________

TOOL 4: (Continued)

SECTION H: EDUCATOR WELLBEING (Continued)

How would you rate your current wellbeing compared to before the training?
☐ Much better  ☐ Better  ☐ About the same  ☐ Worse

SECTION I: LEARNER MENTAL HEALTH SUPPORT

Have you supported learners experiencing mental health challenges?
☐ Yes  ☐ No  ☐ Unsure

If yes, what support did you provide? (Check all that apply)

• ☐ Listened empathetically
• ☐ Made appropriate referrals
• ☐ Adapted classroom expectations
• ☐ Communicated with parents/caregivers
• ☐ Created safe space in classroom
• ☐ Other: ______________

SECTION J: SCHOOL ENVIRONMENT CHANGES

Have you noticed changes in your school environment since the training?
☐ Yes, significant positive changes  ☐ Some positive changes ☐ No change  ☐ Negative changes

What positive changes have you observed? (Check all that apply)

• ☐ Reduced violence/bullying
• ☐ Improved learner engagement
• ☐ Better teacher-learner relationships
• ☐ Increased parental involvement
• ☐ More inclusive practices
• ☐ Improved learner wellbeing
• ☐ Better classroom behavior
• ☐ Other: _______________

TOOL 4: (Continued)

SECTION K: BARRIERS AND SUPPORT NEEDS

What are the biggest challenges you face in applying what you learned? (Check all that apply)

• ☐ Lack of time
• ☐ Large class sizes
• ☐ Limited resources
• ☐ Resistance from colleagues
• ☐ Lack of administrative support
• ☐ Parent/community resistance
• ☐ Personal challenges
• ☐ Other: _______________

What additional support would you need to implement learner friendly practices more effectively?
_________________________________________________________

SECTION L: OVERALL IMPACT

How would you rate the overall impact of the training on your teaching practice?
☐ Transformative emsp;☐ Significant emsp;☐ Moderate  ☐ Minoremsp;☐ No impact

Has the training influenced how you view your role as an educator?
☐ Yes, significantly emsp;☐ Yes, somewhatemsp;☐ A little  ☐ Not at all

Would you recommend this training to other educators?
☐ Definitely yes emsp;☐ Probably yes  ☐ Maybe  ☐ Probably not

TOOL 5: FOCUS GROUP DISCUSSION (FGD) GUIDE

Participants: Teachers and school staff (groups of 6–10)

Purpose: To gather in-depth qualitative feedback on the impact of the LFS training.

Time: 60–90 minutes

INTRODUCTION (5 minutes)

• Welcome and thank participants.
• Explain the purpose of the FGD.
• Reassure confidentiality and set ground rules (respect, active listening).

TOOL 5: (Continued)

SECTION A: PERCEIVED CHANGES (15 minutes)

• Since the Learner Friendly Schools training, what changes, if any, have you observed in:
• Your own teaching practices?
• Your relationships with learners?
• Learner behaviour and engagement?
• Your interactions with colleagues?

SECTION B: POSITIVE DISCIPLINE (15 minutes)

• How has your approach to discipline changed since the training?
• What positive discipline strategies have been most effective?
• What challenges have you faced?
• Can you share a story of when you used positive discipline instead of punishment?
• What was the outcome?

SECTION C: CHILD PROTECTION AND INCLUSION (15 minutes)

• Do you feel more confident identifying and responding to child protection concerns?
• Why or why not?
• How has the training influenced how you support learners with disabilities or diverse needs?
• Can you give an example?
• How has your classroom become more gender-responsive since the training?

TOOL 5: (Continued)

SECTION D: SCHOOL CULTURE AND ENVIRONMENT (15 minutes)

• Have you noticed any changes in the overall school environment since the training?
• What evidence do you see?
• How are learners responding?
• How has the training influenced teamwork and collaboration among staff?
• Are there new conversations or initiatives happening?
• Are non-teaching staff more involved in child protection?
• What role has school leadership played in supporting learner friendly practices?
• What has been helpful?
• What could be improved?

TOOL 5: (Continued)

SECTION E: CHALLENGES AND BARRIERS (10 minutes)

• What are the biggest challenges you face in applying what you learned?
• Resource constraints?
• Time limitations?
• Resistance from others?
• Personal challenges?
• What would help you overcome these challenges?

SECTION F: PERSONAL GROWTH AND WELLBEING (10 minutes)

• How has the training affected you personally as an educator?
• Has it influenced your confidence, motivation, or wellbeing?
• Have you been practicing any self-care strategies discussed in the training?
• Which ones work for you?
• What makes it difficult to prioritize your wellbeing?

SECTION G: SUSTAINABILITY AND FUTURE DIRECTIONS (10 minutes)

• What support do you need to sustain the learner friendly practices you have started?
• Ongoing training?
• More resources?
• Peer or leadership support?
• If you could add one topic or session to the training, what would it be?
• What advice would you give to other schools starting this programme?

CLOSING (5 minutes)

• Is there anything else you would like to share about your experience with the LFS programme that we haven’t discussed?

Facilitator Note:
Thank participants for their time and insights. Remind them of confidentiality and explain next steps.