The INEE website has moved to inee.org. You are currently viewing the static archive of the former INEE website, established in May 2019.
Additional vetted and organized resources can be found in the INEE Toolkit.
This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected
These briefs summarise the mainstreaming of various thematic areas in the INEE Minimum Standards Handbook. Themes include: Gender, Inclusive Education, Inter-sectoral Linkages, Psychosocial and Well-being, Youth, HIV and AIDS, Human
Many children are deeply affected by loss and trauma. Although some studies mention the educational consequences of such situations, this is an aspect often overlooked. Results from different studies show
This tool contains a questionnaire (the Psycho-social Environment Profile) developed by the World Health Organization to evaluate the extent to which a schools environment contributes to the social and emotional
This statement reflects the views of the Interagency Standing Committee (IASC) Mental Health and Psychosocial Support (MHPSS) Reference Group in response to the Haiti crisis. This guidance is based on
Learning from Experiences and Good Practices: Psychosocial Work Done in both Emergencies and non-Emergency Contexts (UNICEF, 22-24 June 2005, Entebbe, Uganda)
Since the establishment of a Palestinian Ministry of Education and Higher Education in the early 1990s, the education sector has had to contend with significant challenges. These threats however also
INEE Global Presentation 2009
Reducing the Impact of Violence was a project implemented by TCC during the height of the Second Intifada and in a context of ongoing assaults by the Israeli military invasion.
This tools provides six sample Orientation Seminar for WASH, food security, education, donors, media, and general aid workers. It draws upon the IASC Guidelines on Mental Health and Psychosocial Support