Resilience HANDBOOK

["SPOTLIGHT: HERO'S JOURNEY FOR BUILDING RESILIENCE STE(A)M CAMP Written by Nicoleta Livia Barbu, Elena Corina Rogoveanu, Eduvital- Educatia este vitala Mihail Cristian P\u00eerlog, Mental Health Association of Southern Eastern Europe Cosmin Sorin Miclos, Ucenicul Astronom ROMANIA In an effort to empower students from disadvantaged backgrounds and support relocated migrant students from Ukraine, the Eduvital- Educatia este vitala NGO recently organized the STE(A)M Camp \\\"Hero's Journey for Building Resilience.\\\" Held from 19th to 21st May, the camp aimed to enhance the participants' resilience through engaging STEM (Science, Technology, Engineering, and Mathematics) and SEL (Social and Emotional Learning) activities. With the dedicated involvement from Eduvital NGO staff and invited experts, the camp provided an enriching experience for 29 primary school students and 9 teachers, offering them valuable tools for overcoming difficult times. Support a culture of inclusivity and diversity Setting the Stage: The camp brought together two groups of students facing different challenges. The first group is composed of students with different socio-economic backgrounds, including Roma students, who are dealing with difficult situations and family problems that affect their learning. The second group consists of students from Ukraine who had to leave their homes and families and were relocated to the Oltenia region. These students are adjusting to a new life and face unique struggles like adapting to a new culture and language. It was not an ordinary group, but a diverse mix of students with different needs and experiences, coming together in this camp to find support, empathy and understanding. 101","At the outset of the camp, students from Ukraine (from the cities of Kherson, Odessa, Izmail, Mykolaiv, Melitopol, Zaporozhye), relocated in Valcea county, Romania and students from the South-West, Oltenia region from Romania found themselves in a situation where they felt distant and shy. The language barrier further compounded their challenges, making it difficult for them to interact and connect with one another. At the first stage, learning and communicating by playing was essential and became the universal language of all students who attended the STE(A)M CAMP. By incorporating emotional intelligence, the camp\u2019s activities sought to provide the students with the necessary tools to understand and manage their own emotions, empathize with others and create a safe space for friendship and collaboration. This approach resulted in breaking down the initial barriers, fostering a sense of belonging among the participants and facilitating a context for communicating with each other in 3 languages: Romanian, Ukrainian and English. Promoting Resilience through STE(A)M and SEL The vision of our initiative was to build capacity for integrating students from different socio- economic, cultural and language backgrounds and highlight the importance of resilience in overcoming life's challenges. With the intention of creating a supportive and collaborative environment, Eduvital NGO combined STE(A)M education with SEL activities to foster resilience among the participants. By integrating scientific exploration with emotional well-being, the camp created a holistic learning environment that nurtured both teachers\u2019 and students' minds and hearts. Expert Guidance and Mentorship To ensure a comprehensive and impactful experience, Eduvital NGO enlisted the support of STEM and SEL experts. These professionals shared their knowledge and expertise with the students, providing mentorship and guidance throughout the camp. The SEL expert helped the students open up about their problems, fears and concerns and provided guidance and mentorship throughout the camp, whenever they needed. The STEM expert engaged both teachers and students into hands-on activities and collaborative challenges, thus creating a dynamic learning environment that captivated the participants. The activities encouraged active participation, pushing the boundaries of knowledge and igniting a passion for STEM subjects. The students and teachers worked together, discovering innovative solutions, and expanding their understanding of scientific concepts of astronomy. 102","Engaging Activities The STEM Camp featured a diverse range of activities designed to engage and inspire the students. From socialization games to hands-on experiments, every aspect of the camp was carefully crafted to encourage teamwork, critical thinking, and problem-solving and soft skills. The students had the opportunity to participate in outdoor informal activities, such as nature exploration and team-building exercises, further enhancing their adaptability and collaboration. Socialization Games The camp started with interactive socialization games that encouraged collaboration, teamwork, and communication among the students. By participating in these activities, students had the opportunity to build connections, develop social skills, and form supportive relationships with their peers and teachers. Hands-on Experiments Engaging in hands-on experiments allowed students to apply scientific principles and develop critical thinking skills. By conducting experiments, such as building simple machines or exploring chemical reactions, the students gained a deeper understanding of STEM concepts while simultaneously building their resilience through trial and error. Outdoor Informal Activities The camp took advantage of outdoor spaces to conduct informal activities that encouraged students to explore nature, engage in physical activities, and embrace experiential learning. These activities, such as nature walks, team-building exercises, and group challenges, fostered resilience by pushing students out of their comfort zones and encouraging them to overcome obstacles together. Solar Spots Observation and Night Observations The camp incorporated unique opportunities for students to observe the wonders of the universe. Through solar spot observations, students learned about the sun and its impact on Earth, fostering curiosity and scientific inquiry. Night observations of celestial objects allowed them to explore the mysteries of the night sky, igniting a sense of wonder and inspiring them to delve deeper into the realms of astronomy and space exploration. Impact and Significance The Hero's Journey for Building Resilience STE(A)M Camp held by Eduvital NGO had a positive and meaningful impact on the participating students and teachers. The once distant and shy students gradually began to open up, finding common ground through their shared experiences and interests. The language barrier, initially an obstacle, became an opportunity for them to explore alternative means of communication, relying on non-verbal cues, gestures, and the universal language of empathy. As the days progressed, genuine friendships began to form among the students. 103","By incorporating emotional intelligence into the STEAM activities, the organizers facilitated interaction, collaboration, and resilience-building among the participants. Through overcoming initial barriers, these students demonstrated that regardless of their backgrounds, they possess the power to connect, inspire, and learn from one another. The initiative provided an invaluable experience for students with low opportunities, migrants from Ukraine, and minority students such as Roma students to come together and embark on a journey for change. We do hope THE CHANGE started with the \u201cHero\u2019s Journey for Building Resilience\u201d STE(A)M CAMP. 104","conclusion \\\"Resilience. Through STE(A)M and SEL.\\\" is a Handbook that delves into the foremost aspects of socio- emotional health, resilience and the integration of STE(A)M education through the lens of emotional intelligence. Within the Handbook, we have explored the importance of social- emotional learning in promoting well-being and its application in educational settings, emphasizing the need to foster resilience in students. In the chapter on Socio-Emotional Health and SEL, we have provided an in-depth understanding of social-emotional health, its significance in schools, and the theoretical foundations guiding SEL practices. The activities included in this section exemplify practical strategies and session planning, enabling educators to implement SEL effectively. Moving on to Resilience, we have examined the case of resilience through emotions, highlighting the concept of emotional resilience and its cultivation through non-formal education. Moreover, we shed light on the experiences of refugee and migrant students from war-torn regions, emphasizing the role of resilience in overcoming challenging circumstances. The accompanying activities aim to develop resilience skills and offer session plans that can be readily implemented. The integration of STE(A)M education in primary schools is explored in the subsequent chapter, emphasizing the importance of teaching STE(A)M subjects and dismantling stereotypes and biases. Pedagogical approaches and trends in the STE(A)M classroom are discussed, along with the potential career pathways associated with STE(A)M fields. The provided activities promote hands-on learning and engage students in STE(A)M-related challenges. The final chapter focuses on the Resilience Capacity Building through STE(A)M and SEL. We explored the infusion of SEL principles into STEAM learning, illustrating how the integration of these two approaches can enhance students' resilience capacity. Additionally, a spotlight is cast on experiential learning through a STE(A)M and SEL Camp Activity, showcasing the practical implementation of these concepts. The activities presented in this section guide teachers in creating engaging sessions that foster both SEL skills and STE(A)M knowledge. \\\"Resilience. Through STE(A)M and SEL\\\" serves as a valuable resource for educators, providing a holistic approach to developing students' resilience, socio-emotional well-being, and STE(A)M competencies. By combining the principles of SEL and the engaging nature of STE(A)M, educators can empower students to thrive in an ever-changing world, equipping them with the skills needed to navigate challenges and pursue lifelong learning. Resilience.Through STE(A)M and SEL. A Handbook for Teachers 105","References UNESCO (2015). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Taylor, K. (2018). Lifelong Learning in the 21st Century: A Deliberative Approach. International Journal of Lifelong Education, 37(5), 521-536. Garrido, E., Koehler, M., & Mishra, P. (2018). 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War has hampered education in Ukraine. Retrieved from https:\/\/www.unicef.org\/ukraine\/en\/press-releases\/war-has-hampered-education U-Report - UNICEF digital platform in Ukraine https:\/\/ukraine.ureport.in\/ Resilience.Through STE(A)M and SEL. A Handbook for Teachers 108","Educating minds and hearts","STE(A)MOTION - in motion for change project is part of the STE(A)M Partnerships on Education Resilience in Europe, funded by the Cisco Foundation and supported by Scientix. The content of this document is the responsibility of the authors and does not represent the position of European Schoolnet. EUN is not responsible for how the information contained in this document is used."]