RLO Education Incubation Fund (Kakuma)

Project Name: Building Bridges Project

Objective: Create an inclusive, supportive learning environment for refugee children (4-8 years) in Kakuma refugee camp by enhancing Social and Emotional Learning (SEL) and community resilience through play-based interventions.

Key Activities:

1.  Learning Through Play: Educational games to develop cognitive and social skills.

2.  Group Psychological Support: Safe spaces for emotional expression through talking circles and role-playing.

3.  Collaborative Games: Team activities to strengthen communication and conflict resolution.

4.  Art Therapy: Creative workshops (drawing, music, storytelling) for emotional healing.

5.   Parental Engagement: SEL training for Parents and caregivers,

 Approach: We have reached 169 children, Parents and other stakeholders per cohort, totaling 507 per year.

During the first half of 2025, HSD provided Social and Emotional Learning (SEL) support to 133 Children aged 4–8 including 76 male and 57 female, among whom 5 children with disabilities (4 male and 1 female). And 36 Parents, 15 male and 21 female.

This achievement was made possible through the following interventions:

1. Community mobilization with the support of parents and local leaders.

2. Implementation of 92 play-based sessions for children, 4 Meetings and 2 workshops with Parents and Community leaders etc.

3. Capacity-building for HSD staff on Social and Emotional Learning, Safeguarding and Code of conduct.

4. Formed 2 Parental groups and the main parental Committee of 16 members.

Key outcomes:

 70% of the children demonstrated improved social skills and Mindset development.

Reduction in observed isolation among children, as reported by teachers and Parents.

HSD aims to reach 507 Children and Parents by the end of 2025, specifically in the SEL Project, Supported by COHERE.

?Through our SEL and play-based intervention in Kakuma, preliminary findings from the first project phase reveal critical lessons and promising practices:

Key Lessons Learned:

1. Community Engagement: Parental and Community leaders workshops increased child participation by 50%, demonstrating that caregiver and teachers’ involvement is pivotal for program uptake.
2. Beyond Quantitative: Qualitative testimonies proved equally vital as numerical data in assessing emotional impact, as they capture individualized progress (e.g., one child’s newfound ability to express grief through drawing versus another’s improved peer interactions etc..

Evidence-Based Best Practices:

-          Cross-Community Integration: Deliberately mixing Children and Parents from different nationalities of origin reduced intergroup tensions and fostered social cohesion.

-          Parent-as-Teacher Model: Training 70 parents created a multiplier effect, effectively doubling teaching capacity. Children now receive consistent psychosocial support both at HSD centers and home, reinforcing skill retention.

Emerging Insights:
While logistical challenges (e.g., material shortages) persist, these practices underscore the viability of low-resource, community-driven psychosocial support. Future efforts will scale parent training and integrate SEL and play methodologies.