Emotional support provided by teachers is vital for children and adolescents in times of crisis
Yelitza Griman was part of hundreds of teachers who received training from UNICEF and its partners to guide and aid children and adolescents after Las Tejerías floods.
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Living in the Leonardo Pineda sector of Las Tejerías, Aragua state, Yelitza Griman is a schoolteacher at the Sergio Medina National Educational Unit, one of the largest educational centers in the region, serving children and adolescents from nearby sectors. She was one of the thousands of people affected by the landslide in Las Tejerías last year. Like many others in the area, her home was engulfed by several meters of mud and debris left in the wake of the heavy rains.
In October 2022, the community of Las Tejerías, situated in the Santos Michelena Municipality, experienced severe damage due to the overflow of Los Patos stream. This event triggered multiple landslides and impacted 21 sectors. Subsequently, services such as electricity, drinking water, and telephone signals were disrupted. Approximately 1,400 families were affected, 756 homes were destroyed, and several school buildings were damaged. The floods resulted in 52 fatalities.
Yelitza, along with other teachers, acknowledges that it was a very challenging time. “During the tragedy, for about 15 days, there was no water or electricity, we didn’t want to eat or do anything. We were looking out for friends and family members who had been affected.”
A few weeks after the tragedy, Yelitza was approached by the school principal to participate in workshops that UNICEF was planning to conduct on coexistence and socio-emotional support. This was part of the integrated response between the Ministry of Education and UNICEF to ensure the continuity of education in the affected areas and to minimize the negative impact of the incident on the educational development of children and adolescents.
The teacher explains that these workshops were crucial for her to continue her commitment to teaching children. “The dynamics helped us express ourselves and say how we felt. When I came back to my school, I told the mothers that we must continue with the preparation of the Christmas party because the children are not to blame for this, rather we have to bring joy to the children”.
Yelitza continues to replicate these types of workshops with the fathers, mothers, and caregivers of the children at her school. “I conducted a mental health workshop, I put it into practice, and I am going to pass it on. I will search on the Internet for UNICEF training because a teacher has to be innovative.”
Nowadays, fathers, mothers, and caregivers are asking Yelitza to continue conducting workshops because they are very necessary for learning stress management skills. To which she, with a smile, say: “They are necessary to ensure the well-being of students, because sometimes we encounter situations that cause us stress and we don’t know how to handle it.”
Another teacher who also works with Yelitza is Pedro Algarín, who has served at the Sergio Medina educational institution for six years, teaching subjects such as mathematics and physics.
Algarín comments that managing the distress and stress that some students exhibit in the classroom has been quite challenging. “When you’re discussing a subject and they hear the rain, they get desperate and say they are leaving. They’re still scared, and our duty is to listen to them and soothe them,” he says.
As part of the training provided in mental health and psychosocial well-being, Pedro implements a stress management schedule with each student. Using this tool, he tracks the stress reactions experienced by students to monitor and address them promptly.
The teacher recounts the case of a boy who began crying when he started discussing self-esteem in class, in the days after the tragedy. The boy was extremely nervous, and the teacher sat with him. “We must be patient, stay with them, and listen until they calm down,” explains Pedro.
As a result of implementation, UNICEF ensured that 6,627 children and adolescents had access to safe, welcoming school environments and quality services that enhance their mental health and psychosocial well-being. Additionally, 388 teachers developed skills to teach and support children and adolescents from a psycho-emotional perspective.
