Educational Resilience in Times of Crisis in Mali: Integrated Practices of Psychosocial Support and Risk Management

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This case study explores the extent to which the Building Resilience in the Sahel (BRS) Programme approach combining mental health, psychosocial support, and risk prevention and response, implemented in schools in collaboration with local actors, strengthens educational resilience and generates lasting impacts for teachers, students, and communities in crisis settings. The analysis focuses on UNICEF’s activities in the Mopti and Bandiagara regions of Mali, particularly on teacher training in mental health and psychosocial support (MHPSS), as well as risk management and prevention through the development of school safety plans.

The study highlights the relevance of these interventions in addressing the needs of children affected by Mali’s security crisis. Teacher training in MHPSS has enabled more inclusive and supportive classroom practices, improving the school climate and student well-being, with children reporting that they feel more heard and supported. There is a strong opportunity to strengthen peer support among teachers by transforming the existing informal exchanges into a more structured and sustainable system. Risk‑prevention efforts could likewise gain impact by evolving from ad hoc practices toward clearer, standardized protocols. In addition, the follow‑up and cascade training delivered by the Pedagogical Activity Centers offers significant potential for improvement through enhanced resource allocation and better documentation, which would reinforce long‑term sustainability. Finally, expanding coordination with other sectors and programs represents a promising avenue to increase the durability and overall impact of interventions.