Retreat Camp for «Progressive Teachers»
Supporting its members in challenging circumstances is one of the primary duties of every civil society organization. For «Progressive Teachers», Ukraine’s largest non-profit organization in the field of education, these members include both teachers and students. The challenges faced by educators from the occupied territories at the onset of the full-scale invasion are truly unimaginable.
The destruction of educational institutions, the loss of colleagues and students during shelling and hostilities, occupation, relocation, loss of housing, and separation from families – these are just some of the hardships they have endured. The Progressive Coordinating Team has long recognized the importance of supporting internally displaced teachers who persist in their work with unwavering dedication, and fostering dialogue about their experiences and aspirations. Consequently, upon receiving positive approval within the support programs of the Black Sea Trust for Regional Cooperation of the German Marshall Fund, swift action was taken to organize and conduct a workshop in the Retreat Camp format.
Another pivotal topic for discussion centered on establishing supportive environments for displaced teachers, with a particular emphasis on addressing their everyday needs and creating conducive working conditions. The objective was to engage in brainstorming sessions aimed at identifying resources for teachers’ personal development, as well as avenues for enhancing their financial stability and living conditions. Additionally, the focus was on facilitating socialization opportunities and fostering new friendships to aid in local social integration.
A picturesque recreational complex featuring a pond and comfortable leisure areas was carefully selected for the Retreat Camp. This setting not only provided a conducive environment for work and skill enhancement but also offered moments of relaxation amidst nature’s beauty. Participants had the opportunity to unwind, immerse themselves in the tranquil surroundings, and embark on an unforgettable tour of Lviv. Additionally, a psychological support component was integrated into the program to cater to the mental well-being of the participants.
Prior to the Retreat Camp, Progressive Teachers conducted a survey among teachers classified as displaced since 2014. This survey helped identify the most pressing issues, which served as the foundation for structuring the Retreat program. The training encompassed both theoretical and practical components, supplemented by the creation of instructional videos featuring advice from displaced teachers
The Progressive Teachers Community has long been dedicated to addressing the issues faced by educators, conducting research, providing training sessions, hosting public events, and advocating for the improvement of education quality in Ukraine while safeguarding the rights of both teachers and students.
The advent of the full-scale invasion exacerbated these challenges, particularly concerning the relocation of educational institutions, which often lacked proper organization and oversight. The firsthand experiences of displaced educational institutions are invaluable, especially considering that some have had to relocate for the second time in the past decade. (The initial wave of displacement occurred following the illegal annexation of Crimea and Russia’s invasion of Donbass in 2014.)
One of the primary challenges faced by displaced teachers was the necessity of making rapid departure decisions, often without prior consultation. Participants of the Retreat Camp shared their experiences, highlighting that an organized relocation typically ensures a safer transition, facilitates the preservation of vital documentation and work- related data, and prioritizes the safeguarding of information. Conversely, hastily leaving without preparation often results in essential items being left behind, including documents and personal electronics. Moreover, there’s the looming threat of detention, torture, and scrutiny by the occupying Russian forces.
When relocation occurs in advance and is well-planned, the institution typically finds a new home within the territory controlled by Ukrainian authorities, often based within another educational establishment.
However, this transition presents its own set of challenges, particularly in terms of socialization and integration into a new community, which may harbor apprehensions and engage in competition for positions, rankings, and prospective students. Sociocultural disparities in values, traditions, and lifestyles further exacerbate these difficulties. The psychological toll is compounded by the overall stress and the additional burdens of everyday tasks, leading to the severance of both personal and professional ties. In some instances, extraordinary efforts are required to ensure survival in the new environment and address seemingly mundane issues.
Displaced teachers grapple with ongoing challenges stemming from unresolved issues in drastically different living conditions. This strain often manifests in burnout, apathy, energy depletion, dissatisfaction, psychological instability, and demotivation. Amidst the upheaval of relocation, teachers who previously worked diligently and had aspirations for the future encounter obstacles such as the «first step» dilemma and the «waiting syndrome.» In certain instances, external intervention and support are imperative to navigate through these difficulties. Psychological support centers are currently operational, and efforts are underway to disseminate information about them among teachers.
Additionally, displaced teachers confront significant material and practical hurdles that demand resolution, consuming both time and resources. Assistance from humanitarian organizations and local communities proves invaluable in addressing these needs. Streamlined and organized support mechanisms at the governmental level can expedite the process, minimizing the burden on individuals.
The management of educational institutions in displacement scenarios entails assuming new and extraordinary responsibilities. This includes maintaining communication channels with students and staff, establishing and sustaining the educational framework, furnishing teachers with essential resources for their work, and providing psychosocial support as needed.
Format
During group sessions, participants collectively addressed various needs and challenges encountered by displaced educators, brainstorming strategies to support them effectively. Furthermore, there was an opportunity to present anti-crisis management approaches for displaced educational institutions, methods to enhance teachers’ resourcefulness, avenues for securing funding for academic endeavours, and the specific challenges faced by internally displaced individuals in new regions, including socialization and integration efforts.
The event embraced a multifaceted format, comprising a practical component consisting of 55% case studies and 45% insights from seasoned professionals in their respective fields. These professionals provided guidance on cultivating and promoting a personal brand in the digital sphere, enabling teachers to gain visibility and relevance across diverse sectors as experts and consultants.
Utilizing the World Café format, brainstorming sessions were conducted to analyse and address key issues, including:
– Strategies for organizing life in new environments
– Techniques for optimizing available resources
– Approaches to socialization and integration
– Methods for expanding financial opportunities
– Protocols for implementing anti-crisis management strategies
Furthermore, training sessions focused on psychological rehabilitation for teachers were highly practical, incorporating real-life case studies and collaborative teamwork exercises aimed at fostering «healthy» interpersonal dynamics in stressful contexts. These sessions covered topics such as establishing personal boundaries, conflict resolution algorithms tailored to new realities, and techniques for stabilizing psycho-emotional well-being.
In the «living library» format, participants of the Retreat Camp were exposed to various life hacks for modern teaching practices. They received expert insights on cultivating resilience against emotional pressures within the information landscape, gained exposure to successful case studies of media campaign implementation, learned about effective teacher responses during air raid alerts, and were briefed on initial steps to provide assistance during critical situations. The knowledge garnered from these sessions is expected to be directly applicable in the teachers’ future endeavours. Moreover, the psychological revitalization and inspiration derived from the event are poised to bolster the realization of their professional aspirations in the upcoming academic year.
Peer-to-peer tips
Maintaining a positive attitude and fostering openness can significantly enhance social integration in a new environment. Following relocation, active participation in local groups, clubs, and events, along with efforts to connect with like-minded individuals, facilitates both professional and personal social interactions. Embracing the opportunity to immerse oneself in the local culture, traditions, and communication nuances, including dialects, is pivotal. Additionally, engaging with fellow displaced individuals offers a means of retaining connections with one’s native roots. It’s crucial not to overlook personal interests and hobbies, seeking opportunities to pursue them in the new setting.
Addressing the psychological toll, particularly the depletion of resources, is essential for teachers to lead fulfilling lives and excel in their profession. Recognizing the signs of psychological strain, such as apathy, irritability, anxiety, panic attacks, sleep disturbances, emotional and professional burnout, and feelings of overwhelm, is paramount. While navigating such challenges can be daunting, seeking psychological support when needed is crucial. Maintaining self-awareness, identifying controllable factors contributing to these conditions, and distinguishing them from uncontrollable ones are vital aspects of self-care.
The financial predicament confronting displaced faculty is multifaceted and demands attention. Even before the onset of conflict, the inadequate material support for teachers was a recurring concern voiced by Progressive educators in their communications with government authorities. With relocation exacerbating the situation, loss of housing and essential possessions has compounded the challenges faced by teachers and their families. Retreat Camp participants advocate for collective efforts in addressing these issues, emphasizing collaboration with humanitarian organizations and local authorities. Those who relocated independently attest to the heightened difficulties they encountered compared to colleagues relocating through organized means.
Furthermore, exploring avenues for supplemental income, such as providing expert services, tutoring, developing a YouTube channel, and participating in grant programs, is recommended to alleviate financial strain. With numerous communication channels readily available, staying informed and accessing relevant resources often requires nothing more than subscribing to pertinent channels.
Being mindful of the future
While it’s natural for displaced teachers to yearn for a return to their homes and the resumption of a happy, peaceful life, the reality is that life continues in the present. Until such a time arrives, focusing on the present circumstances and bettering one’s current situation is essential.
Finding a sense of belonging in a new community requires patience and a gradual approach to integration. Embracing the process step by step, without the pressure for everything to revert to how it was before, is crucial. Instead, celebrating small victories and seeking support where it’s available fosters resilience and adaptation.
Recognizing the value of one’s uniqueness is paramount; integration isn’t merely about conforming to local customs but also about sharing experiences, skills, and knowledge. This exchange cultivates best practices in teaching, while healthy competition encourages continuous growth. It’s important to reach out for support, remain open-minded, and persevere in the face of challenges.
Discovering personal sources of inspiration and self-care is equally important. Prioritizing one’s emotional, physical, and cognitive well-being ensures resilience and fosters a positive outlook amidst the uncertainties of displacement.
Ensuring material support remains a top priority for teachers, fostering a culture of teacher leadership is essential. Collaboration with supportive administrations and active engagement in public life can gradually improve the situation. Variances in material support across different educational institutions serve as evidence of the potential for positive change. Offering additional incentives such as health vouchers, reimbursement for article publication expenses, temporary housing provisions, and adequately equipped workplaces can alleviate financial burdens on teachers.
Addressing the issue of housing for displaced teachers is paramount, considering the widespread loss or severe damage to their residences. It’s imperative to proactively develop housing programs that encompass joint financing initiatives, preferential interest rates on loans, and organizational support for restoration efforts.
Furthermore, promoting tolerance in interactions with displaced individuals is crucial for fostering harmonious social relationships where everyone has opportunities for development. This inclusive approach fosters a supportive environment conducive to growth and resilience.
The ongoing Russian War has resulted in a significant displacement of internally displaced persons (IDPs), including teachers, necessitating urgent support in the field of education. The following recommendations, based on insights gleaned from preliminary surveys, thematic events, and interviews conducted during 2022-2023, aim to assist the Ministry of Education of Ukraine in addressing the needs of internally displaced teachers:
Conduct a comprehensive study to identify and evaluate the specific needs of internally displaced teachers, including their qualifications, teaching experience, and additional skills.
Simplify the process of recognizing qualifications for internally displaced teachers to facilitate their integration into the education system, possibly by establishing a dedicated committee or working group.
Develop and implement targeted professional development programs to enhance the skills of internally displaced teachers, focusing on modern teaching methods, innovative research methodologies, technology integration, and addressing trauma-related issues.
Establish a centralized platform or office to aid in the employment of internally displaced educators, collaborating with educational institutions and relevant stakeholders to create employment opportunities.
Implement psychosocial support programs to assist educators in coping with challenges, ensuring access to medical and psychological assistance and addressing mental health issues.
Provide financial assistance, housing support, transportation subsidies, or special grants to alleviate the financial burden on internally displaced faculty.
Create government programs and grant opportunities to address resource deficiencies, foster community support networks, and provide free professional development opportunities.
Promote community engagement initiatives to facilitate the integration of internally displaced educators, including mentoring programs and cultural exchange events.
Develop and implement policies that promote inclusion and combat discrimination against internally displaced educators, ensuring funding for social, legal, and psychological support programs.
Forge partnerships with NGOs and international foundations specializing in education and displacement issues to leverage additional resources and expertise.
Establish a monitoring framework to evaluate the effectiveness of support programs, fostering systematic communication with displaced educational institutions to inform policy development.
Conduct regular surveys among IDP educators regarding their problems and needs, highlighting the received information on public media platforms.
Provide a separate funding formula for displaced educational institutions and offer social support for scientific, pedagogical staff, and other employees.
