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Nonformal education has been used extensively with youth experiencing trauma, especially in post-conflict situations (Schell-Faucon, 2001). After a traumatic event, children may experience anxiety, sadness, sleep disruptions, and physical symptoms such as stomachaches and headaches (American Psychological Association, 2008). Ongoing concerns such as safety issues can also inhibit education for children and adolescents (WHO, 2014). Nonformal education can provide a sense of normalcy for young people and aid in mental and emotional development (Morton & Montgomery, 2013). A playgroup for children in Malawi, for example, brought refugee children and their caregivers together with other members of the community. The children engaged in healthy play while parents engaged in their own discussion group about topics such as separation; these interactions provided healthy outlets for families with members of all ages (Schell-Faucon, 2001). Adolescents face developmental needs related to identity formation. Nonformal education can involve youth in leadership positions to enhance self-confidence (Pearlman, 2013). Nonformal education also provides access and necessary services for young people. In the absence of formal education, non formal education can fill a gap and provide access for children normally excluded from the school system (WHO, 2014).

Communities in conflict may benefit from non formal education practices for healing. For example, certain projects have focused on militarized youth and their reintegration into their communities. In the case of the “Wilderness Project,” young men participated in a “Transformation Trail” experience where they underwent a therapeutic wilderness experience. An ongoing support program followed this weeklong experience and included life skills workshops and job training (Schell-Faucon, 2001). Educational interventions are particularly useful in cultures consisting of people who may be resistant to therapy in a Western context (Hart, 2009). “Child Friendly Spaces” have become common as safe areas for children in conflict areas. The Agency for Technical Cooperation and Development has set up these spaces for young Syrian refugees in several camps. The staff aims to provide a friendly environment for children to engage in recreational and education activities. Psychosocial services supplement classes in areas such as English and computers to help to facilitate youth learning in times of uncertainty and trauma (ACTED, 2014).

Agency for Technical Change and Development. (2014). Spaces to feel safe, for refugee children and youth. Retrieved from www.acted.org/en/spaces-feel-safe-refugee-children- and-youth

American Psychological Association. (2008). Children and trauma: Update for mental health professionals. Retrieved from www.apa.org/pi/families/resources/children-trauma- update.aspx

Hart, R. (2009). Child refugees, trauma, and education: Interactionist considerations on social and emotional needs and development. Educational Psychology in Practice, 25(4), 351- 368.

Pearlman, L.A. (2013). Restoring self in community: Collective approaches to psychological trauma after genocide. Journal of Social Issues, 69(1), 111-124.

Morton, M., & Montgomery, P. (2013). Youth empowerment programs for improving adolescents’ self-efficacy and self-esteem: A systematic review. Research on Social Work Practice, 23(1), 22-33.

Schell-Faucon, S. (2001). Conflict transformation through educational and youth programmes. In Berghof handbook for conflict transformation. Retrieved from www.berghof-handbook. net/articles/section-iv-structual-reforms-institutionbuilding-and-violence-control

World Health Organization. (2014). Adolescent and youth education in emergencies. Retrieved from www.searo.who.int/entity/emergencies/documents/guidelines/en