Beyond outputs, a scalable model for documenting child MHPSS outcomes in a crisis: remarks by Reda Sadki at the 18th European Public Health Conference

On November 12, 2025, the 18th European Public Health Conference hosted a symposium organized by the International Federation of Red Cross and Red Crescent Societies (IFRC). The session, “The heart of resilience: lessons from mental health support for children and young people affected by conflict in Ukraine,” explored the large-scale mental health and psychosocial support (MHPSS) initiative developed by the IFRC with support from the European Commission.

The panel was moderated by Dr Aneta Trgachevska, who coordinated this initiative at the IFRC Regional Office for Europe. She was joined by four panelists: Emelie Rohdén and Ivan Kryvenko from the Swedish Red Cross Youth, Martina Dugonjić, a primary school teacher from Croatia, and Reda Sadki, Executive Director of The Geneva Learning Foundation (TGLF).

As part of the IFRC-led initiative, TGLF developed the first Certificate peer learning programme on Psychological First Aid (PFA) in support of children affected by the humanitarian crisis in Ukraine. In his remarks, Mr. Sadki explains how this model’s success has led to its transformation from a time-limited project into a self-sustaining digital network proven to improve children’s health and well-being outcomes. Following the completion of the EU4Health project, the Geneva Learning Foundation has committed to supporting this community-driven system for five additional years, until 2030.

The following remarks from Reda Sadki have been edited for clarity and coherence from the panel transcript and expanded with examples from the project’s insights reports.

Aneta Trgachevska: Reda, we heard that enabling environments and peer-to-peer support and learning are very important. The Geneva Learning Foundation has developed a huge and diverse set of tools within the project to support professionals working with children displaced from Ukraine. Can you tell me from your perspective, working with these professionals, what you have noticed? What are the challenges and needs, and how have they managed with this environment and situation?

Reda Sadki: Thank you, Aneta. At The Geneva Learning Foundation, we research, develop, and implement large-scale peer learning systems that really drive change, all the way to health outcomes that can be attributed to the activities involved.

We took on this challenge with IFRC of reaching outside the Red Cross networks to support people who work in education, social work, and health. These are three complementary, but potentially very different groups. The common thread was that they were all involved in supporting Ukrainian children.

How did we start? I think what brought us together with the IFRC was a shared culture of listening and of paying attention to the needs of communities. Rather than presuming, we used that listening to build initiatives.

What that meant is that before launching a peer learning programme, we asked questions. We asked questions about your situation, about your context. What we had within less than four weeks was 873 context-specific descriptions of challenges faced by practitioners, in Ukraine and throughout Europe.

And those 873 descriptions told us a powerful story. The challenges were not abstract. They were immediate and acute: pervasive anxiety and fear, especially in response to air raid sirens; children showing sudden aggression or complete withdrawal; and the profound social isolation of being displaced.

We made some pretty radical changes very quickly based on this listening. The first was language. We had assumed most people would be professionals outside of Ukraine who are supporting displayed children. Our data showed the opposite: 76 percent of participants were in Ukraine itself, and 77 percent preferred to learn in Ukrainian. So, we changed our plan immediately and launched in Ukrainian from day one. That was the most obvious, but one of the most significant, changes.

The second thing we found was the profound sense of professional isolation. The feedback we received was overwhelming on this point. More than any tool, what these practitioners valued was connection. It was the most important thing to them. We heard it in their own words. One participant from Ukraine wrote: “It is very important to know that I am not alone with these problems.”. An English-speaking colleague wrote, “It was so helpful to hear that other teachers are facing the same challenges. It makes you feel less alone.” This sense of community, we found, is a powerful antidote to burnout.

We also found was a significant knowledge-to-action gap. Our focus was on Psychological First Aid for children. There is already excellent technical training. But we realized that in some cases, people had been through formal training but had struggled to connect that with application. They wondered, “How do I take that and actually put it to use?”

Our data confirmed this. When we analyzed their plans, we saw a strong preference for practical, concrete support.

Aneta Trgachevska: I really think it is important to have these tools, training, and capacity building, so that the frontline responders that are on the ground can provide adequate and timely, quality Psychological First Aid and mental health support to children.

Reda Sadki: Alongside the knowledge and skills, what I heard from my fellow panelists is also about emotion and connection.

The challenge we took on is that we are looking at how to connect people who may not have anyone to talk to. Who would rather be on a squawky Zoom call than being human together with fellow humans in a physical space? No one, I think. But in some cases, you do not have a choice. It is the only way to connect.

The main result is that alongside the amazing MHPSS infrastructure of the Red Cross, we contributed to building a digital infrastructure that helps people connect.

The first main result is a self-sustaining network. What that looks like is that staff and volunteers from 331 organizations, 76 percent of them from Ukraine, participated in the programme. These partners include large non-governmental organizations and small, locally-led groups working close to the front lines. Together, these organizations represent approximately 10,000 staff and volunteers that are supporting 1 million Ukrainian children.

The network is owned by its members. People volunteered to serve as European PFA focal points in their local area. Pretty much overnight, we found ourselves with 91 very dedicated volunteer leaders from Ukraine and 12 European countries.

Alongside that, we had 20 organizations that joined as formal programme partners. And these partnerships were tailored to their real-world needs. For example, Posmishka UA, one of the largest non-governmental organizations in Ukraine, sent 400 of their staff to join our Impact Accelerator. Or, another partner, SVOJA, an organization in Croatia founded and led by Ukrainian refugee women, needed a flexible programme that aligned with their unique “by refugees, for refugees” mission. This digital infrastructure allowed us to include both.

The key result is really around health outcomes. The capstone activity of our programme is called the PFA Accelerator. This is our “learn-by-doing” model. It is not a traditional course. It follows a simple weekly rhythm: on Monday, you set one specific, practical goal. On Friday, you report on what happened. And you give and receive both feedback and support.

This structure helps practitioners move from vague intentions to concrete action. For example, one participant, Yuliia, moved from an initial goal of “I want to help children with their emotional state” to a specific, measurable goal: “This week I will hold a session for a group of teenagers (6 people) aimed at developing self-help skills. We will practice the grounding technique ‘54321’.”

This weekly reporting cycle, this “learn-by-doing” model, then allows us to measure what really matters: health outcomes for the children. It allowed us to document specific, tangible ways that participation was linked to improvements in a child’s well-being.

We call these “attribution-level outcomes,” which, as many of us in public health know, is the holy grail. We cannot afford to just train professionals and hope for the best. We were able to both document and measure that because of their actions, the children they support showed tangible improvements in their mental health and well-being. For this purpose, Kari Eller, a Ph.D. candidate whose work was supported by The Geneva Learning Foundation, developed a simple, easy-to-use instrument in line with the IASC’s call for tools for busy humanitarian practitioners who lack formal mental health training, but are in fact the only ones there when support is critical for children. This tool was then discussed and improved by practitioners themselves before they began to use it.

I want to share three qualitative examples from our practitioners’ Friday reports. Hundreds of such reports describe how a professional used what they learned from the network, and that led to improvements in the health and well-being of the children they were supporting.

• One teacher in Kharkiv, working with children who panicked during air raids, taught them the “butterfly hug” self-soothing technique as a way to provide support. She reported: “One girl, who usually cries for 30 minutes after a siren, stopped crying and was able to start her drawing activity. She told me the ‘hug’ helped her ‘bad feelings go away’.”
• Another practitioner, Юлія, reported on her work with a teenage girl: “During an anxiety attack, the girl began to use the grounding technique we had learned. She was able to calm down on her own. This is a very good result.”
• And finally, Раїса wrote: “When the children heard the siren, they were able to do breathing exercises on their own… They knew what to do and it gave them confidence. The children began to use the ‘safe place’ exercise on their own when they felt anxious.”

With all the public health professionals in the room, we know that attribution is the challenge. We feel that in a small but significant way, we found a method to document it. Because of the volume of data, which also includes quantitative measurement, we quickly see patterns of outcomes. These practitioners are not just learning theory. They are successfully applying their skills in ways that demonstrably restore a sense of calm, safety, and function for children in crisis.

As one participant, Olha, reflected, “This experience did not just add to my knowledge—it completely redefined the essence of my profession. I no longer just heal wounds; I build oases of safety in the midst of chaos.”

That is the impact we are documenting. Thank you very much.

The initial development and implementation of this programme (2023-2025) was funded by the European Union through a project partnership with the International Federation of Red Cross and Red Crescent Societies (IFRC). All ongoing activities, content, and their delivery from 1 September 2025 are the sole responsibility of The Geneva Learning Foundation (TGLF).

Image: The Geneva Learning Foundation Collection © 2025. In Seed of Silence, the artist captures a moment of profound stillness, the fragile intersection of innocence, nature, and transformation. The child’s face, serene and introspective, is encircled by sculpted layers resembling petals or scales, evoking both protection and metamorphosis. The materiality of the form, textured, earthen, and softly colored, blurs the boundary between organic and human, suggesting that resilience and renewal are rooted in both. The muted palette of ochre, rust, and blue recalls soil, flame, and sky: elemental forces that cradle life even amid crisis. This image resonates deeply with the work of those documenting children’s mental health and psychosocial well-being in humanitarian contexts. Here, art becomes a quiet witness, not to trauma itself, but to the enduring capacity for growth, reflection, and rebirth. Through silence, the piece speaks of healing.

References

1. Sadki, R., 2025. How practitioners in Ukraine and across Europe built a self-sustaining peer learning network to support children. https://doi.org/10.59350/25pa2-ddt80
2. Sadki, R., 2025. PFA Accelerator: across Europe, practitioners learn from each other to strengthen support to children affected by the humanitarian crisis in Ukraine. https://doi.org/10.59350/redasadki.21155
3. Sadki, R., 2025. Peer learning for Psychological First Aid: New ways to strengthen support for Ukrainian children. https://doi.org/10.59350/dgpff-n9d63
4. Sadki, R., 2024. Support of children affected by the humanitarian crisis in Ukraine: Bridging practice and learning through the sharing of experience. https://doi.org/10.59350/zbb4v-hay69
5. The Geneva Learning Foundation and the International Federation of Red Cross and Red Crescent Societies, 2025. Діти у кризових ситуаціях, спільноти підтримки – Застосування першої психологічної допомоги для підтримки дітей, які постраждали від гуманітарної кризи в україні. https://doi.org/10.5281/ZENODO.14901474
6. The Geneva Learning Foundation, International Federation of Red Cross and Red Crescent Societies, 2025. Children in Crisis, Communities of Care – Psychological first aid for children affected by the humanitarian crisis in Ukraine. https://doi.org/10.5281/ZENODO.14732092
7. The Geneva Learning Foundation and the International Federation of Red Cross and Red Crescent Societies, 2024. Перша психологічна допомога дітям, які постраждали внаслідок гуманітарної кризи в Україні – Досвід дітей, опікунів та помічників. https://doi.org/10.5281/ZENODO.13730132
8. The Geneva Learning Foundation and the International Federation of Red Cross and Red Crescent Societies, 2024. Psychological first aid in support of children affected by the humanitarian crisis in Ukraine: Experiences of children, caregivers, and helpers. https://doi.org/10.5281/ZENODO.13618862

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PFA Accelerator: across Europe, practitioners learn from each other to strengthen support to children affected by the humanitarian crisis in Ukraine

In the PFA Accelerator, practitioners supporting children are teaching each other what works.

Every Friday, more than 240 education, social work, and health professionals across Ukraine and Europe file reports on the same question: What happened when you tried to help a child this week?

Their answers – grounded in their daily work – are creating new insights into how Psychological First Aid (“PFA”) works in active conflict zones, displacement centers, and communities hosting Ukrainian families. These practitioners implement practical actions with children each week, then share what they learn with colleagues from all over Europe who face similar challenges.

The tracking reveals stark patterns. More than half work with children showing anxiety, fear, and stress responses triggered by air raids, family separation, or displacement. Another 42% focus on children struggling to connect with others in unfamiliar places—Ukrainian teenagers isolated in Polish schools, families in Croatian refugee centers, children moved from eastern Ukraine to western regions.

“We have a very unique experience that you cannot get through lectures,” said PFA practitioner and Ukrainian-language facilitator Hanna Nyzkodobova during Monday’s session, speaking to over 200 of her peers. “The Ukrainian context is not comparable to any other country.”

Locally-led organizations leading implementation

The programme’s most striking feature is its reach into organizations operating closest to active hostilities—precisely where support needs are most acute and convention training programs may not operate. For example, the charitable foundation “Everything will be fine Ukraine” implements approaches within 20 kilometers of active fighting, supporting 6,000 children across Donetsk, Dnipropetrovsk, and Kharkiv regions. Weekly reports from their participants document how psychological first aid help when air raid sirens interrupt sessions or when families face repeated displacement.

Posmishka UA, Ukraine’s largest participating organization with over 400 staff members, demonstrates how peer learning can support local actors directly at scale. During Monday’s learning session, Posmishka participants shared experiences from work in local communities that would be difficult to capture through conventional research or training approaches.

South Ukrainian National Pedagogical University has integrated the program across 339 faculty and 3,783 students, bringing PFA into the work of its Mental Health Center. Youth Platform is now offering PFA to 600 young people aged 14-35 across five Ukrainian regions, while the All-Ukrainian Public Center “Volunteer” scales implementations to over 10,000 children nationwide.

These partnerships reveal something crucial: when crisis response is most urgent, peer learning between local actors may prove more effective and sustainable than waiting for external expertise and costly training to develop solutions.

Learning what works through implementation

The Geneva Learning Foundation (TGLF) and the International Federation of Red Cross and Red Crescent Societies (IFRC), within the project Provision of quality and timely psychological first aid to people affected by Ukraine crisis in impacted countries, supported by the European Union, created what they call the PFA Accelerator—a component of a broader certificate program reaching over 330 organizations supporting more than 1 million children affected by the humanitarian crisis in Ukraine. This “Accelerator” methodology emerged from recognizing that new approaches are necessary in unprecedented crises. When children face trauma from active conflict, family separation, and repeated displacement simultaneously, guidelines can help but cannot tell you how to adapt to your specific situation.

The breakthrough lies in turning scale from an obstacle into an advantage. Rather than trying to train individuals who then work in isolation, the programme creates learning networks where practitioners immediately share what works, what doesn’t, and why.

Analysis of the first 60 action plans shows PFA Accelerator participants setting specific, measurable goals: 88% of those working with anxious children plan concrete emotional regulation activities rather than vague “support” approaches.

Iryna from Kryvyi Rih reported that schools actively sought partnerships after her initial outreach succeeded: “They wanted us to come to them,” she said, describing how her mobile facilitation team exceeded the goal she set for herself in the Accelerator – because she managed to help school administrators recognize the value of Psychological First Aid (PFA) for children.

Practical innovations emerge from necessity

The weekly implementation requirement forces creative problem-solving with limited resources. Mariya from Zaporizhzhia described combining parent and child sessions: “We conducted joint sessions with psychosocial support, where together we learned calming techniques and did exercises oriented toward team building.” This approach addressed both parent stress and child needs while optimizing scarce time and space resources.

In the PFA Accelerator, other participants can then share their feedback – or realize that Mariya’s local solution can help them, too. “The exchange of experience that happens on this platform is very important because someone is more experienced, someone less experienced,” noted participant Liubov during the Ukrainian session.

Such practical adaptations become documented knowledge shared across the network. However, in the first week, although 82% identify colleague support as their primary resource, only 49% initially planned collaborative approaches involving other adults. The peer feedback process helps participants recognize such patterns and adjust their methods accordingly.

Defying distance to solve problems together

What emerges is not only better implementation of existing approaches—it’s new knowledge about how psychological support works under difficult conditions. The weekly reports create rapid feedback loops showing which approaches help children cope with ongoing uncertainty, how to maintain therapeutic relationships during displacement, and which interventions remain effective when basic safety cannot be guaranteed.

The programme operates across Ukraine and 27 European countries, supported by over 80 European focal points and more than 20 organizational partners. This enables pattern recognition impossible without scale. Practitioners can better discern which approaches work across different contexts, how cultural differences affect intervention effectiveness, and which methods prove most adaptable to rapidly changing circumstances.

The larger significance extends beyond Ukraine. By demonstrating how local actors can rapidly develop and refine effective practices when given proper structure for peer learning, the programme offers a model for responding to other crises where traditional expert-led approaches prove too slow or disconnected from local realities. Sometimes the most valuable expertise exists not in training manuals but in the accumulated experience of practitioners working directly with affected populations.

Learn more and enroll in the PFA Accelerator: https://www.learning.foundation/ukraine-accelerator

This project is funded by the European Union. Its contents are the sole responsibility of TGLF and IFRC, and do not necessarily reflect the views of the European Union.

#CertificatePeerLearningProgrammeOnPsychologicalFirstAidPFAInSupportOfChildrenAffectedByTheHumanitarianCrisisInUkraine #childProtection #humanitarianResponse #InternationalFederationOfRedCrossAndRedCrescentSocietiesIFRC_ #peerLearning #PFAAccelerator #RedCross #TheGenevaLearningFoundation #Ukraine

Peer learning for Psychological First Aid: New ways to strengthen support for Ukrainian children

This article is based on Reda Sadki’s presentation at the ChildHub “Webinar on Psychological First Aid for Children; Supporting the Most Vulnerable” on 6 March 2025. Learn more about the Certificate peer learning programme on Psychological First Aid (PFA) in support of children affected by the humanitarian crisis in Ukraine. Get insights from professionals who support Ukrainian children.

https://youtu.be/ba702Ehdgtk

“I understood that if we want to cry, we can cry,” reflected a practitioner in the Certificate peer learning programme on Psychological First Aid (PFA) in support of children affected by the humanitarian crisis in Ukraine – illustrating the kind of personal transformation that complements technical training.

During the ChildHub “Webinar on Psychological First Aid for Children; Supporting the Most Vulnerable”, the Geneva Learning Foundation’s Reda Sadki explained how peer learning provides value that traditional training alone cannot deliver. The EU-funded program on Psychological First Aid (PFA) for children demonstrates that practitioners gain five specific benefits:

First, peer learning reveals contextual wisdom missing from standardized guidance. While technical training provides general principles, practitioners encounter varied situations requiring adaptation. When Serhii Federov helped a frightened girl during rocket strikes by focusing on her teddy bear, he discovered an approach not found in manuals: “This exercise helped the girl switch her focus from the situation around her to caring for the bear.”

Second, practitioners document pattern recognition across diverse cases. Sadki shared how analysis of practitioner experiences revealed that “PFA extends beyond emergency situations into everyday environments” and “children often invent their own therapeutic activities when given space.” These insights help practitioners recognize which approaches work in specific contexts.

Third, peer learning validates experiential knowledge. One practitioner described how simple acknowledgment of feelings often produced visible relief in children, while another found that basic physical comforts had significant psychological impact. These observations, when shared and confirmed across multiple practitioners, build confidence in approaches that might otherwise seem too simple.

Fourth, the network provides real-time problem-solving for urgent challenges. During fortnightly PFA Connect sessions, practitioners discuss immediate issues like “supporting children under three years” or “recognizing severe reactions requiring referrals.” As Sadki explained, these sessions produce concise “key learning points” summarizing practical solutions practitioners can immediately apply.

Finally, peer learning builds professional identity and resilience. “There’s a lot of trust in our network,” Sadki quoted from a participant, demonstrating how sharing experiences reduces isolation and builds a supportive community where practitioners can acknowledge their own emotions and challenges.

The webinar highlighted how this approach creates measurable impact, with practitioners developing case studies that transform tacit knowledge into documented evidence and structured feedback that helps discover blind spots in their practice.

For practitioners interested in joining, Sadki outlined multiple entry points from microlearning modules completed in under an hour to more intensive peer learning exercises, all designed to strengthen support to children while building practitioners’ own professional capabilities.

This project is funded by the European Union. Its contents are the sole responsibility of TGLF, and do not necessarily reflect the views of the European Union.

Illustration: The Geneva Learning Foundation Collection © 2025

#CertificatePeerLearningProgrammeOnPsychologicalFirstAidPFAInSupportOfChildrenAffectedByTheHumanitarianCrisisInUkraine #ChildHub #children #globalHealth #IFRC #InternationalFederationOfRedCrossAndRedCrescentSocietiesIFRC_ #MHPSS #peerLearning #PsychologicalFirstAidPFA_ #psychosocialSupport #TheGenevaLearningFoundation #Ukraine

“Do you have an experience supporting children affected by the humanitarian crisis in Ukraine that you would like to share with colleagues? Tell us what happened and how it turned out. Be specific and detailed so that we can understand your story.”

This was one of the questions that applicants to the Certificate peer learning programme on Psychological First Aid (PFA) in support of children affected by the humanitarian crisis in Ukraine could choose to answer.

If you are reading this, you may be one of the education, health, or social work professionals who answered questions like these. You may also be a policy maker or organizational leader asking yourself how children from Ukraine and the people who work with them can be better supported.

The Geneva Learning Foundation (TGLF), in collaboration with the International Federation of Red Cross and Red Crescent Societies (IFRC) and with support from the European Union’s EU4Health programme, is pleased to announce the publication of the first “Listening and Learning” report focused on the experiences of education, social work, and health professionals who support children affected by the humanitarian crisis in Ukraine.

This new report, published in both Ukrainian and English editions, gives back the collected experiences of 873 volunteers and professionals who applied to this new programme in spring 2024.

Readers will find short, thematic analyses. A comprehensive annex is also included to present the full compendium of experiences shared.

To transform these rich experiences into actionable insights, the Foundation’s Insights Unit applied a rigorous analytical process. This included systematic consolidation of data, thematic analysis to identify recurring patterns, synthesis of key trends and effective practices, and careful curation of representative experiences. This methodology allows for the rapid sharing of on-the-ground knowledge and innovative practices tailored to the specific context of MHPSS in humanitarian crises. As with any qualitative analysis, these insights should be considered alongside other forms of evidence and expertise in the field.

Experiences shared reflect the intrinsic motivation of helpers, their subtle attention to children, the magic of doing the right thing at the right moment. They also describe the personal and practical challenges helpers face when working with distressed individuals and communities, often with limited resources. 

This programme, offered by The Geneva Learning Foundation (TGLF) in partnership with the International Federation of Red Cross and Red Crescent Societies (IFRC), employs an innovative peer learning-to-action model grounded in the most recent advances in the learning sciences.

To complement existing top-down skills-based training in Psychological First Aid (PFA), we are working with IFRC to create structured opportunities for practitioners to learn directly from each other’s experiences while applying what they learn to their own work, aligning to the best guidance and norms for mental health and psychosocial support. For professionals working in crisis settings, this offers several key advantages:

It leverages the collective expertise and tacit knowledge of practitioners on the ground.

It creates a supportive community of action, connecting professionals across boundaries of geography, hierarchy, and job roles.

It helps bridge gaps between theory and practice by positioning learning at the point of work.

It fosters critical thinking and problem-solving skills through peer analysis and feedback.

It is highly adaptable and can be implemented quickly in response to emerging crises.

This process not only enhanced participants’ understanding of Psychological First Aid principles but also built their capacity to critically reflect on and improve their practice. By engaging professionals from across Europe and Ukraine in both English and Ukrainian cohorts, the exercise fostered cross-cultural exchange and mutual learning.

As the humanitarian sector continues to grapple with how to effectively build capacity at scale, particularly in rapidly evolving crisis situations, we believe this peer learning-to-action model offers a promising pathway. It empowers practitioners as both learners and teachers, creating a dynamic and sustainable approach to professional development that can adapt to meet emerging needs.

The Foundation would like to thank IFRC, the Psychosocial Support Centre (PSC), National Societies, as well as the network of governmental and non-governmental organizations across Europe that has engaged in this new approach, as a complement to their efforts on the ground. As the programme continues through to June 2025, this report will be followed by others to share what we learned from successive peer learning exercises, folllowed by the development and implementation of local projects guided by the collective intelligence of practitioners.

We invite you to explore these insights, reflect on their implications for your own work, and consider how this approach might be applied to strengthen mental health and psychosocial support capacity in your own context.

The Geneva Learning Foundation

Image: The Geneva Learning Foundation Collection © 2024

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