Global Center for the Development of the Whole Child

The GC-DWC has launched a safe and inclusive schools initiative in Haiti, titled “Tout Moun Ladan l” (Everyone is in it) (TML). This program aims to transform Catholic school communities by fostering Whole Child Development (WCD) and enhancing Social and Emotional Learning (SEL) skills within a safe, positive environment. TML implements a diocesan-wide, whole-school approach that improves relationships within schools, equips teachers and students with tools to facilitate discussions, and builds positive classroom environments. The initiative seeks to shift teaching pedagogy to be more facilitative and inclusive, promoting a positive school culture, encouraging prosocial behavior, and helping students develop essential SEL skills, all while enhancing the overall school and community culture. Stay tuned for more updates as TML continues to make strides in fostering inclusive, supportive school communities! Learn more about TML: https://lnkd.in/gsbGWAsM #WholeChildDevelopment #SEL #SocialEmotionalLearning #Haiti #HaitiEducation

Social and Emotional Learning (SEL) focuses on helping children develop essential skills such as self-awareness, emotional regulation, empathy, and interpersonal relationships. It supports the ability to navigate social challenges, make responsible decisions, and maintain positive mental health. SEL is vital for academic success, personal growth, and building strong, collaborative communities. Recognizing the need for an SEL framework, contextualized for the Haitian context, GC-DWC Haiti—in collaboration with Haitian educators, historians, academics, and practitioners—developed an SEL framework specifically for the Haitian context: “Vision of the Haitian Child: Social Emotional Framework” This framework is intended to serve as a resource and guide for all those working in Haitian education and related fields, and provides an overview of key elements of SEL relevant for the Haitian socio-cultural and historical contexts. Additionally, it offers guidelines and strategies for the use of these ideas, particularly for educational institutions and actors. ?? Learn more about #SEL in the Haitian context by reading the “Vision of the Haitian Child: Social Emotional Framework”: https://lnkd.in/gz72MeJM

This #InternationalWomensDay, we celebrate the resilience of women and girls around the world and reaffirm our commitment to creating inclusive, nurturing environments where they can learn, grow, and lead. At the GC-DWC, we work in 25 countries alongside communities, educators, and local partners to break down barriers to education, well-being, and opportunity. When we invest in women and girls, we invest in a more just, thriving world. Today, we honor their strength, amplify their voices, and continue the work to ensure every child has the chance to reach their full potential. ??Learn more about the GC-DWC: https://iei.nd.edu/gc-dwc

Exciting news! The GC-DWC has been awarded a $1.1 million grant from Porticus to expand Project Sampoorna and continue transforming education in Telangana, India. This funding will help bring Whole Child Development (WCD) practices to over 12,000 teachers and 239,000 students, creating safe, inclusive, and student-centered learning environments. Read more: https://lnkd.in/g2GGQPsA University of Notre Dame Institute for Educational Initiatives

GC-DWC assistant research professor, Fernanda Soares, is part of a University of Notre Dame team working to find sustainable solutions to poverty through community-driven collaboration. Read more about this impactful work: https://lnkd.in/gXs5bYvt

The GC-DWC is proud to receive an Honorary Plaque from Haiti’s Bureau Diocésain de l'éducation (BDE) of Jérémie, awarded to the University of Notre Dame in sincere recognition of our shared commitment to strengthening Catholic education in Haiti. Recognizing that each Catholic parish in Haiti runs a school and is deeply embedded in local culture and home life, GC-DWC Haiti activates parish networks to meet children’s holistic needs at all three levels of their social ecology: the home (lakay), school (lekòl), and church (legliz). Through our partnerships with Haitian diocesan offices, Catholic schools, and the broader community, the GC-DWC is working to activate the Catholic Church as a force for transformative education—empowering children and families, equipping educators, and fostering whole child development. Thank you, BDE of Jérémie, for this recognition! Learn more about GC-DWC Haiti: https://lnkd.in/etbJt6J

"There is no better way to create pathways out of poverty for children on the margins of society than to do it through education – holistic education that promotes life skills and potential success." – Neil Boothby, Notre Dame professor & director of the Global Center for the Development of the Whole Child Although India's caste system was formally abolished in 1950, its legacy persists. Many people in India still believe that those born into the impoverished lower castes and tribal groups cannot achieve upward mobility. Through Project Sampoorna, the University of Notre Dame is challenging this reality by equipping marginalized children in India with critical life skills like self-agency, self-esteem, and empathy to help them break free from generational poverty. Poverty is one of humankind's greatest challenges. At Notre Dame, researching poverty is both an academic priority and a moral imperative. Learn more about how Notre Dame's commitment to poverty alleviation is transforming lives in India and beyond: https://lnkd.in/g35swWjx Institute for Educational Initiatives #ForceForGood

While the caste system in India was formally abolished in 1950, its effects are still evident today. Notre Dame is helping disadvantaged and overlooked children overcome their historic subservient role in society. Learn more: https://go.nd.edu/06e6b7 Institute for Educational Initiatives: Global Center for the Development of the Whole Child Notre Dame Global

Congratulations to GC-DWC professor and director, Neil Boothby, and co-authors Mary Mendenhall, Gauthier Marchais, and Yusuf Sayed, who have been honored with the Jackie Kirk Outstanding Book Award by the CIES - Comparative & International Education Society for their work, "Education and Resilience in Crisis: Challenges and Opportunities in Sub-Saharan Africa." ? “We are incredibly honored to receive the Jackie Kirk Outstanding Book Award,” said Boothby. “This recognition underscores the importance of our work in ensuring that education systems remain resilient in the face of crises, ultimately supporting the learning and well-being of children worldwide. We also want to thank the European Union for its multi-year support of research in complex emergencies—it is quite rare—and much needed!” ??Read more, here: https://lnkd.in/g4H6SjZ5

Yesterday, GC-DWC assistant professor and director for research, Nikhit D'Sa, shared valuable insights on supporting young children in Haiti through activating the Lakay-Lekòl-Legliz (L3) system as part of the Kellogg Institute for International Studies Lecture Series at the University of Notre Dame. Amidst ongoing challenges like political instability, violence, and natural disasters, Nikhit and the GC-DWC team have worked alongside community partners to activate home, school, and church as key spaces for learning and resilience. The GC-DWC leverages a multidimensional approach in Haiti that integrates and evaluates a robust package of interventions for children and their families. The team’s unique approach and collaboration with local stakeholders address a wide range of developmental needs while empowering parish communities to make their own evidence-informed decisions, ultimately creating opportunities for independence and sustainability. Thank you to all who joined Nikhit for this important conversation! The recorded lecture, "Leveraging Faith-Based Communities to Support Children's Development in Failed States: Lessons from Haiti", is available for viewing here, beginning at the 18:00 minute mark: https://lnkd.in/gqmZ8kAC