Buildingabrighterfuture foryoung people,togetherBuildingabrighterfuture foryoung people,together

Gazel, 12, during her participation in UNICEF’s Peer Bullying-Focused Psychosocial Support Programme, which helps children strengthen their emotional and social skills and navigate challenging peer experiences.

Thadar Wint Kyaw, 11, participates in a mental health activity using a UNICEF-supported Early Learning and Play (ELP) kit in Myanmar.  Following the 2025 earthquake that affected Mandalay and Sagaing regions, many students and teachers faced challenges in continuing education due to damaged school buildings and limited access to learning materials. Supporting children’s emotional well-being and equipping them with the knowledge and skills to respond safely during emergencies are also essential to help children recover and continue learning.

Dejaun, a fifth form student of York Castle High, stands in front of one of the school buses which was damaged by Hurricane Melissa. He is uncertain of how the effects of the storm will affect his studies and fears that he will not be able to complete his exams next year due to the learning setback from the suspension of classes. Sections of southwestern Jamaica were devastated by Category 5 Hurricane Melissa leaving several homes and communities destroyed in October 2025. UNICEF Jamaica is working with local authorities and partners to support affected children and families across the country in the aftermath of the disaster. Following the storm's passage, some communities in the southern and western parts of Jamaica remain inaccessible, as they have been cut off by downed trees and power lines, making access and relief efforts extremely challenging. Schools were among some of the impacted infrastructure in the aftermath of Hurricane Melissa, leaving some children out of classes for weeks to come. UNICEF is supporting the government to reach more than 284,000 children to address urgent nutrition needs, and to coordinate access to safe water, sanitation, and hygiene, including mental health support.

In Huehuetenango, Guatemala, UNICEF and its partner Pop Noj provide psychosocial care to children and families who have been deported, helping them reintegrate into their communities of origin. Returning home after migration often means facing stigma, rejection, and emotional distress. To address this, UNICEF supports the deployment of psychosocial teams made up of psychologists and social workers in prioritized departments such as Huehuetenango, San Marcos, Quiché, and Quetzaltenango. These professionals accompany returned children and their families through individualized support plans that promote emotional recovery, family bonding, and community acceptance.

Sami, 9, smiles after receiving psychosocial support at a UNICEF-supported child-friendly space in At Tal, Rural Damascus, Syria, in 2025. After years of separation from his mother, displacement and the loss of his father and home, Sami returned to Syria to live with his mother, Basheera. “When I met my seven-year-old son, he felt like a stranger,” she recalls. “He hardly spoke.” Sami struggled with sleep, behaviour and school, until a UNICEF-supported child protection team connected him with mental health and psychosocial support, including individual and group sessions, specialist care and support for his family. Today, Sami is calmer, more connected to his family and friends, and making steady progress at school. He also enjoys activities at the UNICEF-supported child-friendly space, where he can play, draw and talk with others.

Ruaa, 22, fled the war in Sudan with her mother and sisters and was forced to interrupt her university studies. After arriving at Ura refugee camp in Ethiopia’s Benishangul-Gumuz region, she began working as a social worker at a UNICEF-supported Child-Friendly Space, supporting children who have experienced the trauma of conflict and displacement. Through play, conversation and recreational activities, Ruaa helps create a safe and welcoming environment where children can reconnect, express themselves and begin to heal. “When I saw children who came with a trauma—he can’t sit with other children, he can’t smile—and after days when we are playing with him or speaking with him, he starts playing, smiling a little bit, I feel successful,” she says. “It’s my job to make him feel better.”