A holistic approach to education – that addresses students’ learning, social and emotional needs – is crucial, especially in times of crisis. School closures related to the current COVID-19 pandemic mean that students from diverse backgrounds who are more at risk of increased vulnerability are less likely to receive the support and extra services they need, and the gap between students that experience additional barriers and that do not might widen. Closures can also have considerable effects on students’ sense of belonging to schools and their feelings of self-worth – these are key for inclusion in education.

HAMI educational centers are opening in this circumstances but we  strive to make the new school year accessible to our students.

During the coronavirus crisis, many countries have been using digital pedagogical tools and virtual exchanges between students and their teachers, and among students, to deliver education as schools closed. Vulnerable students might however have little access to such tools and require further attention and support. To respond to the challenges they face,  HAMI have developed specific and sometimes innovative policy initiatives such as providing equitable and inclusive access to digital learning resources and good learning conditions, ensuring that socio-emotional needs are being met, offering equitable and inclusive access to extra services for vulnerable students, and ensuring support by and to teacher