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IOM and Sesame Workshop Foster Peace Through Reintegration in Iraqi Schools
In post-conflict Iraq, helping children reintegrate into their communities is essential for long-term peace and social cohesion. With materials developed by Sesame Workshop, IOM launched an initiative in 14 schools across Ninewa, Kirkuk and Salah al-Din governorates to provide children with the support they need to rebuild their lives. Through a combination of catch-up classes, creative activities and infrastructure improvements, this initiative is transforming schools into inclusive spaces where children can thrive.
Children returning from prolonged displacement often lack basic literacy skills and face significant challenges and social stigma due to perceived affiliations with extremist groups and need accelerated learning to bridge the gaps in their education and help them heal and reintegrate. To address these challenges, and in line with the Convention on the Rights of the Child, the programme provided accelerated learning opportunities to uphold their right to education. Through after-school catch-up classes in English, Arabic and Maths, these students can catch up on years of missed schooling and move toward healing and reintegration into society.
Sesame Workshop’s well-researched materials enhanced interactive learning, making each activity engaging and effective. These resources helped students stay productive and make new friends. Students read stories that taught valuable life lessons, further enriching their educational experience.
Beyond academics, the programme also emphasized creative and recreational activities like painting, music, sports and gardening. Gulshan, a 10-year-old student from al-Zab, finds joy in art and thrives in this creative environment. Art activities have a therapeutic effect, connecting children with their emotions. “Art helps me show my feelings,” Gulshan says with a smile.
Saja, a student with a passion for singing, often performed during music sessions, delighting her classmates and contributing to a positive, supportive atmosphere. “Singing makes me happy and helps me forget my worries,” Saja reflects, illustrating how music helps improve well-being and promote community spirit.
Sports were a vital aspect of the initiative, helping children forge new friendships and feel a sense of belonging. Ahmed, a 12-year-old from Shirqat, discovered that playing football during breaks not only kept him active but also introduced him to new friends and taught teamwork. "Football helps me make new friends," he said, highlighting how these moments of camaraderie broke down social barriers between returnees and host community children.
The initiative also recognized the critical importance of improving school infrastructure to support these children's reintegration. Many schools received solar panels, air coolers and water tanks, ensuring a comfortable learning environment. In Hawija, for instance, the installation of solar panels has made classrooms brighter and more sustainable, allowing students to focus on their studies in a well-lit, cool space.
For children with disabilities, integration into the school system was a priority. Specialized resource rooms were set up to ensure that these students could receive the support they needed, and teachers were trained in inclusive education techniques. A comprehensive needs assessment in Salah al-Din governorate helped identify key barriers to learning for these children, while accessibility audits ensured that schools could accommodate students with diverse needs.
Teachers were central to this transformation, receiving specialized training in modern teaching techniques and child protection, with a focus on mental health and psychosocial support. This professional development enabled them to better understand their students' needs and create a nurturing learning environment. Additionally, local community members, volunteer groups, and civil society organizations played a vital role in facilitating after-school recreational activities, working hard to keep students active and engaged.
“We have seen tremendous growth and enthusiasm from our students during this initiative. As we move into the new school year, we will continue integrating these creative and interactive methods into our lessons to maintain this momentum and further support our students’ development,” Mr. Omar Hassan, a dedicated teacher from Hawija, underscored the intervention’s success.
Parent-Teacher Committees were established to foster collaboration between families and schools. Together, they organized activities like school beautification projects and cultural sessions, which brought the community together and fostered a sense of unity.
Supported by the United States Agency for International Development (USAID), over 5,000 students, teachers and parents are now ready to tackle the new school year with increased empowerment and resilience. By creating safe, inclusive spaces for learning and building bridges between returnees and host community children, the programme is helping to lay the foundation for a more peaceful and unified Iraq and supports the Government of Iraq in the implementation of the National Education (INES) and National Development Strategies for Iraq For students like Gulshan, Saja and Ahmed, this programme has offered more than just education support — it has given them opportunity, friendship and a sense of belonging.
