Early childhood education and care, teaching and training play an important role in developing and maintaining the mental crisis resilience of children and young people. The opportunity to discuss matters safely together and to gain reliable information strengthens the trust of children and young people as well as their experience of inclusion and sense of community. In the education and training sector, a lack of crisis resilience may manifest itself as learning and well-being gaps among learners and as a decrease in the well-being of staff.
The girl is sitting alone on the stairs.

Crisis resilience in early childhood education and care, schools and educational institutions is especially needed right now due to the multiple crises in society. At the moment, the Russian attack on Ukraine and the prolonged coronavirus pandemic in particular can be experienced as straining. Growing awareness of the climate crisis and its mitigation also raises concerns.

Safety is a feeling created by everyday routines, predictability and preparedness and, in particular, by the trust in the knowledge that no one will be left alone. The safe everyday life of early childhood education and care, teaching and training with their interactive relationships play a key role in the well-being of children and young people. It is important to guarantee as normal everyday life as possible for children and young people in both education and training as well as in their free time. 

Municipalities must be prepared to ensure that education and training can be organised as fully and equally as possible also in crisis situations.