Workshops for teachers were held in Staszów and Ujazd, led by Dr Katarzyna Krzystanek, a psychologist working on our project.

The workshops focused on what is most important in schools today: students' emotions, communication, crises, working with foreign children, and coping with difficult educational situations.

Below is a brief photo report and description of the most interesting moments.

Staszów — conversations about difficult emotions that students ‘carry silently’

In Staszów, the meeting took place in a large library hall filled with primary and secondary school teachers.

Right at the beginning, Dr Katarzyna Krzystanek asked a question that set the tone for the entire day:

‘What would your students like adults to understand better?’

The teachers began to list:

• fear of being judged,
• information overload,
• family problems,
• pressure from peers and social media.

In Staszów, the topic of the ‘emotional background’ was strongly emphasised — that is, what a student brings to school even before opening their notebook.

At one of the tables, there was a lengthy conversation about children who function ‘on autopilot’ while struggling with stress they cannot name.

Ujazd — practical tools for working with students with migration experience

The largest group of educators and teachers gathered in Ujazd — many of them work with students from Ukraine.

Right at the beginning, a question was asked from the audience:

“How can we support a student who is just learning the language and at the same time experiencing stress that we cannot name?"

Dr Katarzyna Krzystanek demonstrated specific techniques:

• short ‘emotional breaks’ in class,
• the principle of ‘less, but clearer’ communication,
• visual tools for students who are unsure of their language skills,
• ways to reduce tension in a multicultural group.

The participants unanimously emphasised that they lack support in working with pupils who combine two worlds — school and migration. Thanks to the workshops, they were able to exchange experiences and test ready-made solutions that can be applied immediately upon returning to school.

Difficult conversations, crises and interventions in practice

The workshops were very practical in nature.

Many educators, school counsellors and teachers working with young people signed up to participate.

The most moving part of the meetings was the session entitled:

‘When a student does not speak directly, but asks for help.’

Examples from everyday life have emerged:

• a pupil who starts avoiding lessons,
• a sudden drop in academic performance,
• a strong reaction to minor comments,
• withdrawal from peer relationships,
• impulsiveness linked to stress at home.

Dr Krzystanek discussed step by step how teachers can conduct a safe conversation with a student without overwhelming them or ‘taking on the role of a therapist’.
Much attention was also devoted to how to cooperate with parents in conflict situations, especially when there is a difference of opinion between the school and the home.

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