Pillar 4: Standards to work across sectors

Introduction to Pillar 4: Standards to work across sectors

The importance of sectors working together to promote child protection and well-being

Increasingly complex emergencies pose new risks to the well-being of affected children. These risks emphasise the need to place protection at the centre of all humanitarian response. Child protection risks are closely linked with the work of other sectors because children have needs that fall under all sectors. For example, a lack of education or family livelihood can increase risks of child marriage or child labour. Multisectoral approaches reflect the interconnected needs of children and emphasise all humanitarian actors’ collective responsibility to protect children and their families.

Focused, specialised child protection interventions are critical for protecting children. However, no single sector that operates in a crisis has the knowledge, skills and resources to fully prevent risks, respond to children’s protection needs and promote children’s rights and well-being. All humanitarian actors have the obligation to engage in multisectoral child protection activities. Such activities are important under the ‘Centrality of Protection’, which recognises that protection is the purpose and intended outcome of humanitarian action and must be at the centre of all preparedness and response actions.

Sectoral programming that fails to account for child protection risks can lead to:

Inefficient use of resources;
Additional harm or increased risks; and
Reduced results for children.

On the other hand, multisectoral programming that intentionally includes and addresses child protection considerations (such as children’s particular risks, vulnerabilities, developmental stages, etc.) contributes to higher-quality impacts. This improves the outcomes of other sectors, promotes positive outcomes for children and ensures their well-being.

An image appeared here — *Integrating child protection into the work of all other sectors*

Protection mainstreaming and integrated approaches can take different shapes depending on the context, but key aspects of these approaches are outlined below.

‘Protection mainstreaming’ is the process of:

Incorporating core humanitarian protection principles by promoting safety, dignity and access for all affected persons; and
Ensuring accountability to, and the participation and empowerment of, affected populations.

Protection mainstreaming that specifically uses child protection considerations to inform all aspects of humanitarian action helps to maximise the protective impact of all humanitarian assistance without contributing to or perpetuating risks to children. Protection mainstreaming is critical and is part of following the do no harm principle that applies to all humanitarian action.

An ‘integrated approach’ allows two or more sectors to work together to achieve a shared programme outcome(s). It is based on existing capacities and joint needs identification and analysis, so it promotes beneficial processes and outcomes for all sectors involved. When child protection is included in the integrated approach, it increases opportunities for better child protection outcomes. An integrated approach to child protection programming involves deliberately designing and implementing programmes with child protection and one or more other sectors to:

Prevent abuse, neglect, exploitation and violence against children;
Ensure quality services;
Promote children’s development, rights and well-being; and
Build on the cooperation, outcomes and impacts of other sectors.

This is different from protection mainstreaming, which is applicable and essential to all programmes regardless of the intended outcome.

In a sectoral approach to programme design, sectoral outcomes are the starting point for action. In an integrated approach, a holistic understanding of child well-being and healthy development is the starting point for action. This builds on the unique capacities of each collaborating sector and uses sectoral specialties to meet that goal.

Joint programming and integrated programming take place on a continuum of varied levels of integration for situation analysis, programme design and implementation. Different opportunities for collaboration between child protection and other sectors are highlighted in the table below. The appropriate approach must be determined by organisations and inter-agency coordination mechanisms within each context. The approach must account for:

The phase of an emergency (such as stability);
Accessibility;
Available capacity;
Existing local systems;
Funding mechanisms; and
Other factors.

Examples of mainstreaming, joint programming and integrated programming are highlighted below, and these examples will be sharpened over time based on additional experiences.

Ways of working

Sector implications

Aim

Considerations

Examples

Child protection mainstreaming

Sector-specific: actions taken within a specific sector.

To promote a safe, dignified and protective environment and to improve the impact of all humanitarian actors by applying the do no harm principle and proactively reducing risks and harm.

Application of extensive sector-specific child protection guidelines on protection mainstreaming by contextualising and building on this CPMS guidance and guidelines produced by the Global Protection Cluster and other protection agencies.

WASH programmes consider age, gender and disability status of children when (a) designing water and sanitation facilities in schools and (b) promoting menstrual hygiene management.

Mandatory health training modules include child protection considerations.

Shelter responses support adolescent girls’ safety and privacy, including separate spaces to sleep, change clothing, etc.

Joint programming

Sectors maintain their own sector’s objectives while jointly planning and implementing certain aspects of their programmes.

To achieve a protection outcome alongside outcomes for other sectors while optimising resources, access, operational capacity, etc.

Need for moderate levels of joint planning (workplans, costing, resource requirements, etc.) along with predictable coordination between child protection and other sectors involved in joint programming.

Standard Operating Procedures (SOPs) may need to be developed for interaction, referrals, use of space, etc. In some instances, joint programming may involve staff and volunteers from one sector supporting the other sector’s objectives. This will require basic training on both sides.

In remote, conflict-affected areas, child protection, health and nutrition sectors plan and implement joint missions with (a) standard operating procedures (SOPs) for identification and referral of children at risk and (b) planned responses to such referrals, including family tracing and reunification services or parenting programmes.

Child protection and education actors jointly establish a safe space and deliver mental health and psychosocial support, case management and education interventions in a coordinated programme.

Health, mental health and child protection personnel work together to create an SOP to include a child protection social worker or counsellor in health centres to:

Streamline multisectoral linkages for more predictable and timely case coordination and referrals;
Promote improved child-centred care (such as training on communicating with children); and
Provide individualised, specialised care to address psychosocial distress among children accessing health services.

Integration (Integrated programming)

Favouring collective over sector-specific planning, implementation, monitoring and evaluation.

A holistic understanding of child well-being is the starting point for action, with sectoral specialties being used to meet that goal.

To achieve collective outcomes for children through deliberate, joint assessment, goal setting, planning, implementation and monitoring across sectors.

Similar considerations as in joint programming but with greater levels of engagement and coordination, deliberately working together towards shared goals, outcomes and maximum use of resources.

Must consider access constraints, continuum of care, stability, existing resources and capacity.

Need for joint goal setting, needs identification and analysis, design, resource mobilisation, implementation, monitoring and evaluation systems and continuous, context-specific situation and protection analysis.

A programme brings together food security, child protection and sexual and gender-based violence (SGBV) to reduce harmful coping mechanisms such as child marriage or family separation.

A programme across child protection, cash and livelihoods addresses root causes of separation and recruitment of children through cash grants, livelihood support and family strengthening interventions.

Programmes use case management, health and MHPSS interventions and livelihood opportunities to holistically respond to child survivors of SGBV or children formerly associated with armed forces or groups.

Who should do what?

All humanitarian actors have a responsibility and role to play in contributing to the protection of affected children, caregivers and communities. Joint programming and integrated programming (two or more sectors working together to address children’s needs and protection risks) can include (a) child protection experts implementing specialised protection activities and (b) non-child protection actors implementing specialised sectoral interventions while (c) both actively collaborate and work alongside one another for a holistic programme. In this situation, child protection and other-sector actors are equal partners in defining, developing and implementing programmes and interventions that achieve broader outcomes for children’s well-being and development while still contributing to sectoral outcomes. (See chart from Plan International.)

Non-child protection actors can undertake dedicated activities to address protection risks that affect children and contribute to child protection outcomes through their own sectoral interventions. However, this does not mean child protection specialists are not essential. Child protection specialists are necessary to provide technical support and expertise to ensure quality and the alignment of interventions with the best interests of the child.

An image appeared here — *Plan International’s integrated approach*

What do these standards cover?

These standards provide:

Suggested key actions for child protection and other sectoral workers related to mainstreaming and integration;
Key indicators; and
Guidance notes.

They do not, however, provide sector-specific guidance for each humanitarian sector. This can be found in the relevant standards for each sector such as the Minimum Economic Recovery Standards (MERS), the Minimum Standards for Education (INEE) and the Sphere Standards. The two (or more) sets of standards should always be used in conjunction.

Specific considerations for sector-integrated programming

Distribution

Distribution of life-saving items, including food and non-food items (NFIs), is one of the most urgent actions undertaken by multiple sectors in an emergency response. Any kind of distribution must be:

Timely;
Informed by consultations with affected groups;
Well planned;
Accessible; and
Safe.

To do this, sectors must involve women, men, girls and boys in designing distribution systems and in determining which culturally appropriate items are needed for each target group. Sectors should enlist the expertise of child protection and gender-based violence workers in planning and implementation. Child protection staff should also brief registration and distribution teams on:

Protection risks for children;
Vulnerability criteria; and
The appropriate actions to take when they come across children at risk (such as children in child-headed households, children whose primary caregivers are elderly or ill, or children with disabilities).

Affected communities must be aware that all aid and relief items are free. Confidential feedback and reporting mechanisms must be in place and accessible during distributions to address violations and abuses. For large registration processes or distributions, individuals in extremely vulnerable situations must be helped first. The timing of distributions must consider the daily activities of women and children, including school attendance. Provisions should be made for delivery to children or households who cannot access distribution sites without risk (such as caregivers who would have to leave young children unattended).

Where polygamy is practised, all adult women in every household should be registered as main recipients. Child-headed households and children who are unaccompanied and separated should receive (a) ration cards in their own names and (b) distributions of food and non-food items in a way that does not cause further separation or harm. Targeted distribution to specific categories of children should be avoided. Instead, distribution staff should coordinate with child protection to ensure items reach the most vulnerable groups without causing unintended harm through limited or targeted distributions.

Safeguarding children against sexual exploitation and abuse and other harm by humanitarian workers

All organisations have the responsibility to protect children. However, the extreme imbalance of power between humanitarian workers and the children whom they have been sent to protect makes it necessary to implement robust safeguarding policies. While national laws and practices may look different, all humanitarian actors are bound by the IASC Six Core Principles Relating to Sexual Exploitation and Abuse, 2002. Child safeguarding principles should be applied to all forms of assistance, including cash and vouchers. See Standard 2: Human Resources and references below for more on safeguarding policies, codes of conduct and safe, confidential and effective feedback and reporting mechanisms.

Children’s participation in humanitarian action

All children have the right to be heard. Their voices bring relevance and urgency to humanitarian assessments, analyses and interventions for all sectors. The vulnerability of children often comes from a lack of power and status rather than a lack of capacity. Therefore, children’s meaningful participation, their best interests and the do no harm principle should be considered together throughout the entire programme cycle. (See Principles 3, 4 and 5.) It is important that the participation, opinions, concerns and suggestions of diverse groups of children inform programme design, implementation and monitoring.

Both child participation and child safeguarding contribute to meeting (a) the overarching principle or mandate of accountability to affected populations and (b) the commitments in the Core Humanitarian Standard.

Cash and voucher assistance (CVA)

Cash and voucher assistance can be used to support families or communities to provide necessities for their children and to prevent exploitation or school dropout. However, the impact on children and their protection must be considered and included in the design. Lack of birth registration should never be a barrier to assistance. (See Introduction, Cash and voucher assistance.)

References

‘Statement: The Centrality of Protection in Humanitarian Action’, IASC, 2013.
‘Placing Protection at the Centre of Humanitarian Action: A Contribution to the World Humanitarian Summit’, UNHCR, 2015.
The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018, Section 3, Protection Principles.
‘Protection Mainstreaming’, Global Protection Cluster. [Website]
‘Brief on Protection Mainstreaming’, Global Protection Cluster.
Applying Basic Child Protection Mainstreaming: Training for Field Staff in Non-protection Sectors (Facilitator’s Guide), Child Fund International, World Vision, International Rescue Committee, Save the Children.
‘Introduction’, Child Protection Mainstreaming Case Studies Series, The Alliance for Child Protection in Humanitarian Action, 2016.
Centrality of Protection in Humanitarian Action: GPC 2017 Review, Global Protection Cluster.
Roundtable Report: A Framework for Collaboration Between Child Protection and Education in Humanitarian Contexts, The Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies, 2019.
‘Keeping Children Safe’. [Website]
IASC Six Principles Relating to Sexual Exploitation and Abuse, 2002, IASC, 2002.
Core Humanitarian Standard on Quality and Accountability, CHS Alliance, Group URD, the Sphere Project, 2014.
Cash Transfer Programming in the Education and Child Protection sectors: Literature Review and Evidence Maps, Cash Learning Partnership, The London School of Economics and Political Science, The London School of International Development, 2018.

Standard 21:

Food security and child protection

The following should be read with this standard: Principles; Standard 22: Livelihoods and child protection; and Standard 25: Nutrition and child protection.

Food security is a life-saving humanitarian response that can significantly improve the safety and well-being of children. Food security exists when all people at all times have physical, social and economic access to sufficient, safe and nutritious food which meets their dietary needs and food preferences for an active and healthy life. Food insecurity increases child protection risks and the possibility of choosing negative coping strategies such as neglect, child marriage and child labour.

Child protection can be integrated within each of the four food security pillars – availability, accessibility, stability and utilisation – in order to support children’s well-being and protection. This standard outlines a systematic, integrated approach between the food security and child protection sectors that is based on coordination and complementarity.

Standard

All children affected by humanitarian crises live in food secure environments that mitigate and respond to child protection risks.

21.1

Key actions

Key actions for child protection and food security actors to implement together

21.1.1
Adapt existing food security and child protection assessment and monitoring tools, methodologies and indicators for joint identification, analysis, monitoring of and response to households at risk of food insecurity and/or child protection concerns:
- Collect baseline data on children’s food security and protection status;
- Establish whether child protection concerns are improving or worsening the food security situation;
- Include children’s own perceptions in all monitoring and assessments; and
- Disaggregate data by gender, age and disability, at a minimum.
21.1.2
Agree upon the most effective joint mechanism for sharing information generated by assessments, evaluations and analysis.
21.1.3
Identify common areas of concern to food security and child protection through consultation with communities, including children.
21.1.4
Establish joint prioritisation criteria for targeting children and households at risk.
21.1.5
Implement response interventions for households at risk of both food insecurity and/or child protection concerns throughout all phases of the programme cycle.
21.1.6
Coordinate interventions throughout all phases of the programme cycle.
21.1.7
Ensure adequate representation of children in child-friendly, accessible and confidential decision-making processes and community-based participation structures for food security activities. This is part of Accountability to Affected Populations (AAP). (See Principles.)
21.1.8
Train food security and child protection staff on child protection and food security concerns, principles and approaches so they can each correctly refer disclosed or detected cases of child protection and food insecurity.
21.1.9
Develop and implement child-friendly, multisectoral child protection referral mechanisms so food security workers can safely and efficiently refer child protection cases.
21.1.10
Establish joint data protection protocols and confidential referral mechanisms for child survivors, children at risk and their families.
21.1.11
Document and address any unintended negative consequences and reproduce promising practices in relation to the:
- Possible impacts of food security interventions on children’s safety and well-being; and
- Possible impacts of child protection interventions on household food security.
21.1.12
Include child-friendly child protection messages in food security interventions.
21.1.13
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential feedback and reporting mechanisms for child protection concerns as part of Accountability to Affected Populations (AAP).
21.1.14
Ensure that all food security and child protection staff are trained on and sign safeguarding policies and procedures.
21.1.15
Review at regular intervals the links and collaboration between child protection and food security.
21.1.16
Include or advocate for measures to address the links between food security and child protection interventions in strategic, preparedness and contingency planning; response evaluations; early recovery; and resource allocation.
21.1.17
Coordinate with food security actors and community members to include child protection in the preparedness, design, implementation, monitoring and evaluation of food security programmes and interventions that:
- Are safe, inclusive, protective and accessible to all children, including the most at risk; and
- Address children’s different genders, ages, disabilities, developmental stages, vulnerabilities, nutritional needs and family settings.
21.1.18
Include child protection staff in food security teams (for example as a focal point or child-friendly help desk) when:
- Identifying households and beneficiaries who are at risk;
- Distributing food and supplies; and
- Monitoring response activities.

Key actions for child protection actors

21.1.19
Include information on and referrals to food security assistance – including in-kind, cash and voucher assistance – in child protection activities.
21.1.20
Identify the strengths and weaknesses of existing social protection services that are accessible to children. Mitigate any gaps, bottlenecks or barriers to children’s access.

Key actions for food security actors

21.1.21
Include child protection and children’s participation in all phases of the food security programme cycle.
21.1.22
Involve all subgroups of the affected population in designing, implementing and monitoring food security interventions.
21.1.23
Conduct a risk analysis during programme design that:
- Provides baseline data on children’s food security and protection status;
- Assesses the physical safety risks involved in accessing markets, distribution sites and other forms of assistance;
- Identifies requirements for recipients, such as literacy or identification;
- Assesses the best timing for interventions; and
- Determines the needs of specific groups, such as those caring for young children.
21.1.24
Ensure that all food security workers have signed and been trained on safeguarding procedures, codes of conducts and protection from sexual exploitation and abuse (PSEA) policies. Train all staff on the relevant reporting and referral mechanisms.
21.1.25
Apply safeguarding principles to all forms of assistance, including in-kind, cash and vouchers.
21.1.26
Ensure assistance reaches all members of the affected population by:
- Using assessments to identify children who may have difficulty accessing food;
- Identifying barriers to access for different groups;
- Collaborating with child protection actors to identify and implement strategies to overcome barriers; and
- Registering all adult women as the main recipients of assistance in contexts where polygamy is practiced to avoid excluding subsequent wives and their children.
21.1.27
Provide beneficiary cards to child heads of households and children who are unaccompanied or separated so they can access assistance – in-kind, cash and voucher – in their own names.
21.1.28
Work with child protection actors to:
- Prevent the intentional separation of families who are seeking to increase the assistance they receive;
- Avoid making children targets of theft or exploitation; and
- Ensure the timing of cash-for-work interventions does not coincide with peak livelihoods season to avoid encouraging child labour.

21.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicator

Target

Notes

21.2.1
% of food security programmes in target location that include an integrated approach to child protection.

100%

‘Integrated approach’ refers to child protection programming interventions that are integrated into the design of food security programmes to promote the well-being and protection of children.

21.3

Guidance notes

21.3.1

Children at risk

Child protection and food security workers should coordinate efforts to identify children at risk of abuse, neglect, exploitation and violence. For a full list of children who are most often at risk across different contexts, see ‘What do we mean when we say “children”?’. When conducting assessments and monitoring, remember that the classic ‘household’ model may not apply to many children at risk, such as children living alone, on the street or in child-headed households.

21.3.2

Focal points

To support joint identification and mitigation of child protection risks, consider:

Establishing child protection focal points within food security teams;
Working with colleagues in the child protection team; and/or
Collaborating with any existing community/village child protection committees.

Focal points can support collaboration, encourage agreement on key decisions and processes, refer child protection concerns and ensure food security interventions are child-friendly, accessible and safe. The child protection focal points must have a good understanding of child protection issues and how they relate to gender, age and disability.

21.3.3

Targeted assistance

Food security and child protection actors should work together to develop indicators for identifying and assisting children at risk. Collaboration will help both sectors:

Reach vulnerable populations with appropriate services; and
Develop joint advocacy messages when access to affected populations is restricted or resources are limited.

21.3.4

Food distributions

When the food security response involves food distributions, ensure that sites and processes are safe for children. Measures may include:

Establishing safe, clearly marked and frequently used routes to distribution sites that do not require women and children to travel long distances or after dark;
Posting visible, child-friendly messaging on child safeguarding and preventing and reporting sexual exploitation and abuse at all distribution sites;
Hiring both male and female staff members to work with communities;
Rotating distribution teams;
Designing queuing arrangements that (a) ensure children remain with their parents and (b) include a lost child help zone;
Providing shade or safe places at distribution sites for caregivers with babies and young children;
Establishing separate waiting and entry lines at registrations and distributions for individuals who may find it difficult to stand in long queues due to physical or protection-related concerns;
Developing alternative means of distribution for those with difficulty accessing distribution sites; and
Including specific items for children and for pregnant and breastfeeding girls and women.

21.3.5

Feedback and reporting mechanisms

An inline image appeared here Confidential, child-friendly, accessible feedback and reporting mechanisms that receive and address allegations of harm to children should be set up in collaboration with communities. Senior staff should regularly review the number and types of reports being received. Reports should trigger immediate response and assessment of the report, as delays may lead to further harm, including repeated abuse, exploitation or intimidation of survivors.

References

Links to these and additional resources are available online.

‘Food Security and Nutrition’, The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018.
The Gender Handbook in Humanitarian Action, IASC, 2017.
‘IASC Task Team on Inclusion of Persons with Disabilities in Humanitarian Action’, IASC, 2019.
Protection in Practice: Food Assistance with Safety and Dignity, World Food Programme (WFP), 2013.
FAO Guidance Note: Child Labour in Agriculture in Protracted Crises, Fragile and Humanitarian Contexts, FAO, 2017.
‘Livestock Emergency Guidelines and Standards (LEGS)’. [Website]
Humanitarian Inclusion Standards for Older People and People with Disabilities, CBM International, Bensheim, HelpAge International, London, Handicap International, Lyon, 2018.
Cash Transfer Briefing Package for Food Security Cluster Coordinators 2017, Global Food Security Cluster, 2017.
Child Safeguarding in Cash Transfer Programming: A Practical Tool, The Cash Learning Partnership, Save the Children, Women’s Refugee Commission, 2012. [Update Pending]
Cash Based Assistance: Programme Quality Toolbox, The Cash Learning Partnership (CALP), 2018.
Toolkit for Optimizing Cash-based Interventions for Protection from Gender-based Violence: Mainstreaming GBV Considerations in Cash-based Initiatives and Utilizing Cash in GBV Response, Women’s Refugee Commission, 2018.
‘Keeping Children Safe’. [Website]

Standard 22:

Livelihoods and child protection

The following should be read with this standard: Principles; Standard 21: Food security and child protection; and Standard 25: Nutrition and child protection.

A ‘livelihood’ is one part of economic recovery that looks at the capabilities, assets, opportunities and activities required for individuals, families and communities to be able to make a living (to earn enough income to meet their basic and essential needs). Humanitarian crises often negatively impact livelihoods by making pre-existing difficulties such as lack of employment, poor infrastructure and lack of quality education worse.

When a family’s capacity to provide adequate food, shelter, education and care is reduced, children can be at risk of all forms of child protection concerns. Economic recovery and livelihoods interventions can have a significant protective impact on children when they are:

Well-planned;
Targeted appropriately at caregivers and older children of working age;
Implemented according to child protection principles; and
Based on the Minimum Economic Recovery Standards (MERS).

Standard

Caregivers and working-age children have access to adequate support to strengthen their livelihoods.

Child protection must be integrated into livelihoods programme activities to ensure that they do not increase risks and cause harm to children.

22.1

Key actions

Key actions for child protection and livelihoods actors to implement together

22.1.1
Adapt existing livelihoods and child protection assessment and monitoring tools, methodologies and indicators for joint identification, analysis, monitoring of and response to households at risk of livelihood insecurity and/or child protection concerns:
- Collect baseline data on children’s and families’ livelihoods and protection status;
- Determine whether child protection concerns are improving or worsening the livelihoods situation;
- Include children’s own perceptions in all monitoring and assessments; and
- Disaggregate data by gender, age and disability, at a minimum.
22.1.2
Agree upon the most effective joint mechanism for sharing information generated by assessments, evaluations and analysis.
22.1.3
Identify common areas of concern to livelihoods and child protection through consultation with communities, including children.
22.1.4
Establish joint prioritisation criteria for targeting children and households at risk.
22.1.5
Implement response interventions for households at risk of livelihood insecurity and/or child protection concerns throughout all phases of the programme cycle.
22.1.6
Coordinate interventions throughout all phases of the programme cycle.
22.1.7
Ensure adequate representation of children in decision-making processes, community-based participation structures and site governance systems related to livelihoods. (See Principles.)
22.1.8
Develop and implement joint data protection protocols and child-friendly, multisectoral, confidential child protection referral mechanisms for children (and their families) who have experienced or are at risk of abuse, neglect, exploitation or violence.
22.1.9
Train livelihoods staff on child protection concerns, principles and approaches so they can safely, correctly and efficiently refer disclosed or identified sexual and gender-based violence and child protection cases.
22.1.10
Document and address any unintended negative consequences and reproduce promising practices in relation to the impact of:
- Livelihoods interventions on children’s safety and well-being; and
- Child protection interventions on livelihoods activities.
22.1.11
Include child-friendly child protection messages in livelihoods interventions.
22.1.12
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential feedback and reporting mechanisms for child protection concerns as part of Accountability to Affected Populations (AAP).
22.1.13
Ensure connections between livelihoods and child protection interventions in strategic, preparedness and contingency planning; response evaluations; early recovery; and resource allocation.
22.1.14
Review at regular intervals the connections and collaboration between child protection and livelihoods.
22.1.15
Coordinate with livelihoods actors and community members to include child protection in the preparedness, design, implementation, monitoring and evaluation of livelihoods programmes and interventions that:
- Are safe, inclusive, protective and accessible to all children, including the most at risk;
- Address children’s different genders, ages, disabilities, developmental stages, vulnerabilities and family settings;
- Do not interfere with school attendance; and
- Collaborate with existing (or provide new) childcare resources so primary caregivers can participate without exposing children to risk.
22.1.16
Coordinate the development and regular assessment of safe, child-friendly, inclusive and accessible facilities, mechanisms and essential services, including dedicated spaces for children’s education and recreation.
22.1.17
Ensure that all livelihoods and child protection staff are trained on and sign safeguarding policies and procedures.

Key actions for child protection actors

22.1.18
Include information on the livelihoods support available to children, caregivers and families in child protection messaging.
22.1.19
Provide referrals to economic recovery, cash and voucher assistance and livelihoods support services in child protection activities that:
- Protect the personal data of referred households; and
- Maintain the confidentiality of children and families.
22.1.20
Identify strengths and weaknesses of existing social protection services and mitigate any gaps, bottlenecks or barriers to children’s access.
22.1.21
Include child protection staff in livelihoods teams (for example as a focal point or child-friendly help desk) when:
- Identifying households and beneficiaries who are at risk;
- Carrying out distributions; and
- Monitoring response activities.

Key actions for livelihoods actors

22.1.22
Include child protection and children’s participation in all phases of the livelihoods programme cycle:
- Consider the impact of livelihoods interventions on childcare and school attendance;
- Avoid potentially exploitative or unsafe working conditions for older children and caregivers; and
- Integrate the gender-, age- and disability-related needs of working-age children into all aspects of programming.
22.1.23
Conduct a risk analysis during programme design that:
- Identifies requirements for recipients of livelihoods services, such as literacy or identification;
- Assesses the best timing for the intervention; and
- Determines the needs of specific groups, such as those caring for young children.
22.1.24
Ensure assistance reaches all members of the affected population by:
- Using assessments to identify children and families who may have difficulty accessing livelihood support. Barriers to accessing livelihoods may include:
  - Safety risks;
  - Unequal access to livelihoods opportunities; and
  - Discrimination based on gender, disability, household composition, etc.
- Collaborating with child protection actors to identify and implement strategies to overcome barriers.
- Registering all adult women as the main recipients of assistance in contexts where polygamy is practiced to avoid excluding subsequent wives and their children.
22.1.25
Involve all subgroups of the affected population in designing, implementing and monitoring livelihoods interventions.
22.1.26
Provide beneficiary cards to child heads of households and children who are unaccompanied or separated so they can access assistance in their own names. Work with child protection actors to (a) discourage families from intentionally separating to access additional benefits and (b) avoid making children targets of theft or exploitation.
22.1.27
Collaborate with child protection, protection and cash and voucher assistance or market-based programming actors (such as the Cash Working Group) to:
- Conduct relevant institutional mapping;
- Conduct labour, market and value chain analyses; and
- Identify profitable, accessible and desirable livelihood activities that minimise the risks of child labour, exploitation, poor quality childcare and irregular school attendance.
22.1.28
Ensure livelihoods interventions:
- Follow all binding national and international labour laws and applicable standards;
- Are accessible and inclusive;
- Consider their impact on childcare and school attendance; and
- Positively impact children’s overall well-being.
22.1.29
Collaborate with child protection and education actors to implement joint feedback and reporting mechanisms for referring children and households at risk to appropriate livelihoods, educational and/or vocational programmes.
22.1.30
Collaborate with child protection and education actors to provide complementary programming activities, such as:
- Support to childcare facilities or community childcare mechanisms so that caregivers may engage in livelihoods interventions;
- Life skills, literacy and numeracy training for adolescents;
- Apprenticeship opportunities for adolescents; and
- Support and opportunities for improving saving practices and household resource management.

22.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicator

Target

Notes

22.2.1
% of children living in child-headed households or caregivers of children living in vulnerable situations surveyed who report earning a stable income after receiving livelihoods support.

90%

Define what constitutes ‘vulnerable’ in context. It may include children with elderly or ill caregivers or children released from armed forces or armed groups. A timeframe can be added to monitor this indicator (such as over 3, 6 and 12 months).

22.2.2
% of households referred for livelihoods support that report a reduction in the use of risky or harmful coping mechanisms or an improved Reduced Coping Strategy Index (RCSI) score.

90%

The Coping Strategy Index (CSI) and Reduced Coping Strategy Index are food security measurement tools of household food insecurity. The score can be interpreted as the likelihood that the household will make choices that are harmful to children when trying to meet their food needs. The use of the CSI for child protection purposes should be carried out jointly with the Food Security sector colleagues as part of an integrated approach and joint analysis between both sectors. For more information on the CSI please visit: https://resources.vam.wfp.org/node/6 for a tutorial.

22.3

Guidance notes

22.3.1

Children at risk

Child protection and economic recovery and livelihoods workers should coordinate efforts to identify children at risk. See the CPMS Introduction for details on children at risk. When conducting assessments and monitoring, it is important to remember that the ‘household’ may not be a relevant unit of measurement for all children.

Become familiar with contextualised, gendered and/or discriminatory views of work that increase certain groups’ risks of:

Economic dependence on others;
Exclusion from formal jobs;
Exploitative, informal work environments; and/or
Abusive relationships.

An inline image appeared here Be aware of traditional stereotypes around appropriate work for genders or groups. Women, adolescent girls and other at-risk groups often face obstacles related to gender or cultural norms. These norms not only increase economic dependence on others but can also increase their vulnerability to violence. In the absence of formal jobs, children at risk may:

Find work in the informal economy;
Enter exploitative work environments;
Become dependent on and trapped in abusive relationships; or
Experience sexual exploitation.

22.3.2

Focal points

To support joint identification and mitigation of child protection risks, consider:

Establishing child protection focal points within livelihoods teams;
Coordinating with colleagues in child protection; and/or
Collaborating with existing community/village child protection committees, where appropriate.

Focal points can support collaboration, encourage agreement on key decisions and processes, refer child protection concerns and ensure livelihoods interventions are child-friendly, accessible and safe.

22.3.3

Managing household and family duties

Consult with disaggregated groups from the affected population regularly about:

Their preferences and priorities for income generation, cash-for-work opportunities and other household needs;
Individuals’ workloads; and
Any household tensions related to changes in traditional gender roles.

22.3.4

Feedback and reporting mechanisms

Confidential, child-friendly, accessible and harmonised Accountability to Affected Population (AAP) feedback and reporting mechanisms should be set up in collaboration with the communities to receive feedback and investigate allegations when required. The number and types of feedback that are received should be reviewed regularly by senior staff. Reports should lead to immediate responses and investigations, as delays may lead to further violations, including the repeated abuse, exploitation or intimidation of survivors.

22.3.5

Cash and voucher assistance

Multipurpose cash or cash to meet basic needs has been show to, in certain circumstances, increase families’ and children’s abilities to meet their basic needs. When combined with other services, they may help reduce negative coping mechanisms such as child labour or child marriage. The impact of multipurpose cash on child protection outcomes should be closely monitored.

References

Links to these and additional resources are available online.

Standard 23:

Education and child protection

The following should be read with this standard: Principles; Standard 2: Human resources; Standard 10: Mental health and psychosocial distress; Standard 12: Child labour; Standard 15: Group activities for child well-being; Standard: 18: Case management; Standard 26: Water, sanitation and hygiene and child protection. All standards in Pillar 2: Standards on child protection risks are relevant to education programming.

There are many natural links between child protection and education. A lack of access to education has direct negative impacts on children’s well-being and development. Children who are out of school can face greater child protection risks. Child protection concerns can prevent children from accessing education or can decrease educational outcomes.

Quality education is defined by the Inter-agency Network for Education in Emergencies (INEE) as “education that is available, accessible, acceptable and adaptable” and responsive to diversity.

Strengthened collaboration between child protection and education actors can:

Increase children’s resilience;
Support psychosocial, cognitive and physical development;
Mitigate protection risks;
Support positive peer relationships and social cohesion; and
Promote essential life skills that support children’s capacities and confidence.

This standard outlines how education and child protection actors can work together more systematically, based on complementarity, to support children’s well-being. For in-depth education guidance, refer to the INEE Minimum Standards.

Note: Both education and child protection actors target children in and/or out of formal education/schools, so most activities are conducted jointly. Therefore, all key actions in this standard apply to both sectors’ actors. This means that the structure of this standard is different from others in the integrated standards section of the CPMS.

Standard

All children have access to quality education that is protective and inclusive and that promotes dignity and participation throughout all essential activities.

23.1

Key actions

Key actions for child protection and education actors to implement together

Preparedness

23.1.1
Collaborate with children and other stakeholders to design, implement and monitor joint child-friendly, accessible and confidential safeguarding feedback and reporting mechanisms.
23.1.2
Develop multisectoral referral pathways and train education workers how to safely refer children with protection needs.
23.1.3
Ensure education and child protection staff/actors have signed and been trained on safeguarding procedures and policies that prohibit corporal (physical) punishment and other degrading forms of punishment. (See Standards 2 and 8.)
23.1.4
Develop teacher training curricula that support more protective learning environments by including training on:
- Psychological first aid;
- Social and emotional learning (SEL);
- Gender- and disability-sensitive approaches;
- Positive discipline;
- Participatory methods; and
- Child protection principles and concerns. (See INEE Teachers in Crisis Contexts (TiCC) Training and Peer Coaching Packs and INEE Guidance Note on Psychosocial Support (PSS) and Social and Emotional Learning (SEL).

Needs assessment and analysis

23.1.5
Promote joint education and child protection assessment and analysis that focus on:
- All children (those who are accessing education and those who are not);
- Issues related to gender, inclusion, disability, protection and the pre-crisis context;
- Barriers to accessing education (including physical, communication and attitudinal barriers); and
- Issues that impact school retention.
23.1.6
Consult children, families and other community members about barriers to accessing education, including protection concerns in and around learning environments.
23.1.7
Present assessment findings to education and child protection staff and all relevant stakeholders, including those who were consulted.
23.1.8
Map formal and non-formal educational facilities that are:
- Close to military groups;
- Contaminated by explosive ordnance (EO);
- At risk of being attacked or used by military forces;
- At risk of hazards or disasters; or
- Used as temporary communal shelters.

Planning

23.1.9
Agree upon indicators to track progress related to the protection of children who are and are not accessing formal and non-formal education.
23.1.10
Ensure both formal and non-formal educational curricula and approaches are:
- Inclusive;
- Acceptable (contextually sensitive and translated);
- Non-discriminatory; and
- Supportive of all children’s participation (including through the use of assistive technology such as listening devices and educational mobile apps).
23.1.11
Design educational facilities in line with universal design standards to ensure facilities are:
- Disaster resilient;
- Safe;
- Dignified; and
- Accessible for all children.
23.1.12
Use a needs analysis to address barriers to enrolment and issues related to school retention for specific groups, such as girls, child mothers, etc.
23.1.13
Plan joint interventions for children ages 0–5 that:
- Are based on sector specialties;
- Promote early childhood development; and
- Address the particular concerns of this age group.
23.1.14
Jointly plan and organise safe spaces, group activities and temporary learning spaces to maximise complementarity. (See Standard 15.)
23.1.15
Provide appropriate formal and non-formal educational options for adolescents at all levels, including secondary education in schools, accelerated learning, vocational training and life skills. Integrate non-formal education into group activities for adolescents when they are not able to access formal education.
23.1.16
Implement staff recruitment and selection processes that are sensitive to children’s protection needs and reflect a cross-section of the population (such as persons with disabilities).

Implementation and monitoring

Evaluation

23.1.32
Collaborate with children and community members to assess and document the impacts of (a) quality education on children’s safety and well-being (child protection) and (b) child protection interventions’ effect on the quality of and access to protection in education.
23.1.33
Reproduce promising practices and address any unintended negative consequences found during evaluations.

23.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicators

Target

Notes

23.2.1
% of non-formal or formal learning centres surveyed in target location that meet 100% of agreed-upon safety criteria and universal design standards.

100%

‘Safety criteria’ should be determined in-country using a checklist that includes: safe and secure infrastructure, location cleared of explosive ordnance (EO), appropriate facilities, sufficient space, accessibility (both in and around the learning centre), and inclusive environments (in terms of location, gender, language, race, religion, learning environment). See glossary for definition of universal design standards. A timeframe to meet the target can be added according to context.

23.2.2
% of education staff who demonstrate knowledge of participatory, inclusive, positive discipline and gender-sensitive approaches.

100%

Appropriate approaches should align with both child protection and education minimum standards and be adapted in-country.

23.2.3
# and % of safe and ethical referrals of children to child protection services made by education workers.

To be determined in the country or context

‘Safe and ethical referrals’ refers to following humanitarian principles and principles of best interests of the child, confidentiality, respect and safety.

23.3

Guidance notes

See INEE Minimum Standards Domains 2–4 (Access and learning environment, Teaching and learning, and Teachers and other educational personnel) for more details.

23.3.1

Education workers

In this standard, ‘education workers’ includes all education:

Staff (teachers, school principals/directors, etc.); and
Administrative staff and support workers (managers, human resource managers, administrators, policy advisers, cleaners, janitors, etc.).

This includes qualified professionals or paraprofessionals (both paid and volunteer) and personnel contracted by government or civil society organisations. It also includes staff who (a) work for humanitarian and development agencies and (b) support the education system.

23.3.2

Quality, protective education

An inline image appeared here Educators are responsible for creating inclusive and protective learning environments that promote safety, participation and respect for all children. Educators must be trained on child-centred, participatory teaching methods, managing gender- and disability-sensitive classrooms and positive discipline.

23.3.3

Administrative flexibility

Flexibility in the way schools are administered can increase enrolment and retention.

Removing the need for children to have a birth certificate when registering for school may increase school enrolment rates. At the same time, child protection staff can continue to promote birth registration and documentation. Entry into education at any level should be based on capacity and competency-based testing to allow children without documentation to enter and progress.

It may be possible to modify class schedules, yearly timetables and facility design. Decisions regarding location, costs and temporary or permanent educational facilities should be made in collaboration with children, families, communities and relevant authorities. If it is unsafe for children to travel to school or gather in groups, flexible alternatives such as mobile classes may be appropriate.

23.3.4

Equity and inclusion

Inequity in education can cause harm and increase school dropout rates. Equity in education requires adjustments for children with different personal, economic or social resources that influence their access to education and their ability to learn. Adjustments that promote equity include:

Reviewing curricula for discrimination and/or harmful content;
Providing free learning materials to children;
Providing menstrual hygiene products and awareness;
Supporting teachers to effectively teach children who need additional assistance (such as providing teachers’ assistants or school-based family support workers); and
Collaborating with child protection and gender-based violence specialists to encourage positive social change, particularly related to equality and safe access to education for:
- Girls;
- Children of diverse sexual orientation, gender identity and expression, and sex characteristics;
- Children in conflict with the law;
- Children accused of witchcraft;
- Children with disabilities;
- Children who are refugees, displaced or migrants; and
- Any other children who may be stigmatised by their communities

23.3.5

Education personnel’s training and well-being

Supporting and ensuring the well-being of teachers and education administrative personnel is important for promoting protective learning environments. Activities may include:

Providing teachers with peer support and continuous professional development;
Providing mental health and psychosocial support services to teachers who have been affected by traumatic events;
Limiting class size; and
Preventing unrealistic expectations of teachers.

23.3.6

Appropriate learning facilities

Educational facilities should follow universal design principles, use quality materials and promote the safety, well-being and dignity of each learner and education worker. Educational facilities should be enclosed, with limited or monitored access, and have clean water, sanitation and hygiene facilities that promote proper hygiene and waste management, including menstrual hygiene management. (See Standard 26.)

23.3.7

Prevention of and response to the maltreatment of children in education

Unfortunately, education personnel sometimes discriminate against or even harm children. Students sometimes bully other students. Education personnel must implement child-friendly measures to prevent and respond to any form of maltreatment, exploitation or harassment, including online abuse. Such measures include:

Safe, user-friendly reporting and referral pathways;
Community training on where and how to report or prevent incidents;
Safe, timely and ethical responses to reports of maltreatment committed by education workers, students or others; and
Community awareness of relevant codes of conduct.

Child protection and education workers, children, families and communities should work together to develop, monitor and evaluate feedback and reporting mechanisms.

23.3.8

Attacks

Educational facilities can be targets for violence against or the recruitment of children by armed forces or groups. In some contexts, educational facilities that welcome girls (and even the girls themselves) may be targeted by individuals or groups who oppose the education of girls. Risks of violence and attacks increase when educational infrastructure is used by armed actors.

If these risks are present, initial assessment and protective strategies for schools must include:

Establishing schools and learning spaces where violence is less likely; and
Mitigating risks related to accessing educational facilities.

Risks of harassment and physical or sexual assault on the way to and from school should be regularly monitored and mitigated with the support of education and child protection actors, children, caregivers and communities. Mitigation might also include moving the educational facility or removing dangers, such as clearing landmines.

Child protection and education actors should agree upon roles and responsibilities for advocacy, monitoring and reporting. Child protection actors should follow the guidance given in Resolution 1612 and utilise the Monitoring and Reporting Mechanism as appropriate.

23.3.9

Messaging

Education provides children with essential academic knowledge, practical awareness and life skills. Awareness and risk mitigation materials must be accessible for all children, including children with disabilities and those who are out of school. Education and child protection workers must work with caregivers to identify and distribute essential protection messages including:

Prevention and risk mitigation of family separation, explosive ordnance, recruitment, child labour, child marriage, communicable diseases, bullying, online abuse and other risks;
Evacuation procedures and disaster risk reduction for specific hazards (see Standard 7);
Life skills to support independence, civic engagement and inter-personal relationships; and
Topics such as children’s rights, critical thinking, conflict prevention, positive coping, healthy communication and leadership skills.

References

Links to these and additional resources are available online.

Minimum Standards for Education: Preparedness, Response, Recovery, INEE, 2010.
‘Inter-agency Network for Education in Emergencies’. [Website]
‘Education’, Including Children with Disabilities in Humanitarian Action, UNICEF, 2017.
‘Education and Life Skills’, INSPIRE: Seven Strategies for Ending Violence Against Children, World Health Organization (WHO), 2016, pp. 66–73.
INEE Conflict-Sensitive Education Pack, INEE.
INEE Guidance Note on Psychosocial Support (PSS) and Social and Emotional Learning (SEL), INEE.
‘Teachers in Crisis Contexts’, INEE. [Website]
Comprehensive School Safety: A Global Framework in Support of The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector and the Worldwide Initiative for Safe Schools, GADRRRES and UNISDR, 2017.
‘SHLS Approach’, Safe Healing and Learning Spaces Toolkit, International Rescue Committee, 2016.
Roundtable Report: A Framework for Collaboration Between Child Protection and Education in Humanitarian Contexts, The Alliance for Child Protection in Humanitarian Action, Inter-agency Network for Education in Emergencies, 2019.

Standard 24:

Health and child protection

The following should be read with this standard: Principles; Standard 7: Dangers and injuries; Standard 9: Sexual and gender-based violence; Standard 18: Case management; Standard 25: Nutrition and child protection; and Standard 26: Water, sanitation and hygiene and child protection.

Health and child protection programming play critical and related roles in ensuring the safety and well-being of children in humanitarian action. Supporting children’s health increases children’s protective factors, while supporting children’s protection can, and should, improve children’s physical health and well-being. An integrated approach to health and child protection is one that is:

Safe;
Protective;
Inclusive;
Systematic;
Complementary;
Valid for all sectors; and
Participatory for children, families and communities.

Standard

All children have access to quality protective health services that reflect their views, ages and developmental needs.

24.1

Key actions

Key actions for child protection and health actors to implement together

24.1.1
Collaborate to adapt existing assessment and monitoring tools, methodologies and indicators for joint identification, analysis, monitoring and response of households at risk of health and/or child protection concerns:
- All monitoring and assessments should include children’s own perceptions.
- Data should be disaggregated by gender, age and disability, at a minimum.
- Integrate health and child protection issues into each other’s assessments and analyses.
24.1.2
Identify common areas of concern to health and child protection.
24.1.3
Agree upon the most effective information-sharing mechanisms.
24.1.4
Include interventions that address the links between health and child protection throughout all phases of the programme cycle.
24.1.5
Document the impacts of (a) health interventions on children’s safety and well-being and (b) child protection interventions on children’s health.
24.1.6
Address any unintended negative consequences and reproduce promising practices.
24.1.7
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential feedback and reporting mechanisms for child protection concerns.
24.1.8
Ensure that all health and child protection staff are trained on and sign safeguarding policies and procedures.
24.1.9
Train health care staff on child protection concerns, principles and approaches so they can correctly prevent, identify, mitigate and/or refer child protection cases.
24.1.10
Train child protection staff on health concerns, principles and approaches so they can correctly prevent, identify, mitigate and/or refer health issues.
24.1.11
Collaborate during infectious disease outbreaks to:
- Apply disease control protocols to any face-to-face child protection activities;
- Prevent health interventions from increasing child protection risks; and
- Train child protection actors on early detection of disease and health care referral mechanisms.

Key actions for child protection actors

24.1.12
Include information and referrals for health services in child protection activities that:
- Protect the personal data of referred households; and
- Maintain the confidentiality of children and families.
24.1.13
Facilitate linkages between child protection and health services and mitigate any gaps, bottlenecks or barriers to children’s access.
24.1.14
Consider the impact of living situations and health concerns when interacting with the affected population and invite health workers to join consultations wherever appropriate.
24.1.15
Collaborate with health actors in a multisectoral coordination system for mental health and psychosocial support and case management. (See Standard 10.)
24.1.16
Establish connections between birth registration and reproductive health (such as postnatal care and vaccinations).
24.1.17
Work with health actors to keep caregivers and children together during referrals and admissions if possible and appropriate.
24.1.18
Advocate for appropriate, tailored, inclusive and accessible medical, surgical, rehabilitative and ortho-prosthetic services for all children.

Key actions for health actors

24.1.19
Include child protection and children’s participation in all phases of the health programme cycle.
24.1.20
Establish a mechanism for health care workers to safely and efficiently refer child protection cases.
24.1.21
Include child protection messages in health interventions where appropriate.
24.1.22
Ensure assistance reaches all members of the affected population by:
- Using assessments to identify children and families who may have difficulty accessing health services;
- Collaborating with child protection actors to identify and implement strategies to overcome barriers children are facing; and
- Registering all child heads of households and children who are unaccompanied or separated.
24.1.23
Conduct a risk analysis during programme design that:
- Provides baseline data on children’s health and protection status;
- Identifies requirements for child recipients of specific health care services;
- Assesses the best timing for health interventions (considering education and other childhood activities); and
- Determines the needs of specific groups of children.
24.1.24
Share relevant health information with child protection actors.
24.1.25
Work with child protection actors to (a) discourage families from intentionally separating to access additional benefits and (b) avoid making children targets of theft or exploitation.
24.1.26
Collect disaggregated data for health and injury surveillance systems on the number of children killed or injured, by what/whom, when, where and why (what were the circumstances). (See Standard 7.)
24.1.27
Work with child protection actors to implement accessible, trauma-sensitive and child-friendly procedures for admitting, treating and discharging children who are unaccompanied.
24.1.28
Train child protection actors on health care referral mechanisms and early detection of disease.
24.1.29
Collaborate with child protection actors to promote the recruitment of social workers, child psychologists and mental health experts with expertise in addressing the needs of children, where appropriate.
24.1.30
Work with child protection actors in multisectoral coordination systems for mental health and psychosocial support and case management. (See Standards 10 and 18.)
24.1.31
Work with child protection actors to ensure all children have accessible, inclusive and age-appropriate sexual and reproductive health services, supplies and information on:
- Adolescent sexual and reproductive health;
- Sexual and domestic violence and consent;
- Marriage;
- Pregnancy; and
- Parenting.

24.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicator

Target

Notes

24.2.1
# and % of healthcare workers in target location trained on identification of children affected by abuse, neglect, exploitation or violence.

80%

Training should include physical, psychological and emotional signs of abuse, neglect, exploitation or violence. A timeframe should also be added in-country (‘within one month of hire’).

24.2.2
% of births per health facility that are officially registered.

100%

24.2.3
# and % of healthcare facilities in target location providing child-friendly services.

100%

A checklist of services considered child-friendly should be developed when mapping facilities.

24.3

Guidance notes

24.3.1

Children at risk

Child protection and health care workers should coordinate efforts to identify children at risk of abuse, neglect, exploitation or violence. Children who are most vulnerable to health risks or who face the greatest barriers to accessing health care might include children who are unaccompanied, separated or in alternative care arrangements; children with disabilities; children engaged in the worst forms of child labour (WFCL); children who identify as a sexual/gender minority (lesbian, gay, bisexual, transgender and intersex [LGBTI]); children associated with armed forces or armed groups; and girls, including those living in child marriages. When conducting assessments and monitoring, it is important to remember that the ‘household’ may not be a relevant unit of measurement for all children.

24.3.2

Integrated child protection and health interventions

Child survivors of abuse, neglect, exploitation or violence must receive individualised health services. Female health care providers should be available for children who prefer (or are culturally required) to interact with female service providers.

All health-related facilities and services should be accessible, appropriate and inclusive for all children and should typically include:

Emergency contraception and post-exposure prophylaxis (disease prevention) for HIV that are adapted for children;
Child-appropriate emergency first aid supplies for survivors of explosive ordnance and other physical dangers; and
Family planning services to prevent unplanned pregnancies.

24.3.3

Child survivors of sexual and gender-based violence

Children often find it difficult to report sexual violence and abuse. Service providers can provide a safe space to disclose (or identify) abuse by:

Being attentive to common signs and symptoms;
Using child-friendly communication skills;
Asking for and listening to children’s views;
Responding compassionately, professionally, confidentially and calmly to children’s disclosures; and
Informing children about the purpose and potential outcomes of any proposed response actions.

Child protection, mental health and psychosocial support and health providers must take action based on:

The best interests of the child;
Confidentiality;
Mandatory reporting requirements; and
National and international laws related to physical or sexual violence and abuse against children. (See Standards 9 and 10.)

24.3.4

Case management

Case management is a way of organising and implementing interventions that supports the protection, health and/or well-being of individual children and their families in an appropriate, holistic, systematic and timely manner. An integrated approach to health and child protection should include protocols that ensure safe, confidential referral and information sharing between the two sectors. (See Standard 18.)

24.3.5

Infectious disease outbreaks

The prevention of and response to infectious disease outbreaks requires close coordination and collaboration between several sectors. At a minimum this should include health; water, sanitation and hygiene; and child protection. They should implement:

Standardised procedures for disaggregating, documenting and tracing cases;
Common protocols for sharing information and protecting data; and
Clear, coordinated, child-friendly community messaging on children’s unique risks and vulnerabilities in the relevant outbreak.

All service providers should be aware of and mitigate the secondary risks children face in infectious disease outbreaks. Safe alternative care arrangements, preferably kinship care, should be provided for children who are separated from their parents for reasons such as death, illness or public health measures. Children who are temporarily separated from their parents for any reason may find comfort and support through phone calls or pre-recorded videos, preferably occurring at predictable times. Children, families and communities may require mental health and psychosocial support during and after the crisis to overcome the fear, separation, discrimination, loss and other stressors related to the outbreak. Special measures must be put in place to maintain the psychosocial well-being of children in observation or treatment centres, quarantine or isolation.

24.3.6

Injuries

(See Standards 7, 8, 9, 11 and 12.)

The risk of experiencing physical injury varies with gender, age, disability, location, socio-economic status and hazard. Child protection and health actors can work together to minimise children’s risk of injury by:

Teaching children, families and communities to prevent common injuries;
Providing all injured children with appropriate and inclusive emergency medical aid, trauma surgery, rehabilitation services and mental health and psychosocial support; and
Collecting and sharing, where appropriate, anonymised and disaggregated data on injuries, maiming and impairment to inform preventative interventions. In addition to gender, age and disability, data should ideally be disaggregated by cause of injury/death, location and circumstances.

24.3.7

Medical reports

Doctors often have a legal responsibility to inform legal authorities of any illness, injury or death that results from criminal actions. In some settings, reporting such incidents can expose the survivor (or witnesses or their family) to further danger. To minimise the survivor’s risk, humanitarian health care providers must, where legally possible:

Maintain doctor-patient confidentiality;
Observe the principle of do no harm;
Write medical reports according to the best interests of the patient;
Give medical reports directly to the survivor or their caregiver; and
Collaborate with child protection actors to assess and prioritise the child’s needs and potential interventions.

24.3.8

Evacuation and medical admittance

Humanitarian workers, military personnel, local organisations and communities should not medically evacuate or admit a child, parent or caregiver to a medical facility before:

Collecting detailed identification information on the child and caregiver (full names, dates of birth, next of kin, villages of origin, current residence, place of evacuation, etc.);
Giving copies of these records to all parties; and
Making suitable care arrangements for children who cannot remain with their caregivers.

References

Links to these and additional resources are available online.

‘Health’, The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018.
Manual for the Health Care of Children in Humanitarian Emergencies, WHO, 2008.
Caring for Child Survivors of Sexual Abuse: Guidelines for Health and Psychosocial Service Providers in Humanitarian Settings, International Rescue Committee and UNICEF, 2012.
Inter Agency Guidelines for Case Management and Child Protection, Child Protection Working Group (CPWG), 2014.
Guidance Note: Protection of Children During Infectious Disease Outbreaks, The Alliance for Child Protection in Humanitarian Action, 2018.
Clinical Care for Sexual Assault Survivors: A Multimedia Training Tool (Facilitator’s Guide), IRC, 2008.

Standard 25:

Nutrition and child protection

The following should be read with this standard: Principles; Standard 21: Food security and child protection; and Standard 24: Health and child protection.

Nutrition and child protection actors have key opportunities for collaboration, particularly in children’s first three years of life and during adolescence. Nutritional habits, taboos and discrimination within the home can affect diverse members of the population differently. Children, particularly pregnant girls, are vulnerable to all forms of undernutrition. Children with disabilities are particularly vulnerable to malnourishment and related impairments. Nutritional imbalances often worsen in times of crisis when caregivers struggle to provide food, income and health care for their families. Mothers’ and children’s health, rights and well-being are especially vulnerable.

Standard

Children and their caregivers, especially pregnant and lactating women and girls, have access to safe, adequate and appropriate nutrition services.

25.1

Key actions

Key actions for child protection and nutrition actors to implement together

25.1.1
Adapt existing nutrition and child protection assessment and monitoring tools, methodologies and indicators for joint identification, analysis, monitoring and response to households at risk of malnutrition and/or child protection concerns:
- Collect baseline data on children’s nutrition and protection status;
- Include children’s own perceptions in all monitoring and assessments;
- Disaggregate data by gender, age and disability, at a minimum; and
- Include measures and verification on children’s perception of safety and the status of their care arrangements.
25.1.2
Agree upon the most effective multisectoral mechanism for sharing information generated by assessments, evaluations and analysis.
25.1.3
Identify common areas of concern to both nutrition and child protection through consultation with communities, including children.
25.1.4
Establish joint prioritisation criteria for inclusion of children and households at risk of malnutrition and/or child protection concerns.
25.1.5
Implement integrated response interventions for households at risk of malnutrition and/or child protection concerns for children of all ages throughout all phases of the programme cycle. Interventions may include:
- Community mobilisation;
- Mother-to-mother support groups at health facilities and in communities;
- Psychosocial stimulation activities for infants and young children;
- Therapeutic feeding services; and
- Infant feeding sensitisation programmes.
25.1.6
Document and address any unintended negative consequences where child protection concerns are improving or worsening the nutrition situation.
25.1.7
Coordinate interventions throughout all phases of the programme cycle by:
- Identifying any pre-existing coordination groups; and
- Deciding on the best coordination mechanism to use between the two sectors.
25.1.8
Review at regular intervals the connections and collaboration between child protection and nutrition. Reproduce promising practices.
25.1.9
Ensure an adequate representation of children in decision-making processes and community-based participation structures related to nutrition. (See Principles.)
25.1.10
Include child-friendly (a) child protection messages in nutrition interventions and (b) malnutrition prevention messages in child protection activities.
25.1.11
Train nutrition staff on child protection concerns, principles and approaches so they can correctly refer disclosed or identified child protection cases.
25.1.12
Develop and implement child-friendly, multisectoral referral mechanisms and standard operating procedures so that nutrition and child protection workers can safely and efficiently refer both child protection and malnutrition cases. Determine if malnutrition should be a case management criterion.
25.1.13
Establish joint data protection protocols and confidential referral mechanisms for children and families who have experienced or are at risk of abuse, neglect, exploitation or violence.
25.1.14
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential feedback and reporting mechanisms for child protection concerns.
25.1.15
Ensure that all staff are trained on and sign safeguarding policies and procedures.

Key actions for child protection actors

25.1.16
Include information and referrals for nutrition services (including therapeutic feeding services and infant feeding sensitisation programmes) in child protection activities that maintain the confidentiality of children and families.
25.1.17
Identify existing child protection services and mitigate any gaps, bottlenecks or barriers to children’s access.
25.1.18
Identify and refer to the nearest health centre or nutrition team:
- Households and children who are at risk of undernutrition;
- Breastfeeding women and adolescent girls, especially those facing difficulties producing milk; and/or
- Children with disabilities or children who have difficulty suckling or swallowing.
25.1.19
Identify breastfeeding women and/or wet nurses (or, as a last resort, appropriate replacement feeding) for babies with no mother.
25.1.20
Identify patterns in intra-household food consumption and decision-making.
25.1.21
Distribute food and supplies.
25.1.22
Perform basic nutrition screenings.
25.1.23
Conduct basic nutrition response monitoring activities.
25.1.24
Provide appropriate spaces for breastfeeding girls and women at all community gathering places run by humanitarian actors such as registration centres, distribution sites, etc.
25.1.25
Support programmes that reduce child malnutrition and protection risks. (See 25.1.5.)
25.1.26
Provide infant and young child feeding (IYCF) support or supplementary feeding when possible during child protection activities.
25.1.27
Protect, promote and support exclusive breastfeeding for the first six months and then continued breastfeeding (along with nutritious, age-appropriate, complementary foods) through the second year of life and beyond.
25.1.28
Organise breastfeeding classes and peer support groups for adolescents who are pregnant and/or breastfeeding to raise awareness of the nutritional and health benefits of breastmilk.
25.1.29
Follow up on temporary care arrangements for children whose caregivers are placed in nutritional centres.
25.1.30
Advocate for the identification of connections between nutrition and child protection in evaluation and resource allocation processes, such as the Post-Conflict/Disaster Needs Assessment.
25.1.31
Conduct child protection screenings in nutrition facilities and programmes to determine the safety and care status of all children in the household.
25.1.32
Work with nutrition actors to facilitate discussions on early childhood development and child protection in mother-to-mother nutrition activities.

Key actions for nutrition actors

25.1.33
Establish mechanisms for child participation that enable all nutrition interventions throughout the programme cycle to:
- Be safe, accessible, inclusive and protective for all children, even the most vulnerable; and
- Address children’s different genders, gender identities, ages, disabilities, developmental stages, nutritional needs and family settings.
25.1.34
Train nutrition staff to work with child protection actors to (a) identify parents who are in distress or at risk of negative coping mechanisms and (b) provide basic psychosocial and positive parenting support.
25.1.35
Train at least one staff member in each nutrition team to be a child protection focal point, if not the whole team.
25.1.36
Train child protection teams on basic nutrition screening techniques (such as measurement of mid-upper arm circumference) where feasible.
25.1.37
Reach all members of the affected population with assistance by:
- Using assessments to identify children who may have difficulty accessing food;
- Identifying barriers to access for different groups;
- Identifying and implementing strategies to overcome barriers; and
- Registering all adult women as the main recipients of assistance in contexts where polygamy is practiced to avoid excluding subsequent wives and their children.
25.1.38
Conduct a risk analysis during programme design that assesses the:
- Safety risks involved in accessing distribution sites and markets;
- Requirements for recipients, such as literacy or identification;
- Best timing for any interventions; and
- Needs of specific groups, such as those caring for young children.
25.1.39
Involve all subgroups of the affected population in designing, implementing and monitoring nutrition interventions, particularly those for children and caregivers who require additional support.
25.1.40
Provide beneficiary cards to child heads of households and children who are unaccompanied or separated so they can access assistance in their own names.
25.1.41
Work with child protection actors to (a) discourage families from intentionally separating to access additional benefits and (b) avoid making children targets of theft or exploitation.
25.1.42
Monitor children at risk (children who are unaccompanied and separated, etc.) who are admitted into nutrition programmes.
25.1.43
Assess and address any possible impact nutrition programmes and associated activities may have on childcare practices.

25.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicators

Target

Notes

25.2.1
% of identified health facilities and nutritional feeding centres that accept referrals of children in need of services.

80%

Identify the facilities through a service mapping exercise and monitor them. These are facilities that meet quality standards as identified by child protection staff. Specify ‘children in need of services’ in-country (such as infants in need of lactation services or services for malnourished children).

25.2.2
% of supplementary or therapeutic feeding centres with at least one focal point trained in child protection.

100%

A timeframe by which to measure this indicator should be determined in-country since staff turnover can be high (such as monitored quarterly).

25.3

Guidance notes

25.3.1

Capacity building

Child protection actors should understand how to:

Present basic information about infant and young child feeding and the aims and activities of available nutrition programmes;
Measure women’s and children’s nutritional status;
Identify children who do not have equal access to nutrition services; and
Identify and refer malnourished children and pregnant and breastfeeding women.

This is especially important for actors who work at community level, in integrated nutrition and child protection programmes or where no nutrition staff are available.

Nutrition actors, especially those who work without access to child protection staff, should understand how to:

Identify and refer suspected child protection cases;
Provide nutrition services to children at risk;
Promote child protection in community nutrition outreach by, for example, (a) including information on safeguarding in nutrition radio messages and (b) hiring adequate numbers of female nutritional promoters;
Promote psychosocial stimulation for infants and young children;
Identify caregivers who might need support and implement psychological first aid for adults and children; and
Use child-friendly communication skills.

25.3.2

Caseworkers

The role of child protection actors or caseworkers at nutrition sites may include:

Helping families whose child has died;
Supporting positive parenting, psychosocial support and child resilience programmes;
Identifying and assessing possible child protection cases, including child separation;
Supporting families to overcome barriers to accessing nutrition services;
Raising awareness of child protection issues among nutrition staff, caregivers and community members; and
Referring children and families to appropriate, multisectoral services.

25.3.3

Family-level risks

Family separation may become more likely where malnutrition exists. Children or caregivers may leave to find paid work, including hazardous labour. Families may place their children in residential care so that their children can access food. Children may drop out of school and lose peer support. All actors must (a) understand these dynamics and the choices that families are making and (b) design nutrition interventions that do not encourage school dropout, family separation or child labour.

25.3.4

Infant feeding

Breastfeeding is important for a number of health and development outcomes (such as strong mother-baby attachment). Mothers experiencing difficulties breastfeeding should receive counselling and support if so desired. Provide existing guidance to mothers living with HIV to enable them to make informed decisions about their options. Ensure programmes are informed by an understanding of traditional and cultural infant-feeding practices. Encourage mother or caregiver support groups to promote and support breastfeeding.

25.3.5

Integrated malnutrition/child protection programmes

There are many opportunities to integrate approaches, including:

Joint case management;
Holistic support for accessible services;
Encouragement for appropriate care and nurturing;
Joint programmes with therapeutic, supplementary or blanket feeding and positive parenting; and
Multi-use spaces that meet both sectors’ needs.

All those targeted by feeding programmes should meet the admission criteria established by national and international nutrition protocols. Services should never (a) encourage stigmatisation, (b) indicate ‘favouritism’, or (c) interfere with healthy family or community feeding habits.

25.3.6

Child protection mainstreaming

If an integrated approach is not possible, mainstream child protection into nutrition interventions. For example, peer support networks and mothers’ groups can help address challenges felt by adolescent mothers, adolescent mothers who were pregnant following sexual violence, etc. Include fathers and other family decision-makers, such as grandmothers, in similar activities since they often have significant influence on household food choices.

References

Links to these and additional resources are available online.

‘Food Security and Nutrition’, The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018.
‘Food Security and Nutrition’, Guidelines for Gender-based Violence Interventions in Humanitarian Settings: Focusing on Prevention of and Response to Sexual Violence in Emergencies, IASC, 2005, pp. 49–52.
Women, Girls, Boys and Men: Different needs – Equal Opportunities (IASC Gender Handbook in Humanitarian Action), IASC, 2006, pp. 105–110.
Infant and Young Child Feeding in Emergencies: Operational Guidance for Emergency Relief Staff and Programme Managers Version 2.1, IFE Core Group, 2007.
UNHCR Operational Guidance on the Use of Special Nutritional Products to Reduce Micronutrient Deficiencies and Malnutrition in Refugee Populations, UNHCR, 2011.
Guidelines for Selective Feeding: The Management of Malnutrition in Emergencies, UNHCR and WFP, 2011.
‘Nutrition’, Including Children with Disabilities in Humanitarian Action, UNICEF.
Baby Friendly Spaces: Holistic Approach for Pregnant, Lactating Women and Their Very Young Children in Emergency, ACF International.
Integrating Early Childhood Development (ECD) Activities into Nutrition Programmes in Emergencies: Why, What and How, UNICEF and WHO.

Standard 26:

Water, sanitation and hygiene (WASH) and child protection

The following should be read with this standard: Principles; Standard 7: Dangers and injuries; Standard 15: Group activities for child well-being; Standard 23: Education and child protection; and Standard 24: Health and child protection.

Child protection staff should guide and advise water, sanitation and hygiene (WASH) staff so they are able to deliver safe and appropriate WASH practices that are adapted to the needs of children. WASH workers should conduct interventions in a way that protects children and their caregivers. There are many areas of collaboration, including:

Providing WASH services in child protection interventions;
Adapting WASH facilities so that they (a) are accessible and child-friendly and (b) minimise potential risks to children; and
Implementing adequate and safe menstrual hygiene management (MHM) interventions for girls.

Standard

All children have access to appropriate water, sanitation and hygiene services that support their dignity and minimise risks of physical and sexual violence and exploitation.

26.1

Key actions

Key actions for child protection and water, sanitation and hygiene actors to implement together

26.1.1
Adapt existing assessment and monitoring tools, methodologies and indicators for joint identification, analysis, monitoring and response to households at risk of WASH-related disease or infection and/or child protection concerns by:
- Including children’s own perceptions in all monitoring and assessments; and
- Building on the WASH sector's minimum commitments to the safety and dignity of affected people.
26.1.2
Collect baseline data on children’s WASH and protection status.
26.1.3
Assess whether child protection concerns are improving or worsening the WASH status of communities, including children.
26.1.4
Agree upon the most effective mechanism for coordinating and sharing information generated by assessments, evaluations and analysis.
26.1.5
Identify common areas of concern to WASH and child protection through consultation with communities, including children.
26.1.6
Establish joint prioritisation criteria for targeting children and households at risk.
26.1.7
Support households at risk of WASH-related disease or infection and/or child protection concerns throughout all phases of the programme cycle.
26.1.8
Ensure an adequate representation of children in decision-making processes and community-based participation structures relating to WASH.
26.1.9
Ensure all interventions:
- Are safe, accessible, inclusive and protective to all children, including the most at risk; and
- Address children’s genders; ages; disabilities; developmental stages; water, sanitation and hygiene needs; and household and care settings.
26.1.10
Train WASH staff on child protection concerns, principles and approaches, including child-friendly communication.
26.1.11
Develop, implement and train staff on child-friendly, multisectoral child protection referral mechanisms.
26.1.12
Establish joint data protection protocols and confidential referral mechanisms for child survivors, children at risk and their families.
26.1.13
Prepare joint messages for children and their families that provide children with life-saving, disability- and gender-specific messages on:
- The importance of good hygiene; and
- Child protection risks and prevention strategies.
26.1.14
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential feedback and reporting mechanisms.
26.1.15
Ensure that all WASH workers (including subcontractors’ staff) and child protection staff are trained on and sign safeguarding policies and procedures.
26.1.16
Document and address any unintended negative consequences and reproduce promising practices in relation to the impact of:
- Water, sanitation and hygiene interventions on children’s safety and well-being; and
- Child protection interventions on households’ risk of WASH-related disease or infection.
26.1.17
Review at regular intervals the links and collaboration between child protection and water, sanitation and hygiene. Track progress in line with WASH Minimum Commitment 4.

Key actions for child protection actors

Collaborate with water, sanitation and hygiene actors to:

26.1.18
Assess the level of access that children in a range of care or household structures (such as residential care, child-headed households, children living or working on the street, etc.) have to safe water, sanitation and hygiene items.
26.1.19
Budget for necessary water, sanitation and hygiene interventions in child protection activities.
26.1.20
Require all WASH interventions to conduct comprehensive consultations with diverse children, especially those most at risk. Consultations should include:
- Girls’ safety around WASH facilities;
- Girls’ menstrual hygiene management and supply needs, particularly for girls with disabilities (note: menstruation may start at the age of 8);
- Children with disabilities’ needs regarding hygiene management and supplies; and
- The needs of children with incontinence.
26.1.21
Prioritise, develop and distribute accessible information for children and families about WASH interventions and issues.
26.1.22
Share with WASH actors information or guidance on:
- The location of all child-targeted services; and
- How to tailor WASH interventions so they are safe and accessible to all children.

Key actions for water, sanitation and hygiene actors

26.1.23
Conduct a risk analysis during programme design that:
- Provides baseline data on children’s WASH and protection status;
- Assesses the physical safety risks involved in accessing WASH facilities, particularly for women and girls;
- Identifies requirements for recipients, such as literacy or identification;
- Assesses the best timing and location for facilities and interventions; and
- Determines the needs of specific groups, such as those caring for young children.
26.1.24
Involve child protection, gender and disability experts in designing, implementing and monitoring WASH interventions.
26.1.25
Prioritise children’s safety and well-being when constructing WASH facilities.
26.1.26
Support parents and communities to encourage safe water collection by children that is adapted to individual gender, age, disability, size and development.
26.1.27
Promote the hiring of female staff.
26.1.28
Provide contextually appropriate hygiene, dignity and menstrual products to (a) girls from 8 years of age (if culturally appropriate) up to 18 years and (b) children with disabilities. These interventions should be designed and monitored with affected children’s feedback.
26.1.29
Provide inclusive, child-friendly guidance and educational activities when distributing WASH kits, cash and voucher assistance.

Collaborate with child protection actors to:

26.1.30
Ensure assistance reaches all members of the affected population by using assessment data to identify:
- Children who may have difficulty accessing WASH facilities and supplies;
- Children at risk of abuse, neglect, exploitation or violence;
- Barriers to access for specific groups; and
- Strategies to implement to overcome barriers.
26.1.31
Provide WASH facilities that are:
- Safe (well-lit, lockable, separated by sex);
- Durable;
- Accessible and appropriate for all children, including children with disabilities;
- Aligned with principles of universal design;
- Located where child-centred services are provided; and
- Culturally appropriate.

26.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicators

Target

Notes

26.2.1
% of WASH projects where child safety and well-being are reflected in the initial risk analysis, design, and monitoring and evaluation framework.

100%

In Cluster settings, coordinate with WASH colleagues to align the indicators with the 5 WASH commitments (WASH Minimum Commitments for the Safety and Dignity of Affected People, WASH Cluster, 2018).

26.2.2
% surveyed WASH staff who can provide the name of at least one place where they can refer a child at risk.

90%

26.3

Guidance notes

26.3.1

Capacity building

Child protection workers should be trained on basic WASH practices, including:

Hand, face and body washing;
Safe water and food handling;
Menstrual hygiene management;
Appropriate disposal of faeces and menstrual pads; and
Drainage and waste management.

WASH workers should be trained on basic child protection information such as:

The risks children might face around WASH facilities;
Psychological first aid;
Child-friendly communication skills; and
Child protection referral mechanisms.

26.3.2

Messaging

Engaging children and caregivers in creative activities (such as drama, play and games) can be an effective way of achieving behaviour change. Consider integrating key child protection messaging with WASH messaging. Work with children to ensure messages and formats are safe, appropriate and accessible for all genders, ages, disabilities and other relevant diversity factors. (See Standard 3.)

26.3.3

Safe WASH facilities

Consider children’s physical abilities, protection and safety concerns when designing, constructing and monitoring WASH facilities. In contexts where children are expected to collect water, ensure containers are age- and size-appropriate. Be cautious about promoting the expectation that children carry water. Do not label containers as ‘for children’. Minimise (a) the distances children have to walk to water points and (b) the disruption to children’s school attendance. When designing children’s latrines, avoid dark cabins and large holes for pit latrines.

For children:

Open water may present a drowning risk;
Refuse pits present a risk of disease; and
Construction sites pose a risk of physical injury.

Provide fences, covers or other protection around these sites. Avoid the use of plastic bags in any distributions (if other options are available) to reduce the risk of suffocation and negative environmental impact.

26.3.4

Age-specific interventions

Children who feel unsafe or uncomfortable using facilities may engage in risky or harmful behaviours to avoid doing so. These include leaving populated areas to defecate or avoiding eating and drinking to use the toilet less frequently.

26.3.4.1

Infants and small children up to 4 years

Because very young children do not use sanitation facilities directly, caregivers must know how best to do laundry; dispose safely of infants’ faeces; and use disposable or reusable diapers, potties or other means of dealing with bowel movements. Support parents to improve their hygiene-related care practices by ensuring they know how to:

Clean play areas;
Wash babies’ bodies appropriately;
Prevent babies from putting contaminated soil or animal excrement in their mouths; and
Prevent small children from having direct contact with animals and livestock.

26.3.4.2

Small children from 5 to 10 years

WASH facilities should be adapted for accessibility and security. Girls who begin menstruating at 8 or 9 years may be overlooked by interventions that include menstrual hygiene management supplies or information.

26.3.4.3

Adolescents above 10 years

Consult adolescents of different genders, gender identities, ages, abilities, nationalities and other relevant diversity factors on their specific needs (such as suitable materials for managing menstruation or appropriate WASH facilities).

26.3.5

Child labour

In many countries, children are responsible for collecting water and cleaning latrines. This chore should:

NOT be assigned to a single, specific social group of children based on discriminatory practices;
NOT interfere with children’s education; and
NOT be used to punish poor learning or bad behaviour.

To reduce the risk of child labour, involve children in decisions about what activities to perform and how. Verify that only children over the minimum working age are involved in decent WASH-related work (including cash-for-work programmes).

26.3.6

Girls and women

Reduce women’s and children’s risks of violence or exploitation by (a) placing latrines and toilets in safe, accessible and visible locations near to houses, schools, etc. and (b) providing adequate solar- or electrical-powered lights, lanterns and/or torches. Prioritise household-level facilities over public facilities when relevant and possible. Consult with community members, particularly women and children, to design water distribution schedules that allow women and children to arrive home before dark. Women and girls should have separate toilets and bathing facilities with inside locks and pictograms for identification. There should be six female facilities for every four male facilities.

References

Links to these and additional resources are available online.

Guidance: Safeguarding Children in ‘WASH’, Save the Children, 2019.
‘Water Supply, Sanitation and Hygiene Promotion’, The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018.
Guidelines for Integrating Gender-Based Violence Interventions in Humanitarian Action, Inter-Agency Standing Committee, 2015, pp. 281-302.
Women, Girls, Boys and Men: Different needs – Equal Opportunities (IASC Gender Handbook in Humanitarian Action), IASC, 2006, pp. 105-110.
A Toolkit for Integrating Menstrual Hygiene Management (MHM) into Humanitarian Response: The Full Guide, Columbia University, IRC, 2017.
Water, Sanitation and Hygiene for Schoolchildren in Emergencies: A Guidebook for Teachers, UNICEF, 2011.
‘WASH Minimum Commitments for the Safety and Dignity of Affected People’, WASH Cluster, 2018.
‘Accountability and Protection’, WASH Cluster. [Website]

Standard 27:

Shelter and settlement and child protection

The following should be read with this standard: Principles; Standard 2: Human resources; Standard 13: Unaccompanied and separated children; Standard 17: Community-level approaches; Standard 26: Water, sanitation and hygiene and child protection; and Standard 28: Camp management and child protection.

Appropriate shelter and settlements are essential to healthy and safe families and communities. Humanitarian shelter and settlements support safe living environments that allow people to live with dignity, security and livelihoods. This sector also (a) promotes physical health by reducing the spread of disease and (b) contributes to the stability and psychosocial well-being of children and families. ‘Shelter’ refers to the household living space, including the items necessary for daily activities. ‘Settlement’ refers to the wider locations where people and communities live.

Child protection must be integrated into shelter and settlement interventions. Family size and composition in displaced populations and host communities can vary greatly. Children may be living alone or in new or altered family units, so there is a need for flexibility in the shelter provided (such as size and layout). To safeguard families from further exploitation, violence and forced eviction, knowledge of local land and property rights is central to making good decisions on where, how and to whom shelter is provided.

Standard

All children and their caregivers have appropriate shelter that meets their basic needs, including safety, protection and accessibility.

27.1

Key actions

Key actions for child protection and shelter and settlement actors to implement together

27.1.1
Adapt existing shelter, settlement and child protection assessment and monitoring tools, methodologies and indicators for joint identification, analysis, monitoring of and response to households at risk of inadequate or unsafe living conditions and/or child protection concerns:
- Include the safety of children and their families as a sub-objective of each shelter and settlement intervention;
- Include children’s perspectives in all monitoring and assessments; and
- Disaggregate data by gender, age and disability, at a minimum.
27.1.2
Collect baseline data on children’s shelter, settlement and protection status.
27.1.3
Identify whether child protection concerns are improving or worsening the shelter or settlement situation. (For example, identify if a lack of safe, adequate shelter might be exposing more girls to sexual violence in an overcrowded camp.)
27.1.4
Agree upon the most effective joint mechanism for sharing information generated by assessments, evaluations and analysis.
27.1.5
Identify common areas of concern to shelter, settlement and child protection through consultation with children, caregivers and community members.
27.1.6
Identify solutions to address the situations of children in different living situations (such as children living in child-headed households, residential care, foster or kinship care or on the streets) and of different sexes/genders, ages and disabilities.
27.1.7
Establish joint prioritisation criteria to target children and households at risk.
27.1.8
Implement response interventions for households at risk of inadequate or unsafe living conditions and/or child protection concerns throughout all phases of the programme cycle.
27.1.9
Coordinate interventions throughout all phases of the programme cycle.
27.1.10
Ensure adequate representation of children in decision-making processes, community-based participation structures and site governance systems related to shelter. (See Principles.)
27.1.11
Develop and implement child-friendly, multisectoral child protection referral mechanisms so shelter workers can safely and efficiently refer child protection cases.
27.1.12
Train shelter staff on child protection concerns, principles and approaches so they can correctly refer disclosed or identified child protection cases.
27.1.13
Establish joint data protection protocols and confidential referral mechanisms for children and families at risk of inadequate shelter.
27.1.14
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential feedback, reporting and response mechanisms for child protection concerns.
27.1.15
Ensure that all staff have been trained on and signed safeguarding policies and procedures.
27.1.16
Include child-friendly child protection messages in shelter and settlement interventions. (For example, shelter actors can inform children and caregivers about available child protection services and children’s activities when providing new shelters for families.)
27.1.17
Document and address any unintended negative consequences and reproduce promising practices in relation to the impact of:
- Shelter and settlement interventions on children’s safety and well-being; and
- Child protection interventions on shelter and settlement activities.
27.1.18
Review at regular intervals the connections and collaboration between child protection and shelter actors.

Key actions for child protection actors

27.1.19
Coordinate with shelter and settlement actors and community members to include child protection in the design, implementation, monitoring and evaluation of shelter and settlement programmes and interventions that:
- Are safe, accessible, inclusive and protective for all children, including the most at risk; and
- Meet the needs of children of all sexes, gender identities, ages, disabilities, developmental stages and family settings.
27.1.20
Include information and referrals for shelter and settlement services in child protection activities while maintaining confidentiality and protecting personal household data.
27.1.21
Identify existing social protection services and mitigate any gaps, bottlenecks or barriers to children’s access.
27.1.22
Work with shelter and settlement actors to identify existing and/or develop new information-sharing mechanisms.
27.1.23
Have child protection staff work with shelter and settlement staff to:
- Identify households and individuals who are at risk;
- Address the situations of children in different living situations; and
- Conduct response monitoring activities.

Key actions for shelter and settlement actors

27.1.24
Include child protection and children’s participation in all phases of the shelter and settlement programme cycle.
27.1.25
Ensure assistance reaches all members of the affected population by:
- Using assessments to identify children who may have difficulty accessing adequate shelter and settlement services;
- Identifying barriers to access for different groups, particularly children in child-headed households and children who are unaccompanied or living on the street;
- Collaborating with child protection actors to identify and implement strategies to overcome barriers, such as literacy and identification; and
- Registering all adult women as the main recipients of assistance in contexts where polygamy is practiced to avoid excluding subsequent wives and their children.
27.1.26
Conduct a risk analysis during programme design that:
- Assesses the physical safety risks involved in accessing shelter;
- Identifies requirements that may cause a barrier to access, such as needing to be literate or needing certain documents to access support;
- Assesses the best timing for the intervention; and
- Determines the needs of specific groups, such as those caring for young children.
27.1.27
Involve children and caregivers in identifying adequate and safe communal spaces for children, including spaces for education, children’s activities, non-formal education and cultural ceremonies. With their participation, implement shelter and settlement interventions that:
- Are in safe, appropriate locations;
- Respond to differences in family size, disability or other barriers to accessing shelters; and
- Follow principles of universal design.
27.1.28
Provide beneficiary cards to child heads of households and children who are unaccompanied or separated so they can access assistance in their own names. Work with child protection actors to (a) discourage families from intentionally separating to access additional benefits and (b) avoid making children targets of theft or exploitation.
27.1.29
Review project design and implementation to ensure shelter and settlement responses (a) prevent overcrowding and (b) encourage families to stay together.
27.1.30
Design shelters and settlements that provide privacy and physical safety, particularly for adolescent girls, women and female-headed households.
27.1.31
Design shelter responses that can be adjusted or modified for children who have difficulty reaching, entering, using and moving within/around facilities and services.
27.1.32
Ensure that all temporary shelters or constructions are safe and provide adequate privacy.
27.1.33
Advocate for gender balance in shelter and settlement workforces to support the inclusion of all children and caregivers.

27.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicators

Target

Notes

27.2.1
% of shelter and settlement projects where child safety and well-being (including family unity, privacy and accessibility for children with disabilities) are reflected in design, monitoring and evaluation.

100%

Define ‘safety’ and ‘well-being’ in-country. Privacy and accessibility for children with disabilities should also be included.

27.2.2
% of constructed shelters that meet agreed-upon safety and privacy criteria for children and adolescents.

100%

‘Shelter’ refers to living spaces as well as community constructions. Child protection and shelter and settlement staff should develop safety and privacy criteria jointly.

27.3

Guidance notes

27.3.1

Assessments and planning

When identifying shelter-related protection needs, all assessments should involve:

All adults (including women) and all children (including girls) with and without disabilities; and
Caregivers of children at risk.

Women and girls should be consulted separately from men and boys, particularly regarding settlement planning and the times and places for distributing shelter materials. This will help reduce barriers to assistance as well as the risks of abuse, exploitation and violence. Assessment and monitoring teams and interpreters should include at least 50% women and should systematically consult with women and groups who face barriers to access.

Site planners must know the number of children and their related needs to determine the appropriate number of schools, play spaces and other spaces for children’s activities. Improving accessibility for children and caregivers with disabilities has direct protection outcomes for the whole household and community. Therefore, site planners should provide dedicated support to households that require additional assistance with construction or access, including by providing them with plots closest to essential services.

27.3.2

Implementation

Child protection, shelter and settlement actors need to work together to address the short- and long-term shelter needs of the most vulnerable groups. Actions may include:

Mobilising the wider community to help female-headed households, child-headed households, older people and people with disabilities to build their shelter units;
Tailoring shelters to promote an accessible, inclusive and protective environment (such as providing more space for children with disabilities or greater privacy for adolescent girls);
Providing adequate indoor and outdoor play spaces for children;
Providing adequate bedding and blankets for girls and boys to sleep separately;
Providing adequate shelter to help reduce family separation;
Designing shelters to support the privacy and dignity of women and children, such as providing specific areas for cooking and bathing;
Addressing physical dangers (holes in the ground, open water, etc.) to prevent injuries to children and caregivers;
Providing sufficient lighting at all sites (including water, sanitation and hygiene facilities) within settlements;
Providing children with safe routes for accessing schools and play spaces; and
Screening and monitoring participants to ensure only children over the minimum working age are involved in decent shelter and settlement-related work (including cash-for-work type programmes).

Shelter and settlement actors should always work with a representative cross-section of the affected population to identify barriers, risks and solutions.

27.3.3

Multi-disciplinary approach

Shelter and settlement projects must be coordinated across all sectors, including child protection. Shelter- and settlement-related issues that should be considered throughout the whole programme cycle include:

Protection risks;
Social norms;
Perceptions of the host community; and
The available human, financial, physical, environmental and social resources.

27.3.4

Capacity building

Shelter and settlement specialists’ formal professional training may not include child protection. Child protection actors must support shelter and settlement actors to include child protection in all shelter- and settlement-related actions. At a minimum, shelter and settlement staff should be trained on:

Child safeguarding measures, including implementing codes of conduct and protocols;
Protection from sexual exploitation and abuse;
Identifying and referring child protection concerns; and
Consulting with children on shelter and settlement assessments, planning, monitoring and evaluations.

References

Links to these and additional resources are available online.

‘Shelter and Settlement’, The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018.
Collective Centre Guidelines, UNHCR and IOM, 2010.
‘Shelter and Site Planning and Non-Food Items’, Guidelines for Gender-based Violence Interventions in Humanitarian Settings: Focusing on Prevention of and Response to Sexual Violence in Emergencies, IASC, 2005, pp. 53–61.
‘Gender and Shelter in Emergencies’, Women, Girls, Boys and Men: Different needs – Equal Opportunities (IASC Gender Handbook in Humanitarian Action), IASC, 2006, pp. 97–104.
All Under One Roof: Disability-inclusive Shelter and Settlements in Emergencies, IFRC, Geneva, 2015.
The Right to Adequate Housing Toolkit, Office of the United Nations High Commissioner for Human Rights (OHCHR).

Standard 28:

Camp management and child protection

The following should be read with this standard: Principles; Standard 7: Dangers and injuries; Standard 9: Sexual and gender-based violence; Standard 15: Group activities for child well-being; Standard 26: Water, sanitation and hygiene and child protection; and Standard 27: Shelter and settlement and child protection.

The main goals of camp management (also called site management) are:

To support equitable and dignified access of refugee, internally displaced and migrant populations living in temporary settlements (including camps, collective/evacuation centres and spontaneous settlements) to life-saving assistance and protection services;
To preserve/uphold dignified living conditions for displaced populations as well as host communities; and
To advocate for and support the identification of durable solutions.

Camp management actors accomplish this by collaborating with national and local authorities and partners to:

Coordinate and monitor service delivery in temporary settlements;
Establish governance and representation structures;
Support community participation;
Establish communication systems, including (but not limited to) feedback and reporting mechanisms;
Maintain and/or upgrade site infrastructure, including mitigating protection risks;
Track data on displaced populations;
Monitor the potential impact of camps on host communities and promote activities that are beneficial for both groups;
Build the capacity and awareness of service providers, camp committees and authorities; and
Support the identification of and access to durable solutions.

Camp management and child protection actors must work together to conduct these activities in a protective, child-participatory manner that reduces the risks children face. This includes identifying children and populations at risk, assessing their protection needs and responding appropriately.

Standard

Camp management activities address the needs and protection concerns of children affected by forced displacement.

28.1

Key actions

Key actions for child protection and camp management actors to implement together

28.1.1
Identify common areas of concern to camp management and child protection and coordinate intervention strategies to address child protection risks throughout all phases of the response.
28.1.2
Develop information management tools to ensure that the collected data helps to identify child protection concerns. (See Standard 5 for more information on data collection and storage.)
28.1.3
Engage in periodic joint risk and/or safety assessments to identify urgent child protection risks in displacement sites.
28.1.4
Implement agreed-upon integrated (child protection and camp management) activities that address any identified child protection risks.
28.1.5
Monitor and document integrated activities to:
- Identify any impact on children’s safety and well-being;
- Address any unintended negative consequences; and
- Reproduce promising practices.
28.1.6
Collaborate with children and other stakeholders to design, establish, implement and monitor joint, child-friendly, accessible and confidential two-way communication systems, including feedback and reporting mechanisms.
28.1.7
Confirm that all camp management actors and child protection staff are trained on and sign safeguarding policies and procedures.
28.1.8
Include an adequate representation of children in community-based participation, decision-making and governance systems/structures related to camp management.
28.1.9
Jointly design and set up adequate, safe and confidential channels and/or referral pathways to ensure that sensitive information, including about incidents affecting children, are immediately reported to child protection actors.

Key actions for child protection actors

28.1.10
Share the results of child protection assessments, consultations and feedback and reporting mechanisms (including generic trends and location-specific concerns) with camp management actors to inform their activities.
28.1.11
Provide recommendations and technical/implementation support for adjustments/adaptations that will provide all children with access to dedicated, essential services (such as distributions, water facilities, sites of education, etc.).
28.1.12
Work with camp management actors to agree upon and implement effective joint coordination and information-sharing mechanisms.
28.1.13
Support camp management staff to consult with children (of various ages, genders, disabilities and living situations), caregivers and community members on questions of safety, access to services and their representation and participation in camp management.
28.1.14
Collaborate with children to find solutions for their protection concerns related to camp management and share these findings with camp management actors.
28.1.15
Establish a system of communication between (a) child protection and camp management actors and (b) state and community-based child protection services to ensure children and their families have access to:
- Appropriate services; and
- Confidential case management that aligns with national and international laws and the best interests of the child.
28.1.16
Train camp management staff on child protection principles, approaches and concerns so they can appropriately refer any disclosed or identified child protection cases.
28.1.17
Support camp management actors to continuously and appropriately identify and refer children at risk.

Key actions for camp management actors

28.1.18
Work with child protection actors to mainstream child protection in camp management activities, including planning, implementation and monitoring of activities.
28.1.19
Coordinate the set-up of site infrastructures and essential services that integrate children’s needs and views. Key aspects include:
- Accessibility;
- Safety and security for children of all ages, genders, disabilities and other relevant diversity factors; and
- Dedicated spaces for children, such as playgrounds, schools and safe spaces.
28.1.20
Ensure that registration systems are comprehensive, accessible and inclusive of all children, including:
- Children who are unaccompanied and separated;
- Children with disabilities;
- Children living in child-headed households; and
- Children living in households with multiple families.
28.1.21
Ensure that data collection systems disaggregate data by sex, age and disability, at a minimum.
28.1.22
Collaborate with child protection and protection actors to advocate for the provision of necessary civil documentation (birth/death certificates, identification cards, etc.) by relevant authorities.
28.1.23
Use regular safety audits and other approaches to (a) monitor children’s access to service delivery and site infrastructures and (b) identify obstacles and safety risks that affect children.
28.1.24
Advocate for service delivery that is accessible to and appropriate for all children within the camp.
28.1.25
Coordinate with relevant sectors and partners to adjust programmes in ways that address children’s identified risks.
28.1.26
Establish an effective communication system between camp management teams and key child protection actors to support referrals following an incident.
28.1.27
Advocate for gender balance in the camp management workforce to ensure a better inclusion of all children and their caregivers.
28.1.28
Partner with child protection actors to train camp management staff on child protection principles, approaches and concerns, including for situations where issues/incidents are disclosed to them so they can appropriately refer cases.
28.1.29
Take into account children’s perspectives, including those of children with disabilities, when identifying durable solutions.

28.2

Measurement

All indicators about children should be disaggregated by sex, age, disability and other relevant diversity factors. The indicators below measure progress against the overall standard. Indicators and targets can be contextualised with the goal of meeting the indicative targets below. Additional related indicators are available online.

Indicators

Target

Notes

28.2.1
% of managed sites with a functioning referral pathway to report incidents and child protection concerns.

100%

‘Incidents’ refer specifically to events that result in harm to a child and are caused by a lack of safety and security measures in a camp (such as poor lighting or secluded water points/latrines that result in incidents of sexual violence).

28.2.2
% of managed sites with formalised structures for children’s participation.

100%

28.3

Guidance notes

28.3.1

Children’s participation

Participation is a pillar of camp management. Child protection and camp management actors need to collaborate to ensure children’s meaningful participation. Mechanisms may be set up to:

Involve children in the design, monitoring and adjustment of programmes;
Help children access information about the services available to them;
Enable children to provide feedback;
Provide accessible channels for children to express their views about humanitarian action;
Include children in decision-making processes and site governance structures; and
Ensure children are able to participate in social and recreational activities.

For example, children may act as focal points to ensure all children of various ages, genders, disabilities, and other relevant diversity factors (a) have meaningful representation in the camp management structures and (b) can receive information about actions that have been taken. Child protection actors can support and coach child focal points to strengthen children’s participation.

28.3.2

Community-based child protection

Humanitarian action should cooperate with and build upon existing community-based child protection mechanisms and structures. Building on existing systems and structures can increase effectiveness and support community ownership. (See Standard 17.) Child protection actors should ensure community-level child protection interventions develop and implement community-based care policies and best interests procedures. In this way, the humanitarian crisis can become an opportunity to strengthen existing positive structures.

28.3.3

Equal access

All children have the right to access educational facilities, health care, psychosocial services, recreational opportunities and religious activities that meet their individual needs. Camp management actors can monitor the inclusion and accessibility of camp services by conducting regular spot-checks and analysing disaggregated data from in-country service providers. They may similarly ensure equal access to critical information.

28.3.4

Site planning and site improvement

It is critical for camp management and child protection actors to jointly consider how they will meet children’s need for safe, accessible spaces to learn and play. This collaboration should begin at the earliest stages of site planning and continue throughout any site improvement processes. Proper planning prevents children’s spaces from being located in dangerous locations (such as camp borders or long distances from children’s homes) or excluded altogether due to lack of land.

28.3.5

Safety

Camp management should monitor security concerns such as sexual and gender-based violence, abductions, physical attacks, child labour and other dangers (such as explosive ordnance, drowning or fire). Child protection actors can work with camp management to:

Conduct accessibility and safety audits;
Develop profiles of the specific child protection risks and needs; and
Address identified risks and needs in security provisions.

Common risk mitigation activities include placing appropriate lighting in areas frequently used by women and children (both girls and boys), patrolling firewood collection routes, monitoring school routes, marking areas contaminated by explosive ordnance or fencing off areas with open water.

References

Links to these and additional resources are available online.

Camp Management Toolkit, International Organization for Migration (IOM), Norwegian Refugee Council (NRC) and UN Refugee Agency (UNHCR), 2015.
Humanitarian Inclusion Standards for Older People and People with Disabilities, CBM International, Bensheim, HelpAge International, London, Handicap International, Lyon, 2018.
Guidelines for Integrating Gender-Based Violence Interventions in Humanitarian Action, Inter-Agency Standing Committee, 2015.
‘Shelter and Settlement’, The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response, Sphere Association, 2018.
Site Planning: Guidance to Reduce the Risk of Gender-based Violence, Third Edition, Global Shelter Cluster, 2018.
O’Kane, Claire, Guidelines for Children’s Participation in Humanitarian Programming, Save the Children, 2013.

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