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Pupils and students are returning to schools after the summer break and ČOSIV is launching the pilot phase of the 4R methodologies focusing on the development of social and emotional skills. However, back in August, teachers from the three pilot schools gathered for training in the seven methodologies (there are dedicated methodologies for different grades of elementary and secondary schools) and the subject matter covered. The methodologies focus on developing emotional literacy and personal strengths, skills necessary to cope with challenging situations and problem-solving, stress management, the ability to ask for help, gender and identity, and positive relationships. Targeted support to develop pupils’ and students’ skills in these areas has proven to have a positive impact on their health and wellbeing and to reduce risky and challenging behaviour and the tendency to resort to gender-based violence.

These methodologies are currently piloted in two primary schools and one secondary school in Prague and Most. The pilot phase will extend throughout the entire academic year 2022/2023. Subsequently, we will update the individual methodologies using the revised Framework Curricula. The final version of the methodologies will be made available at the end of the calendar year 2023. However, our team has made an overview of the individual methodologies available for free downloading and, shortly, we will organize a unique seminar dedicated to the 4R methodologies presenting their main objectives, key principles of their use, and individual activities

To download excerpts from the methodologies, click below:

Primary School

Secondary School

Press release: How to teach students to develop and nurture their well-being? ČOSIV presents a set of methodologies for teachers

The current major review of the Framework Curricula newly emphasises, among others, the issue of well-being and schools are now to teach children to develop and nurture their well-being.  This includes, for example, one´s capacity to recognize and appreciate emotions, maintain respectful relationships, recognise and use personal strengths, plan, solve problems, and manage stress. Teachers will have to approach and introduce this broad subject matter in their lessons. To assist them, the Czech Society for Inclusive Education (ČOSIV) drafted a comprehensive 4R methodology that provides the necessary guidelines and support to elementary and secondary school teachers.

“The 4Rs – Respect, Diversity, Equality & Resilience – methodology offers schools a comprehensive set of activities for pupils and students from the first grades of elementary schools to the last grades of secondary schools, focusing on, for example, the development of emotional literacy, personal strengths, problem-solving capacity, stress management or awareness of one’s identity. There are altogether eight overarching themes across all grades,” said Veronika Bačová, a project manager.

The methodologies will also help teachers introduce topics that are relatively new in the school environment, such as gender, positive inner dialogue, or asking for help in challenging situations.

The 4R methodologies originated in Australia, where they are used as official source material for school curricula. Upon consent of the authors, ČOSIV´s experts adapted and harmonized them with the Czech reality. At the beginning of the new academic year, the methodologies will start to be piloted in different types of schools in Prague and Most.

“The methodologies are unique as they cover the whole of primary and secondary education and are linked to specific expected outcomes of the Framework Curricula. That´s why we are piloting it in all grades of elementary schools, secondary schools, and vocational education facilities,” added Bačová.

ČOSIV will train teachers of all three participating schools in the use of the methodologies and will continuously evaluate their piloting. It is important to listen to feedback from teachers and pupils/students. At the end of the pilot phase, ČOSIV will reflect on the comments and make the methodologies available to all schools that are interested free of charge.

Comprehensive social and emotional skills programmes help create a safe environment in schools and prevent bullying or substance abuse. Pupils are then better equipped to study and achieve great results.

“The 4Rs programme will help children learn important skills, build capacity, and adopt an attitude that will help them become happy and successful adults capable of overcoming obstacles they may face in their life. The past two years have clearly shown us that it is very much needed,” concluded Lenka Felcmanová, Chair of ČOSIV.

What do we mean by the development of social and emotional skills?

It is a process through which children and young people develop and learn to apply the knowledge, skills, and attitudes needed to:

  • understand and handle emotions,
  • set and achieve positive goals,
  • feel and express empathy,
  • start and maintain positive relationships,
  • make responsible decisions,
  • develop resilience and the ability to cope with change,
  • develop positive gender norms,
  • contribute to social cohesion.

Social and emotional skills help pupils and students develop resilience and their ability to cope with change, challenges, and unpredictable events.

Pupils and students participating in well-designed and professionally instructed social and emotional skills programmes achieve better educational outcomes and are less likely to engage in challenging or risky behaviour and/or alcohol and substance abuse.

If we start introducing this type of education to the first graders, we can help strengthen their resilience and sense of belonging to their school and class throughout their entire childhood and youth.

The project is funded by EEA Grants 2014-2022.


In June 2022, we delivered training for implementation teams – composed of representatives of the management, school counselling centres, and teachers  – from partner schools. These teams will liaise between the schools and ČOSIV and also serve as peer supervisors to help their colleagues – teachers who will pilot the methodologies in their respective schools.

In the introductory part of the RRRR methodology training, we presented the overall concept, shared examples of selected related activities, and introduced the participants to the issue of pupils´ and teachers´ mental health. In the follow-up training in August, we trained the designated group of teachers to pilot the methodologies in their schools.

We are proud of receiving positive feedback, such as the following:

“It is such an excellent project! I am looking forward to piloting it and I firmly believe that it will meet with positive responses here in the Czech Republic.” (Andrea, member of a counselling centre)

War in Ukraine – psychosocial support

War in Ukraine – psychosocial support

Materials in Ukrainian provided by the Czech Expert Society for Inclusive Education (ČOSIV/CESIE)

Links to other materials in Ukrainian or English – not by ČOSIV/CESIE


Norwegian psychologists in Prague trained how to work with children with demanding behavior

Norwegian psychologists in Prague trained how to work with children with demanding behavior

Two Norwegian psychologists, Kaja Johanessen and Ann-Karin Nielsen Bakken from the Østbytunet Children’s Psychiatric Center, were finally able to come to visit us in early September after several postponement due to a coronavirus pandemic. We have been cooperating with both of them for a long time and were in mutual close contact during a two-year training on working with children with demanding behavior. During that time, we have visited the Norwegian training center.

The aim of their visit was mainly two events – a final two-day training for participants and a public seminar for students of the Faculty of Education in Prague, teachers and others interested in working with children with demanding behavior.

Final two-day training meeting

The participants of the training were already very much looking forward to a personal meeting with the lecturers. The subject of the final block was, among other things, the practice of de-escalation techniques that can be used in contact with a disturbed child. This part of the training was based on modeling different situations and personal experiences of the participants. They had the opportunity to try, for example, appropriate procedures for approaching a child and interrupting the ongoing conflict between children at the school desk. At the end of the two-day meeting, we jointly planned the next steps in the project – especially how and where the newly created educational program for teachers focused on working with children with demanding behavior will be piloted.

Public seminar at the Faculty of Education

The public seminar was intended not only for students of the faculty, but also for all pedagogical staff and social workers working with children and their families. The two-hour seminar was led by Ann-Karin Nielsen Bakken. Among other things, she introduced various de-escalation and regulation techniques that social and pedagogical staff can use to calm down in classrooms and other places where they work with children.

During the seminar, the lecturer presented examples of two children with traumatic negative experiences. One of them manifested itself more externalized (disturbing, it was aggressive), the other internalized (it seemed calm, but did not concentrate and lost contact with the environment). She then described how these children manifest themselves in five phases of stress activation: Calm – Vigilance – Anxiety – Fear – Fright.

In the end, they practically showed how to approach an upset child and how to calm him down using various de-escalation techniques. There was a lot of interest in the seminar, it was attended by several dozen students. After the presentation, a few questions followed.

If you were unable to attend this seminar, you can watch a video here:

We are very happy that, in addition to the training time, we managed to meet both Norwegian colleagues less formally. On Wednesday evening, we went for a short walk around Prague with them and ended it with a dinner together. Meetings and conversations with them are always very inspiring and beneficial for us. So we were very happy that there was room for them in their busy two-day program. In addition to meeting us, Kaja and Ann-Karin also met two journalists here. You will soon be able to read interviews with them in two Czech media. We will then definitely introduce you both here on our website and on social networks.

Both seminars were organized within the project Working with Children with Problem Behavior in the School Environment, funded by EEA Funds 2014-2021. We thank the House of Foreign Cooperation – DZS for their support.