SPARK has established safe spaces and centres of excellence across schools and universities in Ranya, Chamchamal, and Halabja, aiming to create safer, more inclusive environments that promote students’ wellbeing and positive social behaviours. These spaces are part of a structured referral system designed to offer psychosocial support and foster peace and cohesion within educational settings.

A Holistic Approach to Student Support

The current initiative builds on the foundation laid during the first phase of the programme (2018-2021), which saw meaningful gains in community-led peacebuilding and youth engagement. With continued support from the  Netherlands Ministry of Foreign Affairs, the second phase launched in 2023 and will run until April 2026.  

This new phase places greater emphasis on psychological support, recognising the growing mental health needs of students and the role. At the core of this approach is a structured referral system – developed by SPARK with local and international partners – that guides how schools identify, respond to, and support students facing emotional or social challenges. 

To make this system accessible, nine public schools have established safe spaces – designated rooms equipped for student wellbeing activities – while several universities are piloting centres of excellence aimed at embedding care and inclusion into campus life. These spaces are currently undergoing a soft launch, giving staff and students the time to test, adapt and familiarise themselves with the referral process. By grounding this system in the daily realities of each school, the initiative ensures that support is not only available but also relevant and responsive to students’ actual needs.    

How the Referral System Works

Developed by SPARK alongside local service providers like AVT-L and international advisor Peter Knoop, the referral system guides how schools identify and respond to students facing emotional or social challenges. 

Each participating school or university has appointed a trained focal point – a teacher or psychological worker – responsible for receiving and managing referrals. These can come from fellow teachers, parents, or students themselves. Once a referral is made, the focal point conducts an initial assessment to understand the nature and urgency of the issue. If necessary, the case is then reviewed by a referral committee, composed of trained educators and local experts, who decide on the next steps. A two-week observation period follows, during which the student remains under discreet monitoring within the school environment. Based on this observation, the team determines an appropriate intervention – ranging from one-on-one counselling to small referred group sessions. 

Rather than isolating referred students, these group sessions are designed to be inclusive, with both referred and non-referred students participating. Workshops cover themes related to emotional health, social dynamics, adn self-awareness. Activities such as peer group discussions and creative exercises – including working with clay or mud – encourages students to express themselves and process their feelings in constructive ways. The aim is not only to provide support but to shift the broader school culture toward empathy and inclusion.  

Strong Community Support

One of the programme’s greatest strengths lies in its connection to the local community. Many of the teachers involved in the initiative live in the same towns and neighbourhoods as their students. This proximity has helped create an atmosphere of trust and shared responsibility. Teachers have shown strong commitment to going beyond their academic roles to support students’ emotional and social wellbeing.

The positive reception from educators has been a driving force behind the initiative’s early progress. Many have expressed that, for the first time, they feel equipped to respond meaningfully when a student is struggling. By engaging local staff as key actors in the referral system, SPARK ensures that the approach is not only sustainable but deeply rooted in the community.

Early Results

While still in its early stages, the pilot is already showing promising signs. In Halabja alone, 16 students  have been referred through the system. Although formal testimonials are still being gathered, many students have informally shared that they felt significant positive changes in themselves and in their interactions with peers after participating in sessions and interventions. 

These early signs of progress highlight the potential of school-based psychological support when designed with community input and implemented with care. 

Building for the Future

SPARK’s long-term goal is to ensure that safe spaces and referral systems become a permanent feature of schools and universities in the Kurdistan Region of Iraq. To support this, all safe spaces have been equipped with essential tools and materials – from laptops and projectors to comfortable furniture and activity resources – so that institutions can continue running the programme independently. Collaboration with the Ministry of Higher Education is already underway, with plans to gradually scale the system to more university campuses across the region. While formal integration within public schools is yet to be confirmed by the Ministry of Education, the early results have drawn attention to the value of embedding psychosocial care within educational frameworks.

SPARK’s experience so far shows that creating safe, student-centred environments is not a luxury – it’s a necessity. Through this initiative, schools and universities are not only addressing individual student needs but also contributing to healthier, more resilient communities where young people feel seen, supported, and hopeful about their future.