Our School Projects

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Why Do We Work with Schools?

Childhood and adolescence are the places where most time is spent after the home: Schools. Each individual's memories of school are different; there are many positive and negative experiences such as favorite teachers, peer groups that ostracized them, unforgettable friendships, shining achievements or disciplinary punishments. As the brain develops rapidly during this period, what happens at school shapes the way we think and has a long-lasting impact on the critical decisions we make in the future. Therefore, schools play a major role not only in the acquisition of knowledge, but also in the development of skills to adapt to social life and manage emotions and behaviors. The profound impact of the school environment on learning processes and brain development has made schools an indispensable part of our field of study over the years.

What is School Climate?

School climate is a concept that encompasses the general atmosphere of a school, its social structure, relationships between students, teachers and school administrators, values and norms. School climate is very important to ensure that students receive education in a safe, supportive and motivating environment.

School climate and social-emotional development are two important factors that mutually influence each other. A positive school climate helps students develop their social and emotional skills in a safe, supportive and collaborative environment. When skills such as emotional safety, empathy, self-regulation and building healthy relationships are supported, a more respectful, inclusive and peaceful environment is created at school. This helps students to be more successful in both their academic and personal development.

The Starting Point of Our Project

Transitions between different phases and circumstances hold great significance in the lives of both institutions and individuals, often carrying powerful effects. Adolescence marks the beginning of the shift from childhood to adulthood, and high schools represent one of the most critical stages of this transition. While these periods of change can be unsettling, they are not necessarily destructive. On the contrary, for those who are prepared for uncertainty—focused, flexible, and adaptable—they offer unique opportunities for growth. These qualities are part of what is known as social-emotional development, or more commonly, “emotional intelligence.”

Institutions composed of individuals with strong social-emotional skills provide the richest environments for human development. A school climate built on such competencies not only enhances students’ academic success but also improves the overall life satisfaction of all stakeholders.

How Do We Work with Schools?

The work we carry out in educational institutions includes customized workshops, seminars/webinars, and skill-building groups tailored to the specific needs of each school. These initiatives range from one-time seminars and workshops to comprehensive, year-long training packages. The more extensive programs involve both quantitative and qualitative needs assessments and are designed with the participation of all school stakeholders.

Our Goals

To create a school environment where students feel safe, valued, and capable of working collaboratively.
To strengthen social bonds by promoting healthy communication and interaction among students.
To establish guidance and support systems that meet students’ emotional needs and enhance their emotional intelligence skills.
To explore how a positive school climate can boost students’ academic motivation and achievement.
To place teacher well-being at the center of all these processes.

How We Work?

Needs Assessment
- We begin by conducting surveys and interviews to understand the school’s current situation. This process is carried out through both in-person and online methods.
Skill Development and Training
- Following the needs assessment, we launch training programs aligned with the school’s goals. We design customized plans for each school, considering the needs of all stakeholders—including teachers, counselors, administrators, parents, and students. Trainings are delivered both in-person and through online platforms.
Continuous Improvement and Feedback
- We monitor the effectiveness of our programs and make ongoing improvements based on regular feedback.
Crisis Management and Intervention
- In unexpected situations such as a pandemic, earthquake, or loss, we create responsive plans—even if these needs weren’t identified in the initial analysis. We maintain frequent contact to support the school’s crisis response, helping to strengthen its capacity for crisis management.