Within the scope of the School Climate Development Project, we carry out studies for all stakeholders of the school, including students, teachers, parents, school administration and psychological counselors.

Our work for students:

• We designed workshops specifically for 12th grade students preparing for the exam to support exam anxiety management and executive function skills. In the study groups, students received training on coping with exam anxiety, recognizing and managing their emotions and thoughts, learning and practicing mindfulness and relaxation techniques, as well as realistic goal setting, time management and attention maintenance techniques.

• We have established a School Climate Club, where we provide training and workshops on emotional intelligence/social emotional development, produce and implement activities to improve school climate under student leadership, develop activities for students and teachers to get to know each other better, develop ideas for talking about emotions more and drawing attention to them throughout the school, and meet regularly throughout the year, with volunteer students from all levels participating.

• In the focus group studies we conducted with preparatory class students, we got to know more closely the difficulties created by starting distance education during the pandemic and identified the areas in which students needed support.

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Our work for teachers:

• The Mentor Teacher Training Program was designed to develop the mentoring and social emotional skills of preparatory and 12th grade teachers. As part of the program, different experts provided training on basic mentoring skills, guiding high-achieving children, teaching students how to set goals, communicating with students, skills in talking about emotions, communicating with parents, and workshops/coaching sessions on a monthly basis.

• The Core Teacher Group is a group that we established in the fall of 2019 and is still actively present, where 15 volunteer and pioneer teachers from various branches who want to contribute to social emotional development meet regularly. In this group that meets regularly, we provided coaching support for the social emotional development skills that teachers gained. We also provided training on how to apply mindfulness and relaxation exercises to teachers themselves and conducted workshops so that they could apply them to students in the classroom and online.

• We continued to provide training to all teachers throughout the year, both on social emotional development skills and on current and seasonal needs.

  
  

Our activities for parents:

• We organized webinars and live broadcasts for all parents, aiming to meet the results of our research at school and the needs specified by the school. We sent out information bulletins to parents at regular intervals throughout the year to support social emotional development at home. We created a complementary effect by ensuring that these bulletins had a reinforcing effect on the work done and that the work done with students and teachers continued at home.

  
  

Our work for school management:

In the studies carried out throughout the school year, we gave importance to the development of the areas that the school principal saw as areas of need. We provided coaching support to the school principal to support the school administration in issues such as team leadership, ensuring cooperation between teachers and school staff, and increasing efficiency.

Our work for psychological counselors:

• Throughout the year, regular supervision support was provided to the students regarding the work of the PDR unit, areas where students needed support, and their plans for the upcoming term.

• The Guidance Counseling Handbook, the foundations of which were laid last year, was developed and written as a comprehensive handbook by adding new modules on handling crises in schools. The new modules expanded the scope of the guide by addressing bullying and abuse cases in schools and how these situations can be handled by psychological counselors and schools in both face-to-face and online education processes.