We do not provide therapy or operate schools.
Instead, we work at the classroom and systems level — helping educators adapt how learning happens so children can re-engage, regulate, and succeed academically, even in high-adversity contexts.
Working through existing systems, not around them
reGeneration Education partners with early childhood education centers, schools, education ministries, and local governments that already play leadership roles where they operate. We don’t replace curricula or existing structures. Instead, we bridge trauma-informed education with the standards those systems are already accountable to, training teachers within schools that serve children impacted by conflict, poverty, displacement, and instability, and working with ministries directly to embed trauma-informed strategies at a policy level.
We do this on purpose. Change that lives inside a system — inside the teachers, routines, and daily rhythms already in place, reinforced by the ministries that govern them — is change that lasts after we leave, without depending on an outside clinician or a parallel program to keep funding itself.
A methodology proven across contexts
Since 2007, reGeneration has done trauma-informed education work on the ground in the Middle East, which led us to Essence of Learning — a pedagogical framework developed over two decades that has reached more than 50,000 children across 14 conflict-affected countries. Today we bring that same methodology into classrooms and systems across:
The Holy Land
Expanded trauma-informed teaching practices across schools serving diverse communities, and demonstrating the adaptability of our methods across cultural and political lines.
Kosovo, Chechnya, and Moldova
Partnered with Caritas to implement Essence of Learning-based early childhood education programs, emphasizing emergency pedagogy that prioritizes mental and emotional well-being alongside academic growth.
Cambodia
Addressed developmental delays and educational challenges in children affected by poverty and trauma. In Cambodia, 92% of teachers reported improved abilities to create stable and supportive classroom environments, while 88% of participating children demonstrated progress in socio-emotional skills and readiness to transition into primary education.
Every context is different, and the specific challenges facing a classroom in Cambodia look nothing like those in the Holy Land. What stays the same is the underlying neuroscience — which is why Essence of Learning can be adapted across regions, cultures, and education systems without losing what makes it work.
From individual classrooms to whole communities
By strengthening how individual educators teach — and how the systems around them support that teaching — we give children a wholesome learning environment today, so they can go on to build a wholesome society tomorrow.