Improved Resilience, Psychosocial  Learning Services For Most Vulnerable Communities Affected by Conflicted Related Violence In Area C, including Hebron, Jericho and Bedouin communities, Salfeet and Qalqilia areas. In line with the 2022 Education Cluster Specific Objective II, which is focusing on the most vulnerable schools to be supported in responding to emergencies through preventive measures, catch-up classes, and school-based psycho-social services, and also in accordance with the Strategic Response Plan Objective II:" The basic needs of vulnerable Palestinians living under occupation are met through the provision quality basic services and improved access to resources, in accordance with the rights of protected persons under IHL", AFKAR will be working to facilitate the support and delivery of strategic humanitarian responses in accordance with the above humanitarian principles and in line with the responses priorities outlined above. AFKAR will be closely working with the MoE’s concerned general departments on delivering its activities by setting up a joint committee consisting of MoE, and AFKAR staff to assuring the best delivery of services in areas targeted. Such entrenched coordination and collaboration are based on a strong renewed partnership (2022-2024) with the MOE in executing this project. The organization will be responding to two main priority needs emphasized by the Education Cluster which focus on improving communities’ resilience and enhancing vulnerable households’ access to basic services in Area C of the West bank. This will cover the priority objective that emphasizes the delivery of a child-centered holistic education response to serve the most vulnerable children in the most vulnerable area in the WB. Accordingly, this project will be targeting the most acutely vulnerable female and male children, teachers, and in specific vulnerable areas C locations of Hebron, Qalqilia, Salfeet, and Jericho. The suggested locations have little access to basic social rights, particularly education. The above target groups have systematically been imposed to certain violations and restrictions that hindered the primary needs to be directly delivered by the Palestinian National Authority. The suggested allocated interventions to the 20 schools will be categorized into 1. provision of essential and basic rehabilitation to ensure that school environments are appropriate and safe for students and teachers 2. Provision of psychosocial support to school staff and students affected by the education-related violations. Parents are also targeted to help their children alleviate their sufferings. Schools in those areas are in dire need of resilience improvement, and psycho-social as the pervasive and coercive environment of violence is an all-too-common reality there where children and school staff are attacked by either the Israeli soldiers or settlers. That type of need is decisive to the right to quality education assurance via tracking the well-being of both female and male children. The selection of the locations was based on the MoE vulnerability school matrix, consultation with the MoE EIE emergency staff, and its site visits and reports from the field, and the Building Department matrix and consultation. These locations were classified as having a high number of violation-related attacks. The project will be targeting 20 schools in four areas: 5 schools in Jericho, 6 in Hebron, 5 in Salfeet, and 4 in Qalqilia in Bedouin communities. The suggested activities in this project are the following: 1. Conflict-related rehabilitation of education facilities 2.  supply of recreational kits and learning materials, and provision of equipment to serve enabling environment and documentation. teachers’ capacity building and provision of relief techniques enhancement of life skills for both female and male teachers and children including PWDs to better deal with any type of stress provision of targeted schools with PSS/SEL activities (reflexive open discussions, debate, role play, interactive drama, etc..) provision of parents’ awareness sessions and provision of resources for identifying signs of stress and referral mechanisms