Sarajevo, Bosnia and Herzegovina – The Association “Forgotten Children of War” successfully implemented a Training of Trainers (ToT) focused on education about conflict-related sexual violence (CRSV) in history teaching, held from March 27 to 29 in Sarajevo.
The three-day programme brought together history teachers with the aim of strengthening their capacities to approach one of the most sensitive topics of contemporary history in a safe, ethical, and professional manner through the application of a trauma-informed approach in education.
This activity was implemented as part of the project “Building Long-Term Peace in Bosnia and Herzegovina: Investing in the Future”, supported by the United Nations Peacebuilding Fund (UN PBF), and carried out in partnership with the Balkan Investigative Reporting Network Bosnia and Herzegovina (BIRN BiH) and the Srebrenica Memorial Center.
The training represents a continuation of teacher education sessions previously organized in Brčko, Zenica, and Mostar, with the aim of creating a sustainable model for knowledge transfer within the education system.
A total of 15 teachers from 15 different municipalities and cities across Bosnia and Herzegovina were selected to participate, ensuring broad regional representation and the possibility of applying the acquired knowledge in diverse local communities.
The main objective of the training was to equip participants with the knowledge and tools necessary to address the topic of conflict-related sexual violence responsibly and professionally, using methodologies that safeguard the well-being of both students and teachers. Throughout the programme, participants strengthened their competencies not only for classroom teaching, but also for transferring the acquired knowledge and methodology to colleagues within their schools and local communities.
Upon completion of the programme, participants became teacher-trainers, prepared to support the dissemination of trauma-informed teaching methods throughout the education system in Bosnia and Herzegovina.
Throughout the training, particular emphasis was placed on a responsible approach to addressing sensitive historical topics. The programme highlighted the importance of maintaining professional boundaries and ethical facilitation in the classroom, emphasizing that history teachers are facilitators of knowledge rather than therapists or witnesses. Teaching is grounded in court-established facts, verified sources, and documented testimonies, with clearly defined professional boundaries aimed at preventing secondary traumatization among students.
An equally important component of the training focused on cooperation between teachers and school counselling and psychological support services, with the goal of creating a safe and supportive educational environment. The involvement of pedagogues and psychologists contributes to the institutional protection of both students and teachers and enables an adequate response when additional support is needed.
We extend our sincere gratitude to all participants for their commitment, professionalism, and willingness to take on an important mentoring role within their communities. Their engagement represents a meaningful contribution to long-term peacebuilding, stigma prevention, and the creation of safer, trauma-informed educational environments for future generations.
