Schools Project: Well-Being, Play and Participation Program in Chile

Deadline: 30-Jan-2026

UNICEF is accepting grant applications to improve the holistic well-being of middle school students by integrating socio-emotional learning (SEL) based on play, movement, and active participation. The initiative focuses on creating inclusive, safe, and healthy school environments while strengthening the pedagogical and institutional capacity of public schools and Local Education Services (SLEP) to sustain these practices.

About the Initiative

This UNICEF-funded initiative aims to transform everyday school life by embedding socio-emotional learning through play, movement, and physical activity into middle school environments. The approach supports positive school coexistence, violence prevention, and student well-being while strengthening the capacity of schools and SLEPs to implement and sustain inclusive, protective, and gender-sensitive practices over time.

Core Objectives

• Improve students’ socio-emotional well-being and sense of belonging

• Promote positive school coexistence and reduce violence

• Integrate play, movement, and physical activity into daily school routines

• Strengthen pedagogical, leadership, and institutional capacity in public schools and SLEPs

• Generate scalable tools and evidence for system-wide adoption

Key Program Components

Socio-Emotional Learning Through Play and Movement

Participating schools are expected to systematically implement SEL activities that combine:

• Play-based learning approaches

• Regular physical activity and movement

• Active participation and collaboration
  These activities will be integrated across classrooms, recess, and group activities to ensure consistent exposure for all students. The design emphasizes inclusion, gender sensitivity, and student engagement throughout the school day.

Whole-School Integration and Coherence

Implementation will be closely coordinated with:

• School leadership teams

• School coexistence and well-being teams

• Institutional education plans
  This alignment ensures that socio-emotional practices are embedded within existing school structures, strengthening coherence, ownership, and sustainability.

Capacity Building for Educators and Institutions

The initiative provides targeted professional development for:

• Teachers

• School leadership teams

• SLEP technical staff
  Support includes guided training processes, pedagogical accompaniment, and the joint development of:

• A territorial implementation roadmap

• A capability framework to support schools

• Clear guidelines for integrating SEL into SLEP planning and support instruments

Student Participation and Leadership

Students play a central role as active agents of change through:

• Participatory mechanisms for listening and dialogue

• Continuous feedback and co-creation of activities

• Opportunities to exercise leadership and shared responsibility
  This approach is expected to generate qualitative evidence of positive changes in relationships, attitudes, and school culture between students and between students and adults.

Tools, Resources, and Knowledge Products

The initiative will produce adaptable and scalable resources, including:

• A consolidated pedagogical toolkit for teachers, school leaders, and SLEP teams

• Methodological guidance for integrating play, movement, and SEL

• Strategic orientations identifying conditions for sustained implementation

• Documentary and audiovisual materials capturing experiences and testimonies

• Progress reports and a final report with results, lessons learned, and recommendations

Who is Eligible?

Eligible applicants typically include:

• Organizations with experience in education, socio-emotional learning, or child well-being

• Institutions capable of working with public schools and education authorities

• Partners with expertise in participatory, inclusive, and gender-sensitive approaches

• Organizations able to support capacity building and system-level change

Why It Matters

Middle school years are critical for emotional development, identity formation, and social relationships. By embedding socio-emotional learning through play and movement, this initiative:

• Strengthens student well-being and mental health

• Reduces school violence and exclusion

• Builds safer, healthier, and more inclusive learning environments

• Supports educators and systems to sustain change beyond the project period

How the Initiative Works

1. Selection of participating schools and partners

2. Capacity-building and training for teachers, school leaders, and SLEP staff

3. Systematic implementation of SEL activities across the school day

4. Active student participation in design, feedback, and leadership

5. Continuous monitoring, documentation, and learning

6. Development of toolkits, guidance, and evidence for scaling

How to Apply

1. Submit a grant application outlining organizational profile and relevant experience

2. Describe the proposed approach to socio-emotional learning through play and movement

3. Demonstrate capacity to work with schools, educators, and education authorities

4. Include an implementation plan aligned with school and SLEP structures

5. Present a clear strategy for sustainability, documentation, and learning

Tips for Applicants

• Emphasize experience with socio-emotional learning, well-being, or inclusive education

• Highlight participatory approaches that center student voice and leadership

• Demonstrate understanding of school systems and institutional sustainability

• Include clear plans for capacity building and long-term integration

• Show how learning products can support scaling and replication

Frequently Asked Questions (FAQ)

1. What is the main goal of this UNICEF initiative?
To strengthen the holistic well-being of middle school students through socio-emotional learning grounded in play, movement, and active participation.

2. Which schools are targeted?
Public middle schools working within Local Education Services (SLEP).

3. What types of activities are supported?
Play-based, movement-oriented, and participatory socio-emotional learning activities integrated throughout the school day.

4. Who benefits from capacity building?
Teachers, school leadership teams, and SLEP technical staff.

5. How are students involved?
Students actively co-create activities, provide feedback, and exercise leadership in shaping school experiences.

6. What outputs will the initiative produce?
Pedagogical toolkits, strategic guidance, audiovisual documentation, progress reports, and a final evaluation report.

7. Can the model be scaled to other regions?
Yes. The initiative is designed to generate adaptable tools and evidence to support replication across other territories.

Conclusion

This UNICEF grant opportunity offers a comprehensive approach to improving student well-being, school coexistence, and inclusive education through socio-emotional learning rooted in play and movement. By strengthening schools, empowering educators, and amplifying student voice, the initiative lays the foundation for sustainable, system-wide impact across the public education sector.

For more information, visit UN Partner Portal.