Provide Help for Children and Teenagers in Mexico

The present report aims to summarize the remarkable achievements attained in the program supporting children and teenagers in Mexico. Through the implementation of diverse activities, the program has sought to provide solid assistance and comprehensive academic reinforcement, with the purpose of enhancing their skills and promoting holistic development.

Throughout this project, a total of 750 children, adolescents, and young people have actively participated, benefiting from a wide range of activities designed to provide help and empowerment across various areas. The primary focus has been to address their educational needs, as well as to foster social and emotional skills that are fundamental for their overall growth.

The following are the obtained results:

100% of boys and girls aged 4 to 12 participated in an academic reinforcement program.

80% exhibited an improvement in their mathematics and literacy skills, resulting in enhanced academic performance.

90% of children, boys, and girls read 2 stories/books per month, thereby enhancing reading comprehension.

76 children aged 6 and 7 have mastered computer usage and the Paint program.

628 children and adolescents aged 8 to 16 appropriately utilize word processing software, enhancing their academic presentations.

181 teenagers received guidance for high school entrance exams, with a 97% pass rate.

87% of participating children, boys, girls, and adolescents reported improvement in effective communication skills, assertiveness, empathy, conflict resolution, leadership, emotional intelligence, teamwork, and critical thinking.

735 boys, girls, and adolescents participated in the "Agent of Change" program, where they acquired knowledge on human rights education, children's rights, and a culture of legality. An alliance was formed with the Secretary of Citizen Participation in Nuevo León, collaborating in the "Commission for the Participation of Children and Adolescents in Nuevo León", advocating for their rights before authorities and society at large. These participants have the opportunity to represent their peers in the Commission and are being recognized as crucial contributors to building a more just and equal society.

These results demonstrate the positive impact and relevance of the program on the development and well-being of the participating children, adolescents, and youth. The report is a testament to the achievements attained through your generous donation.

SDG 4 of the 2030 Agenda sets out the priorities to work on, as it aims to "Ensure inclusive, equitable and quality education and promote lifelong learning opportunities for all".

Based on this principle, technological education makes the difference between social exclusion and equal opportunities for children and adolescents in the future, which is why they need to have the necessary skills, as well as access to devices such as computers, which allow them to make the most of online opportunities.

As children reach adulthood and enter the world of work, connectivity can increasingly mean the difference between the ability to earn a living or not. Those with access to digital technologies and the skills needed to make the best use of them will enjoy an advantage over those without.

Therefore, the "iClub" project was born with the purpose ofgiving children and adolescents knowledge in the computer programs word, excel, power point and robotica, allowing them to apply their knowledge for the benefit of their academic training and in ICT.

To promote technical-scientific training from the early stages of training, we promote the following activities:

Girls and boys from 4 to 5 years old, participate in lego classes and 3D puzzle assembly, art classes.

Girls and boys from 6 to 8 years old, participate in robotics classes, 3D puzzle assembly, lego classes, art classes.

Girls and boys from 10 to 12 years old, lego classes, 3D puzzle assembly, robotics classes with programming, art classes.

Teenagers from 13 to 17 years old, lego classes, programming classes, soldering iron cases, robotics classes, art classes.

The impact we generate is 700 children and adolescents acquire knowledge with digital resources and through the use of ICT, develop creativity and critical sense that will help them solve any situation or problem in the future.

Links:

• Youtube

The global pandemic by COVID-19, caused a very significant educational lag in the child and adolescent population in the State of Nuevo León, which according to a study by the KUMON consultancy, was 3 years.

To address this problem, two lines of action were promoted:

1.- To reduce the personal, emotional and social risk factors that affect the academic performance of children and adolescents and,

2.- Promote in parents the exercise of positive parenting.

In this way, through workshops on mathematics, Spanish and computing, children and adolescents reinforced the knowledge acquired in the classroom, complemented by activities of human development, arts and sports. In addition to strengthening the family nucleus so that parents are permanently involved in the process of training their children.

Line of action 1

To reduce the personal, emotional and social risk factors that affect the academic performance of children and adolescents:

The guidance area made 768 diagnoses that identified the risk and protection factors of children and adolescents, with this result, each of them together with their counselor defined the strategy to strengthen their development.

An average of 800 hours of classes were taught in Spanish, mathematics, robotics, computing, emotional intelligence, human rights, values, crafts, dance, music, soccer, basketball, tae kwon do, and motor games.

The results of action line 1 showed that the 768 participating children and adolescents improved reading comprehension, vocabulary, reading speed and the ability to communicate effectively, as well as recognize and master the key terms associated with mathematics.

They have developed social-emotional competencies to understand, express and appropriately regulate emotional manifestations. They have also developed skills to communicate and build productive interpersonal relationships such as managing emotions, problem-solving skills and a willingness to work in teams.

Line of action 2

Promote in parents the exercise of positive parenting.

In order for children and adolescents to recover the educational level that existed before 2020, it was necessary to involve parents in their activities and for this a positive parenting workshop was taught, where parents learned practical ideas to encourage their children the habit of studying and performing their homework successfully.

612 mothers and fathers received professional accompaniment to help them develop skills to improve the family environment, a situation that facilitates and promotes assertive and peaceful interaction and communication. The workshops that were given are:

1.- Training and family development

2.- Knowledge of the Rights of Children and Adolescents and,

3.- Mental Health

Incorporate into the intervention model a line of action to strengthen the family nucleus, managed to strengthen the primary support network of children and adolescents, according to the results obtained that have been evaluated, the involvement of parents in the activities of their children meant a positive effect on their learning, reflecting an improvement through interventions.

Recent studies suggest that the culture based on trust, in addition to the construction of networks and actions or practices together, are the center and the key to the success of a learning community where actors create their own meanings as they engage and commit.

This happened with the project, the joint work between parents and the teachers of the Club, created a fabric that promotes the empowerment of children and adolescents, extracurricular activities strengthened their learning skills, while the involvement of parents in their activities and the guidance of their teachers made them develop the ability to identify the support networks that are around them that would help them confront the vulnerable contexts to which they are exposed.

This will help so that children and adolescents do not see their educational process affected when they attend high school or university.

News

The iClub App is an idea that was born in the global pandemic by COVID-19, the restriction of mobility and the closure of schools required us to innovate and transform our intervention model to one that incorporates health prevention and creativity in the training and learning processes so that children, adolescents and young people are not left behind in their development.

iClub will be a tool for social and educational inclusion for children and young people who are in a state of vulnerability and who cannot come to our facilities.

Thank you for collaborating with us, your donations have made it possible to connect them to numerous opportunities and equip them with the skills they need to succeed in a digital world.

Results

616 children, teenagers and young people benefited.
8 out of 10 children and youth acquire communication skills
7 out of 10 children and youth developed the habit of reading and reading comprehension.
8 out of 10 children and youth people develop critical thinking and problem solving.
9 out of 10 children and youth people develop knowledge to regulate emotions.
9 out of 10 children and young people develop knowledge for the exercise and promotion of human rights and values.
9 out of 10 children and young people develop skills and abilities to work in a team, relate to their environment, empathy and favorable conflict resolution.

The activities performed as part of the Arts, Human Development, Sports, Healthy Lifestyle, and Academic areas, contribute to achieve 7 of the 17 Sustainable Development Goals.

Impact Results:

6 of 10 girlrs, boys and young people increased their academic grades.

8 of 10 teens and youth that participated in the counseling project for admission exams for High School, passed the exam and choose their best option.

6 of 10 children who were empowered about their Rights, now participate as promoters and disseminators of them in the programs: “The Values of Transparency” with COTAINL; Girls and Boys Promoters of Human Rights, CEDHNL; Teenagers Promoters of Human Rights and the Culture of Legality “United Building Our Future” with CEDHNL; Culture of Legality in Let's Do It Well; State Network of Broadcasters, with DIF NL and OPINNA; Tell me how they treat you with SIPINNA.

9 of 10 children who participate in the sports project, acquired sports skills and abilities for a better physical performance.

9 out of 10 children and teens who showed learning problems, achieved a substantive identity when they learn. After the intervention, they design and apply strategies through the arts, developing skills and abilities for their daily life within a space appropriate to their needs.