By Oleksandr Kholmakov | Project Manager
Between 1 September and 20 October 2025 CF “Chance to Change” implemented a programme at Stara Basan boarding school (which serves orphans, children without parental care, and children from families facing difficult life circumstances) to deliver group psychological sessions aimed at improving children’s emotional wellbeing, teaching basic self-regulation techniques and introducing core concepts of human psychology. The intervention combined play-based and sensory methods, individual accompaniment and targeted infrastructure investments to create safer, more enabling conditions for learning and expression.
The Stara Basan cohort comprised 30 children. During the reporting period we delivered 40 psychological sessions that used games, structured sensory exercises and guided closed-eye practices to help children recognise, label and safely express feelings. Activities were intentionally brief, repetitive and scaffolded to match attention spans and developmental needs in the residential setting. Session objectives included recognition of basic emotions; safe verbal and bodily expression; simple regulation strategies; and trust-building social exercises that promote cooperative behaviour.
Targeted practical upgrades were integral to sustaining activities. A generator was installed to secure reliable power; the sensory room received repairs and was re-equipped to host calming and regulation-focused practices; and internet equipment was provided to enable remote supervision, staff training and access to educational resources. These investments ensured continuity of programming and materially improved living and learning conditions for children and staff.
The Stara Basan curriculum adapted complementary blocks from the wider programme to fit the boarding-school context. Self-knowledge and emotional-literacy elements were delivered through play and story-based formats; regulation and grounding were taught via short sensory routines and body-based exercises; and communication skills were practised through structured games that model boundaries and turn-taking. Facilitators prioritised predictable routines, clear transitions and repetition to foster a sense of safety and support learning retention.
Monitoring at Stara Basan combined routine session observations, facilitator notes and qualitative casework. Casework examples illustrate programme operation in practice: a previously withdrawn group became more participative over repeated sessions; mentor relationships (where established) supported study habits and everyday problem-solving; and with accompaniment, several boarding-school graduates progressed to further education pathways. Staff observed a clear shift in daily atmosphere — from quiet, cautious beginnings to warmer, more interdependent peer communities where children felt seen and supported.
Alongside psychosocial inputs, targeted material and logistical support reduced participation barriers. In addition to the generator and sensory-room upgrades, internet equipment improved access to remote learning; where appropriate, some young people received small material supports (for example educational fees or referrals); and timely medical or dental assistance was arranged for acute needs. These measures signalled sustained care from the project team and reinforced the effectiveness of psychosocial work.
We plan to continue our partnership with Stara Basan beyond this reporting period. Planned follow-up activities include ongoing group sessions, continued mentor accompaniment, periodic staff training, and maintenance of essential infrastructure. These efforts will help consolidate psychosocial gains, support transitions to further education, and strengthen the school’s capacity to sustain wellbeing-focused practice.
Outcomes — headline figures & qualitative highlights
Overall, the Stara Basan project achieved meaningful improvements. The approach proved effective: short, focused play- and sensory-based sessions combined with practical infrastructure support stabilised routines, increased emotional safety, and opened pathways to education. We will continue working with the school to consolidate these results and provide ongoing support where needed.
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