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With over three decades of experience in education, Ms Pav Sinan, school director of Muk Neak Primary School in Siem Reap, Cambodia, has witnessed how challenges at home often manifest in the classroom. Domestic violence, financial hardship, family separation and abuse can deeply affect a child’s ability to learn and thrive.
“In the past, when I wanted to help someone, I would ask many questions and jump straight to offering advice,” she recalled. “But I’ve learned that this is not always the best way to support people.”
That realization came after she participated in training on psychological first aid, organized by School Health Department of the Ministry of Education, Youth and Sports (MoEYS) with technical and financial support from the World Health Organization (WHO) in 2025.
Through the training, Sinan gained practical skills to better support students and colleagues by listening without judgement, recognizing signs of distress and fostering a safe, supportive environment.
What is psychological first aid?
Distressing events such as violence, loss or emergencies such as armed conflicts and natural disasters can cause intense emotional distress. In contexts where access to specialized mental health services remains limited, psychological first aid serves as a first line of support.
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A boy arrives at the counselling room, demonstrating how schools are strengthening mental health support for students. © WHO
Developed by the WHO, psychological first aid is an evidence-informed approach that provides humane, caring and practical support to people who are distressed. It is designed for non-specialists such as teachers, community members, health volunteers and other frontline workers who are often the first to encounter individuals in need of help.
By equipping these individuals with basic skills to listen, comfort and link people to support and further care when needed, psychological first aid helps bridge gaps in mental health and psychosocial support.
Sinan was one of the 288 teachers who joined the various psychological first aid trainings organized by School Health Department of the MoEYS and WHO in 2025. Beyond supporting students, the training also emphasized the importance of self-care and peer support among educators.
Learning from personal experience
Sinan recalls a colleague who had become withdrawn and frequently late for work.
“I kept asking her what was wrong, but she never answered,” she said. One day, she noticed a bruise when her colleague removed her glasses. “That was when I understood what was happening.”
“When people don’t feel ready to share details with us, but we keep pushing them, this is actually a mistake,” Sinan explained.
“I realized that, despite my good intuition, repeatedly asking her to share caused her to withdraw. But when I gave her the space and time she needed, she gradually began to open up.”
Once she had a clearer understanding of the full situation, Sinan, together with other teachers, referred the colleague who had experienced domestic violence to social support services. They also supported her in submitting a complaint to an organization that can assist her with legal proceedings.
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Highlights from the first day of the new academic year at Muk Neak Primary School. © Photos supplied by Pav Sinan & WHO / Monika Mey
The experience reinforced what she had learned through psychological first aid: meaningful support requires observation, patience, and trust.
“First, we need to listen more,” she said. “Listen to the concerns they want to share with us. It does not matter whether they are students or teachers. Second, we need to observe. We may need to observe any signs they may exhibit. Third, communication. We have to speak with them openly so they feel they can trust us.”
Committed to strengthening support within her school, Sinan plans to share the knowledge gained from the training with fellow teachers.
“When the new semester starts, I will organize a meeting with all teachers to share what I have learned,” she said. “Each teacher manages more than 30 students. If each of us can support even one or two who are struggling, that can make a real difference.”
Introducing psychological first aid in Cambodian schools
Cambodia first introduced psychological first aid in schools during the COVID-19 pandemic to address student distress. In 2021, WHO provided technical guidance and support to the School Health Department of MoEYS to develop the Operational Guide on Psychological First Aid in Schools.
Since then, a series of capacity-building trainings based on the guide has reached 3 068 school staff and teachers across fourteen provinces. WHO continues to collaborate closely with MoEYS to expand psychological first aid to primary and secondary school teachers nationwide, ensuring that mental health support is embedded directly within the school environment.
By integrating psychological first aid into schools, Cambodia is advancing efforts to destigmatize mental health and make care more accessible – supporting students, teachers like Sinan and her communities to build resilience and wellbeing for the future.