Why did I feel it was interesting to interview Sarra? She brings a wealth of experience shaped by both academic rigor and hands-on humanitarian leadership. With a degree in Psychology and Cognitive Science from University College London and qualifications as a counsellor, she has worked extensively across non-profit management, humanitarian aid, development, education, and conservation. Her career has spanned high-profile assignments in Jordan and internationally, consistently delivering innovative, grassroots-focused solutions while advocating for systemic change at the policy level. Committed to building a world where opportunities and rights are equal for all, Sarra leads with a vision grounded in empathy, integrity, and sustainable impact.

This interview offers a rare and in-depth look into the personal values, lived experiences, and professional strategies that shape Sarra’s leadership in one of the world’s most complex humanitarian contexts. From a Jordanian childhood rooted in the strength of family and community, to frontline roles in the military and humanitarian sectors, her journey reveals how resilience, ethical decision-making, and cultural respect guide her work. She speaks candidly about protecting children in post-conflict Iraq, balancing emergency response with long-term development, and the emotional realities of leading in crisis. For anyone interested in ethical leadership, child protection, and the human side of humanitarian work, Sarra’s story is both inspiring and deeply relevant.

Here’s our exchange:

Where are you originally from, and what was your childhood like there?

I am Jordanian, and I am incredibly fortunate to have grown up in a household with both my parents, my siblings, and a wide circle of extended family. In Jordanian culture, family is everything; it is the foundation of daily life and shapes one’s identity. We were always surrounded by aunts, uncles, and cousins—and we remain close to this day.

There is the well-known saying, “It takes a village to raise a child.” In my case, it is probably more appropriate to say, “It takes a tribe!” That collective support and guidance shaped not only my childhood, but also my values and how I relate to others—both personally and professionally.

What was your family dynamic, and who were the key figures in your upbringing?

Growing up, my siblings and I attended boarding school and returned home to Jordan during the holidays. While we didn’t spend the entire year under the same roof, the time we did have together became all the more precious and, in many ways, brought us closer.

The key figures in my childhood were undoubtedly my parents. My father had a quiet, kind, and steady presence. I remember so clearly that at the end of each school term, he would sit with me, read every single line of my dreaded report card, and always encourage me. Even when I struggled, he focused on the effort rather than the outcome. From my father, I learned patience, humility, and the value of showing up—no matter the result.

My mother was strength and compassion personified. Her service towards others was active, not passive. From her, I developed my deep sense of duty towards others. She taught me that helping others is not a choice, but a duty and a way of life.

Their example continues to shape the way I lead, live, and serve others today.

Who were the most influential people in your childhood, and what lessons did you learn from them?

It is actually quite difficult to name just one or two people as the most influential. I truly believe that every person I encountered—family, teachers, fellow students, neighbours, and even strangers—left some kind of imprint. Each interaction, whether positive or challenging, offered something to learn.

Through this mix of experiences, I came to better understand the complexity of people and the importance of empathy. In many ways, my childhood was not shaped by a handful of specific people, but rather by the collective impact of a whole community and the everyday lessons they unknowingly offered.

What is one of your earliest memories, and how do you think it shaped who you are today?

One day, coming home from school, my mother took me to the back garden, saying there was a surprise. Behind a small fenced-off area, I saw a mare with a newborn foal! As a great lover of all animals—especially horses—it was the best day of my life.

The mare had experienced complications and needed special care, and my mother had immediately volunteered to help. The lesson I learned from this is that all life—human or animal—is precious, and when you are in a position to help, you should.

I spent many afternoons caring for that lovely little foal until both were rehomed at a stable yard. To this day, I have taken in a wide variety of rescued animals whenever possible—dogs, goats, donkeys, horses, and even a baby wild boar.

Were there any cultural or family traditions from your childhood that helped define your values?

There were quite a few, actually, but the one that perhaps stands out the most is Eid. As a family, we would visit and pay our respects to the elders—whether we felt like it or not! It wasn’t optional; it was understood as the right thing to do.

This tradition instilled in me a deep respect for age, experience, and the roles others play in our lives. Respect is not just a cultural courtesy—it is the foundation of meaningful relationships and ethical leadership. It remains a value that guides me in everything I do, from leading teams and engaging with communities to approaching everyday interactions with those around me.

What motivated you to study what you studied?

I have always been interested in human behaviour—what drives us, what shapes our decisions, and how experiences influence who we become. That curiosity naturally led me to psychology, but I wanted to delve deeper than simply understanding stimulus and response; I wanted to explore the processes happening inside the mind itself.

Pairing psychology with cognitive science allowed me to gain a deeper understanding of the internal mechanisms behind how we perceive, think, remember, and make decisions.

At what age did you start working, and what did your first job involve?

My first job, at the age of 19, was as an officer in the Jordanian Armed Forces. I began my career as a Platoon Commander at the Royal Military Academy, where I was responsible for leading a platoon of female cadets. This included overseeing their training, well-being, health and safety, and overall development—both as individuals and as a team.

Many people have asked how I transitioned from the military to the humanitarian sector. For me, the connection is clear: both are rooted in service. Whether in uniform or in the field, my role has always been about supporting others, leading with purpose, and being fully accountable for all those entrusted to my care.

How would you describe your current job and its responsibilities?

As Country Director, I am accountable for the overall leadership of the country office—shaping strategy, ensuring financial sustainability, and maintaining strong relationships with key stakeholders, including government partners, the UN, peer organizations, and, most importantly, local actors. All of this is always through the lens of high delivery performance.

At the heart of this role is my responsibility to the SC team. I believe that effective leadership is not about control, but rather about creating conditions for others to thrive. My priority is to build an environment where every staff member feels safe, supported, heard, and empowered to perform at their best, while always looking for ways to be more creative and innovative in delivery.

By championing talent, investing in people, and encouraging a culture of collaboration, integrity, and continuous learning, we can together do so much more for the children we serve. When people are valued, trusted, and held accountable, they not only deliver results—they grow into leaders themselves. That, to me, is the most meaningful and sustainable success.

What personal experiences shaped your decision to dedicate your career to humanitarian work, especially in a context as complex as Iraq?

I come from a region marked by conflict, but also deep resilience. Growing up, I witnessed how war and displacement fracture not only societies but the individual lives within them—especially children. But I also witnessed the quiet strength of all these people on their journey to rebuild their lives and hopes, with a determination to build something better.

Professionally, I have always been drawn to spaces where the stakes are high, the needs urgent, and the systems fragile. Iraq is a particularly interesting context and sits at the intersection of multiple crises—political, social, and economic—after decades of conflict. But Iraq is also at a point of change for the better, with huge potential.

The opportunity to serve Iraq and its people has shown me that humanitarian work is not just about emergency response; it is about dignity, justice, and ensuring that power lies with the people of the country who have been most affected by years of conflict.

It has not been an easy path, but it has felt necessary. It is the encounters with a single displaced child returning to school, a group rebuilding their trust, or a family starting over with hope. All of these reaffirm my belief in the importance of presence, listening, and long-term commitment in places where there are needs but which are far too often overlooked or misunderstood.

How do you maintain emotional resilience when working in environments that are constantly marked by crisis, displacement, or trauma?

Being part of solutions that genuinely improve people’s lives—especially children who, in many cases, have faced the unimaginable—is deeply rewarding. The small wins and the hope they bring always remind me to never give up.

Empathy is at the heart of this work and is what connects me to the people we serve. That said, it’s important to recognize that empathy without boundaries can lead to burnout. So, I make space for emotional honesty—acknowledging pain, frustration, or fatigue. This is not a weakness, but a form of respect for the weight we carry in what we do.

Leaning on peers, colleagues, and mentors is key, as we cannot do this alone. Taking time to reset with family, and often through small rituals like going for a walk or simply being still, goes a long way.

Resilience is not about being unaffected. It is about staying open-hearted, compassionate, and human—while still being able to work toward making a true difference.

What does ethical leadership mean to you in the context of operating within fragile states or conflict zones?

From a personal perspective, ethical leadership means leading with integrity, accountability, and humility. This is even more important when the stakes are high and the systems are all but broken.

Decision-making must prioritize the dignity, safety, and well-being of affected communities, even when under immense political, financial, or operational pressure. You have to be transparent in your actions, honest about limitations, and uncompromising in standing against corruption, exploitation, or harm— even though these may be almost normalized in fragile contexts.

For me, one of the most important aspects is deep humility: listening to local voices, respecting cultural contexts, and being true equitable partners. Our role is to empower others, not to speak over them.

In essence, ethical leadership must show that even in the most fragile contexts, trust, fairness, and justice are still possible.

UNICEF has verified over 9,000 children killed or maimed in Iraq since 2008. How does Save the Children adapt its protection programs to respond to this scale of violence?

The Security Council’s 2025 Children-and-Armed-Conflict report confirmed that Iraq will be delisted from next year’s annexes thanks to a sustained drop in grave violations — only 58 were verified in 2024, down from thousands a decade ago. The challenge now is how to keep protection front and centre, now that the spotlight is fading.

Rather than winding the mechanism down, Save the Children (SC) helped the Ministry of Labour and Social Affairs (MoLSA) turn the ad-hoc Monitoring-and-Reporting (MRM) Task Force into a permanent National Committee for MRM chaired by MoLSA and technically supported by SC and UNICEF.

Committee members meet to vet incident reports, agree on follow-up, and feed verified cases into the UN’s global CAAC database. This keeps the data flowing even as UNAMI scales back staff, and it gives Iraqi authorities direct ownership of compliance with Security Council resolutions 1612 and 2427.

From projects to state capacity, SC supported:

• 44 Child Protection Units (three social workers each) now operate inside provincial MoLSA offices. SC supported their job descriptions, terms of reference, trainings, and capacity building.

• SC co-led the rollout of CPIMS+, co-administered by SC, to log every killing, maiming, or child-rights violation in real time.

• When violence spikes, our mobile teams still deploy, but the caseload is formally handed back to Directorate of Labour and Social Affairs (DOLSA) staff within weeks, maintaining surge capacity without creating parallel structures.

• At the community level, SC financed the first Safe Schools risk-mapping and HEART arts-therapy packages and helped the Ministry of Education ring-fence funding, making them part of normal operating costs rather than short-term grants.

Delisting does not end risk: unexploded ordnance still kills and maims, and 531 children remained in detention on national-security charges at the end of 2024. That is why SC:

• Trains both the governments of Federal Iraq and the Kurdistan Regional Government to refer grave-violation cases to the child-friendly courts SC helped design.

• Pairs every verified incident with a “triple-nexus action note”: immediate family assistance (cash or medical), local-authority follow-up (e.g., risk education in the blast area), and a development fix (such as incorporating casualty hotspots into the national UXO-clearance plan).

By institutionalizing the monitoring architecture and financing the social-service workforce that underpins it, we ensure that the centrality of protection survives the transition from humanitarian response to development programming — and that the hard-won progress that led to Iraq’s delisting does not unravel.

With more than 32,500 children abducted nationally since 2005 and many forced into armed service or trafficking, what strategies are most effective for preventing recruitment and rescuing survivors?

We start from the scale of the problem—over 32,500 children abducted nationally since 2005—and centre our strategy on prevention through state systems while keeping a strong survivor pathway.

Operationally, we anchor prevention in Iraq’s Action Plan to end and prevent child recruitment, signed with the UN in March 2023, and support its implementation with UNAMI/UNICEF so that local authorities, police, and social workers identify risks early, remove children from armed actors, and prosecute recruiters. This converts Security Council–level commitments into governorate-level practice and keeps recruitment prevention on the agenda even as the humanitarian architecture winds down.

In and around Sinjar, our case management teams—working through DoLSA units and Yazidi community structures—prioritise family tracing, civil-ID issuance, legal aid, and trauma-informed care for children who escaped captivity or returned from Syria. Services combine home-based MHPSS, child- and adolescent-friendly spaces, and survivor-led peer support so that children can stabilise without having to travel long distances for care, while partnering with civil society for outreach and accountability.

To reduce the economic pull of armed groups, at-risk boys and girls join Youth Peace Clubs and life skills tracks that create positive peer networks; these are paired with remedial education so that re-enrolment is possible.

For children released from detention or returning from Al-Hol camp, we provide individual reintegration packages that combine case management, family mediation, documentation, schooling, and specialised MHPSS—coordinated with government-led mechanisms for NES returnees so services don’t drop when children cross governorate lines.

As forced camp closures heighten risks of trafficking and recruitment, we advocate for voluntary, informed returns and run area-based teams that start documentation, learning-bridge classes, and risk education before departure and continue follow-up in areas of return.

This is part of our triple-nexus approach: we pair immediate assistance with social-service systems strengthening so prevention survives beyond short grants—and we keep centrality of protection explicit in policy dialogue and budgeting with federal and KRG counterparts.

Across all locations, we connect child protection committees and school-based awareness with the national Action Plan and DoLSA casework, so early warnings turn into rapid, survivor-safe responses. When a child is identified, the pathway is predictable: remove, protect, reunify where possible, document, heal, and restore learning and livelihoods—with Yazidi communities in Sinjar shaping design and oversight.

Given that 1.2 million children are out of school and more than 3 million miss regular education, how do you prioritize education-based support within crisis responses?

While earlier figures cited 1.2 million children out of school and over 3 million missing regular education, the most recent data from UNICEF shows that approximately 600,000 children still require urgent support to access education. Despite the reduction in numbers, the needs remain significant, particularly among children affected by conflict and displacement.

Save the Children (SC) has been working in Iraq since 1991 and has prioritized education as a core component of crisis response, particularly since the mass displacement triggered by the ISIS conflict in 2014. Education is not only a fundamental right, it also offers children protection, routine, and hope for a better future.

As part of our response, SC has:

• Rehabilitated and furnished dozens of schools, restoring access to learning in conflict-affected areas.

• Established Temporary Learning Centers in displacement camps—some of which remain operational to ensure children continue their education until they can transition to formal schools.

• Delivered large-scale education programs that support hundreds of thousands of children, teachers, and parents by providing safe, inclusive, and quality learning environments.

Education continues to be a pillar of our Country Strategic Plan (CSP) and is closely aligned with the Ministry of Education’s national priorities, especially in improving access, retention, and learning outcomes for the most marginalised children.

In every response, education is more than just a service—it is a true lifeline.

Almost 10% of Iraqi children—over 1.5 million—have been displaced multiple times. What are the most pressing challenges facing internally displaced children in camps today?

Even as Iraq shifts to a triple-nexus model and winds down the old humanitarian architecture, over 1 million people remain displaced. Approximately 21 camps in Duhok and Erbil still host about 109,000 internally displaced persons (IDPs)—half of whom are children.

Camp closures are being pushed forward while security and services in areas of return, notably Sinjar, lag behind. The result is a set of overlapping risks that repeatedly displaced children face every day.

Families are urged to leave camps even though many home areas remain unsafe or unlivable—riddled with explosive remnants of war (ERW)/landmines, damaged schools, and weak services. Sinjar, in particular, remains unstable, and compensation to rebuild homes has stalled, leaving families in limbo.

Children who depart camps lose food rations and continuity of schooling, and many return to ruins.

With clusters deactivated, donors exiting, and U.S. government funding cuts, child-protection and mental health and psychosocial support (MHPSS) services have contracted sharply. In areas where Save the Children (SC) works, over 4,300 children recently lost access to case management, legal aid, and psychosocial support (PSS). Meanwhile, Jadaa/Al-Amal camp saw a 40% population surge of Al-Hol returnees, straining water availability, classrooms, and clinics.

Many displaced children lack civil IDs or birth certificates, preventing school enrolment, vaccinations, and safe movement through checkpoints. Documentation drives therefore remain a top priority as part of durable solutions.

Repeated moves interrupt learning, and overcrowded or distant schools keep adolescents out of the classroom. As household support falls, more children engage in hazardous work or early marriage—trends flagged in joint UNICEF–SC analyses.

With more than 5 million children in need of urgent humanitarian assistance and one in four living in poverty, how does Save the Children align emergency relief with long-term development goals?

We don’t choose between emergency relief and development. Our Emergency Preparedness Plan (EPP) anticipatory actions give children fast, dignified assistance when shocks hit. Save the Children’s (SC) Country Strategic Plan (CSP) 2025–2027 commits us to a systems-first, locally-led model in which emergency aid protects children now and simultaneously strengthens Iraqi institutions to sustain services after we leave. Practically, that means prioritizing child protection systems strengthening (CPSS), education continuity, climate resilience, and public financing for children—while pivoting away from stand-alone sectors that don’t reinforce state systems.

Our EPP identifies the highest risks in 2025—regional conflict spillover, camp closures and forced returns, climate shocks, and economic downturn—and assigns anticipatory actions and early-action triggers for every sector (CP/MHPSS, Education, WASH, FSL). Pre-agreed steps include remote case management set-ups, mobile safe spaces, psychological first aid (PFA) and referral pathways, accelerated learning kits, temporary learning centres, water provision and hygiene kits, and case-linked cash—activated when objective indicators are reached (e.g., displacement surges, heatwaves, exchange-rate spikes). As these actions are pre-costed and partner-mapped, we can move within days and through government channels rather than around them.

In the transition away from clusters, SC and UNICEF backed the Government to establish a Child Protection Directorate and 44 Child Protection Units staffed by trained social workers, with case management institutionalised and CPIMS+ dashboards jointly produced for evidence-based decisions. In education, a Ministry of Education (MoE)-endorsed MHPSS curriculum is scaling nationally under an inter-ministerial committee—so psychosocial care reaches children in ordinary schools, not only NGO centres. These CPSS investments mean that when our emergency teams surge (e.g., after camp incidents or sudden returns), cases are rapidly handed back to state units with common standard operating procedures (SOPs) and data systems, preserving continuity and accountability.

Anticipatory action across sectors—examples of the nexus at work:

Camp closures / forced returns:
Before departure dates, we launch documentation drives, bridging classes, and home-based MHPSS, then transfer cases to the nearest Ministry of Labour and Social Affairs (MoLSA) unit post-return; Accelerated Learning Program (ALP) kits and mobile learning spaces cushion schooling gaps; WASH teams pre-position water and hygiene kits in return sites identified in the EPP.

Conflict spillover or election-period unrest:
We pre-clear access, stand up mobile child-friendly spaces, train teachers and health staff to identify and refer child protection/gender-based violence (CP/GBV) cases, and keep temporary learning centres open to stabilise routines for children.

Climate shocks (heatwaves/sandstorms):
We pair risk communication and safe-schools disaster risk reduction (DRR) with drinking-water distribution and hygiene supplies, while our CSP’s climate track invests in sustainable school/village models and youth green-skills—so emergency supplies are a bridge to adaptive, locally owned services.

In line with the CSP, we continue our shift to partner-led delivery and help national bodies secure budget lines for child protection, using child-centred public-finance analysis. Where humanitarian funding fell abruptly in 2025, we protected front-line CP/MHPSS by embedding cash-plus protection within casework and by channeling resources through government and local civil society organizations (CSOs), maintaining coverage during the transition.

Reports show 138 school attacks and 58 hospital attacks since 2014. How do these attacks shape your program priorities around safe learning and medical care?

While school attacks were a significant concern during the conflict with ISIS, such attacks have largely ceased following the end of military operations.

As the co-coordinator of the Education Cluster in Iraq, Save the Children (SC), in partnership with other education actors, has actively advocated for the protection of schools—especially in the context of Iraq’s endorsement of the Safe Schools Declaration. These coordinated advocacy efforts were instrumental in ensuring that school buildings previously occupied or used for military purposes were vacated and returned to the Ministry of Education (MoE), enabling displaced children to safely return to school.

The legacy of these attacks continues to shape SC’s priorities by reinforcing our focus on:

• Safe learning environments, including psychosocial support and child protection mechanisms in schools;

• School rehabilitation and decontamination where necessary;

• Continued advocacy with government and humanitarian actors to ensure adherence to international standards protecting education from attack.

Save the Children found signs of toxic stress and withdrawal among children who survived the ISIS conflict in Mosul. How are you scaling mental health and psychosocial care to meet this need?

We’ve moved from clinic-style interventions to a system that can reach every community.

SC’s MHPSS strategy makes first-line support easy to access—at home, in class, and in the community. In Mosul and other return areas, our model combines home-based MHPSS, child- and adolescent-friendly spaces, and arts-based healing (HEART) so children showing toxic stress and social withdrawal can stabilize without traveling through checkpoints. We pair this with caregiver coaching and positive-parenting (“Safe Families”) to reduce household stressors that keep trauma alive. In parallel, we train teachers, health workers, and police/social workers to identify, refer, and follow up on cases—so the child’s daily circle becomes part of the therapeutic response.

In emergencies, SC’s pre-positioned psychological first aid (PFA), mobile child-friendly spaces, remote/phone-based case management, and ready-to-use referral pathways are activated the moment indicators (e.g., new displacement or an attack) are met. This keeps care continuous for children from Mosul to Sinjar when incidents disrupt services.

We want to reach the simple modality within the efforts we are investing in now: A teacher spots a withdrawn pupil; the school uses the MoE MHPSS tools, then refers through the standard pathway to the district CP Unit. A caseworker visits the home, offers home-based counseling, and links the family to cash assistance and legal help if documentation is missing. If violence flares up, the mobile team switches to remote follow-up and safe-space activities until movement is possible, then the case returns to government services—maintaining a single, continuous plan around the child.

We are scaling care by embedding MHPSS into Iraq’s schools and social-service system, training the adults children see every day, and keeping surge capacity ready for shocks—so the most affected children don’t fall through the cracks as the country moves from humanitarian response to recovery.

With over 4,650 children unaccompanied or separated from their families, how is reunification and case management being managed under growing caseloads?

Save the Children (SC) adopts a comprehensive, standards-aligned case management (CM) system to support children affected by conflict or at risk in targeted locations. Trained caseworkers identify, assess, and respond to priority child protection concerns through a dignified, safe, and confidential process.

We implement SC’s Steps to Protect common approach, ensuring every practitioner follows a clear, step-by-step pathway—from safe identification and informed consent to assessment, case planning, referral, follow-up, and case closure. This systematic process guarantees that each child receives the right support, on time. Our practice fully aligns with the IASC CM Guidelines, Iraq’s National Protection Cluster (NPC) guidance, CM Standard Operating Procedures (SOPs), and national protocols for both Federal Iraq and the Kurdistan Region of Iraq (KRI).

SC strengthens, and where necessary helps establish, child-centred and gender-sensitive CM mechanisms. Social workers seconded from the Directorate of Labour and Social Affairs (DoLSA) work within our teams, coached and supervised by SC specialists. These social workers adhere to national SOPs and strict data-protection standards.

For every open case, follow-ups are carefully tracked and documented to confirm that planned services are delivered, monitor changes in the child or family situation, and revise case plans when risks or needs shift. Follow-up frequency is risk-based and may involve a mix of methods, including phone calls, home visits, and coordination with service providers. All case data is handled under strict privacy and data-protection protocols and, where used by authorities, linked to national dashboards to improve oversight and continuity.

Cases are safely identified and referred by SC social workers, community center facilitators, teachers, community-based committees, WASH teams, and initiatives such as Parenting without Violence. All front-line workers receive training on safe identification and referral. The CM system prioritizes children at highest risk, including survivors of gender-based violence (GBV), children associated with armed forces or armed groups (CAAFAG), unaccompanied and separated children (UASC), children without civil documentation, out-of-school children, and those vulnerable to child marriage or child labour.

Where specialized services are required—such as detention support or complex legal aid—SC refers cases to vetted partners, while our CM teams continue to provide legal counseling and representation related to documentation and child-friendly procedures with justice actors.

To support protection outcomes, SC provides limited, needs-tested cash assistance to help children access essential services outlined in their individual care plans—such as transportation to health, legal, or education services. Cash transfers occur only after a financial eligibility assessment and use context-specific, do-no-harm methods. When appropriate, SC provides in-kind items, like dignity kits, purchased directly by the organization. For broader household needs, cases may be referred to other SC projects that offer complementary support, ensuring a holistic response centered on the child.

By embedding Steps to Protect into national protocols, collaborating closely with DoLSA, and linking case data to national systems and dashboards, this model delivers immediate protection for children while strengthening state systems to sustain care over time—precisely what Iraq’s nexus transition requires.

In Mosul, thousands of children were taught extremist curricula or barred from school entirely under ISIS. How are these children being reintegrated into safe, quality educational settings?

Save the Children (SC) applies the “Do No Harm” principle and integrates conflict-sensitive education across all programming. We recognize education as a vital tool for peacebuilding and stabilization, especially in post-conflict settings like Mosul.

To support reintegration, SC prioritizes:

• Social cohesion activities that foster self-identity, mutual respect, and tolerance among children and communities;

• Social-emotional learning (SEL) and psychosocial support (PSS) sessions that help children process trauma, rebuild trust, and safely re-engage with learning.

Thousands of children in Mosul have benefited from these interventions, enabling their transition from years of exclusion or exposure to extremist ideologies into inclusive, safe, and quality educational environments. These efforts are further strengthened by teacher training and community engagement, ensuring sustainable reintegration and reducing the risk of re-marginalization.

With half of Iraq’s schools needing repairs, how does Save the Children prioritize education infrastructure versus teacher training or psychosocial support?

Although Iraq is classified as an upper-middle-income country, years of conflict have severely weakened its capacity to meet the needs of its growing population—especially within the education sector. The demand for new schools continues to rise, particularly in conflict-affected areas where infrastructure has been heavily damaged or destroyed.

Save the Children (SC) adopts a comprehensive and balanced approach to improving education. In close coordination with the Ministry of Education (MoE), SC has rehabilitated dozens of schools to ensure children can learn in safe, inclusive, and protective environments. However, we recognize that quality education requires far more than physical infrastructure alone.

In addition to rehabilitation efforts, SC invests heavily in:

• Teacher training to enhance pedagogy and promote inclusive, child-centered learning;

• Psychosocial support (PSS) and social-emotional learning (SEL) to help children recover from the impacts of conflict and displacement;

• Advocacy with the MoE to prioritize school construction and rehabilitation within national education strategies, emphasizing the importance of integrated support that addresses both physical infrastructure and human resources.

This holistic model ensures that investments in infrastructure are matched by the necessary support to improve learning outcomes and student well-being.

Over 575,000 children are engaged in child labour due to poverty and displacement. What interventions are targeted at reducing child labour and restoring childhood for working children?

We address child labour by offering adolescents safe and engaging alternatives, combining case management, life-skills training, bridge education, and mental health and psychosocial support (MHPSS). We also provide tech and creative pathways—including coding, digital media, and safe social-media income focused on topics like climate and well-being. Through green micro-enterprise labs, youth prototype affordable climate solutions and upcycled products, supported by seed grants managed via caregivers. Using human-centred design, we co-create and test these initiatives with working children, scaling those that demonstrably reduce work hours while keeping them in school and safe.

In displacement settings where families earn income through street vending—even by children—how does the organization balance livelihood support with protection and schooling goals?

We implement a “cash-plus protection” approach that stabilizes family income through parent-focused grants or referrals to livelihood opportunities, while caseworkers actively withdraw children from hazardous work and support their re-enrolment in school—or Alternative Learning Programs (ALP) and evening classes for child vendors. This support is always linked to an individualized child care plan, providing transport, learning materials, or other essentials as needed. Simultaneously, we collaborate with local authorities to promote by-laws that deter child street work by targeting employers—not children—and to ensure the availability of safe spaces and MHPSS services. This approach balances immediate household income needs with prioritizing child protection and continuous education.

Despite large-scale needs, funding gaps remain severe, especially in child protection. How does Save the Children maintain service levels amid shrinking donor support?

We sustain services by localizing and strengthening systems. Core case management is delivered through MoLSA/DOLSA Child Protection Units, following common SOPs and using CPIMS+, while our teams provide surge support only when necessary. We focus on essential services—casework, referrals, MHPSS, and documentation—and apply cash-plus interventions to address urgent needs tied to each child’s care plan. Remaining funds are pooled into flexible nexus budgets, enabling us to activate anticipatory actions outlined in our Emergency Preparedness Plan during shocks. Simultaneously, we advocate for dedicated child-protection budget lines within government finances to ensure services continue beyond short-term grants.

With frequent attacks on schools and hospitals, what advocacy strategies have proven most effective in pressing for protection of civilian infrastructure?

In March 2023, the Government of Iraq, together with the UN, signed an Action Plan to prevent the recruitment and use of children by the Popular Mobilization Forces (PMF). While this plan primarily addresses grave violation #1, it operates within the framework of the CAAC Monitoring & Reporting Mechanism (MRM), providing Iraqi authorities and the UN with a formal structure, joint committee, and benchmarks. This enables us to advocate for broader child-protection compliance from all conflict parties, including the protection of schools and hospitals. Save the Children leverages this plan in advocacy efforts with ministries, governors, and security actors to demand remedial measures and disciplinary actions when the MRM verifies incidents impacting civilian infrastructure.

Our advocacy priorities include:

(a) Full implementation of the Safe Schools Declaration across both Federal Iraq and the Kurdistan Region of Iraq (KRI);

(b) Integration of Security Council Resolutions 2601 and 2286 obligations into the standard operating procedures of interior and defense ministries, as well as into provincial protection plans;

(c) Dedicated budget lines for rapid repair of damaged education and health facilities, survivor assistance, and sustained MRM operations.

As camp closures and returns accelerate, preserving civilian infrastructure as no-strike, no-use zones is critical for safe access to schooling and healthcare. By linking local demands to Iraq’s MRM Action Plan and binding Security Council resolutions—and by utilizing the Safe Schools framework as a practical guide—we have found that authorities are more inclined to issue enforceable orders and allocate resources for repairs, not just issue statements. This combination of evidence-based MRM data, global norms, and local enforcement is the most effective driver of progress in Iraq today.

If you could influence Iraqi child protection policy today, what key reforms around child rights, birth registration, or juvenile justice would you prioritize—and why?

I would prioritise passing the long-awaited Child Protection Law to establish clear standards, define roles, and secure dedicated budget lines for child services at both the federal and governorate levels. Additionally, I would advocate raising the minimum age of criminal responsibility to align with international norms, while expanding diversion and rehabilitation options to ensure detention is used only as a last resort. Together, these reforms would guarantee sustainable financing, strengthen child protection systems, and uphold children’s rights both in law and in practice.

Humanity is facing radical changes. To name just ten: geopolitical instability, climate change, economic inequalities, technological risks, public health challenges, political polarization, resource scarcity, humanitarian crises, misinformation, and disparities in global healthcare access. If, in an imaginative exercise, you had the power to solve one of these problems, which one would you choose and why?

Inequality exists in many forms—but it should never define us. No one should be judged by where they come from, the color of their skin, their faith, ethnicity, or physical ability. A mother’s hopes for her child are universal, whether she lives in the Global North or South. Every child dreams of safety, security, and a future full of possibility, regardless of their country of birth. True humanity is found in upholding equality, dignity, and respect for all.

What do you think humans owe each other, if anything at all?

Respect and acceptance—especially for our differences—are essential. Diversity is not something to fear, but something to celebrate and learn from. It is through our differences of culture, belief, ability, and experience that we grow, learn, and deepen our understanding of the world beyond our borders.

We often forget that, like the fingers on our own hand—each unique in shape and size—we are all different, yet we share the same fundamental needs, hopes, and rights. To embrace diversity is to truly embrace humanity itself. That is the essence of living together in a just and compassionate world.

Interviews often focus on the latest positive news, or interviewees only share what went well. Could you share something from 2024 that didn’t go as expected and what you learned from it?

In 2024, we faced significant and unexpected funding cuts across our sector. Unlike planned reductions, where there is time to prepare and communicate clearly, this situation demanded immediate and difficult decisions—including downsizing our team and closing some programmatic sectors.

The greatest lesson for me was the importance of leading with empathy—ensuring that even in crisis, our staff felt respected, informed, and supported. These are individuals who have given so much of themselves and deserve nothing less. On the programmatic side, the experience reinforced the critical need for strong contingency planning and sector-wide coordination. In our line of work, closing a program is not just an operational decision—it profoundly impacts real lives.

What personal goals—if you feel comfortable sharing them—do you have for 2025?

It’s hard to separate the personal from the professional because my work is deeply rooted in who I am. For 2025, my goal is to keep learning, evolving, and challenging myself—so I can better support the teams I’m privileged to work alongside and, most importantly, the millions of children and families we serve across this country and beyond.

Imagine you are in the final moments of your life. What work-related news would you like to hear, and why?

That’s a big question. If I had to choose one piece of news, it would be this: that all children, no matter where they are born, are finally protected. That no child lives in fear—fear of conflict, hunger, abandonment, abuse, or an uncertain future. Knowing that every child is safe, valued, and free to grow up with dignity and hope would be the ultimate affirmation that our work was worth it. Because, in the end, protecting children is not just a professional mission—it is a profoundly human one.