Collective Seeing in Conflict-Impacted Schools

At ELICIT, we work closely with fellows and schools in conflict-impacted contexts. Much of what matters in these spaces does not show up in marks or attendance. What shifts are things like emotional regulation, trust within classrooms, ethical decision-making, burnout, and how communities respond to disruption. Over time, we have built reflection structures and observation practices to stay attentive to these shifts. Fellows write weekly reflections across self, classroom, and community. We sit with small daily observations. We notice residue after disruption. We track patterns of energy, withdrawal, participation, and repair. This data is qualitative, layered, and relational. It carries lived experience. It cannot be reduced, but it also cannot remain scattered. Our stakeholders include fellows, students, school partners, donors, and our internal team. For the work to remain accountable and rooted, what we are noticing on the ground must travel back to these stakeholders in forms that are legible, ethical, and truthful. I see my role as building that bridge. The inquiry I am holding is this: From the daily observations and reflections we collect, how do we shape them into visible patterns that inform action? How might burnout, regulation, trust, or classroom climate be seen over time without flattening nuance? What visual forms can hold lived experience with care while still allowing patterns to emerge? How can qualitative reflection move from documentation to shared understanding? The intention of this discussion is to explore how visualization can deepen collective seeing so that what is unfolding in classrooms can be held, understood, and acted upon with care.