Policy Brief: Enhancing Peace and Security in Armenia through Inclusive Strategies

Introduction

Globally, armed conflicts have profound and multifaceted impacts on populations, disproportionately affecting women, youth and children. An estimated 1 billion children aged 2–17 years have experienced physical, sexual or emotional violence or neglect in the past year, with many residing in conflict zones.[1] Exposure to such violence significantly increases the risk of mental health disorders, including depression, anxiety and post-traumatic stress disorder (PTSD).[2] For women, the prevalence of anxiety disorders and major depression in conflict-affected populations is two to four times higher than global estimates, often linked to domestic violence (DV) and gender-based violence (GBV).[3] These mental health challenges can adversely affect educational attainment and contribute to the normalization of culture of violence within communities.

Peace Education
The escalation of violence in domestic and community settings, including schools, underscores the need for comprehensive peace education. Research shows that peace education fosters non-violent communication, conflict resolution skills and tolerance, contributing to “everyday peace”. In Armenia, with the FYN efforts, peace education has been incorporated into social science curricula, covering topics such as communication, human rights, public policy, conflict resolution, and problem-solving. These initial steps have garnered support from the Ministry of Education, Science, Culture and Sport (MoESCS), National Center of Education Development and Innovation (NCEDI) and schools.

Back in 2021, Frontline Youth Network (FYN) conducted a participatory action research study to understand youth perceptions of peace and peacebuilding processes in Tavush. As a result, 100% of the 59 participants expressed concern about the lack of peace either at local (family, community, country) or global levels (region, the world). This indicates that young people are highly aware of peace-related challenges. However, when asked about their confidence in promoting peace:

●        37.5% were unsure how to promote peace as they struggled to find peace in their personal lives.

●        21.9% would be more confident if they learned more about peace in practice.

●        18.8% would be more confident if they partnered with others.

●        15.6% would be more confident if they had seen positive results.

●        6.3% were uncertain or in dangerous circumstances and felt unable to act.

Furthermore, the majority of young people expressed distrust in formal peacebuilding processes and highlighted a lack of knowledge and experience in conflict-resolution mechanisms. The 2021–2024 Strategy document prioritized addressing these core issues: the inability to resolve conflicts peacefully (lack of knowledge, competencies, and effective mechanisms), limited representation and participation, and the absence of inclusive peace processes that integrate women and youth in decision-making.

FYN has worked extensively to expand peace education initiatives beyond the classroom. In response to teachers' concerns that these topics should also be addressed in family settings, FYN facilitated dialogue sessions among teachers, students, and parents, focusing on essential but often unspoken issues affecting school environments. Additionally, FYN has introduced:

●        A research-based handbook on art-based approaches in trauma-aware teaching.

●        A self-training and semi-supervised module for educators on gender and identity-based disinformation.

These initiatives complement peace education by integrating gender perspectives and addressing systemic issues of structural violence. However, teachers need more than just resources; they require continuous empowerment, professional development, and recognition of their pivotal role in shaping a culture of peace.

Women, Peace and Security: Assessing Armenia's National Action Plans
Armenia has demonstrated commitment to the Women, Peace, and Security (WPS) agenda through the adoption of National Action Plans (NAPs) aligned with UN Security Council Resolution 1325. The first NAP (2019–2021) and the subsequent NAP II (2022–2024) outline objectives across participation, protection, prevention, and relief and recovery pillars.[4]

While NAPs provide a strategic framework for gender mainstreaming and women’s leadership in peace processes, their implementation often lacks depth and localized responsiveness. Policies tend to focus on broad objectives rather than addressing specific, actionable priorities that can bring tangible impact. A more focused approach that prioritizes key areas, such as strengthening local agency, ensuring sustainable funding and integrating psychosocial support can enhance the effectiveness of WPS efforts in Armenia.

Despite these frameworks, challenges persist, particularly at the implementation level. Our work with municipalities across Armenia for over two years has revealed a lack of agency among local specialists in policy and decision-making processes. This marginalization, coupled with the mental health burdens stemming from conflict exposure, compromises their performance and well-being.

Everyday Peace

A critical gap in Armenia's peacebuilding process is the lack of a broader and inclusive discourse on everyday peace mechanisms. While institutional and informal education initiatives aim to promote mutual understanding, they often fail to produce immediate, tangible results. Suggested dialogue and peacebuilding initiatives’ reach remains limited due to security concerns and exclusivity, restricting broader participation.

Peacebuilding efforts must prioritize inclusivity and collaboration across local, national, and international actors. This requires developing mechanisms that encourage dialogue beyond closed communities and ensuring that peace initiatives resonate with wider audiences.

Key Takeaways

​​Recognizing that peace is not inherited but learned, there should be a sustained focus on continuous education for teachers, students and parents. This includes facilitating dialogues, creating a safe and inclusive school environment. Additionally, developing resources such as art-based approaches in trauma-aware teaching and modules on gender and identity-based disinformation can enrich the peace education framework.

Strengthening peace education requires a multi-stakeholder approach. Schools must work closely with communities, civil society organizations, and state institutions. Partnerships like the one between FYN and the National Center for Education Development and Innovation (NCEDI) have proven to be effective and should be expanded.

Enhancing the effectiveness of NAP III, it is crucial to prioritize the empowerment of local communities and women, especially those directly engaged in grassroots initiatives. This includes integrating feedback from community organizers and social workers into policy development and ensuring that capacity-building efforts address their specific needs.

Peacebuilding efforts should be inclusive and collaborative across local and (inter)national actors. This requires developing mechanisms that encourage dialogue beyond closed communities and ensuring that peace initiatives resonate with wider audiences.

Recommendations

1. The UK Parliament and international community should be encouraged to:
2. Provide long-term financial and technical support for localized peacebuilding efforts rather than short-term project-based initiatives.
3. Engage directly with local actors (civil society, community organizers, teachers, social workers) rather than relying solely on government-led efforts or more institutionalized consortiums.
4. Support mental health and psychosocial interventions as part of WPS and peace education efforts, recognizing that conflict-related trauma directly affects participation in peace processes.
5. Foster cross-sector cooperation between civil society and state institutions to create a holistic approach to peacebuilding while ensuring safe spaces for dialogue that are accessible to  diverse communities, breaking the exclusivity of current peace programs.