Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

Abstract

Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

“…This program was designed to improve the SEL programming implemented and evaluated the prior year in Lebanon, consisting of (a) HCT, a climate-targeted SEL remedial programming, and (b) HCT plus the addition of two skill-targeted SEL activities (Mindfulness, Brain Games; L. Brown et al, 2022; Tubbs Dolan et al, 2021). In the prior year, when implemented alone, 16 weeks of HCT was found to be effective in improving Syrian refugee children's perceptions of their public school environment; when the HCT programming was combined with Mindfulness activities, it had positive impacts on children's basic academic skills and marginally positive impacts on some of the targeted SEL outcomes when compared to a no-treatment group (Tubbs Dolan et al, 2021).…”

School-based MHPSS interventions in humanitarian contexts: a realist review

“…Most studies were conducted in lower-middle-income countries (Palestine and Sri Lanka), [33][34][35][36][37][38][39][40][41][42][43][44] followed by upper-middle-income countries (Indonesia, Jordan, China, Lebanon and Colombia), [45][46][47][48][49][50][51][52] and then low-income countries (Uganda, South Sudan, Democratic Republic of Congo, Sierra Leone and Niger). [53][54][55][56][57][58][59] The majority of studies took place in the context of an ongoing armed conflict, 33-41 46 47 51 52 54-56 with the remaining studies conducted in a post natural disaster 42-45 49 50 or postconflict displacement context 48 53 57-59 (table 1).…”

“…The most frequently measured outcomes in this review were psychological symptoms of distress (see table 1). Outcomes measured included PTSD, 42 46 49 posttraumatic stress symptoms (PTSS), 33 37 38 41 45 51 57 psychological distress, 37 38 51 52 anxiety, 41 50 51 symptoms of depression, 33 37 38 42 45 51 emotion regulation, 36 37 41 46 51 52 behavioural regulation 52 and mental health. 35 36 41 55 56 Wellbeing-related outcomes were also frequently measured including, resilience, 49 well-being, 34 37 40 53 life satisfaction, 39 hope, 41 42 46 optimism, 51 self-esteem, 41 47 self-efficacy, 50 attributions and perceptions 41 and peer support.…”

“…35 36 41 55 56 Wellbeing-related outcomes were also frequently measured including, resilience, 49 well-being, 34 37 40 53 life satisfaction, 39 hope, 41 42 46 optimism, 51 self-esteem, 41 47 self-efficacy, 50 attributions and perceptions 41 and peer support. 50 56 Lastly, several articles included scholastic-related outcomes measures, including literacy and math skills, 48 52 55 56 58 59 academic performance, 40 58 59 school attendance, 40 schoolrelated stress and stress reactivity, 52 perceptions of publicschool environment, 52 executive function 52 and perceived teaching self-efficacy among teachers. 45…”

“…The three articles that describe the Healing Classrooms intervention in DRC and Lebanon measure students' perceptions of safety and support in their schools and classrooms. 52 55 56 Aber et al showed improved perceptions of school environment mediated the impact on learning outcomes. 55 The theory of change for Healing Classrooms explicitly notes the link between learning environments and learning outcomes.…”