The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger
Resource type
Report
Author/contributor
- IRC (Author)
Title
The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger
Abstract
During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing
Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional
learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko
Haram attacks. We found that, after twenty-two weeks of program implementation, access
to Healing Classrooms tutoring significantly improved students’ reading and math skills, and
adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall
school grades. However, we found little evidence of direct impacts of the additional targeted
SEL strategies on children’s social-emotional outcomes.
Report Type
Policy Brief
Series Title
Education in Emergencies: Evidence for Action
Institution
International Rescue Committee
Date
March 2019
URL
Accessed
28/07/2020, 18:35
Citation
IRC. (2019). The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger (Education in Emergencies: Evidence for Action) [Policy Brief]. International Rescue Committee. https://steinhardt.nyu.edu/sites/default/files/2019-09/3EA-Niger_Policy_Brief_updated_3.2019_A.pdf
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