Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo
This study tests a theory of change derived from the fields of developmental psychopathology and social ecology
Abstract
Improving children’s learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children’s academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee’s Learning to Read in a Healing Classroom (LRHC), impacts children’s learning and development.
This work was supported by the Economic and Social Research Council-Department for International Development (ESRC-DFID) Raising Learning Outcomes in Education Systems Research Programme
Citation
Aber, J., Tubbs, C., Torrente, C., Halpin, P., Johnston, B., Starkey, L., Wolf, S. (2017). Promoting children’s learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo. Development and Psychopathology, 29(1), 53-67. doi:10.1017/S0954579416001139