Foundational Learning and Mental Health: Empirical Evidence from Botswana
This paper studies the effect of targeted instruction interventions on the mental health and educational outcomes of primary school learners
Abstract
With the current gap in policy relevant mental health and education data in low resource settings, this paper studies the effect of targeted instruction interventions such as TaRL on the mental health and educational outcomes of primary school learners in Botswana and shows that exposure to the learning pedagogy reduces the behavioural and emotional difficulties of children.
This research is part of the Research on Improving Systems of Education programme.
Citation
Opare-Kumi, J. 2023. Foundational Learning and Mental Health: Empirical Evidence from Botswana. RISE Working Paper Series. 23/133. https://doi.org/10.35489/BSG-RISE-WP_2023/133
Link
Foundational Learning and Mental Health: Empirical Evidence from Botswana