Psycho-social Activities in Education in Emergencies

The EFA Global Monitoring Report for 2011 focuses on education in emergencies and recognises the importance of psycho-social interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, that have devastating consequences for learning. However, there is little evidence regarding the impact of activities on their education. Very few studies show a direct improvement in education outcomes after a psycho-social intervention, whether school or community based. However, an increasing (yet still small) number of studies of school-based psycho-social interventions demonstrate improvements that could impact on educational outcomes indirectly, through, for example reduced anxiety, a sense of structure and meaning in the individual’s life, improved self esteem and improved relationship with teachers. This literature review examines the question: What is the evidence that psycho-social activities in education in emergency contexts help children in their education?