Abstract
Schools can play a critical role in shaping norms around violence, inclusion, and gender equality, particularly in contexts affected by insecurity and social tensions. In northern Benin, rising concerns related to violent extremism pose challenges to social cohesion, student well-being, and learning environments. Can teacher training that promotes non-violent, inclusive pedagogy improve classroom practices and reduce violence in schools? And do such changes translate into improved educational and socio-emotional outcomes for students? This study addresses these questions through a randomized controlled trial evaluating a school-based intervention implemented in 100 primary schools in the Donga department of Benin. Led by “Foundation Graines de Paix”, the program trains primary school teachers using an approach designed to foster relational skills, non-violence, peace-building, respect for diversity, and the prevention of violence, including extremism and GBV. The objective is to create safer and more inclusive learning environments.
The study examines whether teacher training improves pedagogical practices and disciplinary approaches, as well as students’ educational outcomes, reported violence, emotional well-being and gender attitudes. Finally, the analysis explores heterogeneous effects by gender to shed light on the distributional implications of the intervention.