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, gender attitudes, socio-emotional skills (emotion regulation, perspective taking, bystander behaviour), their sense of belonging and their participation in classroom decision-making. On the teacher side, it looks at teachers' beliefs about inclusion, student–teacher relationships and gender in education. A parent survey adds exploratory evidence on how the intervention is seen and whether it reaches households.
We will also explore heterogeneity of the treatment effects by gender to shed light on the distributional implications of the intervention.