Education in Emergencies, Evidence for Action (3EA): Testing remedial tutoring support and targeted interventions in Lebanon (2016-18)
Last registered on June 18, 2021

Pre-Trial

Trial Information
General Information
Title
Education in Emergencies, Evidence for Action (3EA): Testing remedial tutoring support and targeted interventions in Lebanon (2016-18)
RCT ID
AEARCTR-0002123
Initial registration date
April 07, 2017
Last updated
June 18, 2021 3:43 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
New York University, Global TIES for Children
Other Primary Investigator(s)
Additional Trial Information
Status
Completed
Start date
2016-11-01
End date
2019-07-31
Secondary IDs
Abstract
Lebanon, a nation of approximately 4 million citizens, is now sheltering more than 1 million registered Syrian refugees, approximately half of whom are Syrian children between the ages of 3 and 18. This study investigates the impact of Healing Classrooms Tutoring and low-cost targeted social-emotional interventions for the school-aged Syrian refugee population in the Bekaa and Akkar regions of Lebanon.

In Fall 2016, we will randomize sites, defined as informal tent settlements and/or buildings serving 1-3 informal tent settlements, stratified by region: (1) no tutoring support/wait-list (K = 21); (2) Healing Classrooms Tutoring Basic (K = 33); and (3) Healing Classrooms Tutoring Mindfulness (K=33). In Spring 2017, half of sites will continue providing Healing Classrooms Tutoring Basic while half of sites will provide Healing Classrooms Tutoring Brain Games.

In 2017-18, IRC will deliver programming to 57 program sites, stratified by region and prior year's treatment status. They will be randomized to two treatment arms: Healing Classrooms Tutoring basic (K =28) or Healing Classrooms Tutoring 5-component SEL curriculum (K =29)
External Link(s)
Registration Citation
Citation
Aber, J. Lawrence. 2021. "Education in Emergencies, Evidence for Action (3EA): Testing remedial tutoring support and targeted interventions in Lebanon (2016-18)." AEA RCT Registry. June 18. https://doi.org/10.1257/rct.2123-2.0.
Former Citation
Aber, J. Lawrence. 2021. "Education in Emergencies, Evidence for Action (3EA): Testing remedial tutoring support and targeted interventions in Lebanon (2016-18)." AEA RCT Registry. June 18. http://www.socialscienceregistry.org/trials/2123/history/94011.
Sponsors & Partners

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Experimental Details
Interventions
Intervention(s)
Healing Classrooms Tutoring: Lebanese teachers will be trained in the IRC’s Learning in a Healing Classrooms approach to providing high-quality safe, supportive, predictable and cooperative learning environments. Facilitators complete pre-service face-to-face training, participate in monthly Teacher Learning Circles (TLCs), and receive regular mentoring visits from trained IRC field staff. Children attend 8 hours of remedial class per week with foci on Arabic, Math, and a second language

Healing Classrooms Tutoring Mindfulness/Brain Games: In fall of 2016, half of all teachers (see below, Research Design) will receive additional training to incorporate targeted mindfulness strategies into their HCT daily classroom routines. In the Spring, the same teachers will receive additional training to incorporate a set of executive-functioning "Brain Games" into classroom routines. Both trainings include: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including mindfulness/brain games support on a monthly basis. Teachers will be encouraged to use targeted practices to facilitate classroom transitions (e.g., switching from Arabic to math instruction), with an expectation of spending 20-30 minutes per day on these activities.

In fall of 2017, teachers in 30 of 60 sites will receive training in 5-component SEL, focusing on the competencies of brain building, mindfulness, emotion regulation, conflict resolution, pro-social skills, and perseverance. Teachers continued to receive the same implementation support as tin the prior year, including 5 day HCT training, 3 day SEL training, TLC, monthly mentoring visits. Children received same 8 hours of HCT, and the HCT+SEL group implemented additional 30 minutes of 5-component SEL programming per day
Intervention Start Date
2016-11-01
Intervention End Date
2018-07-31
Primary Outcomes
Primary Outcomes (end points)
For access to programming versus no access to programming (Year 1, Cycle 1), the Primary Impacts are: Literacy skills, Math skills, and Perceptions of supportive classroom environment
For contrast of Healing Classrooms Tutoring vs. Healing Classrooms Tutoring Plus, Primary outcomes are Executive Function skills, Emotional Regulation, Prosocial Skills, and Stress Reactivity
Primary Outcomes (explanation)
Literacy skills are measured via the Early Grades Reading Assessment (EGRA). Math skills are measured via the Early Grades Math Assessment (EGMA). Perceptions of supportive classroom environment will be used via Child-Friendly Schools Questionnaire.
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
Year One, Cycle one includes a 3-arm site (informal tent settlement or building) randomization. Randomization is stratified by region,
Treatment conditions are:
(1) no Healing Classrooms Tutoring /waitlist (K = 20);
(2) Healing Classrooms Tutoring Basic (K = 33);
(3) Healing Classrooms Tutoring plus Low-Cost Targeted Intervention (K=33).

Year Two: a two-armed site-randomized trial to determine the effect of comprehensive SEL programming on children’s academic and social emotional outcomes over and above LIHC retention support alone. Sites (K= 60) will be stratified based on their condition in year one to ensure balance of prior intervention(s) between treatment and control conditions. Minimally-detectable effect sizes average 0.2, with a range of .12-.37 .
Experimental Design Details
Randomization Method
Randomization was completed in office via computer.
Randomization Unit
Randomization for all cycles/years was conducted at the site level. Randomization was stratified by the region. Each region had two or three groups: waitlist (no remedial support; year 1, cycle 1 only), treatment (Healing Classrooms Tutoring + SEL intervention), and control (Healing Classrooms Tutoring only) group sites are assigned in each region.
Was the treatment clustered?
No
Experiment Characteristics
Sample size: planned number of clusters
Year 1: 87 Community sites, defined as an informal tent settlement or a rented building space pulling from nearby residential area
Year 2: 60 Community sites, defined as an informal tent settlement or a rented building space pulling from nearby residential area
Sample size: planned number of observations
5220 students in Year 1 3000 students in Year 2
Sample size (or number of clusters) by treatment arms
Year 1, Cycle 1: (1) no remedial tutoring support/waitlist (K = 21); (2) Healing Classrooms Tutoring Basic (K = 33); (3) Healing Classrooms Tutoring plus Low-Cost Targeted Intervention (K=33).
Year 2: (1) Healing Classrooms Tutoring Basic (K = 30); (2) Healing Classrooms Tutoring plus 5-component SEL Intervention (K=30)
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
MDES for no Healing Classrooms Tutoring vs. Healing Classrooms Tutoring Basic or Healing Classrooms Tutoring plus: (one cycle) .17-.21. MDES for Healing Classrooms Tutoring basic vs. Healing Classrooms Tutoring Plus (one cycle): .13-.21. MDES for Healing Classrooms Tutoring basic vs. Healing Classrooms Tutoring Plus (two cycles): .15-.25. MDES is calculated accounting for students nested within schools (2 levels only). Student N per sites=60, % variance explained by school level variables .3-.7, school level ICC .05-.10, power .8
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
New York University University Committee on Activities Involving Human Subjects (UCAIHS)
IRB Approval Date
2016-10-21
IRB Approval Number
IRB-FY2016-1174
IRB Name
International Rescue Committee Institutional Review Board
IRB Approval Date
2016-10-19
IRB Approval Number
EDU 1.00.001
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
Yes
Intervention Completion Date
May 31, 2018, 12:00 AM +00:00
Is data collection complete?
Yes
Data Collection Completion Date
May 31, 2018, 12:00 AM +00:00
Final Sample Size: Number of Clusters (Unit of Randomization)
Year 1: 87 sites
Year 2: 57 sites
Was attrition correlated with treatment status?
No
Final Sample Size: Total Number of Observations
Year 1 students = 4,598 (ITT)
Year 2 students = 4,289 (ITT)
Final Sample Size (or Number of Clusters) by Treatment Arms
Year 1: Healing Classrooms Tutoring = 33; Healing Classrooms Tutoring Plus SEL = 33; Wait-list control = 21 Year 2: Healing Classrooms Tutoring = 28, Healing Classrooms Tutoring Plus 5-Component SEL = 29
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
No
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS
Description
2016-2017 Preliminary Impact Report
Citation
Tubbs Dolan & Weiss-Yagoda (2017). IRC Healing Classrooms Retention Support Programming Improves Syrian Refugee Children’s Learning In Lebanon. 3EA | Education In Emergencies: Evidence for Action Impact Report 1.1.