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Field
Trial Title
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Before
Education in Emergencies, Evidence for Action (3EA): Testing targeted interventions in Niger, 2016-17
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After
Education in Emergencies, Evidence for Action (3EA): Testing targeted interventions in Niger, 2016-18
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Field
Trial Status
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Before
on_going
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After
completed
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Field
Abstract
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Before
The Diffa region of Niger--once known for trade of fish and agricultural products--now shelters one refugee for every four residents due to the devastation wreaked by Boko Haram in nearby Nigeria. Children and teachers in such crisis contexts suffer from absenteeism, high drop-out rates, and migration; this study investigates the impact of low-cost, targeted social-emotional interventions (mindfulness and Brain Games) for refugee, internally-displaced, and local Diffa region that may be better-suited to such contexts over longer-term, more intensive curricular approaches. In Fall 2016, we will randomize schools (K=30) within matched-pairs to the following conditions: (1) Remedial Support Basic (K = 15); and (2) Remedial Support "Plus" (K=15). The "Plus" condition will receive the targeted intervention of Mindfulness in Fall of 2016 and executive-functioning Brain Games in Spring 2017.
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After
The Diffa region of Niger--once known for trade of fish and agricultural products--now shelters one refugee for every four residents due to the devastation wreaked by Boko Haram in nearby Nigeria. Children and teachers in such crisis contexts suffer from absenteeism, high drop-out rates, and migration; this study investigates the impact of low-cost, targeted social-emotional interventions (mindfulness and Brain Games) for refugee, internally-displaced, and local Diffa region that may be better-suited to such contexts over longer-term, more intensive curricular approaches.
In Fall 2016, we randomized schools (K=30) within matched-pairs to the following conditions: (1) Remedial Support Basic (K = 15); and (2) Remedial Support "Plus" (K=15). The "Plus" condition received the targeted intervention of Mindfulness in Fall of 2016 and executive-functioning Brain Games in Spring 2017.
All schools remained in their initial randomization for fall of 2017. One school was unable to continue due to unstable security conditions, necessitating its corresponding pair to be dropped from the research sample. The conditions for year two were (1) Remedial Support Basic (K = 14); and (2) Remedial Support "Plus" (K=14). The "Plus" condition received the targeted intervention of Brain Games for the 22-week intervention.
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Field
Trial End Date
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Before
June 30, 2017
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After
June 30, 2019
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Field
Last Published
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Before
April 07, 2017 07:14 PM
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After
June 18, 2021 02:47 PM
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Field
Study Withdrawn
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Before
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After
No
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Field
Intervention Completion Date
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Before
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After
May 31, 2018
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Field
Data Collection Complete
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Before
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After
Yes
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Field
Final Sample Size: Number of Clusters (Unit of Randomization)
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Before
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After
Year 1: 30 schools
Year 2: 28 schools
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Field
Was attrition correlated with treatment status?
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Before
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After
No
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Field
Final Sample Size: Total Number of Observations
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Before
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After
4,994
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Field
Final Sample Size (or Number of Clusters) by Treatment Arms
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Before
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After
15 schools in Remedial, 15 schools in remedial + SEL
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Field
Is there a restricted access data set available on request?
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Before
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After
No
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Field
Program Files
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Before
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After
No
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Field
Data Collection Completion Date
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Before
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After
May 31, 2018
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Field
Is data available for public use?
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Before
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After
No
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Field
Intervention (Public)
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Before
Remedial Support Basic. Nigerien teachers will be trained in the IRC’s Learning in a Healing Classrooms (LIHC) 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. Teachers will provide approximately 8 hours of remedial support to students per week.
Remedial Support Mindfulness: In fall of 2016, half of all teachers will receive additional training to incorporate targeted mindfulness strategies into their LIHC daily classroom routines. Selected facilitators will receive training, including: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including mindfulness support on a monthly basis. Teachers will be encouraged to use mindfulness practices to facilitate classroom transitions, with an expectation of spending 20-30 minutes per day on mindfulness activities.
Remedial Support Brain Games: In Spring of 2017, half of all facilitators will incorporate targeted Brain Games into their LIHC classroom routines. Selected facilitators will receive supplementary training and support to do so, including: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including Brain Games support on a monthly basis. Teachers will be encouraged to use Brain Games to facilitate classroom transitions, with an expectation of spending 20 minutes per day on Brain Games activities.
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After
Remedial Support Basic. Nigerien teachers will be trained in the IRC’s Learning in a Healing Classrooms (LIHC) 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. Teachers will provide approximately 8 hours of remedial support to students per week.
Remedial Support Mindfulness: In fall of 2016, half of all teachers will receive additional training to incorporate targeted mindfulness strategies into their LIHC daily classroom routines. Selected facilitators will receive training, including: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including mindfulness support on a monthly basis. Teachers will be encouraged to use mindfulness practices to facilitate classroom transitions, with an expectation of spending 20-30 minutes per day on mindfulness activities.
Remedial Support Brain Games: In Spring of 2017, half of all facilitators will incorporate targeted Brain Games into their LIHC classroom routines. Selected facilitators will receive supplementary training and support to do so, including: (1) 1-2 days additional pre-service face-to-face training; (2) dedicated monthly Teacher Learning Circles; and (3) mentoring visits including Brain Games support on a monthly basis. Teachers will be encouraged to use Brain Games to facilitate classroom transitions, with an expectation of spending 20 minutes per day on Brain Games activities.
Brain Games will continue as the SEL intervention in fall and spring for 2017-18.
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Field
Intervention End Date
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Before
June 30, 2017
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After
June 30, 2018
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Field
Primary Outcomes (End Points)
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Before
Literacy skills, Math skills, and mental health
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After
For our main contrast (Impact of tutoring program), Primary outcomes are: Literacy skills, Math skills, and perceptions of school environment
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Field
Primary Outcomes (Explanation)
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Before
Literacy skills will be measured via the Early Grades Reading Assessment (EGRA). Math skills will be measured via the Early Grades Math Assessment (EGMA). Mental Health outcomes will be measured via the Strengths and Difficulties Questionnaire
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After
Literacy skills will be measured via the Early Grades Reading Assessment (EGRA). Math skills will be measured via the Early Grades Math Assessment (EGMA). Perceptions of school environment will be measured via Child-Friendly Schools Questionnaire.
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Field
Experimental Design (Public)
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Before
This study utilizes a matched-pair design. Schools will be matched into pairs based on an algorithm of baseline characteristics (e.g., number of students per class, type of school structure) thought to be predictive of student outcomes. Randomization then takes place within pairs, such that one school is assigned to treatment (i.e., tutors in that school all receive LIHC Mindfulness/Brain Games training) and one to control status (i.e., tutors in that school all receive LIHC base package)
(1) Remedial Support Basic (Schools = 15);
(2) Remedial Support plus Low-Cost Targeted Intervention (Schools = 15).
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After
This study utilizes a matched-pair design. Schools will be matched into pairs based on an algorithm of baseline characteristics (e.g., number of students per class, type of school structure) thought to be predictive of student outcomes. Randomization then takes place within pairs, such that one school is assigned to treatment (i.e., tutors in that school all receive LIHC Mindfulness/Brain Games training) and one to control status (i.e., tutors in that school all receive LIHC base package)
(1) Remedial Support Basic (Schools = 15);
(2) Remedial Support plus Low-Cost Targeted Intervention (Schools = 15).
Schools will remain in their treatment condition for year 2.
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Field
Keyword(s)
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Before
Education
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After
Education
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