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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 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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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) Healing Classrooms Tutoring Basic (K = 15); and (2) Healing Classrooms Tutoring "Plus" (K=15). The "Plus" condition received the targeted intervention of Mindfulness in Fall of 2016 and executive-functioning Brain Games in Spring 2017. Within schools, eligible students were randomized to receive access to Healing Classrooms Tutoring or Healing Classrooms Tutoring Plus, based on the condition of the school.
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. Within schools, students were re-tested for eligibility and re-randomized in year two.
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Last Published
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Before
June 18, 2021 02:47 PM
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After
June 18, 2021 03:05 PM
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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.
Brain Games will continue as the SEL intervention in fall and spring for 2017-18.
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After
Healing Classrooms Tutoring. 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.
Healing Classrooms Tutoring Plus -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.
Healing Classrooms Tutoring Plus - 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.
Brain Games will continue as the SEL intervention in fall and spring for 2017-18.
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Primary Outcomes (End Points)
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Before
For our main contrast (Impact of tutoring program), Primary outcomes are: Literacy skills, Math skills, and perceptions of school environment
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After
For impact of tutoring program, Primary outcomes are: Literacy skills, Math skills, and perceptions of school environment
Primary outcomes for SEL contrast (HCT vs. HCT Plus) are Social-Emotional Well-Being and Competencies, such as Internalizing, externalizing behaviors and emotional regulation and expression.
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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). Perceptions of school environment will be measured via Child-Friendly Schools 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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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).
Schools will remain in their treatment condition for year 2.
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After
This study utilizes a matched-pair design. Schools will be matched into pairs (30 schools; 15 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 "plus" (i.e., tutors in that school all receive LIHC Mindfulness/Brain Games training) and one to treatment basic (i.e., tutors in that school all receive LIHC base package). Within schools, students will be screened for tutoring eligibility and eligible students will be randomized to have access to treatment or not, depending on the condition of their school.
Schools will remain in their treatment condition for year 2.
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Randomization Method
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Before
Randomization will be completed in office via computer (STATA).
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After
Randomization was completed in office via computer.
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Planned Number of Observations
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Before
1,800 students
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After
1,800 students will receive some form of tutoring
5,000 students (Year 1) or 6,000 (Year 2) will be screened for eligibility and in analytic sample for tutoring or no-tutoring contrast.
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Sample size (or number of clusters) by treatment arms
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Before
(1) Remedial Support Basic (15 schools, approximately 900 students);
(2) Remedial Support plus Low-Cost Targeted Intervention (15 schools, approximately 900 students).
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After
(1) Remedial Support Basic (15 schools, approximately 900 students);
(2) Remedial Support plus Low-Cost Targeted Intervention (15 schools, approximately 900 students).
5,000 students (Year 1) or 6,000 (Year 2) will be screened for eligibility and in analytic sample for tutoring or no-tutoring contrast.
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