Improving child mental health and learning outcomes and reducing stigma and discrimination in conflict setting: findings from a cluster randomized controlled trial of a classroom‐based psychosocial intervention in rural primary schools in Afghanistan
Jean‐Francois Trani e outros, 2026 · Journal of Child Psychology and Psychiatry, and Allied Disciplines
A school-based psychosocial and social-emotional learning intervention improved reading and general knowledge scores by 0.22 standard deviations among primary school children in rural Afghanistan.
Estimativa · Reading and general knowledge test score, standardized z-score
0,220 [0,160; 0,290]
standard deviations
p: <.001
- Desenho
- Experimento aleatório por conglomerados. Cluster RCT across 83 rural primary schools
- População
- Primary school students in Grades 3–6 in rural Badakhshan, Ghazni, and Takhar provinces, Afghanistan, 2021–2023
- Amostra
- 3.827 · children across 83 schools
Onde está o número
Table 3, row 'Reading/general knowledge', columns under 'Intervention × wave'
Reading/general knowledge | −0.33 | −0.43 to −0.23 | <.001 | 0.18 | 0.14 to 0.23 | <.001 | 0.22 | 0.16 to 0.29 | <.001
Contexto
What changed: Primary school children and teachers received a week-long psychosocial and social-emotional learning curriculum supplemented by parent and community workshops. Comparison: Control schools continuing standard primary curriculum. Limits: The study coincided with the 2021 Taliban takeover, causing implementation delays, security disruptions, and differential attrition.
Caminho no grafo
- FamíliaInformação e persuasão
- TipoCapacitação e aconselhamento
- ResultadoAprendizado (proficiência em testes)
- EixoEducação
MAGI só cita evidência deste instrumento
Lugares do estudo
- Badakhshan · Estado ou região · AF
- Ghazni · Estado ou região · AF
- Takhar · Estado ou região · AF
- Licença
- CC-BY
- Revisão
- Extraído por máquina, não revisadoExtraído por: gemini-3.8-flash, 2026-10-23