What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts

This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended. Crisis is defined as an emergency caused by violent conflict, natural disaster, or both; educational access as the opportunity to enroll, attend, and complete formal or nonformal education programs; quality of learning as relates to both academic achievement and attitudes (e.g., tolerance); and wellbeing as holistic health, including physical, emotional, social, and cognitive characteristics. The primary goals are threefold:

1. to assess the strength and quantity of the existing evidence of effective practices and program interventions in countries and regions affected by crises;
2. to identify relevant and robust evidence of effective interventions in high-, middle-, and low-income countries to serve as a point of departure for future research; and
3. to develop conceptual models that suggest pathways and mechanisms to test in future research.