Evidence for Educational Intervention Effectiveness: Impacts of a Cluster Randomized Controlled Trial of Social Emotional Learning–Infused Tutoring Programming in Niger

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Abstract

During the 2016-2017 school year, Learning in Healing Classrooms (LIHC) tutoring program was evaluated utilizing a matched-pair RCT in 30 schools (1,800 children) in the Diffa region of Niger. In half of the schools, two low-cost targeted (LCT) SEL programs were implemented in addition to the basic programming: Mindfulness, targeting emotion regulation, and Brain Games, targeting executive functioning skills. Access to any LIHC tutoring program improved children’s French literacy and math competence approximately 1.5 times more than public schooling alone. Students in LIHC + SEL (mindfulness + Brain Games) condition earned higher average school grades compared to those in LIHC only. We found no evidence of impacts on math or literacy scores for targeted SEL interventions over and above LIHC.

Authors

• Lindsay Brown, New York University

• Ha Yeon Kim, New York University

• John Lawrence Aber, New York University Steinhardt