Supporting children’s mental health, psychosocial wellbeing, social, emotional and academic learning outcomes in crises

Group Submission Type: Formal Panel Session

Proposal

Schooling and education programming are linked with improving children’s mental health (Nemiro, et al, 2022), social and emotional skills (Gallagher, 2018), and literacy and numeracy academic outcomes, but little is known about programming to nurture holistic education for children in humanitarian contexts, particularly focusing on improving programming, learning outcomes, and appropriate ways to measure learning and wellbeing outcomes. Further, how we measure wellbeing and relate it to academic outcomes is less rigorous from practitioner-led research where “well-validated, reliable instruments […are] rarely used in monitoring and evaluation practices” compared with academic research (Augustinavicius, et al, 2018). It’s unclear from existing literature what priorities and programs best support children’s SEL, psychosocial wellbeing, and academic learning outcomes in crises because most studies focus on different outcome variables. This panel will use a holistic approach to understand the relationship between mental health and learning outcomes in education in crisis-affected environments, drawing on the most recent studies from practitioners and contributing to the larger evidence base on children’s learning and wellbeing in crises.

For the purposes of this panel, we define wellbeing related to social and emotional learning (SEL) and mental health and psychosocial support (MHPSS) programming, along with literacy and numeracy skills. SEL is the lifelong process through which people acquire and apply the knowledge, skills, and attitudes to develop identities, manage emotions, set and work towards goals, feel and show empathy, establish and maintain relationships, and make responsible decisions (CASEL, 2020). SEL skills include, but are not limited to, self-concept, empathy, stress management, relationship skills, perseverance and conflict resolution. MHPSS programs are services defined as “any type of local or outside support that aims to protect or promote psychosocial wellbeing and/or prevent or treat mental disorder” (IASC, 2007). We define psychosocial wellbeing as prosocial behavior, social support, and self-identified experiences of wellbeing (Nguyen, et al, 2023). Learning outcomes are similarly multifaceted, but this panel will focus on grade 2 level literacy and numeracy outcomes: reading and comprehension and emergent skills like letter identification; and addition and subtraction operations, and number identification.

Understanding the relationship between MHPSS and SEL with academic learning outcomes helps program implementers, teachers, school administrators and policy makers strengthen children’s outcomes and improve the likelihood of students success within and outside of schools. Programs that incorporate MHPSS and SEL have been shown to improve school attendance and engagement. When students feel emotionally supported and mentally well, they are more likely to attend school regularly and participate actively in class. SEL programs create a safer and more conducive learning environment, which can positively impact academic outcomes. Addressing mental health through MHPSS can lower levels of stress, anxiety, and depression among students. This improved mental health can lead to better concentration, memory, and overall cognitive function, which are essential for learning. SEL not only supports immediate academic performance but also fosters lifelong learning and skills. Students who develop strong social and emotional skills are better equipped to handle challenges and succeed in various aspects of life. Integrating MHPSS and SEL in education can create a supportive environment that enhances students’ academic performance and overall well-being. This holistic approach is especially beneficial in conflict-affected or emergency settings, where students face additional adversities.

The relationship between wellbeing and learning outcomes is multifaceted. Some research shows how education improves social and emotional learning, mental health (USAID, 2024) and wellbeing outcomes and some studies focusing on the relationship between social and emotional learning outcomes and children’s mental health (Durlak, et al, 2022). Many studies link education programing in emergencies with literacy and/ or numeracy outcomes. Other research connects digital technology with mental health outcomes (both positive and negative). However, few studies highlighting the relationship between academic learning, mental health, and social and emotional learning outcomes, with notable examples from the global north (Panayiotou, 2019) and lower resource and humanitarian environments (Aber et al, 2017; Dinarte, 2019).

The relationship between academic, social and emotional, and mental health outcomes is even more important to understand as digital technologies are integrated more into classrooms in low resource humanitarian contexts. For example, in one meta-analysis of research from high resource environments, results indicated that digital technology interventions have a “moderate and significant effect size (g  =  0.43) for promoting mental health” for adolescents ages 6 to 18 (Chen et al 2024). Inversely, digital technology also exposes children to online bullying, grooming and the impact of prolonged screen-time on the developing brain. For example, studies in China have documented the correlation between extended screen time and lower cognitive outcomes (Hu, et al, 2018).

This panel sets the stage for exploring the relationships between children’s wellbeing and learning outcomes in low resource and crisis affected environments to better prepare to understand the unique challenges and opportunities in supporting children’s learning and wellbeing in ever changing circumstances, particularly as digital technologies become more common in educational environments worldwide. Maurits Spoelder, the session discussant, will establish the macro global view of SEL and MHPSS integration with learning outcomes. Julia Johna will present USAID’s MHPSS position paper and discuss its implications for education programming in crisis contexts. Rachel McKinney and Esther Mbau will present the minimum standards to guide MHPSS integration in education. The panel will then transition from the macro level to specific case studies. Stephane Ndayishimiye will present results from two Save the Children measures and results related MHPSS and learning outcomes, the Holistic Assessment Tool (HAT) and Are You Well (AYW). Finally, Shelan Junaid and Genta Gjergji will present a case study of learning measurement from Iraq. The discussion will then focus on relating ongoing work to further study, particularly considering new direction in digital education.

Sub Unit

• Education in Conflict and Emergencies SIG

Chair

• Julia Finder Johna, United States Agency for International Development USAID

Individual Presentations

• The Importance of Addressing Wellbeing to Achieve Learning Outcomes in Crisis Contexts - Julia Finder Johna, United States Agency for International Development USAID

• Measuring psychosocial wellbeing, social emotional, literacy and numeracy outcomes in crisis contexts: Lessons from Niger and Burkina Faso - Stephane Ndayishimiye, Northwestern Kellogg GPRL

• Holistic learning outcomes of crisis-affected learners in Kurdistan, Iraq - Shelan Khalil, Government Entity

• Social-emotional Learning in multi-ethnic countries: developing national SEL frameworks with community input in Sri Lanka and Sierra Leone - Janella M Nelson, ChildFund International

Discussant

• Maurits Spoelder, Education Cannot Wait