Equity and Resilience: Children’s Learning Trajectories and Wellbeing Across School Types of Inclusion Models in Jordan

• In Event: Pathways for Learning in Conflict and Protracted Crisis Settings: Assessing the Drivers of Holistic Learning in Conflict Settings

Proposal

Jordan hosts one of the world’s largest refugee populations relative to its size, including over 650,000 registered Syrian refugees, alongside longstanding Palestinian communities and more recent arrivals from Iraq, Yemen, and Sudan. Its education system is a global test case for refugee inclusion, relying on a mix of single-shift schools, double-shift schools, refugee camp schools, and non-formal education programs.

This study investigates how children’s learning and wellbeing trajectories are shaped across these school types, guided by the ERICC framework (Kim et al, 2024). The research questions include:
How have the fall of the Assad regime in Syria and the Israeli-Iran war affected the educational experiences of children and educators in different types of school provisions in Jordan?
What levels of literacy, numeracy, SEL, and wellbeing are observed across different school types? How do learning and wellbeing outcomes vary by child characteristics (sex, displacement, disability, socio-economic status)?
To what extent do quality and continuity of education —resources, teaching practices, attendance, interventions—explain differences in children’s trajectories?

The study uses a longitudinal, mixed-methods design, following approximately 8,000 children across 80 schools (single-shift, double-shift, camp, and non-formal) in grades 5 and 8. We present evidence from the first wave of data collection, which included measures on literacy and numeracy, SEL and wellbeing, teacher and headteacher surveys, and classroom observations.
Anticipated contributions include systematic evidence on holistic outcomes for both refugee and host-community children, insights into how inclusion models (single vs. double shift vs. camp) shape academic, SEL and wellbeing trajectories; and policy-relevant evidence on how different models of inclusion shape learning and wellbeing outcomes for refugee and host community children.

Authors

• hala sarabi, Queen Rania Foundation for Education and Development

• Sarah Al-Atari, Queen Rania Foundation for Education and Development

• Taline Sabella

• Emilee Rauschenberger, Queen Rania Foundation for Education and Development

• Robert Palmer, Queen Rania Foundation

• Sa'ed Alzawahreh