During school year 2016-2017, the International Rescue Committee (IRC) delivered Learning in a Healing Classroom after-school programming to support Syrian refugee children’s learning outcomes and retention in Lebanese public schools. We found that access to Healing Classrooms programming significantly improved students’ reading and math skills, as well as reduced the likelihood of interpreting interactions with peers as hostile in intent, after the first four months of program implementation.

During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted Social-Emotional Learning (SEL) (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes.

With support from Dubai Cares during the school year 2016-2017, the International Rescue Committee (IRC) delivered Learning in a Healing Classroom remedial tutoring programming to support local and internally displaced Nigerien children and refugee Nigerian children’s learning outcomes and retention in public schools in Niger. We found that, after twenty-two weeks of program implementation, (1) access to Healing Classrooms programming significantly improved students’ reading and math skills, and (2) adding low-cost, targeted Social-Emotional Learning (SEL) interventions to Healing Classrooms improved students’ overall school grades as well.

We present here as the overarching “promising practice” a research-practice partnership dedicated to iterative cycles of action and research. In 2016-2017, the IRC delivered non-formal retention-focused tutoring support, also known as remedial programming, to 6,400 children enrolled in public schools in Lebanon and Niger using its Learning in a Healing Classroom (LIHC) program. LIHC is an evidence-based approach to providing reading and math courses in safe and supportive learning environments. Sites were additionally randomized to embed low-cost, targeted social-emotional learning (SEL) interventions into the curriculum. TIES/ NYU then conducted a site-randomized trial to provide the first rigorous evidence of whether and how non-formal, SEL-based retention support education programs can bolster refugee children’s ability to succeed in formal education systems, as well as some of the first evidence globally on how targeted SEL practices can be embedded in curriculum to support children’s holistic learning and development. We share the lessons learned from both the interventions and from the partnership, focusing on the work in Lebanon.