This framework is the result of two years of close collaboration and joint efforts between the Ministry of Education, CRDP, USAID-funded QITABI 2, New York University, and Harvard University. The Framework builds on lessons learned from the past and provides a well-defined foundation for the future to support a scientific and systematic SEL approach that enhances the wellbeing of students, teachers, and schools.

Refugee children face significant adversities that can threaten critical developmental processes and hamper learning outcomes. This study examines how post-migration risk factors at the community, household, and individual level experienced by primary school-aged Syrian refugee children in Lebanon (N = 448, Age M = 9.08, SD = 1.90) are associated with cognitive, emotional, and behavioral developmental processes as well as literacy and numeracy performance. We identified several risk factors, including attending a lower grade than their age-expected grade level, that uniquely predict Syrian refugee children's developmental processes and academic outcomes.