A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools

Abstract

Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.

Keywords:

• Sub-Saharan Africa
• orphaned and vulnerable children
• psychosocial support
• randomized controlled trial
• schooling and education

Acknowledgements

We would like to thank RuralNet staff for their many contributions throughout this project. We would also like to thank the Zambian Ministry of Education, Science, Vocational Training and Early Education, the district school systems, and the many school administrators, teachers, children, and their families for their support.