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Journal of Research on Educational Effectiveness Volume 12, 2019 - Issue 3
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Intervention, Evaluation, and Policy Studies

Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom

Catalina TorrenteDepartment of Applied Psychology, New York University, New York, New York, USA;Correspondence[email protected]
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John Lawrence AberDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Leighann StarkeyDepartment of Applied Psychology, New York University, New York, New York, USA;;The Graduate Center, City University of New York, New York, New York, USA;View further author information
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Brian JohnstonThe Graduate Center, City University of New York, New York, New York, USA;View further author information
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Anjuli ShivshankerThe International Rescue Committee, New York, New York, USA;View further author information
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Nina WeisenhornThe International Rescue Committee, New York, New York, USA;View further author information
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Jeannie AnnanThe International Rescue Committee, New York, New York, USA;;Harris School of Public Policy, University of Chicago, Chicago, Illinois, USA.View further author information
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Edward SeidmanDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Sharon WolfDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Carly Tubbs DolanDepartment of Applied Psychology, New York University, New York, New York, USA;View further author information
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Pages 413-447 | Received 07 May 2017, Accepted 17 Dec 2018, Published online: 10 May 2019

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Lindsay E. Brown, Ha Yeon Kim, Carly Tubbs Dolan, Autumn Brown, Jennifer Sklar & J. Lawrence Aber. (2023) Remedial Programming and Skill-Targeted SEL in Low-Income and Crisis-Affected Contexts: Experimental Evidence From Niger. Journal of Research on Educational Effectiveness 16:4, pages 583-614.
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Dana Charles McCoy & Emily C. Hanno. (2023) Systemic barriers and opportunities for implementing school-based social–emotional learning interventions in low-income and conflict-affected settings. Frontiers in Psychology 14.
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Carly Tubbs Dolan, Ha Yeon Kim, Lindsay Brown, Kalina Gjicali, Serena Borsani, Samer El Houchaimi & J. Lawrence Aber. (2021) Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon. American Educational Research Journal 59:3, pages 419-460.
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Nikhit D'Sa & Allyson Krupar. (2022) التطوير والتحقق من صحة التقييم الدولي للتعلّم الاجتماعي والعاطفي: دليل من اختبار تجريبي مع الأطفال اللاجئين السوريين في العراق. Journal on Education in Emergencies 7:2, pages 1.
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Grace Nwanne Anyaegbu, Caroline Carney, Holly-Jane Howell, Alaa Zaza & Abdulkader Alaeddin. (2022) How Cognitive and Psychosocial Difficulties Affect Learning Outcomes: A Study of Primary School Children in Syria. Journal on Education in Emergencies 8:1, pages 50.
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Katharine E. Brush, Stephanie M. Jones, Rebecca Bailey, Bryan Nelson, Natasha Raisch & Emily Meland. 2022. Life Skills Education for Youth. Life Skills Education for Youth 43 71 .
Dana C. McCoy, Emily C. Hanno, Vladimir Ponczek, Cristine Pinto, Gabriela Fonseca & Natália Marchi. (2021) Um Compasso Para Aprender: A Randomized Trial of a Social‐Emotional Learning Program in Homicide‐Affected Communities in Brazil. Child Development 92:5, pages 1951-1968.
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Rebecca Bailey, Natasha Raisch, Sonya Temko, Britt Titus, Jonah Bautista, Tahirat Omolara Eniola & Stephanie M. Jones. (2021) Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria. International Journal of Environmental Research and Public Health 18:14, pages 7397.
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J. Lawrence Aber, Carly Tubbs Dolan, Ha Yeon Kim & Lindsay Brown. (2021) Children's learning and development in conflict- and crisis-affected countries: Building a science for action. Development and Psychopathology 33:2, pages 506-521.
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Nikhit D'Sa & Allyson Krupar. (2021) Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq. Journal on Education in Emergencies 7:2, pages 20.
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