In this policy brief, we explore the impacts of HCT as a standalone program and when packaged with skill-targeted SEL activities for students enrolled in Nigerien public schools. 

During this webinar on new measures in the INEE Measurement Library, presenters shared evidence on three measures that have been developed or adapted for their specific contexts: Response to Stress Questionnaire (RSQ) in Lebanon, Teacher Classroom Observation (TCO) in Tanzania, and Holistic Assessment for Learning (HAL) in Syria.

The Response to Stress Questionnaire was developed in an attempt to capture the ways that refugee students in Lebanon react to and cope with specific sources of stress, including parental depression, family conflict, and academic stressors.

This is a summary and policy companion to a larger mapping exercise on how EiE and CPHA actors measure four categories of school-based, physical security interventions that address external threats of conflict and violence, as well as their relationship with access to education and the psychosocial wellbeing of learners.

Este es un resumen y un complemento de políticas para un ejercicio de mapeo más amplio sobre cómo los actores de EeE y CPHA miden cuatro categorías de intervenciones de seguridad física basadas en la escuela que abordan las amenazas externas de conflicto y violencia, así como su relación con el acceso a la educación y el bienestar psicosociales de los estudiantes.

Ceci est le résumé et complément politique de l’exercice de cartographie sur la façon dont les acteurs de l’ESU et de la CPHA mesurent quatre catégories d’interventions de sécurité physique en milieu scolaire. Elles répondent aux menaces externes de conflit et de violence, ainsi que leur relation avec l’accès à l’éducation et le bien-être psychosocial des apprenants.

Este documento é um sumário e um compêndio de políticas associado a um exercício de mapeamento mais abrangente sobre a forma como os atores da EeE e da Proteção da Criança na Ação Humanitária em contextos humanitários avaliam quatro categorias de intervenções de segurança física baseadas na escola, que abordam as ameaças externas de conflito e violência, assim como a sua relação com o acesso à educação e o bem-estar psicossocial dos alunos e das alunas.