Continuing a worrying decade-long rising trend, the number of people forced to flee due to persecution, conflict, violence, human rights violations and events seriously disturbing public order climbed to 89.3 million by the end of 2021. This is more than double the 42.7 million people who remained forcibly displaced at the end of 2012 and represents a sharp 8 per cent increase of almost 7 million people in the span of just 12 months.
This new study proposes a new methodology that leverages the latest, most granular available data on crisis severity, children with functional difficulties, forcibly displaced children, out-of-school rates and data from learning outcomes from databases to estimate of the number of out-of-school children in emergencies and the number of crisis-affected children who may not be learning.
The MHPSS Collaborative and INEE are pleased to shared the recording of a webinar on a recently published realist review on school-based mental health and psychosocial support in humanitarian contexts.
This paper provides experimental evidence on strategies to support learning when schools close. We conduct a large-scale randomized trial testing two low-technology interventions— SMS messages and phone calls—with parents to support their child in Botswana.
The Response to Stress Questionnaire was developed in an attempt to capture the ways that local refugee students in Niger react to and cope with specific sources of stress, including parental depression, family conflict, and academic stressors.
The Self-Regulation Assessment-Assessor Report (SRA-AR) is a measurement tool used to capture assessors’ perceptions of Nigerian refugee and Nigerien children’s skills at regulating their behavior during an assessment. The developers tested this measurement tool in Niger.
This webinar highlighted the importance of measurement tools to inform programming as well as provide a space for researchers and practitioners to reflect on the measurement tool development process.
The Emergency Developmental Assets Profile (EmDAP) measures the well-being of children and youth in emergency settings such as refugee camps and armed conflict zones, assessing whether young people are experiencing adequate positive relationships and opportunities, and developing positive values, skills, and self-perceptions, despite being in crisis circumstances.
The Caregiver Reported Early Development Instrument (CREDI) was designed to serve as a population-level measure of early childhood development (ECD) for children from birth to age three. The 117-item Long Form used in India gathers information on the development of five inter-related domains: motor, cognitive, language, social-emotional, and mental health.
A comprehensive training package on the protection of people with diverse sexual orientations, gender identities, gender expressions and sex characteristics (SOGIESC) for UNHCR and IOM personnel as well as the broader humanitarian community.
In using a novel approach to rapidly crowdsource a wide range of published and unpublished evidence related to accelerated education programmes (AEPs), and then synthesising this evidence, our aim is to build on existing critical AEP evidence by offering practical, contextually relevant points of guidance for those shaping policies and guidelines for AEPs.
Our data show that Rohingya children demonstrate a tremendous amount of spontaneous and creative activity in their everyday lives, despite the many challenges in the Cox’s Bazar camps. This brief provides fresh perspectives into the remarkable resilience and creativity these young children possess.
In 2020 and 2021, NYU-TIES set out to better understand how parents perceive play in Cox’s Bazar in Bangladesh. This brief highlights some of the most critical findings supported by multiple data sets, focusing in particular on the role of fathers in supporting playful learning and concluding with reflections on how these findings might be valuable for future program implementation and research.
This brief was developed to support the dissemination of key messages in Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises. It provides an overview of evidence and gaps in girls’ and women’s access to distance education and recommends actions for gender-responsive planning and design of distance education policies and interventions.
This brief was developed to support dissemination of key messages in Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises. It provides an overview of evidence and gaps on the relationship between girls’ education and climate crises, and recommends actions to mitigate the impacts of climate change on girls’ education and promote resilience.
This brief was developed to support dissemination of key messages in Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises. It provides an overview of evidence and gaps related to school-related gender-based-violence and recommends actions and measures to protect women’s and girls’ rights within education.
Education came under violent attack frequently over the last two years, even as the Covid-19 pandemic closed schools and universities around the world. Attacks on education and military use increased globally during this period, as compared to the previous two years. In 2020 and 2021, GCPEA identified over 5,000 reported attacks on education and cases of military use of schools and universities.
The Psychosocial Support (PSS) and Social and Emotional Learning (SEL) Toolbox has a variety of tools to meet the interests and needs of many different stakeholders working on PSS and SEL in Education in Emergencies.
This course is designed to help you understand the content and structure of the INEE Guidance Note on Gender: Gender Equality in and through Education. By the end of this course, you will be able to use the Guidance Note to: address common misconceptions about gender-responsive EiE, analyze EiE interventions in your context with a gender lens, and develop short advocacy messages about gender-responsive EiE.
