Improving Outcomes for Syrian Refugee Children: Lessons from Social-Emotional Learning Tutoring Programs in Lebanon

Publication language
Date published
08 Mar 2021
Research, reports and studies
Children & youth, Education, Evaluation-related, Refugee Camps, Host Communities, Gender, humanitarian action, Social protection, Syria crisis
Syria, Lebanon

About one of every 14 people currently in the country of Lebanon is a school-aged Syrian refugee child.  These children have dire academic and social-emotional needs that require targeted support for them to catch up and succeed in Lebanese public schools.

As part of the response to this crisis, the IRC and NYU Global TIES for Children provided Syrian refugee children enrolled in Lebanese public schools with remedial tutoring programs and social-emotional learning activities over the course of 2 years. We evaluated the impact of this program on children’s literacy, numeracy and social-emotional skills. This brief provides a deeper look into the program design and research findings to shed light on what worked, what didn’t and why, in order to ensure similar programs developed in Lebanon and elsewhere can improve the lives of refugee children in the most impactful way possible

International Rescue Committee (IRC)