This study, conducted in collaboration with Swansea University, BRAC Institute of Educational Development (BRAC IED), The British Academy, and BRAC Institute of Governance and Development (BIGD), explores how a play-based approach to education can contribute to the holistic development of children affected by conflicts and crises.
Researchers: Justine Howard; Shaila Ahmed; Sakila Yesmin; Shamma Tasnim; Muhammad Towkir Hossain; Md Johirul Islam; Subrina Sultana
Partners: Swansea University, BRAC Institute of Educational Development (BRAC IED), BRAC University, The British Academy
Timeline: 2021-2024
Status: Ongoing
Contact: Muhammad Towkir Hossain; towkir.hossain@bracu.ac.bd
Context
UNICEF reports that children represent 50% of refugee populations. The impact of displacement on children is significant, impacting mental health and development across all domains. Given the developmental and therapeutic benefits of play, this project builds on the work that has already been done by BRAC IED and BIGD in the Rohingya camps and host communities, in order to explore a culturally embedded play-based approach to supporting the mental health, development, and education of children affected by conflict and crisis.
Objectives
The study aims to explore how to successfully integrate effective play interventions in education for Rohingya and host community children aged 0-18 years. Further, it also aims to investigate whether this integration of authentic and culturally contextualized play in educational contexts will lead to improved learning, social-emotional development, and psychosocial well-being outcomes for children and adolescents in crisis and conflict settings.
Methodology
The study employs a Randomized Controlled Trial experimental method to understand the impact of creating adolescent playlabs for children, especially for sixth-grade students whether such clubs increase their mental well-being. The design employs ten schools (100 students) for the treatment group and ten schools (100 students) for the control group consisting of a total of 200 students using two treatment arms respectively. The study requires one pilot, one baseline, and one endline in-person survey. The surveys will collect information on development tools, learning outcomes, and mental health metrics.
Findings and Recommendations
Forthcoming