School-Based MHPSS Interventions in Humanitarian Contexts Realist Review
School-based MHPSS
Interventions in
Humanitarian Contexts
Jennifer Flemming, Lead Researcher, The MHPSS Collaborative
Ashley Nemiro, Senior MHPSS Advisor, The MHPSS Collaborative
Jackline Oduor, Education Officer, Norwegian Refugee Council
Molly Lasater, Associate, Johns Hopkins Bloomberg School of Public Health
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Who we are and what we do
The MHPSS
Collaborative
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To generate high-quality evidence focused on
the overall question, What are the linkages
between MHPSS and SEL programming in
schools and well-being outcomes for children
affected by conflict and violence in three
humanitarian contexts?
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MHPSS
Outcomes
School-based
MHPSS
interventions
O
B
J
E
C
T
I
V
E
Conduct a realist
review to elucidate
the characteristics of
school-based MHPSS
interventions in
humanitarian settings
and the mechanisms
by which they are
hypothesized to
influence wellbeing
or learning outcomes
What are the characteristics, key outcome measures, and
mechanisms through which school-based MHPSS interventions in
humanitarian settings work (or are hypothesized to work)?
R
E
S
E
A
R
C
H
Q
U
E
S
T
I
O
N
Learning
Outcomes
Methods
1. Develop
‘Initial
Programme
Theories
(IPTs)’
2. Conduct searches, review, and
data extraction
3. Link CMOCs
to IPTs
4. Programme
Theories
Findings
•
Overall, limited evidence of positive impacts of the included interventions
Findings
•
E
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5
“
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s
”
•
Levels: child (n=4), teacher (n=3), caregiver
(n=2), school environment (n=1), and
school managers/ administrators (n=1).
•
No evidence to support Programme Theory
3.2 (caregiver) or Programme Theory 5
(school managers/ administrators)
Programme Theories – Child Level
When MHPSS
prevention and
promotion
interventions are
integrated into
learning spaces,
children are better
able to…
Improved
psychosocial
wellbeing
Improved learning
outcomes
Programme Theories – Teacher / educator / facilitator level
When teachers/
educators/
facilitators in
learning spaces
actively engage in
training and receive
supportive
supervision to
increase their
mental health
literacy, they are
better able to…
Improved teacher
psychosocial
wellbeing
Improved student
learning outcomes
Improved student
psychosocial
wellbeing
Programme Theories – Caregiver level
When caregivers
are engaged in their
children’s learning
and wellbeing…
Improved
psychosocial
wellbeing
Programme Theories – School environment level
When school
environments are
created to be safe,
supportive, and
child-centered
…
Improved
psychosocial
wellbeing and
learning
outcomes
I
M
P
L
I
C
A
T
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N
S
F
O
R
M
H
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S
P
R
O
G
R
A
M
M
I
N
G
•
Safe learning environments and MHPSS in education
•
Whole of school approaches vs. single component interventions
IMPLICATIONS FOR
MHPSS RESEARCH
•
Selection of outcome measures
•
Develop theories of change
•
Implementation of interventions
•
Whom interventions work for: gender, age, and risk profiles
Phase II:
Examining enabling environments for MHPSS
programming in education settings in humanitarian
contexts: Perceptions of children, teachers, and caregivers
across different contexts
January 2022 – December 2023
=
Primary Research Questions
Research –
Practice
Partnership
•
Norwegian Refugee Council, Better Learning Programme (Kenya, Colombia)
•
Amal Alliance, Colors of Kindness (Greece)
Interview with NRC: Jackline
Oduor, Education Officer
=
Q & A
RACHEL intro
JENN introduce overview of our presentation
Thank you Rachel – and thank you folks for all joiing us today.
Our team is going to present research that has been conducted since 2020 by the MHPSS Collaborative. Our work has been comprised of two phases: the first, foundational phase culiminated in the publishing of the Realist Review, which I will present results from here. We have since then moved into a second phase of research, in which we took key learnings from the the initial year to inform the planning of primary research in partnership with two implementing organizations: the Norwegian Refugee Council and the Amal Alliance. In the second half of our presentation we will steer discussion towards the ways in which we are seeking to form effective research – practice partnership with organizations implementing MHPSS programming.
Conducted by a team of researchers and advisors, the realist review focuses on understanding the characteristics, mechanisms, and outcomes of school-based Mental Health and Psychosocial Support (MHPSS) interventions in humanitarian settings. The study aims to uncover how these interventions impact the wellbeing and learning outcomes of children affected by conflict and violence in various contexts.
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Presentation Transcript
School-based MHPSS Interventions in Humanitarian Contexts Jennifer Flemming, Lead Researcher, The MHPSS Collaborative Ashley Nemiro, Senior MHPSS Advisor, The MHPSS Collaborative Jackline Oduor, Education Officer, Norwegian Refugee Council Molly Lasater, Associate, Johns Hopkins Bloomberg School of Public Health
Webinar Housekeeping Participant audio and video are disabled. Post questions using the Q&A function at any time. This session is being recorded. Closed captioning available in En The recording and presentations will be shared on the INEE website inee.org
The MHPSS Collaborative Who we are and what we do
MHPSS in Action Project Origins To generate high-quality evidence focused on the overall question, What are the linkages between MHPSS and SEL programming in schools and well-being outcomes for children affected by conflict and violence in three humanitarian contexts?
School-based MHPSS Interventions in Humanitarian Contexts: A Realist Review Dr. Molly Lasater, Department of International Health, Johns Hopkins Bloomberg School of Public Health Dr. Jennifer Flemming, Lead Researcher, The MHPSS Collaborative Christine Bourey, Department of Mental Health, Johns Hopkins Bloomberg School of Public Health Dr. Ashley Nemiro, Senior Technical Specialist, The MHPSS Collaborative Dr. Sarah Meyer, The MHPSS Collaborative; Department of Population and Family Health, Mailman School of Public Health, Columbia University
Study Overview OBJECTIVE Conduct a realist review to elucidate the characteristics of school-based MHPSS interventions in humanitarian settings and the mechanisms by which they are hypothesized to influence wellbeing or learning outcomes School School- -based MHPSS MHPSS interventions interventions based MHPSS Outcomes Learning Outcomes RESEARCH QUESTION What are the characteristics, key outcome measures, and mechanisms through which school-based MHPSS interventions in humanitarian settings work (or are hypothesized to work)?
Methods Methods 2. Conduct searches, review, and data extraction 1. Develop Initial Programme Theories (IPTs) 3. Link CMOCs to IPTs 4. Programme Theories
Findings Overall, limited evidence of positive impacts of the included interventions Study characteristics Intervention modalities Psychoeducation, CBT techniques, coping skills, social support, arts and play, music Outcome measures Psychological symptoms of distress, wellbeing, literacy and math skills Intervention implementation Teacher/ school staff, mental health professionals, community health workers
Findings Established 11 programme theories from the review, across 5 levels Levels: child (n=4), teacher (n=3), caregiver (n=2), school environment (n=1), and school managers/ administrators (n=1). No evidence to support Programme Theory 3.2 (caregiver) or Programme Theory 5 (school managers/ administrators)
Programme Theories Child Level 1.1 Develop and strengthen coping skills When MHPSS prevention and promotion interventions are integrated into learning spaces, children are better able to Understand and manage their emotions and develop a greater sense of self Improved psychosocial wellbeing 1.2 Strengthen interpersonal relationships with peers, instructors, and caregivers 1.3 Improved learning outcomes 1.4 Have improved psychosocial wellbeing
Programme Theories Teacher / educator / facilitator level Improved teacher psychosocial wellbeing When teachers/ educators/ facilitators in learning spaces actively engage in training and receive supportive supervision to increase their mental health literacy, they are better able to Develop positive coping skills 2.1 Improved student psychosocial wellbeing Support their students' mental health, allowing children to strengthen self- esteem, process their emotions and develop new coping skills 2.2 Improved student learning outcomes Support their students mental health 2.3
Programme Theories Caregiver level When caregivers are engaged in their children s learning and wellbeing Improved psychosocial wellbeing Interpersonal and family bonds are strengthened 3.1
Programme Theories School environment level When school environments are created to be safe, supportive, and child-centered Improved psychosocial wellbeing and learning outcomes Children will feel secure, relaxed, and less stressed 4.1
IMPLICATIONS FOR MHPSS PROGRAMMING Safe learning environments and MHPSS in education Whole of school approaches vs. single component interventions
IMPLICATIONS FOR IMPLICATIONS FOR MHPSS RESEARCH MHPSS RESEARCH Selection of outcome measures Develop theories of change Implementation of interventions Whom interventions work for: gender, age, and risk profiles
= Phase II: Examining enabling environments for MHPSS programming in education settings in humanitarian contexts: Perceptions of children, teachers, and caregivers across different contexts January 2022 December 2023
Primary Research Questions 1. What do children, teachers and caregivers perceive to be the role of classroom-based MHPSS interventions in humanitarian contexts? 2 What are students , teachers and caregivers perspectives on what constitutes an enabling environment for MHPSS interventions in education in humanitarian contexts, and particularly in their context? 3. What are the key elements of different domains of an enabling environment, as assessed across different contexts, and how do they relate to each other? 4. What roles do classroom-based MHPSS interventions play in return and/ or re-entry to school during COVID-19 school closures in humanitarian contexts? 5. What is the perspective of implementing staff, local stakeholders, and other relevant actors regarding change processes within a specific MHPSS intervention?
Research Practice Partnership Norwegian Refugee Council, Better Learning Programme (Kenya, Colombia) Amal Alliance, Colors of Kindness (Greece)
= Interview with NRC: Jackline Oduor, Education Officer
