The IRC implemented Tutoring in a Healing Classroom in Lebanon for Syrian refugee students enrolled in Lebanese public schools over the course of two years. NYU/TIES rigorously evaluated the impact of Tutoring in a Healing Classroom (referred to subsequently in this brief as HCT) and the potential benefit of adding different skill-targeted SEL interventions

The IRC's strategy action plan in Jordan through 2020.

The IRC's strategy action plan in Lebanon through 2020.

Roughly 1 billion children worldwide are out of school due to school closures related to COVID-19. Children in humanitarian settings face a double crisis as the health emergency disrupts their opportunities to learn, develop and thrive. Ensuring children can continue to learn during the pandemic, no matter their access to technology, must be central to the COVID-19 response in fragile contexts.

The report documents the experience of adapting and implementing this play-based home visiting intervention in a crisis setting and shares stories of community workers and caregivers participating in the program in Jordan, Syria and Lebanon.  We are now scaling this intervention through our Ahlan Simsim program to reach even more children and caregivers.

Over 3.7 million Syrian children have been born into violence, poverty and displacement since the brutal war in Syria began over six years ago. Under these conditions, too many children lack stable, nurturing and enriching environments – including frequent interactions with caregivers that promote learning, and development. This case study provides a look at the process of adapting and piloting Vroom for Syrian refugee parents and families. Vroom empowers parents and caregivers of young children to turn everyday moments into brain building moments.