Whybrow, Nicola; Williams, Ben; Aung, Zin Lynn Htaik; (2025) Prioritising children's emotional wellbeing and involvement in education programmes: Volunteer teachers' experiences of applying the Leuven scales in community learning spaces in Myanmar

Over 30% of school-age children in Myanmar continue to face barriers to education in the aftermath of the 2021 military takeover, with conflict-affected areas experiencing disproportionate rates of out-of-school children (Fukao et al, 2024). Mental health among young people and adolescents is a key driver of overall health, wellbeing, and socioeconomic development, yet until recently, it has been relatively neglected in global policy discourse (Carroll et al, 2021). One of the determinants of poor mental health and wellbeing in Myanmar is conflict. This paper explores the relevance of the ‘Leuven scales’, a practical teachers’ technique for observation of children’s emotional wellbeing and involvement in learning, in conflict settings. The paper highlights the experiences of 13 volunteer teachers using the Leuven scales and their reflections on their practice when teaching children affected by armed conflict and disrupted access to education.