Improving child mental health and learning outcomes and reducing stigma and discrimination in conflict setting: findings from a cluster randomized controlled trial of a classroom‐based psychosocial intervention in rural primary schools in Afghanistan
Classroom-based interventions delivered by trained field-based educational staff can effectively promote child mental health, social-emotional skills, and academic outcomes, and reduce stigma and discrimination among subgroups of children in conflict and crisis settings and have viable potential for scalability.
Authors
- Ian M. Kaplan (ORCID: https://orcid.org/0000-0002-7140-880X)
- Madelyn Yoo
- Hashim Rawab
- Shuya Yin (ORCID: https://orcid.org/0000-0002-1783-869X)
- Parul Bakhshi (ORCID: https://orcid.org/0000-0002-4439-4617)
- Yu Zhu (ORCID: https://orcid.org/0000-0002-1998-0294)
- Ramesh Raghavan (ORCID: https://orcid.org/0009-0002-2327-2896)
- Saria Bechara (ORCID: https://orcid.org/0000-0002-6336-6304)
- Jean‐Francois Trani
- Kim Thuy Seelinger
- Mohammed A. Modaber
- Ramkrishna K. Singh
Institutions
- Conservatoire National des Arts et Métiers (FR)
- Memorial University of Newfoundland (CA)
- Washington University in St. Louis (US)
- University of Johannesburg (ZA)
- World Health Organization - Afghanistan (AF)
- New York University (US)
- Adelphi University (US)
Publication Details
- Journal
- Journal of Child Psychology and Psychiatry
- Published
- 2026-01-25
- DOI
- https://doi.org/10.1111/jcpp.70125
- Primary Topic
- Migration, Health and Trauma
- Type
- article
- Field-Weighted Citation Impact
- 0.00