Otto, H.; Walker, M. and Ziegler, H. (eds) (2017) Capability-Promoting Policies: Enhancing Individual and Social Development, Bristol: Policy Press and Bristol University Press
Children in conflict-affected countries (CACs) experience profound constraints on their academic learning and socioemotional well-being. Children exposed to violence and poverty come to "school" (formal or non-formal education settings) with poor executive function skills (e.g. working memory, inhibition, attention), emotional/behavioral regulation skills and social-information-processing skills.
Disadvantaged children in Low Income Countries (LICs) particularly children with disabilities are increasingly accessing schools, but not learning effectively due to social exclusion within the classroom and poor teaching methods, that perpetuate inequality.