Education in international development settings, including in conflict and post-conflict contexts: teachers, quality and learning, and inequalities related to poverty, gender and disability.
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.
Despite the advances made in securing access to education for many more children around the world than was the case a decade ago, large numbers still do not have access to formal education; and when they do, many are not learning at all, or learning fast enough to make successful transitions through the education system.
And while there is a concerted effort to redress the learning gap, our understandings of those policies and interventions that are most likely to lead to improvements in learning for all, especially for the more disadvantaged learners partial.