Low learning outcomes in children during humanitarian emergencies, influenced by teachers' well-being and home learning environment quality

What was found

• Children taught by teachers with professional development were 3.19 times more likely to attain higher literacy levels and 4.0 times more likely to attain higher numeracy levels
• Children taught by teachers with adequate teaching materials were 1.60 times more likely to achieve higher literacy and 1.83 times more likely to achieve higher numeracy
• Children with parents actively helping with learning were 1.85 times more likely to have higher literacy and 1.94 times more likely to have higher numeracy
• Children in violent home environments had lower odds of achieving higher literacy, numeracy, and social-emotional learning competencies

Who it was tested with: 1,407 primary school children, 1,407 parents, and 315 teachers across seven provinces in Afghanistan.