Citation

Metzler J, Jonfa M, Savage K, Ager A. Disasters 2019; ePub(ePub): ePub.

Affiliation

Professor of Population and Family Health, Columbia University and Director, Institute for Global Health and Development, Queen Margaret University, Edinburgh.

Copyright

(Copyright © 2019, John Wiley and Sons)

DOI

10.1111/disa.12392

PMID

31322750

Abstract

Provision of child- and youth-friendly spaces has become a common feature of emergency humanitarian response. The evidence-base regarding such provision is, however, severely limited. This study reports outcomes of Child and Youth Learning Centres (CYLCs) established in Buramino refugee camp for those fleeing conflict in Somalia. Eighty-five youths completed baseline assessments shortly after arrival at the camp and follow-up assessments between three and six months later. Caregivers of 106 younger children completed similar assessments. Attendances at CYLCs between baseline and follow-up were collated. Baseline and follow-up literacy and numeracy assessments were completed by 693 children attending CYLCs. Those attending CYLCs made major gains in both literacy and numeracy (t=9.06 and t=13.94 for younger children and t=13.87 and t=17.10 for youth respectively, all p<.0001). Children's CYLC attendance also enhanced perceptions of met needs (t=2.53 amongst caregivers and t=2.57 amongst youth, both p<.05) and, amongst caregivers but not youth, significantly moderated protection concerns amidst increasingly challenging camp conditions (t=2.39, p<0.05, and t=-1.90, p=0.06 respectively). There was general improvement in psychosocial well-being over time for all children; CYLC attendance predicted greater reductions in reported difficulties only amongst younger children (t=2.51, p<.05). This article is protected by copyright. All rights reserved.

This article is protected by copyright. All rights reserved.

Language: en

Keywords

Ethiopia; Somalia; child protection; children; education; humanitarian programming; psychosocial well-being; refugee camp