A Systematic Review of School-Based Interventions on Students’ Developmental Outcomes in Post-Conflict Settings

Abstract

Children who grow up in areas affected by conflict and war face profound psychological, social emotional, and academic challenges that can impair their development and well-being. In such fragile situations, schools play a crucial role as stable, safe and supportive environments where children can begin to heal and learn. This systematic review searches the qualitative, quantitative, and mixed-methods literature on school-based mental health and psychosocial interventions (SBMHIs) as implemented in post-conflict settings from 2015 to 2025. Taking PRISMA 2020 as a framework and coding studies using the Mixed Methods Appraisal Tool (MMAT) and the Council for Exceptional Children (CEC) quality indicators, the review explores the types of interventions, their quality of implementation, and their outcomes in the psychological, social-emotional, and academic domains. The findings identify three types of interventions: cognitive-behavioral and trauma-focused programs, social- emotional learning models, and creative or multi-domained psychosocial approaches. Many of these interventions show promising results such as resilience, emotional regulation, and engagement. However, the overall results are mixed or varied due to differences in cultural relevance and adaptation, sustainability, and evaluation. This review highlights the critical need for culturally relevant, evidence-informed, and school-based interventions that promote resilience and long-term recoveryamong children affected by conflict. By positioning schools as the main transformative environments for both healing and growth, the study offers practical recommendations for educators, policymakers, and mental-health practitioners committed to rebuilding educational systems in post-conflict settings.