This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended. The primary goals of the study are threefold: (1) to assess the strength and quantity of the existing evidence of effective practices and programme interventions in countries and regions affected by crises; (2) to identify relevant and robust evidence of effective interventions in high-, middle-, and low-income countries to serve as a point of departure for future research; and (3) to develop conceptual models that suggest pathways and mechanisms to test in future research.

This review is part of a series of DFID education rigorous literature reviews. Other reviews in this series include:

• The Impact of Tertiary Education on Development
• The role and impact of private schools in developing countries
• Literacy, Foundation Learning and Assessment in Developing Countries
• The Political Economy of Education Systems in Developing Countries
• Girls’ education and gender equality
• Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries