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. 2022 Aug 18;17(8):e0273239.
doi: 10.1371/journal.pone.0273239. eCollection 2022.

Protocol for a feasibility evaluation of a Social and Emotional Learning (SEL) programme to improve resilience and academic achievement in refugee children from a community learning centre in Malaysia: PARSEL (Participatory Action Research on SEL)

Kwong Hsia Yap  1 , Ashley Koh  2 , Anesha Kumar  2 , Magdalene Lahpai  2 , Kah Hoe Cheng  2 , Tharsini Ravindaran  2 , Priya Vasu  2 , Sharuna Verghis  1   2
Affiliations

Protocol for a feasibility evaluation of a Social and Emotional Learning (SEL) programme to improve resilience and academic achievement in refugee children from a community learning centre in Malaysia: PARSEL (Participatory Action Research on SEL)

Kwong Hsia Yap et al. PLoS One. .

Abstract

This paper describes a protocol for the feasibility evaluation of the Participatory Action Research on Social and Emotional Learning (PARSEL) programme. PARSEL aims to contribute towards the development of academic achievement and resilience among urban refugee students in a community learning centre in an upper middle-income country. The evaluation is a single arm pre-post design using a mixed methods approach, with the main focus on the feasibility of the programme. Measurements of impact are also included as the secondary outcomes of the study. The programme aims to enrol students from refugee background in a community learning centre. The programme is estimated to run for 18 months and the study is due to report in the end of fourth quarter of 2022.

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Conflict of interest statement

Dr Verghis is on the Board of the organization, Health Equity Initiatives and Solutions Bhd (HEI) through which the main funding body has provided funds for this project. She is not paid by the organization and is not involved in the day-to-day operations. The appropriate conflict of interest form has been duly filled and approved at all levels in the university after establishing commitments of oversight by the supervisor and Head of School and criteria agreed for decision making on the project’s budget which removes her from participating in the decisions. S.V has been working in the area of refugee health at a wider community level for several years. Although the principal and teachers in the school are aware of her role in HEI and in this project, this was also briefed and disclosed during the initial meetings with the school. Other authors listed in this manuscript declare that they have neither financial nor competing interests. This does not alter our adherence to PLOS ONE policies on sharing data and materials.

Figures

Fig 1
Fig 1. Social ecological Model (modified from McLeroy et al, 1988 [13]).
Fig 2
Fig 2. Conceptual framework of the programme.
Fig 3
Fig 3. Integration of PAR into the SEL intervention–the iterative reflective inputs and feedback from teachers during their training sessions will be integrated into the planning of subsequent training sessions throughout the intervention period.
Fig 4
Fig 4. Project flow and assessment schedule for research data collection.
See this image and copyright information in PMC

References

    1. United Nations High Commissioner for Refugees, “Figures at a Glance in Malaysia,” Figures at a Glance Malaysia, 2021. https://www.unhcr.org/en-my/figures-at-a-glance-in-malaysia.html (accessed Jun. 06, 2021).
    1. UNICEF, “Mapping alternative learning approaches, programmes and stakeholders in Malaysia.,” UNICEF Malaysia, Kuala Lumpur, 2015.
    1. UNHCR, “Notes of focus group discussion conducted by UNHCR’s Education Working Group.,” UNHCR, Kuala Lumpur, 2017.
    1. O’Neal C., Atapattu R., Jegathesan A., Clement J., Ong E., and Ganesan A., “Classroom Management and Socioemotional Functioning of Burmese Refugee Students in Malaysia,” J. Educ. Psychol. Consult., vol. 28, no. 1, pp. 6–42, Jan 2018, doi: 10.1080/10474412.2016.1193740 - DOI
    1. Health Equity Initiatives, “Sexual education needs assessment in Burmese refugee school-aged adolescents,” HEI, Kuala Lumpur, 2012.

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