Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.

需要关于支持难民儿童融入东道国公立学校的战略的实验证据。我们采用了一项三组、地点随机对照试验来测试短期访问两种版本的非正规补救计划对黎巴嫩公立学校的叙利亚难民儿童的影响，其中注入了社会情感学习 (SEL)。以课堂气候为目标的 SEL 实践的补救计划仅改善了儿童对公立学校的看法（效果大小 [ES] = 0.48–0.66）。具有以课堂气候为目标的 SEL 和以技能为目标的活动的补救计划对儿童对公立学校的看法 (ES = 0.43–0.50) 和某些基本学术技能 (ES = 0.08–0.14) 产生了积极影响，并且具有轻微的积极和对某些 SEL 结果的负面影响（ES = 0.16–0. 31)。我们发现任一版本对儿童的全球读写能力或算术能力都没有影响。