A qualitative evidence synthesis on resilience-enabling interventions in rural schools in the Global South

Abstract

A unique blend of challenges in rural spaces in the Global South hinders the health, well-being and learning outcomes of students in primary schools. There is a need for knowledge on effective, evidence-based interventions within schools aimed at (i) buffering against contextual risk, and (ii) enabling better-than-expected development outcomes for students. Evidence on this subject draws heavily from Global North studies, not accounting for contextual and cultural differences synonymous with a Global South space. This Qualitative Evidence Synthesis (QES) investigated how systematic insights from published knowledge on rural school-based interventions in low- and middle-income countries (LMICs) may inform knowledge on the impact of resilience-enabling interventions in schools in the Global South. The study evaluated the use of Global North quality assessment tools in LMICs and proposed a framework to enhance the relevance and integration of knowledge produced in the Global South. Published primary intervention studies in rural schools across LMICs (43,874) were identified on ProQuest, Scielo citation index, Scopus, Web of Science and EBSCO platform databases. Inclusion criteria for the published studies were (i) English as the language of reporting, (ii) qualitative primary empirical research, (iii) between 1980 and June 2020, (iv) school- or school community-based interventions in rural areas in LMICs, (v) for students between five and nine, and (vi) with a focus on child learning, well-being and health outcomes. Seven studies met the criteria. Following a QES utilising reflexive thematic analysis, it was found that interventions focusing on teachers and students have the largest impact by boosting attendance, interpersonal skills, and academic outcomes. Enablers increasing the impact of school-based interventions include systemic stakeholder participation, contextually relevant practices, resources and policy, using interventions as opportunities for teacher professional development, and financial support. Constraints inhibiting school-based intervention impact include inequality and resource constraints at the school, community- and classroom-level, limited teacher preparedness, lack of sociocultural- and contextual relevance, and limited student learning opportunities. The study proposes using the TAPESTre framework (Transformative Approaches, Agentic Justice, Participatory Approaches, Emic Place Relevance, Space, Trustworthiness and Resilience-Enabling) as a relevant quality measure to report – and thereby strengthen –the quality of intervention studies positioned in the Global South.