This report explores how technology-enabled psychosocial support (PSS) and social and emotional learning (SEL) interventions are being designed and implemented in education in emergencies (EiE) settings. Its purpose is to equip EiE practitioners, policymakers, and donors with:
■ An overview of current evidence on technology use to promote psychosocial well-being among crisis-affected children.;
■ Practical insights from three diverse case studies from the Middle East, Latin America, and sub-Saharan Africa.
■ A curated list of tools and resources to guide programme design and evaluation.
The report focuses on low- and middle-income country (LMIC) contexts, where displacement, trauma, and disrupted learning create acute needs but where robust research on tech-enabled PSS and SEL remains limited.
While technology shows good potential to expand access to psychosocial support programming, most interventions lack rigorous evaluation and long-term outcome tracking. There are, however, a number of emergent trends in the literature:
■ Tech-enabled PSS and SEL programmes offer promise to improve access, particularly for those who prefer to avoid face-to-face interventions, live in hard-to-reach places, and belong to
marginalised groups, including children with disabilities.
■ Combining digital delivery with in-person facilitation and teacher and caregiver support can increase engagement and relevance of PSS and SEL programmes.
■ Safeguarding and child online safety require dedicated attention.
■ Cultural and contextual fit is critical. PSS and SEL programmes that embed local socialisation norms, languages, and characters resonate more deeply and foster trust.
https://docs.edtechhub.org/lib/V6ZAZVRP
Moustafa, N., & Mtungwa, N. (2025). Technology-Enabled
Psychosocial Support Interventions for Education in
Emergencies. EdTech Hub.
https://doi.org/10.53832/edtechhub.1128
Available under Creative Commons Attribution 4.0
International.
Licence Creative Commons Attribution 4.0 International
https://creativecommons.org/licenses/by/4.0/
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