Children in conflict-affected countries (CACs) experience profound constraints on their academic learning and socioemotional well-being. Children exposed to violence and poverty come to "school" (formal or non-formal education settings) with poor executive function skills (e.g. working memory, inhibition, attention), emotional/behavioral regulation skills and social-information-processing skills.

This research project addresses the overarching research question: What factors shape pathways into and out of poverty and people's experience of these, and how can policy create sustained routes out of extreme poverty in ways that can be replicated and scaled up? 

Since the turn of the century low and middle income countries have introduced or expanded programmes providing direct transfers to families in poverty or extreme poverty as a means of strengthening their capacity to exit poverty.

Important development programmes such as microfinance often do not reach the very poorest households. A new set of initiatives, called Graduation programmes, have targeted these very poor households. Their objective is to graduate them out of poverty in a sustainable manner and make them resilient so they do not fall back into poverty.

Finding ways to deliver high-quality health care to low-income populations in developing countries is a critical policy challenge. Our initial ESRC-funded project found that reducing user fees (by providing primary health care for free) does substantially increase Malian households' use of this care.