Projects & Publications
Each project is summarised to describe the work of the research grant recipients and their intended impact and outputs. This view shows projects mapped to the locations where the research was carried out.
Projects have been assigned one of eight primary cross-cutting themes. To see all the projects grouped under a particular theme click on that topic in the menu bar. You can also use the search fields to find projects or their related outputs grouped by country, keywords, location, organisation, or people who were the named grantees for the project or publication authors. You can make multiple selections. Use The Impact Initiative logo in the top left of the screen or the home icon to return to the home page.
Otto, H.; Walker, M. and Ziegler, H. (eds) (2017) Capability-Promoting Policies: Enhancing Individual and Social Development, Bristol: Policy Press and Bristol University Press
Aber, Lawrence J. et al (2016) ‘Impacts After One Year of “Healing Classroom” on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial’ Journal of Research on Educational Effectiveness 10.3: 507-529.
Aber, Lawrence J. et al (2017) ‘Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo’, Development and Psychopathology 29.1: 53-67.
McLinden M. et al (2018) ‘Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective’ International Journal of Early Childhood 50.2: pp 159–174.
Greenwood, M. (2017) ‘The capacity of community-based participatory research in relation to disability and the SDGs’ Disability and the Global South 4.1: pp. 1143-1163
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.