KEY RESULTS SUMMARY2019

September 2020 Update

The Key Results Summary

The Key Results Summary collects notable results from across our projects and program areas to provide up-to-date, high-level data on Right To Play’s (RTP) global work and its impact on the lives of children living in some of the toughest places on earth.

Download Infographic

¹ Right To Play identifies 7 areas as belonging to their “positive learning environment principles”. These areas include safe classrooms, an environment

that encourages participation, positive behaviour management, encouraging or enthusiastic approaches from teachers towards their students,

gender equality, positive communication or interactions with students, and inclusion of children with disabilities.

¹

Results From Our Outcome Areas EDUCATION

• In Pakistan, 81 per cent of children in RTP-supported classrooms feel that their teacher is supportive in comparison to 66 per cent of children in classrooms that do not receive RTP programming. 90 per cent of children participating in the same program whose teachers were trained by RTP reported having fun and laughing with their teachers in comparison to 69 per cent of children in classrooms not supported by our training. (Sport and Play Program for Children and Youth, 2015)

• In Lebanon, the percentage of participating children that demonstrated commitment to learning increased from 67 per cent at baseline to 85 per cent at midterm. (Transforming Attitudes, Approaches, and Learning Outcomes Across the Middle East Program, 2019)

• In Palestine, RTP-supported schools improved their positive learning environments through play-based learning by 67 percentage points since the start of the program (from 23 to 90 percent). (Transforming Attitudes, Approaches, and Learning Outcomes Across the Middle East Program, 2019)

• In Ethiopia, the number of children who were committed to learning after participating in RTP’s programs increased by 28 percentage points, from 64 per cent to 92 per cent. (Play for Advancing Quality Education, 2019)

• In Mali, there was a 7 percentage points increase, from 0 per cent to 7 per cent, in the proportion of children in targeted schools who reached the minimum proficiency level in reading in 4th grade. (Enhancing Quality and Inclusive Education, 2020)

CHILD PROTECTION

• In Pakistan, girls showed dramatic reductions in peer victimization such as bullying, with a 59 percentage points reduction in RTP schools versus 21 percentage points reduction in non RTP schools. (Reduce Peer Violence among Children in Public Schools in Pakistan, 2019)

• In Pakistan, physical punishment at home declined with the support of our program. Girls experienced a 77 percentage points reduction and boys a 62 percentage points reduction in physical punishment compared with schools not receiving our program (Reduce Peer Violence Among Children in Public Schools in Pakistan, 2019)

• In Rwanda, 74 per cent of children participating in RTP’s program feel safe and secure at school in comparison to 59 per cent of children who are not participating in RTP’s program. (Advanced Health, Education and Development for Children and Youth, 2015)

• In 2018 in Mali, as a result of RTP’s programs, 1,767 children left the worst forms of child labour and returned to school. (Jam Suka Monitoring, 2019)

• In Ethiopia, refugee children reporting a high level of security increased by 20 percentage points by the end of the program, from 65 per cent to 85 per cent. (Dollo Ado Evaluation, 2017)

GENDER EQUALITY

• Girls and boys attending schools in Pakistan that used RTP approaches showed reduced negative attitudes towards girls and women. There was a greater reduction in negative attitudes among girls. Those girls who participated in the program showed an 18 per cent decrease compared with 14 per cent decrease among girls who did not participate in the program. Boys attending the program showed a 14 per cent decrease, compared with 12 per cent decrease among boys who did not participate in the program. (Reduce Peer Violence Among Children in Public Schools in Pakistan, 2019)

• In Mali, 77 per cent of girls said that they have developed skills to resist early marriage thanks to RTP programs. (Jam Suka, 2019)

• Girls and boys in Pakistan attending schools using the RTP approach saw significant reductions in corporal punishment. Girls experienced a 66 per cent reduction in corporal punishment (from a score of 1.7 at the start of the program to a score of 0.58 at the end of the program). This is compared with a 32 per cent reduction among girls who did not participate in the program. Boys experienced a 45 per cent reduction (from a score of 4.7 at the start of the program to a score of 2.6 at the end of the program). This is compared with a 28 per cent reduction among boys who did not participate in the program. (Reduce Peer Violence Among Children in Public Schools in Pakistan, 2019)

PEACEBUILDING

• In Pakistan, peer victimization1 for girls decreased by 59 per cent after participating in RTP programs, from a score of 8.2 at the start of the program to a score of 3.4 at the end of the program. This is compared with 21 per cent reduction among girls who did not participate in the programs. (Reduce Peer Violence among Children in Public Schools in Pakistan, 2019)

1 This result is based on a peer victimization score which includes physical and verbal victimization, social manipulation and property attacks.

• In Thailand, youth in refugee communities saw a 37 percentage points increase in their ability to manage emotions (from 19 per cent at the start of the program, to 56 per cent at the end of the program). Youth in migrant communities saw a 16 percentage points increase in their ability to manage emotions (from 23 per cent at the start of the program, to 39 per cent at the end of the program). There was also a 21 percentage points increase in the ability to refuse provocations among youth in refugee communities (from 10 per cent at the start of the program, to 31 per cent at the end of the program). (Achieving Change Together, 2019).

• In Tanzania, when children were asked if they were able to resolve problems without violence, this interpersonal skill had increased by 19 percentage points, compared to a 12 percentage points increase for the comparison group. (Play for Advancing Quality Education, 2017)

HEALTH

Malaria

• 83 per cent of children in RTP programs in Uganda reported sleeping under a mosquito net, compared to 47 per cent of non-participating children. (Taking the Lead, 2011)

• 95 per cent of children in Uganda reported using a correct malaria prevention method in the last week, compared to 60 per cent of non-participating children. (Taking the Lead, 2011)

• There was a 40 per cent increase in the proportion of Tanzanian children reporting correct knowledge of malaria and 75 per cent increase in children reporting correct hand washing practices after they participated in RTP programs. (Kabanga Project, 2014)

• In Mali, 13 percentage points more children demonstrated positive knowledge and attitudes related to malaria compared to the baseline; 54 per cent at baseline, 67 per cent at end-line. (Advanced Health, Education and Development for Children and Youth, 2015)

HIV

• 92 per cent of children participating in the ‘Taking the Lead’ intervention in Uganda correctly identified ways of preventing sexual transmission of HIV. This rate was 42 percentage points higher than in non-participating children and 63 percentage points higher than a 2010 Uganda national survey focused on youth. (Taking the Lead, 2011)

• In Uganda, 84 per cent of children participating in RTP programs improved their understanding of HIV. they reported that someone with HIV could actually look and appear healthy, compared with 56 per cent of children non-participating in RTP programs. (Taking the Lead, 2011)

• In Rwanda, 92 per cent of young people who participated in RTP programs knew how to prevent HIV transmission using condoms. (Play to Learn, 2013)

• 78 per cent of children in RTP programs in Benin would continue playing games with a Coach who was HIV positive, versus only 46 per cent of non-program children. (Play to Learn, 2013)

TB/Measles

• In Ethiopia, prior to RTP’s intervention, only 3 per cent of children knew that vaccines could help prevent tuberculosis. At the end of the program, 88 per cent knew that vaccines could help them. (RTP Global Results, 2012)

• After the intervention in Ethiopia, the percentage of pupils with knowledge of airborne modes of transmission of measles was 98 per cent for those in the intervention schools and 33 per cent in the non-intervention schools. (RTP Global Results, 2012)

WASH

• 38 percentage points more kindergarten-age children in RTP programs in Lebanon know how to protect themselves from disease using handwashing. (Get Moving! Towards Positive Change in the Lives of Palestinian, Jordanian and Lebanese Children and Youth, 2015)

MENTAL HEALTH

• In Pakistan, the prevalence of depression within boys and girls studying in RTP-supported schools was reduced from 18 per cent to 5 per cent among girls, and from 19 per cent to 10 per cent among boys. (Reduce Peer Violence among Children in Public Schools in Pakistan, 2019)

• The proportion of children and youth reporting good overall health and well-being improved from 75 to 80 per cent through participating in RTP’s PLAY program supporting Canadian indigenous communities (Aaniish Naa Gegii: The Children's Health and Well-being Measure Survey Report, 2018)

• In the same above program, the proportion of children and youth who ‘reported their feelings’ as one healthy coping mechanism increased from 65 per cent to 74 per cent. (RTP Promoting Life-skills in Aboriginal Youth Report, 2019-2020)2

2 Based on a survey of children and youth participating in all Canada Programs in the 2019-2020 year. n=966 at baseline in fall 2019 and n=508

at post-test in spring 2020. The survey asks the following questions related to mental health/social emotional wellbeing: (i) I can usually

describe how I am feeling, (ii) I can ask for help when I need it, (iii) Could name 1 or more healthy coping strategies.

LIFE SKILLS CONTRIBUTING TO OUTCOME AREAS

THAILAND

• Youths in refugee camps supported by RTP’s programs saw a 38 percentage points increase in their ability to appreciate the value, and recognize the strengths of themselves and others, from 9 per cent at the start of the program to 47 per cent of youth at midterm. (Achieving Change Together, 2019)

• Children also showed very high improvements in goal-setting since the start of the program, most notably for migrant youth with a 30 percentage points increase (56 per cent project start vs. 86 per cent midterm); and refugee camps with a 52 percentage points increase (45 per cent project start vs. 97 per cent midterm). (Achieving Change Together, 2019)

LEBANON

• In Lebanon, the number of children demonstrating skills like empathy, comfort with children of different backgrounds, conflict resolution and avoiding danger after participating in RTP’s programs increased by 26 percentage points, from 56 per cent at the start of the program, to 82 per cent at the end of the program. (Transforming Attitudes, Approaches, and Learning Outcomes Across the Middle East Program, 2019)

• The proportion of children in Lebanon demonstrating life skills (internal assets)3 improved from 56 per cent at baseline to 82 per cent at midline. (Transforming Attitudes, Approaches, and Learning Outcomes Across the Middle East Program, 2019)

JORDAN

• In Jordan, the proportion of children demonstrating life skills improved from 64 per cent at the start of the project to 82 per cent at the project’s end. (Transforming Attitudes, Approaches, and Learning Outcomes Across the Middle East Program, 2019)

TANZANIA

• In Tanzania, 83 per cent of children demonstrated emotional management skills versus 44 per cent at the start of the program; an improvement of 39 percentage points. (Play for Advancing Quality Education, 2019)

3 Internal Assets: Personal skills, social emotional strengths, self-perceptions, and values needed to make good choices, take responsibility for their actions, and be independent

• 87 per cent of Tanzanian children demonstrated confidence versus 53 per cent at the start of the program; an improvement of 34 percentage points. (Play for Advancing Quality Education, 2019)

ETHIOPIA

• In Ethiopia, the number of children demonstrating skills like planning, empathy, conflict resolution and resisting peer pressure after participating in RTP’s programs increased by 39 percentage points, from 46 per cent at the start of the program compared to 85 per cent at the end of the program. (Play for Advancing Quality Education, 2019)