On the Contributions of Remedial Teaching to Socio-emotional Learning of Children in the Primary Education System of Zambia

Besides demonstrated impacts on students’ foundational learning outcomes, remedial teaching initiatives are believed to positively influence students’ social and emotional learning (SEL). SEL has been shown to be associated with increases in students’ learning outcomes. However, limited information exists on the relationship between remedial interventions and SEL, particularly for low-and middle-income countries. The current study aims to contribute to this existing gap by investigating the impact of the Catch Up remedial teaching programme in Zambia on teachers' knowledge, attitudes and use of Catch Up promoted classroom practices and, eventually, students’ SEL outcomes.