Resilience dynamics after interventions made among school children of rural Ethiopia.

Objectives of this study are to evaluate the impact of interventions on school children resilience and well-being; assess sensitivity of resilience evaluation tools; and identify shift in resilience among children in poor rural communities of Ethiopia. Qualitative and quantitative data are collected using semi-structured Pre- and Post- Interview Analysis (PIA), child and youth resilience measure (CYRM) and mental health continuum (MHC) questionnaires among the control and intervention groups. The study identified that PIA questions were not sensitive enough to detect all child resilience indicators. Resilience intervention has brought important positive change on most of the resilience indicators. However, no significant improvement observed on problem solving skills, and avoidance of troubling thoughts and feelings. However, the qualitative finding showed that children improved problem solving skill, such as intervening early marriage, avoiding physical abuse, and supporting needy children. In addition, integrated interventions have brought substantial resilience impacts on children school performance, their interaction and social relations. Besides, integration of parents, teachers and community has brought significant change on the result of child resilience and well-being. Younger children under intervention showed lower resilience and well-being score compared to the older ones. Shift of resilience between male and female was observed when compared between the control and intervention groups. In the control communities, female students are more resilience and psychosocial well-being than male students. On the other side, among intervention groups, males showed better resilience than females. This suggests that context specific resilience intervention by gender could be necessary among school children of East Gojjam and similar communities.