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World's largest RCT on children’s wellbeing

Children’s wellbeing is critical to learning, yet much of the field lacks rigorous evidence.

To address this gap, Labhya partnered with J-PAL to conduct the world’s largest randomized controlled trial on children’s wellbeing, tested under government delivery, to identify what works at scale within public school systems.

Why this study?

To generate causal evidence on whether daily wellbeing classes, delivered by public school teachers at scale, can improve children’s wellbeing and learning outcomes. Also, to understand the tradeoff of whether it takes away from learning time.

Why this study?

To generate causal evidence on whether daily wellbeing classes, delivered by public school teachers at scale, can improve children’s wellbeing and learning outcomes. Also, to understand the tradeoff of whether it takes away from learning time.

Study at a glance

2

years

Randomized
controlled trial

Icon illustration of three children, representing the student population studied in the world's largest RCT on children's wellbeing

30,000+
children

Icon illustration of school, representing the school studied in the world's largest RCT on children's wellbeing

Public school
teacher-led delivery

Icon illustration of standardised tools, representing the tools used in the world's largest RCT on children's wellbeing

Standardized
tools

J-PAL logo, the research partner behind the world's largest randomized controlled trial on children's wellbeing

External
evaluator

Evidence from the world’s largest randomized controlled trial on children’s wellbeing

Children became less anxious, more focused, and ready to learn, leading to
stronger critical thinking and learning gains.

Mental health
& wellbeing

Icon symbolizing improved emotional wellbeing, one of the outcomes measured in Labhya's RCT findings

We measured children’s anxiety across 2 years:

  • For children with a clinically high level of anxiety, it decreased by 21% (-0.30 SD)
  • For girls, anxiety decreased by 12% (-0.12 SD)
  • These reductions were achieved through routine classroom instruction, without specialist delivery
  • Children are calmer

Critical thinking

Icon symbolizing improved focus and foundational skills, one of the outcomes measured in Labhya's RCT findings

We measured children’s cognitive ability & critical thinking across 2 years:

  • We saw across all children a +0.15 SD increase in cognitive skill and critical thinking equivalent to an increase of 2.25 IQ points
  • In some subgroups, we see gains as high as +0.23 SD, equivalent to an increase of 3.5 IQ points
  • Improved critical thinking paves the way for driving long-term learning and classroom readiness
  • Children are focused

Academic learning

Icon symbolizing improved learning outcomes and critical thinking, one of the outcomes measured in Labhya's RCT findings

We measured numeracy and literacy outcomes across 2 years:

  • We saw across all children, math learning (Numeracy) increased by +0.25 SD (~15 months of additional learning in LAYS)
  • Some subgroups showed learning gains as high as +0.33 SD (~20 months of additional learning in LAYS)
  • Some subgroups showed Local Language Literacy gains as high as +0.22 SD (~12 months of additional learning in LAYS)
  • Children are learning

Impact on girls

Girls show strong gains across outcomes, with larger effects among those starting furthest behind. Over two years, we saw across all girls:

  • 9% decrease in anxiety for all girls (-0.12 SD, sustained over 2 years)
  • Cognitive skills increased by +0.13 SD, equivalent to 2 IQ points
  • Math learning (Numeracy) increased by +0.22 SD (~13 months of additional learning in LAYS)

Consistent gains were observed for girls, children in rural settings, and children facing structural disadvantages, thus improving outcomes most strongly for children who began with greater barriers to learning and wellbeing.

Can the program be delivered at scale?

Across 2 years of the study, J-PAL conducted multiple random spot checks, which found:

87%

of children were actively listening

79%

of children were actively engaging

This was achieved at scale under routine government conditions and delivery; hence, we believe the program can be delivered at scale.

Can the program be delivered at scale?

Across 2 years of the study, J-PAL conducted multiple random spot checks, which found:

87%

of children were actively listening

79%

of children were actively engaging

This was achieved at scale under routine government conditions and delivery; hence, we believe the program can be delivered at scale.

Cost-effective for partners

J-PAL’s cost-effectiveness analysis shows that Labhya’s program costs less than 1% of what the government spends per child per year

Less than 1% of typical government education spending

No reliance on specialist staff or parallel delivery systems

Delivered using existing infrastructure

Designed for population-scale delivery inside real government budgets

Public school children sitting together outdoors, representing the large-scale randomized controlled trial on children's wellbeing conducted across these school systems
An elderly woman from a rural community connected to the public school systems where Labhya's wellbeing evidence was gathered

“I never went to school, so I cannot help my daughter with her studies. But when she shares stories from her class, we sit together, talk, and feel closer than before.”

Parent

A mother with her two children outside a public school, representing the families included in Labhya's wellbeing impact evidence

“Before exams, my stomach used to hurt, and I felt very scared. Now I take a few deep breaths as we learned, and I feel calm again.”

Student, Public School

Illustration contrasting hesitant and confident students, reflecting improved learning outcomes and confidence found in Labhya's RCT

“What started as a first-period routine is now something I use throughout the day. Earlier, I had to raise my voice just to calm the class. Now, a simple mindful check-in brings everyone together in minutes.”

Teacher, Public School

An elderly woman from a rural community connected to the public school systems where Labhya's wellbeing evidence was gathered

“I never went to school, so I cannot help my daughter with her studies. But when she shares stories from her class, we sit together, talk, and feel closer than before.”

Parent

A mother with her two children outside a public school, representing the families included in Labhya's wellbeing impact evidence

“Before exams, my stomach used to hurt, and I felt very scared. Now I take a few deep breaths as we learned, and I feel calm again.”

Student, Public School

Illustration contrasting hesitant and confident students, reflecting improved learning outcomes and confidence found in Labhya's RCT

“What started as a first-period routine is now something I use throughout the day. Earlier, I had to raise my voice just to calm the class. Now, a simple mindful check-in brings everyone together in minutes.”

Teacher, Public School

For partnerships, evidence, or system adoption discussions:

partnerships@labhya.org