Several studies show that children who have participated in quality education programmes within schools tend to have better knowledge of hazards, reduced levels of fear and more realistic risk perceptions than their peers.[47] In such contexts, psychosocial intervention programmes for young children and their families are considered to be vital. Interventions such as storytelling, singing, jumping rope, role-play activities, team sports and writing and drawing exercises helped to reduce psychological distress associated with exposure to conflict-related violence in Sierra Leone for children aged 8 to 18.[48] Studies in Eritrea and Sierra Leone revealed that children's psychosocial well-being was improved by well-designed educational interventions.[48] In Afghanistan, young children and adolescents gained a sense of stability and security after their involvement in constructive activities (e.g. art, narrative, sports) which took place in neutral safe places within their communities.[49][4]