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dc.contributor.authorSchenzle, Steffi
dc.contributor.authorSchultz, Jon-Håkon
dc.date.accessioned2024-02-09T11:27:33Z
dc.date.available2024-02-09T11:27:33Z
dc.date.issued2023-12-27
dc.description.abstractThe still-evolving situation in Lebanon is characterized by multiple crises that affect students’ mental health and school functioning. This explorative study analyzes educators’ experience of students’ educational and psychosocial needs and their preparedness to deliver psychosocial support. Qualitative interviews were conducted with 19 public-school teachers and counselors in Lebanon. Educators reported that increased crisis-related stress levels among both Lebanese and Syrian students aged six to fourteen years, contributed to behavioral problems and impaired school functioning. They also noted teaching styles and strategies that were inadequate for dealing with crisis-affected students. Sensitization to psychosocial support has altered educators’ perceptions of their students and encouraged exploration of new teaching roles. Implications for school-based psychosocial support are discussed.en_US
dc.identifier.citationSchenzle S, Schultz J. “Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon. Teaching and Teacher Education : An International Journal of Research and Studies. 2023;139en_US
dc.identifier.cristinIDFRIDAID 2243901
dc.identifier.doi10.1016/j.tate.2023.104416
dc.identifier.issn0742-051X
dc.identifier.issn1879-2480
dc.identifier.urihttps://hdl.handle.net/10037/32892
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.journalTeaching and Teacher Education : An International Journal of Research and Studies
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.title“Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanonen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)