“Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon

Abstract

The 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.