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Rayyane Shukr, Lebanese International University, LebanonAbstract
Schools in Lebanon face challenges in supporting students' mental health, especially after traumatic events like the Beirut Explosion on August 4th. Many students struggle with unhealed trauma, which affects their academic performance. This study highlights that schools are not adequately equipped or trained to handle students with trauma, partly due to a lack of research on children's mental health in Lebanon. This qualitative multiple case study explores the impact of trauma on middle school students' performance, teachers' experiences with these students, the effect of teachers' preparedness on students' school performance, and the overall impact of the explosion on students' mental health. The theoretical framework used for this study is based on 1) Maslow’s (1943) theory of motivation, (2) Vygotsky’s (1978) social learning theory, (3) Piaget’s cognitive development theory, and (4) Machover’s (1949) psychoanalytic theory. Moreover, a conceptual framework was also formulated as an extension of the theoretical lens. Data collection was done among 10 students in middle school, between the ages of 11 and 14. The instruments used to collect data were the Three Pictures Test, semi-structured interviews, and the Academic Performance Questionnaire. Data analysis was based on Grounded Theory Analysis employing open and axial coding. The study implies that inadequately trained school staff can negatively impact traumatized students academically, socially, behaviorally, and emotionally. The results suggest that implementing trauma-informed school strategies and training will help instructors feel more confident in supporting students with trauma, creating a safer school environment, and improving students' academic performance.
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Conference: PCE2025Stream: Counselling
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Shukr R. (2025) The Impact of Trauma on Children’s Mental Health and School Performance: A Case Study of the Beirut Blast ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 505-523) https://doi.org/10.22492/issn.2758-0962.2025.39
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.39
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