Trauma-informed educational practices for war-affected refugee students in Greece and Cyprus: a literature review

Purpose This literature review examines trauma-informed educational practices for war-affected refugee students in Greece and Cyprus. This study aims to evaluate the theoretical foundations, practical implementations and policy gaps in both contexts. The objective is to highlight effective strategies for addressing refugee children’s psychosocial and academic needs while offering evidence-based policy recommendations. This paper advocates for a systemic and culturally responsive integration of trauma-informed approaches into national education systems to promote resilience, inclusion and well-being among refugee learners, ultimately informing cross-sector collaboration and educational reform in frontline refugee-hosting nations. Design/methodology/approach This study uses a comprehensive literature review methodology, synthesizing empirical and theoretical research from interdisciplinary sources including education, psychology and neuroscience. It draws on global frameworks and systematically reviews trauma-informed approaches, with a focus on their application and gaps in the Greek and Cypriot educational contexts. Key sources include systematic reviews by Berger (2019) and Avery et al. (2020), complemented by region-specific data, reports and academic studies. The review critically evaluates trauma-informed strategies and policy responses, providing a comparative perspective that underscores the need for systemic, multitiered educational interventions for refugee children. Findings Trauma-informed practices have demonstrable benefits for refugee children’s academic performance, emotional well-being and social inclusion. However, Greece and Cyprus face significant implementation challenges due to fragmented systems, limited teacher training and insufficient mental health support. While nongovernmental organization (NGO)-led initiatives show promise, the absence of national frameworks and whole-school models constrains long-term impact. The findings underscore the need for trauma-informed pedagogy, integration of mental health services, family engagement and culturally responsive teacher training. Institutionalization of these practices, supported by intersectoral collaboration and sustainable funding, is essential for supporting the educational and psychosocial needs of refugee students. Research limitations/implications This review is limited by the paucity of longitudinal and context-specific empirical studies on trauma-informed education in Greece and Cyprus. Most available literature is descriptive or policy-oriented, with limited evaluative research on outcomes. There is also a reliance on NGO data due to insufficient state reporting. Future research should focus on empirical evaluations of trauma-informed models across diverse educational settings, exploring their scalability, sustainability and long-term impact on refugee students. Addressing these research gaps would provide robust evidence for guiding national education reforms and cross-country policy learning in refugee-hosting regions. Practical implications Educators and policymakers can use this review to develop trauma-informed strategies tailored to refugee students’ unique needs. It highlights the importance of integrating trauma-sensitive pedagogy, staff training and whole-school approaches into national systems. Schools should embed social-emotional learning, culturally responsive teaching and mental health support to mitigate the effects of trauma and foster student resilience. The findings suggest that collaborative models involving schools, NGOs and health professionals are essential for effective implementation. Ministries of education should leverage European funding to institutionalize trauma-informed education, thereby improving academic outcomes and psychosocial support for refugee children. Social implications The review identifies education as a critical site for promoting social inclusion, equity and psychological recovery among war-affected refugee children. Implementing trauma-informed practices can reduce educational disparities and prevent further marginalization by creating safe and supportive school environments. Addressing trauma through education also enhances community cohesion and integration by fostering empathy, reducing stigma and promoting intercultural understanding. Systemic adoption of such practices contributes to breaking cycles of trauma and exclusion. Ultimately, the social well-being of refugee children and their successful integration into host societies depend on trauma-sensitive, inclusive and rights-based educational systems. Originality/value This review offers one of the few comparative analyses of trauma-informed educational practices focused specifically on Greece and Cyprus − two frontline refugee-hosting nations. It bridges global research with local implementation contexts, identifying critical gaps and offering concrete policy and practice recommendations. By integrating interdisciplinary evidence and highlighting region-specific needs, this study contributes original insights to the emerging field of trauma-informed education for refugee children. Its value lies in informing both scholarly discourse and practical policymaking, with implications for improving education equity, psychosocial well-being and social cohesion in refugee-hosting contexts.