Youth living with war and ongoing conflict are frequently exposed potentially traumatic events and cumulative stress which can in temporarily impaired academic functioning and reduced in school. In Palestine, the Ministry of Education has psychosocial support programmes in the schools for the of reducing stress reactions and improving school amongst students. The Student Learning in Emergencies Checklist (SLEC) was developed in a psychometric testing for monitoring and evaluating school-based psychosocial in the Palestinian context—self-perceived academic and wellbeing in particular. The study included789 Palestinian students (12–16 years of age) living in Gaza, West Bank and East Jerusalem, using an instrument that five theoretical constructs considered to promote school in emergencies. The analysis revealed a different structure than hypothesised: 1) safety and adaptability, 2) regulation, 3) school support, 4) family support and 5) wellbeing and hope. The SLEC satisfies monitoring and evaluation for fieldwork regarding programme planning, design and evaluation. Further, it appears well-suited for use by teachers for awareness of the need for and guiding their delivery of psychosocial support. The present study discusses practical implications limitations of the SLEC.
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Forsberg et al. (2023) studied this question.
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