Myanmar’s protracted conflict, intensified by the 2021 military coup, has severely disrupted formal education and deepened psychosocial needs among children. Community-led schools, established across ethnic regions both before and after the coup, have become vital in sustaining learning, cultural continuity, and psychosocial well-being. This paper reviews how trauma-informed practices and social-emotional learning (SEL) are integrated into these schools to address the layered effects of violence, displacement, and chronic instability. Evidence from Myanmar and global literature shows that predictable routines, culturally responsive pedagogy, and SEL activities help foster resilience, belonging, and recovery. Teachers play a dual role as educators and emotional supporters, while communities contribute through engagement and culturally rooted practices. The review also highlights key challenges, including limited resources, teacher well-being, and weak referral systems. These insights contribute to broader discussions on how education systems in fragile contexts can integrate academic and psychosocial support in sustainable, locally grounded ways.
Lugyi No (Wed,) studied this question.