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Youth Exposed to Armed Conflict: The Homeroom Teacher as a Protective Agent Promoting Student Resilience

Author

Listed:
  • Lia Shur-Kraspin

    (School of Psychological Sciences, Tel Aviv University, Tel Aviv 6997801, Israel)

  • Michelle Slone

    (Baruch Ivcher School of Psychology, Reichman University, Herzliya 4610101, Israel)

  • Yaniv Kanat-Maymon

    (Baruch Ivcher School of Psychology, Reichman University, Herzliya 4610101, Israel)

Abstract

Armed conflict poses a significant threat to the mental health of youth worldwide. This study focused on the role of teachers as protective agents fostering resilience among their students. The study examined the moderating effects of teachers’ personal well-being and their efficacy in the school on relations between their students’ armed conflict exposure and student psychiatric symptoms. Participants included 1260 students and their homeroom teachers from 62 8–11th grade classes. Using self-report standardized measures, teachers reported their life satisfaction and sense of efficacy while students reported their armed conflict exposure and psychiatric symptoms. Data were analyzed using a multilevel modeling (MLM) approach. Findings revealed positive correlations between student armed conflict exposure and psychiatric symptoms. In the between-class level of analysis, teacher personal life satisfaction and efficacy in participation in the school system emerged as protective factors for the students, significantly moderating relations between student exposure and their psychiatric symptoms. However, teacher efficacy in class management showed no significant moderating effect on student mental-health difficulties. Results highlight the importance of supporting teachers in conflict-affected environments and emphasize the need for preventive and therapeutic initiatives that prioritize teacher well-being and organizational resources to enhance teachers’ capacity to foster student resilience.

Suggested Citation

  • Lia Shur-Kraspin & Michelle Slone & Yaniv Kanat-Maymon, 2025. "Youth Exposed to Armed Conflict: The Homeroom Teacher as a Protective Agent Promoting Student Resilience," IJERPH, MDPI, vol. 22(8), pages 1-24, August.
    • Handle: RePEc:gam:jijerp:v:22:y:2025:i:8:p:1233-:d:1719557
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    References listed on IDEAS

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    1. Oberle, Eva & Schonert-Reichl, Kimberly A., 2016. "Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students," Social Science & Medicine, Elsevier, vol. 159(C), pages 30-37.
    2. Corley, Andrew & Geiger, Keri & Glass, Nancy, 2022. "Caregiver and family-focused interventions for early adolescents affected by armed conflict: A narrative review," Children and Youth Services Review, Elsevier, vol. 134(C).
    3. Susana Marques & J. Pais-Ribeiro & Shane Lopez, 2011. "The Role of Positive Psychology Constructs in Predicting Mental Health and Academic Achievement in Children and Adolescents: A Two-Year Longitudinal Study," Journal of Happiness Studies, Springer, vol. 12(6), pages 1049-1062, December.
    4. Shechory Bitton, Mally & Laufer, Avital, 2018. "Children's emotional and behavioral problems in the shadow of terrorism: The case of Israel," Children and Youth Services Review, Elsevier, vol. 86(C), pages 302-307.
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