Teachers in War Zone Education: Literature Review and Implications

Abstract

Teaching is traditionally considered one of the most stressful of occupations. Lack of experience, training, and working with children with behavior problems represent variables shown to increase teachers’ stress. Research also demonstrates teachers’ stress can reduce their performance and also might lead to negative attitudes (Greenglass & Burke, 2003). The magnitude of concerns of teachers in war zones, however, greatly exceeds those typically discussed. Identification of psychological needs of teachers and students during crises is necessary in order to minimize future teaching and learning challenges (Sommers, 2002). During war, teachers and children both struggle through immense trauma. In this time of enhanced struggles, it is critical teachers concern themselves with effectively managing classrooms of often-traumatized children who have a right to a quality education (Brody & Baum, 2007). In the past, few studies however, focused specifically upon the emotional well-being and difficulties of teachers in war zones (Sumner, 2005; Ramos, 2010, Sharifian, 2017). This is clearly the case in describing Syrian teachers working and living inside the war zone.