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dc.contributor.authorForsberg, June Thorvaldsen
dc.contributor.authorGhazale, Brenda
dc.contributor.authorSiefeldeen, Samer
dc.contributor.authorSchultz, Jon Håkon
dc.date.accessioned2023-08-08T08:56:38Z
dc.date.available2023-08-08T08:56:38Z
dc.date.issued2023-07-07
dc.description.abstractThe evolving situation in Lebanon is characterized by multiple crises that affect education and can negatively affect a student’s school-functioning and mental health. The Ministry of Education and Higher Education decided in 2019 to further intensify and upscale implementation of school-based psychosocial support. This study is a contextualization and validation of the Student Learning in Emergencies Checklist for use in Lebanon. A 27-item questionnaire was proposed and tested to explore categories for measuring the effect of psychosocial support on academic functioning and academic performance and build evidence for program design. Promotors for school functioning were also explored. The participants (N = 1048) were divided between Lebanese students (N = 573) and non-Lebanese students (N = 520) with a mean age of 11.77 and gender balance. Multiple regression analysis demonstrated that the combined proposed categories explained 33.7% of the variance of school functioning as opposed to other factors. The new categories for safety and support at school and safety and support at home were found to predict academic functioning alone. Lebanese students reported significantly reduced scores in safety and support at school compared to non-Lebanese students. The need for psychosocial and educational support increased significantly with age, and males reported lower scores than females. Content and strategies for school-based psychosocial support for students are discussed.en_US
dc.identifier.citationForsberg, Ghazale, Siefeldeen, Schultz. Measuring promotors of school functioning: Informing school-based psychosocial support for crisis-affected students in Lebanon. International Journal of School & Educational Psychology. 2023en_US
dc.identifier.cristinIDFRIDAID 2163283
dc.identifier.doi10.1080/21683603.2023.2229260
dc.identifier.issn2168-3603
dc.identifier.issn2168-3611
dc.identifier.urihttps://hdl.handle.net/10037/29771
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalInternational Journal of School & Educational Psychology
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleMeasuring promotors of school functioning: Informing school-based psychosocial support for crisis-affected students in Lebanonen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)