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Paper short abstract

This study explores the educational and psychological impact of the 2023–2024 South Lebanon war, highlighting trauma, school disruptions, and the vital role of psychosocial support and civil society. It calls for integrated recovery plans linking education, mental health, and resilience.

Paper long abstract

The 2023–2024 Israeli aggression on South Lebanon triggered a multidimensional crisis with severe impacts on youth, especially in education and mental health. As over 1.2 million people were displaced, more than 600 schools were turned into shelters, suspending formal education and disrupting learning for tens of thousands of students. This study explores the academic and psychological effects of this crisis on displaced students, with a focus on gender-based differences.

Using a mixed-methods approach, data were collected from 150 participants in 15 public schools located in border areas. The sample included students aged 12–18, teachers, school leaders, mental health professionals, and local officials. Quantitative data from structured questionnaires were complemented by qualitative insights from in-depth interviews. Findings revealed that 66.7% of students experienced school dropout, and 80% were displaced. These students faced academic delays, emotional trauma, and significant behavioral shifts. Gender-based responses were marked: girls reported higher levels of fear and anxiety, while boys showed increased defiance and aggression. Only one-third of schools provided any psychological support.

Drawing on Maslow’s Hierarchy of Needs, the study demonstrates how unmet basic needs disrupt learning and emotional stability, reinforcing cycles of inequality. The research highlights the urgent need for trauma-informed, gender-sensitive educational interventions and psychosocial support. It also underlines the critical role of civil society organizations in crisis response.

This study contributes to understanding how intersecting crises deepen youth vulnerability and marginalization. It offers strategic recommendations for building inclusive, resilient educational systems that can support young people during and after emergencies.