Reimagining Education During War: Integrating Psychosocial Support and Social-Emotional Learning Through the Arts
iframe{max-width:100% !important;} img{height:auto !important; max-width:100% !important;} Mariam Chokor
Introduction
Education is widely recognized as a fundamental right and a critical protective factor for children living in contexts affected by conflict and instability. Beyond its role in promoting academic achievement, education contributes to children's emotional well-being, social development, and resilience by providing structure, routine, and opportunities for meaningful participation. In Lebanon, however, recurring crises have significantly disrupted educational processes and placed additional pressures on children's mental health and psychosocial well-being. According to UNICEF, approximately 1.1 million students enrolled in formal education have experienced disruptions to learning since 2019, while nearly 400,000 children remain out of school. Furthermore, UNICEF reported in 2025 that one in three school-aged children in Lebanon is either out of school or out of learning. These figures illustrate the magnitude of the educational challenges facing Lebanese children and highlight the need for comprehensive educational responses that extend beyond academic recovery.
The impact of conflict and instability extends far beyond interrupted schooling. Recent UNICEF assessments revealed that 72% of caregivers reported that their children experienced anxiety or nervousness, while 62% reported that their children felt depressed or sad following recent conflict-related events. Such findings demonstrate the profound psychological and emotional consequences of prolonged uncertainty and instability. When children's emotional well-being is compromised, their ability to learn, participate, and develop positive relationships is similarly affected. Consequently, educational responses must address both learning outcomes and psychosocial needs.Psychosocial Support (PSS) and Social-Emotional Learning (SEL) have emerged as essential components of education in emergencies and conflict-affected settings. While PSS focuses on strengthening resilience, well-being, and positive coping strategies, SEL develops competencies such as self-awareness, emotional regulation, empathy, relationship-building, and responsible decision-making. Increasingly, educators and researchers recognize that these approaches are most effective when integrated into everyday learning experiences. Arts-based education offers a particularly promising avenue for achieving this integration. Through visual arts, music, drama, storytelling, movement, and creative writing, children can explore emotions, process experiences, strengthen social relationships, and engage meaningfully in learning. This article argues that arts-based approaches provide an effective vehicle for delivering PSS and SEL in Lebanese schools, thereby supporting both educational recovery and child well-being.The Educational and Psychosocial Impact of Conflict on Lebanese ChildrenThe effects of conflict and instability on education are multidimensional. School closures, displacement, and disruptions to educational services represent the most visible consequences; however, the impact extends far beyond access to education. Research in educational psychology demonstrates that chronic stress can impair attention, memory, executive functioning, and problem-solving abilities. Children exposed to uncertainty and insecurity often struggle to concentrate, retain information, and participate actively in learning activities. Consequently, even when educational opportunities remain available, learning outcomes may decline.In Lebanon, educational disruption has become a recurring reality for many students. Repeated interruptions have contributed to learning loss and increased educational inequalities among vulnerable populations. Students who experience prolonged absences from school are at greater risk of falling behind academically, disengaging from learning, and ultimately dropping out. These challenges are particularly concerning given the long-term implications of educational exclusion for children's future opportunities and social mobility.The psychosocial consequences of conflict are equally significant. Exposure to instability, displacement, and uncertainty can affect children's emotional well-being, social relationships, and sense of security. Children may experience anxiety, sadness, fear, frustration, and a diminished sense of hope for the future. These emotional responses often influence classroom behavior, participation, and academic performance. Research has consistently shown that psychosocial distress is associated with lower educational achievement and reduced school engagement.Furthermore, schools serve functions that extend beyond academic instruction. They provide opportunities for social interaction, emotional support, identity development, and community engagement. During periods of crisis, schools often represent one of the few stable environments available to children. Consequently, strengthening the psychosocial dimensions of education is essential for supporting children's overall development and educational success.Psychosocial Support and Social-Emotional Learning as Foundations for Educational Recovery
Educational recovery requires more than restoring access to classrooms; it requires creating learning environments that support children's emotional and social development. Psychosocial Support and Social-Emotional Learning offer complementary frameworks for addressing these needs.
Psychosocial Support seeks to promote children's well-being by strengthening protective factors such as supportive relationships, positive coping strategies, emotional safety, and social connectedness. Within educational settings, PSS contributes to resilience by helping children manage stress, rebuild trust, and develop a sense of stability despite challenging circumstances. Rather than focusing exclusively on difficulties, psychosocial support emphasizes children's strengths and capacities for adaptation.
Social-Emotional Learning complements these efforts by explicitly developing competencies that enable children to understand and regulate emotions, build healthy relationships, demonstrate empathy, and make responsible decisions. According to the CASEL framework, SEL encompasses five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies are increasingly recognized as essential for both academic success and lifelong well-being.
The effectiveness of SEL is supported by extensive research. A landmark meta-analysis involving more than 270,000 students found that participation in school-based SEL programs resulted in significant improvements in social-emotional competencies, classroom behavior, attitudes toward school, and academic achievement. Students participating in SEL programs achieved academic outcomes that were, on average, 11 percentile points higher than those of students who did not receive SEL instruction. Such findings reinforce the notion that emotional well-being and academic achievement are deeply interconnected.
For Lebanese schools, integrating PSS and SEL offers a holistic approach to educational recovery. By addressing both psychosocial needs and learning outcomes, schools can create supportive environments that enable children to thrive despite adversity.Arts-Based Education as a Vehicle for PSS and SELSeveral studies have demonstrated the effectiveness of arts-based approaches in promoting children's social-emotional development and psychosocial well-being. Research conducted by the OECD found that participation in arts education contributes to improvements in emotional regulation, empathy, collaboration, communication, and student engagement. Similarly, UNESCO has emphasized that arts-based learning supports creativity, critical thinking, resilience, and social cohesion, all of which are essential competencies in contexts affected by conflict and instability.The effectiveness of arts-based approaches becomes particularly evident when integrated with Social-Emotional Learning and Psychosocial Support frameworks. A meta-analysis involving more than 270,000 students found that participation in SEL programs resulted in academic gains averaging 11 percentile points compared to students who did not participate in such programs. In addition to improved academic outcomes, students demonstrated stronger emotional regulation, more positive attitudes toward school, improved classroom behavior, and enhanced interpersonal relationships. These findings suggest that educational interventions addressing emotional and social development can significantly contribute to learning outcomes.Evidence from humanitarian and conflict-affected settings further highlights the value of creative expression as a psychosocial intervention. Studies examining arts-based programs for children exposed to conflict have reported improvements in emotional expression, self-esteem, resilience, peer relationships, and school engagement. Creative activities provide opportunities for children to process experiences indirectly, reducing emotional distress while strengthening coping mechanisms and social support networks. Such outcomes align closely with the objectives of Psychosocial Support, which seeks to promote well-being, participation, connectedness, and hope.Furthermore, arts-based approaches contribute to increased student engagement and participation in learning. Research indicates that students involved in arts-rich educational environments demonstrate higher levels of motivation, attendance, and persistence compared to their peers. These findings are particularly relevant in conflict-affected educational settings, where maintaining student engagement often represents a significant challenge. By creating meaningful opportunities for participation and self-expression, the arts help transform learning from a passive process into an active and emotionally supportive experience.
The challenges facing education in Lebanon extend beyond learning loss and school disruption. Conflict and instability have affected children's emotional well-being, social development, and capacity to engage effectively in learning. Recent evidence highlighting elevated levels of anxiety, sadness, and educational exclusion among Lebanese children underscores the need for educational responses that address both academic and psychosocial dimensions of development.
Psychosocial Support and Social-Emotional Learning provide evidence-based frameworks for promoting resilience, well-being, and educational engagement. However, their effectiveness depends largely on how they are implemented within educational settings. Arts-based education offers a powerful and accessible vehicle through which PSS and SEL can be integrated into everyday learning experiences. By fostering emotional expression, social connection, creativity, and resilience, the arts help transform classrooms into spaces of healing, participation, and growth.In the Lebanese context, integrating PSS and SEL through the arts represents more than an educational strategy; it is an investment in children's well-being, resilience, and future potential. As schools continue to respond to the complex challenges facing learners, arts-based approaches can contribute to educational environments where children are not only able to learn but also to heal, connect, and hope.
Introduction
Education is widely recognized as a fundamental right and a critical protective factor for children living in contexts affected by conflict and instability. Beyond its role in promoting academic achievement, education contributes to children's emotional well-being, social development, and resilience by providing structure, routine, and opportunities for meaningful participation. In Lebanon, however, recurring crises have significantly disrupted educational processes and placed additional pressures on children's mental health and psychosocial well-being. According to UNICEF, approximately 1.1 million students enrolled in formal education have experienced disruptions to learning since 2019, while nearly 400,000 children remain out of school. Furthermore, UNICEF reported in 2025 that one in three school-aged children in Lebanon is either out of school or out of learning. These figures illustrate the magnitude of the educational challenges facing Lebanese children and highlight the need for comprehensive educational responses that extend beyond academic recovery.
The impact of conflict and instability extends far beyond interrupted schooling. Recent UNICEF assessments revealed that 72% of caregivers reported that their children experienced anxiety or nervousness, while 62% reported that their children felt depressed or sad following recent conflict-related events. Such findings demonstrate the profound psychological and emotional consequences of prolonged uncertainty and instability. When children's emotional well-being is compromised, their ability to learn, participate, and develop positive relationships is similarly affected. Consequently, educational responses must address both learning outcomes and psychosocial needs.Psychosocial Support (PSS) and Social-Emotional Learning (SEL) have emerged as essential components of education in emergencies and conflict-affected settings. While PSS focuses on strengthening resilience, well-being, and positive coping strategies, SEL develops competencies such as self-awareness, emotional regulation, empathy, relationship-building, and responsible decision-making. Increasingly, educators and researchers recognize that these approaches are most effective when integrated into everyday learning experiences. Arts-based education offers a particularly promising avenue for achieving this integration. Through visual arts, music, drama, storytelling, movement, and creative writing, children can explore emotions, process experiences, strengthen social relationships, and engage meaningfully in learning. This article argues that arts-based approaches provide an effective vehicle for delivering PSS and SEL in Lebanese schools, thereby supporting both educational recovery and child well-being.The Educational and Psychosocial Impact of Conflict on Lebanese ChildrenThe effects of conflict and instability on education are multidimensional. School closures, displacement, and disruptions to educational services represent the most visible consequences; however, the impact extends far beyond access to education. Research in educational psychology demonstrates that chronic stress can impair attention, memory, executive functioning, and problem-solving abilities. Children exposed to uncertainty and insecurity often struggle to concentrate, retain information, and participate actively in learning activities. Consequently, even when educational opportunities remain available, learning outcomes may decline.In Lebanon, educational disruption has become a recurring reality for many students. Repeated interruptions have contributed to learning loss and increased educational inequalities among vulnerable populations. Students who experience prolonged absences from school are at greater risk of falling behind academically, disengaging from learning, and ultimately dropping out. These challenges are particularly concerning given the long-term implications of educational exclusion for children's future opportunities and social mobility.The psychosocial consequences of conflict are equally significant. Exposure to instability, displacement, and uncertainty can affect children's emotional well-being, social relationships, and sense of security. Children may experience anxiety, sadness, fear, frustration, and a diminished sense of hope for the future. These emotional responses often influence classroom behavior, participation, and academic performance. Research has consistently shown that psychosocial distress is associated with lower educational achievement and reduced school engagement.Furthermore, schools serve functions that extend beyond academic instruction. They provide opportunities for social interaction, emotional support, identity development, and community engagement. During periods of crisis, schools often represent one of the few stable environments available to children. Consequently, strengthening the psychosocial dimensions of education is essential for supporting children's overall development and educational success.Psychosocial Support and Social-Emotional Learning as Foundations for Educational Recovery
Educational recovery requires more than restoring access to classrooms; it requires creating learning environments that support children's emotional and social development. Psychosocial Support and Social-Emotional Learning offer complementary frameworks for addressing these needs.
Psychosocial Support seeks to promote children's well-being by strengthening protective factors such as supportive relationships, positive coping strategies, emotional safety, and social connectedness. Within educational settings, PSS contributes to resilience by helping children manage stress, rebuild trust, and develop a sense of stability despite challenging circumstances. Rather than focusing exclusively on difficulties, psychosocial support emphasizes children's strengths and capacities for adaptation.
Social-Emotional Learning complements these efforts by explicitly developing competencies that enable children to understand and regulate emotions, build healthy relationships, demonstrate empathy, and make responsible decisions. According to the CASEL framework, SEL encompasses five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies are increasingly recognized as essential for both academic success and lifelong well-being.
The effectiveness of SEL is supported by extensive research. A landmark meta-analysis involving more than 270,000 students found that participation in school-based SEL programs resulted in significant improvements in social-emotional competencies, classroom behavior, attitudes toward school, and academic achievement. Students participating in SEL programs achieved academic outcomes that were, on average, 11 percentile points higher than those of students who did not receive SEL instruction. Such findings reinforce the notion that emotional well-being and academic achievement are deeply interconnected.
For Lebanese schools, integrating PSS and SEL offers a holistic approach to educational recovery. By addressing both psychosocial needs and learning outcomes, schools can create supportive environments that enable children to thrive despite adversity.Arts-Based Education as a Vehicle for PSS and SELSeveral studies have demonstrated the effectiveness of arts-based approaches in promoting children's social-emotional development and psychosocial well-being. Research conducted by the OECD found that participation in arts education contributes to improvements in emotional regulation, empathy, collaboration, communication, and student engagement. Similarly, UNESCO has emphasized that arts-based learning supports creativity, critical thinking, resilience, and social cohesion, all of which are essential competencies in contexts affected by conflict and instability.The effectiveness of arts-based approaches becomes particularly evident when integrated with Social-Emotional Learning and Psychosocial Support frameworks. A meta-analysis involving more than 270,000 students found that participation in SEL programs resulted in academic gains averaging 11 percentile points compared to students who did not participate in such programs. In addition to improved academic outcomes, students demonstrated stronger emotional regulation, more positive attitudes toward school, improved classroom behavior, and enhanced interpersonal relationships. These findings suggest that educational interventions addressing emotional and social development can significantly contribute to learning outcomes.Evidence from humanitarian and conflict-affected settings further highlights the value of creative expression as a psychosocial intervention. Studies examining arts-based programs for children exposed to conflict have reported improvements in emotional expression, self-esteem, resilience, peer relationships, and school engagement. Creative activities provide opportunities for children to process experiences indirectly, reducing emotional distress while strengthening coping mechanisms and social support networks. Such outcomes align closely with the objectives of Psychosocial Support, which seeks to promote well-being, participation, connectedness, and hope.Furthermore, arts-based approaches contribute to increased student engagement and participation in learning. Research indicates that students involved in arts-rich educational environments demonstrate higher levels of motivation, attendance, and persistence compared to their peers. These findings are particularly relevant in conflict-affected educational settings, where maintaining student engagement often represents a significant challenge. By creating meaningful opportunities for participation and self-expression, the arts help transform learning from a passive process into an active and emotionally supportive experience.
The value of arts-based education therefore extends beyond enrichment or recreation. When intentionally designed to support Psychosocial Support and Social-Emotional Learning objectives, artistic activities become evidence-based educational interventions capable of strengthening both academic and psychosocial outcomes. Through drawing, storytelling, drama, music, movement, and creative writing, educators can simultaneously foster emotional well-being, social connectedness, resilience, and engagement in learning, making the arts a powerful vehicle for supporting children living in contexts of conflict and instability.
Conclusion
The challenges facing education in Lebanon extend beyond learning loss and school disruption. Conflict and instability have affected children's emotional well-being, social development, and capacity to engage effectively in learning. Recent evidence highlighting elevated levels of anxiety, sadness, and educational exclusion among Lebanese children underscores the need for educational responses that address both academic and psychosocial dimensions of development.
Psychosocial Support and Social-Emotional Learning provide evidence-based frameworks for promoting resilience, well-being, and educational engagement. However, their effectiveness depends largely on how they are implemented within educational settings. Arts-based education offers a powerful and accessible vehicle through which PSS and SEL can be integrated into everyday learning experiences. By fostering emotional expression, social connection, creativity, and resilience, the arts help transform classrooms into spaces of healing, participation, and growth.In the Lebanese context, integrating PSS and SEL through the arts represents more than an educational strategy; it is an investment in children's well-being, resilience, and future potential. As schools continue to respond to the complex challenges facing learners, arts-based approaches can contribute to educational environments where children are not only able to learn but also to heal, connect, and hope.