Patterns and approaches of students support in crisis social landscape
DOI:
https://doi.org/10.22633/rpge.v29iesp2.20662Keywords:
Mental well-being, Students support, Academic support for students in crisis, Experimental learning, Mental healthAbstract
Various actors, including educational institutions, NGOs, regulatory bodies, and public organizations, seek to address the mental and psychosocial needs of displaced students or those experiencing prolonged stress, while also offering academic and educational adaptation support. In recent decades, wars in Syria and Ukraine, the COVID-19 pandemic, and conflicts in the Middle East have exacerbated mental well-being and academic performance issues in crisis contexts. However, psychological and academic support are often treated separately, limiting their effectiveness. Based on an integrative review, this study analyzes current practices and perspectives in these fields and proposes an integrative model of pedagogical and psychological support for students affected by prolonged stress or displacement. The model is based on Kolb's experiential learning cycle, incorporating reflection and iteration as central principles.
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