A Framework for School-Based Mental Health Programs in Conflict Zones

Area of Science:

• Child and Adolescent Psychiatry
• Educational Psychology
• Public Health

Background:

• Rising mental health disorders (MHD) in school children in Lebanon and conflict zones require urgent, effective programs.
• Current programs lack clear strategies for mental health promotion and prevention in these vulnerable populations.

Purpose of the Study:

• To propose a contextual model and framework for mental health promotion and prevention in schools.
• To guide educators, researchers, and policymakers in addressing the mental health needs of students in conflict-affected areas.

Main Methods:

• Development of a 3-level intervention model.
• Integration of social and emotional learning (SEL) and resilience-building strategies.
• Framework linking interventions to school environment stakeholders (teachers, family, community, media, policymakers).

Main Results:

• The proposed model outlines specific actions for each of the 3 levels.
• Interventions are designed to foster a supportive learning environment.
• The framework addresses core SEL competencies, resilience, and prevention of prevalent MHD.

Conclusions:

• The proposed model offers a structured approach to enhance student mental health in schools.
• It emphasizes a multi-level, stakeholder-inclusive strategy for mental health promotion and prevention.
• This framework is adaptable for diverse school settings, particularly in conflict zones.