Supporting teachers in a war zone: a mixed methods study of a brief intervention in the context of ongoing war

In the ongoing war in Gaza, teachers face a dual burden as caregivers supporting traumatized children and as community members exposed to the same violence and trauma. Teachers are therefore at high risk for burnout and supporting teachers' well-being is critical during war. In the context of extreme stress and crisis, supporting those who deliver psychosocial support to children is essential. This paper presents the development, implementation and piloting of an intervention to improve teachers' psychological well-being self-care during war.

A bottom-up approach was used to assess the needs and difficulties of Gazan teachers using "listening sessions," and a group intervention was co-developed in collaboration with those living and working in the war zone. A mixed-methods design was employed for the pilot study, utilizing quantitative data from a pre- and post-assessment tool completed by teachers in Gaza (n = 33) and in the West Bank (n = 24), alongside qualitative data from listening sessions with teachers, steering committee meetings, and field notes.

Listening sessions revealed that Gazan teachers felt overwhelmed by intense and ongoing traumatic events and loss alongside significant ongoing external stressors. Based on these findings, a 3-session intervention focusing on self-care and peer support was developed and piloted. Quantitative data showed significant pre-post improvements in well-being (t(48) = 7.48), coping skills (t(48) = 7.13), and sense of meaning t(49) = 3.56), while qualitative findings highlighted increased cognitive flexibility and focus through social support, new awareness and insights, and coping strategies.

This brief and feasible support intervention for teachers showed significant very positive effects on their subjective sense of well-being and coping in the midst of war stressors. It is expected that the teachers' improved coping during wartime will also increase their ability to positively interact with the stressed and traumatized children they support in educational settings.