Trauma-Informed Teaching in Lebanon: Teacher Awareness and Preparedness

Authors

  • Nadeen Aridi Modern University for Business and Science
  • Silvana Sobh Modern University for Business and Science
  • Rania Abou Dargham Modern University for Business and Science
  • Fatima Halwani Modern University for Business and Science

Abstract

Early life experiences and relationships, both negative and positive, significantly shape a person’s development and growth, influencing the course of their life (Psypost, 2023). Childhood trauma is frequent and has significant impacts on students’ behavior, learning, relationships, physical and emotional well-being (Perfect et al., 2016; Tishelman et al., 2010), and brain development (Bick & Nelson, 2016). Crises, whether personal (e.g., job loss, divorce) or global (e.g., pandemics, wars), disrupt children’s sense of security and often lead to trauma. In recent years, the Arab world has faced numerous crises, including armed conflicts, political instability, and economic challenges. Lebanon, in particular, has experienced overlapping crises, including the COVID-19 pandemic, the economic collapse, the Beirut Port explosion, and the recent regional war, all of which might have impacted negatively children’s mental health. This research study investigated the level of knowledge and preparedness of Lebanese teachers to recognize and respond to traumatized students. Using part of the Trauma-Informed Care Dispositions Survey, this quantitative study surveyed teachers all across Lebanon to assess their knowledge and preparedness to provide emotional and psychological support to traumatized students. Results revealed that a significant number of teachers lack the knowledge and skills needed to identify and address trauma in children. The study identified gaps in professional development and proposed evidence-based strategies and recommendations to enhance teachers’ capacity to create supportive and inclusive learning environments for traumatized students.

Keywords: Childhood trauma, teacher preparedness, trauma-informed care, Lebanese education, crisis impact, student mental health

Author Biographies

Nadeen Aridi, Modern University for Business and Science

Nadeen Aridi is a recent graduate from the Modern University for Business and Science (MUBS) with a degree in Education, concentrating in Mathematics and Science. She is beginning her career teaching Mathematics for grades 4–7, inspired by student-centered and creative learning approaches. Her teaching philosophy emphasizes inclusivity, hands-on learning, and fostering critical thinking. Passionate about equitable education, she aims to grow as an educator and apply innovative practices globally.

Silvana Sobh, Modern University for Business and Science

Silvana Sobh is a senior student at the Modern University for Business and Science (MUBS), completing her degree in Early Childhood Education. Passionate about trauma-informed practices, she focuses on creating supportive and inclusive learning environments for young children. Her interests include play-based learning, holistic development, and the integration of technology in education. She aims to continue research and apply evidence-based practices to advance early childhood education locally and globally.

Rania Abou Dargham, Modern University for Business and Science

Rania Abou Dargham is a senior student at the Modern University for Business and Science (MUBS), pursuing a degree in Education with a concentration in Early Childhood Education. Her academic journey has been shaped by a passion for child-centered learning, including constructivism, play-based methods, and trauma-informed practices. Her teaching philosophy emphasizes inclusivity, hands-on experiences, and recognizing the unique potential of every child.

Fatima Halwani, Modern University for Business and Science

Fatima Halwani holds a PhD in Education, a Master’s degree in Educational Management, and a Bachelor’s degree in Analytical Chemistry. She’s is a Senior Lecturer at the Modern University for Business and Science (MUBS) and a Lecturer at the Fouad Chehab Academy for Command and General Staff (Lebanese Army). With extensive experience in education and research, she specializes in mindfulness and social-emotional learning, with a strong focus and a commitment to promoting well-being in educational settings. Her research interests center on enhancing student support systems and fostering a positive learning environment.

Published

2026-02-24

Issue

Vol. 12 No. 1 (2026): Proceedings from the 9th Global Issues Conference

Section

Global Issues Conference Proceedings

License

The Global Partners in Education Journal (the “Publisher”) and the Author(s) agree as follows:

1. Author(s) hereby grant to Publisher all right, title, and interest in and to the Work, including copyright to all means of expression by any method now known or hereafter developed, including electronic format. If Publisher does not publish the Work within two (2) years of the Effective Date, copyright shall revert back to the Author. Publisher agrees to always credit Author(s) as the author(s) of the Work.

2. Publisher hereby grants Author a royalty-free, limited license for the following purposes, provided the Work is always identified as having first been published by Publisher.
    • The right to make and distribute copies of all or part of the Work for use in teaching;
    • The right to use all or part of the material contained in the Work in a book by the Author(s), or in a collection of the Author(s)’s work;
    • The right to use and distribute the Work internally at the Author(s)’s place of employment, and for promotion and any other non-commercial purposes;
    • The right to use figures and tables from the Work for any purpose;
    • The right to make presentations of material from the Work;
    • The right to use and distribute the Work on the Author(s)’s Web site and on the Author(s)’s university’s institute repository;
Such license shall be effective when the Work is first published in the Journal of Curriculum and Instruction.

3. The Author(s) represents and warrants that the Work: (a) is the Author(s)’s original work and that Author(s) has full power to enter into this agreement; (b) does not infringe the copyright or property right of another; (c) contains no materials which is obscene, libelous, defamatory or violates another’s civil right, right of privacy, or is otherwise unlawful; and (d) has not been previously published, in whole or in part. Author(s) shall indemnify and hold Publisher harmless against loss or expenses arising from breach of any such warranties.