In the wake of escalating global crises, the resilience of educational systems is being rigorously tested. Wars, natural disasters, and pandemics have led to widespread displacement, forcing educators to adapt to extraordinary circumstances. Among these, the establishment of provisional schools for displaced students stands out as a remarkable yet underexplored phenomenon. This study delves into the challenges and strategies adopted by educators in such schools during the Israel-Hamas conflict, uncovering insights through the lens of complexity theory.
The provisional schools established in Israel during the conflict aimed to provide immediate educational support for approximately 48,000 displaced students. These schools were rapidly set up in temporary facilities such as hotels and cultural institutions, relying heavily on volunteer educators, many of whom had little to no experience in similar contexts. The absence of clear operational guidelines and the ad hoc nature of their establishment presented unique challenges, compelling educators to navigate an environment of uncertainty and disorder.
One of the most striking findings from this study is the interplay between teacher autonomy and systemic disorder. On the one hand, the absence of top-down control empowered educators to innovate and tailor their approaches to the needs of displaced students. On the other hand, this autonomy often became burdensome, leaving educators without clear expectations or adequate support. Teachers had to strike a balance between maintaining order and fostering adaptability, a task made even more complex by the unpredictable attendance and diverse backgrounds of students.
The students’ conditions posed significant challenges. Many of them had experienced traumatic events, leading to behavioral issues and emotional instability. Educators reported that students often exhibited low motivation and struggled to engage in academic activities. These challenges were exacerbated by the physical conditions of the temporary schools, which were frequently inadequate for effective teaching and learning. Teachers faced the daunting task of creating a semblance of normalcy in an environment characterized by constant disruption.
Disorder permeated every aspect of these provisional schools. The mixing of students from different schools, the lack of consistent teaching staff, and the unpredictable schedules all contributed to a chaotic environment. Teachers had to contend with classrooms where students’ academic levels varied widely, making it difficult to deliver standardized instruction. The recruitment of volunteer educators further added to the instability, as many volunteers had to adapt to teaching subjects or age groups outside their expertise.
Amid these challenges, educators demonstrated remarkable adaptability. One common strategy was the creation of routines and regularities to provide students with a sense of stability. Teachers incorporated activities that fostered emotional support, such as starting lessons with sharing sessions or engaging students in group activities. These routines not only helped students cope with their displacement but also facilitated a smoother transition into academic learning.
Adapting content and pedagogy emerged as another critical strategy. Educators modified the curriculum to better suit the needs and emotional states of their students. For instance, some teachers integrated socio-emotional learning into academic subjects, using examples and exercises that resonated with the students’ experiences. Others resorted to traditional teaching methods, finding that these approaches provided a sense of familiarity and structure for students struggling to adapt.
The autonomy granted to teachers played a dual role. For some, it was an opportunity to innovate and exercise professional judgment. Teachers were able to set their own goals, focusing on either academic progress or emotional well-being, depending on the needs of their students. However, for others, this autonomy was overwhelming, as the lack of guidance left them feeling unsupported and unsure of their effectiveness. This highlights the importance of striking a balance between granting autonomy and providing structured support, particularly in crisis settings.
From a complexity theory perspective, these provisional schools exemplify the dynamics of complex adaptive systems. The schools’ responses to the crisis were not dictated by central policies but emerged from the interactions and decisions of individual educators. This bottom-up approach allowed for flexibility and rapid adaptation, essential traits in a crisis. However, it also revealed the limitations of decentralized systems, where the absence of clear attractors—or organizing principles—can lead to inefficiencies and inconsistencies.
The findings of this study underscore the need for more robust frameworks to support educators in crisis settings. Policymakers should consider developing preemptive plans that outline the establishment and operation of provisional schools for displaced students. Such plans should include guidelines for balancing autonomy with support, ensuring that educators have the resources and direction needed to navigate complex challenges.
Furthermore, professional development programs tailored to crisis education could equip teachers with the skills and knowledge required to manage such extraordinary circumstances. Training in socio-emotional learning, trauma-informed teaching practices, and adaptability would enable educators to better address the needs of displaced students while maintaining their own well-being.
The experiences of educators in these provisional schools also offer broader lessons for educational systems worldwide. As the frequency and intensity of crises increase, traditional approaches to education may prove inadequate. Embracing the principles of complexity theory—such as fostering adaptability, promoting self-organization, and balancing order with innovation—can enhance the resilience of educational systems. By doing so, we can ensure that the right to education is upheld even in the most challenging of times.
This study provides a valuable starting point for further research into the dynamics of education in crisis settings. Future studies could explore the experiences of displaced students, examine the long-term impacts of provisional schooling, and investigate the scalability of the strategies identified here. By deepening our understanding of these issues, we can better prepare for the educational challenges of an increasingly uncertain world.
Subject of Research: Education in Crisis Settings, Provisional Schools for Displaced Students
Article Title: Teachers in Provisional Schools for Displaced Students: Navigating Challenges, Autonomy, and Responses
News Publication Date: February 2025
Article DOI References: https://doi.org/10.1016/j.tate.2024.104868
Image Credits : Scienmag
Keywords: Education in Crisis, Displaced Students, Provisional Schools, Teacher Autonomy, Complexity Theory, Crisis Education, Adaptive Teaching Strategies
