Teaching and Learning during Crisis and Unrest: Strategies for Sustaining Education for All

Below are three cases presented by people who were or remain involved in a crisis in their country. 

Note: For the sake of clarity for the reader, we have amended the direct transcript in the examples. For the exact words, please watch the full interview with Sara, Gunalp and Baran. See the link to the video above.

Introduction to Topic

The authors acknowledge the complexity of crises, and the difficulty in addressing every crisis situation  (i.e war) within the scope of this chapter. Thus, here we focus on the teacher’s role in creating a safe welcoming space where meaningful learning takes place in addition to focusing on strategies for sustaining education for all during times of crisis and unrest.

Crises, by definition, are disruptive to the school environment. They affect planning, stability, and continuity, as well as teacher and learner safety and well-being. In this chapter, we present a framework for teachers and teacher educators to navigate both isolated incidents of crises and prolonged periods of duress. We begin by defining crises, highlighting variations in scope and severity and acknowledging the increasing impact of instability on regions, countries, communities, and schools. Building on the VUCA (Volatility, Uncertainty, Complexity and Ambiguity) framework (for further information see Bennett & Lemoine 2014; Stein, 2021), we then present some of the short-term and long-term challenges, which may arise during crises. Based on case studies from Turkey, Italy, and Iran, and examples from across the globe, we outline guiding principles and practices for sustaining teaching and learning during times of crisis. The chapter concludes with additional references and resources for teachers.

Key aspects

Defining crises

Defining a crisis is not merely a matter of describing events; it can involve a complex and politicised process. The term “crisis” lacks a singular, universal definition, as these events are multifaceted and can affect individuals and groups in varying ways. What one person may view as a disaster, another might see as an opportunity for positive change. This diversity in perception stems from differing values, perspectives, and priorities. As a result, managing crises becomes challenging for governments and authorities, as there is no singular rulebook to follow. Instead, various groups, including political parties, activist organisations, the media, and citizens, interpret and respond to crises in their own ways.

The concept of a crisis encompasses a wide range of events and situations that significantly disrupt society and threaten stability across economic, social, political and educational sectors. From acute emergencies such as natural disasters to prolonged circumstances such as ongoing famine. These events share characteristics of destabilisation and the need for rapid and effective responses. Understanding the many aspects of crises is essential for creating effective strategies that reduce their impact and strengthen resilience, the ability to adapt, recover, and grow stronger in the face of adversity.

As societies continue to face complex challenges, from pandemics, to armed-conflicts to climate-related disasters, the ability to adapt, respond, and recover will become increasingly important. This underscores the need for continued research, preparation, and collaborative efforts across sectors and nations to build a more resilient global community. The Israeli-Palestinian conflict provides a powerful example of this complexity. The events of 1948 mark the Palestinian Nakba and Israeli Independence. For Palestinians, the Nakba (meaning “catastrophe” in Arabic) represents a profound crisis marked by the mass displacement of hundreds of thousands of Palestinians, the destruction of villages, and the loss of their homeland. From this perspective, the Nakba is a disaster with enduring consequences, symbolising a crisis of identity, loss, and ongoing struggle for rights and recognition. Conversely, for Jews, the same period is celebrated as a declaration of independence from the British Mandate and a return to their historic homeland after 2000 years of exile. From this viewpoint, the events of 1948 are seen as a triumphant moment of nation-building and self-determination. The crisis for Jews was the survival of their people and the creation of a sovereign state, which was achieved through the founding of Israel. These differing interpretations reflect how deeply political and value-laden the process of defining a crisis can be. What is seen as a devastating loss by one group can be perceived as a historical victory by another. As a result, managing crises like these becomes challenging for governments and authorities, as there is no straightforward rulebook to follow. Instead, various groups, including political parties, activist organisations, the media, and the global community, interpret and respond to crises in their own ways, influenced by their unique historical narratives and contemporary realities.

Post-crisis debates often centre around what caused the crisis, its severity, and the lessons that can be drawn. These discussions are not just about the facts; they are also about broader worldviews and what actions should be taken. Therefore, terms like “crisis,” “disaster,” or “emergency” are not neutral descriptors but are embedded within a larger political discourse about how society understands and addresses major events (McConnell, 2020).

A crisis can be understood as a significant and destabilising event or phase that drastically affects key aspects of society, including the quality of life and future prospects of individuals, particularly the youth (Bojović et al., 2020). For instance, the COVID-19 pandemic severely disrupted educational systems, posing a threat to societal stability and progress. This situation necessitated rapid and effective responses from institutions, including a shift from traditional to remote learning models (Bojović et al., 2020).

Similarly, a crisis can refer to a substantial event or series of events that disrupt society and hinder development, often characterised by conflict, economic turmoil, political instability, and social upheaval. In Ukraine, the crisis brought on by war has profoundly impacted the education system, prompting swift modernisation and the adoption of crisis-responsive educational models. This situation hinders sustainable growth and liberal values, displaces communities, and calls for a reassessment and reinforcement of core values and national identity through education (Lavrysh et al., 2022).

Moreover, a crisis is an intense event that significantly affects societal structures, such as educational activities, by posing challenges related to infrastructure, mental health, security, and communication. The earthquake in Kahramanmaraş, Turkey, on February 6, 2023, exemplifies such a crisis, requiring immediate action from educators and policymakers to address the various challenges faced by teachers and students. This crisis highlights the need for both individual and collective strategies to restore normalcy and enhance preparedness and crisis management for the future (Arıcı et al., 2023). Furthermore, a crisis can manifest as a widespread and persistent problem that greatly disrupts societal well-being and development, often involving severe issues like hunger and malnutrition. In many African nations, the hunger crisis has been a persistent challenge over the past three decades, as evidenced by various Global Hunger Index (GHI) scores. This crisis is exacerbated by factors such as undernourishment, stunted growth, and wasting in children, and is linked to broader issues of human development, social security, and terrorism (Otekunrin et al., 2020).

The politics of crisis terminology is a nuanced and strategic aspect of political communication. The term “crisis” encompasses various events such as accidents, emergencies, and disasters, typically characterised by high threat, uncertainty, and urgency. However, the absence of a universally accepted definition reflects the diverse ways societies and political actors attempt to understand and address extreme events. The language of crises is a powerful tool used by governments and opposition groups to shape public perception and influence responses. Governments may invoke crisis rhetoric to justify extraordinary measures, promote unity, or advance policies, sometimes for political gain. Opposition groups use it to highlight issues, pressure the government, or push for change. The framing of crises, through terms that emphasise scale, urgency, or causes, shapes how the public perceives and reacts to events. Recognising this political dimension is crucial for critically analysing how crises are presented and their broader societal impact.

Crisis language may be used to criticise opponents, accusing them of being unfit to lead during critical times or failing to support the country. In extreme cases, it may be used to suppress dissent, with the argument that criticism during a crisis can hinder effective problem-solving. Overall, crisis language is a powerful tool that governments use to drive change, silence critics, and shape public perception during challenging times.

The key takeaways in understanding the complexity of defining a crisis are:

1. Diversity of Crises: Crises vary widely, including health emergencies, conflicts, natural disasters, and persistent societal issues.
2. Impact on Society: They affect multiple facets of society, particularly vulnerable populations such as youth and marginalised communities.
3. Disruption of Education Systems: Crises often severely disrupt education, necessitating innovative approaches to ensure continuity and adaptation.
4. Necessity of Crisis Management: Effective crisis management requires both immediate action and long-term strategic planning to build resilience.
5. Opportunities for Transformation: Crises can present challenges as well as opportunities for societal transformation and the reinforcement of core values.
6. Global Interconnectedness: The interconnected nature of modern society means that crises often have far-reaching consequences beyond their immediate geographic location.

What are the potential challenges for sustaining meaningful teaching and learning during times of crisis?

Sustaining teaching and learning for all during times of crisis presents multiple challenges. Numerous factors can impact the quality and the conditions of the learning environment as well as the welfare of both the teachers and the students. Because crises are seen as disruptive, they jolt educational systems and impact the broader social and family equilibrium. This imbalance affects learners’ immediate and long-term needs including physical needs, social needs and, ultimately, integrative needs (Prince & Howard, 2002).

The VUCA Framework

One model that can be helpful in understanding the challenges that stem from crises is the VUCA (volatility, uncertainty, complexity and ambiguity) framework. Initially conceived of as a mindset for leadership development in complex military and later executive business systems (McNulty, 2015), this paradigm has since been applied to a range of fields including crisis management. The COVID-19 Pandemic, for example, exemplified VUCA conditions and this framework provided a lens for helping leaders and decision-makers to navigate the health crises.

In the following section, we discuss how actors within educational systems (such as teachers, students, school administrators and support staff) can use VUCA thinking to respond to crises. Although some scholars have critiqued the VUCA framework for its limited applicability in societies where volatility, uncertainty, complexity and ambiguity are widespread (Eoyang & Jenkins 2020), we aim to demonstrate how this system of thought can be applied to both specific incidents of crisis, such as a school shooting, and prolonged periods of crisis, such as ongoing armed conflicts and war. In both circumstances, volatility, uncertainty, complexity and ambiguity are present. How individuals and, specifically educators, respond to VUCA conditions can impact educational continuity as well as both short-term and long-term challenges that stem from crises.

Crisis Challenges through a VUCA Lens

Notwithstanding the complexity of a crisis, all crises exhibit degrees of volatility, uncertainty, complexity and ambiguity, and can be classified on a continuum from low to medium to high (Mladjan & Cvetković, 2012). Examining crisis situations using VUCA categories can help determine how to act in similar circumstances.

Volatility generally refers to the surrounding environment where circumstances can be unpredictable and demand urgency. Changes can be sudden and difficult to prepare for and feelings of helplessness may ensue. To counter volatility, teachers need to set expectations and then adjust them based on the situation at hand. Doing and achieving become antidotes to helplessness as well as a means for fostering resilience among learners (Schlam Salman & Schvarcz, 2024). An important caveat when assessing volatility, concerns the degree of threat and uncertainty present. When threats are high, as in an active earthquake or a barrage of missiles, immediate action is required. Educational frameworks, particularly those in areas of ongoing crises, may already have plans in place for managing the volatility characteristic of crises. Sustaining learning through definitive, yet malleable, expectations, even in extreme circumstances, fosters positive self worth and the possibility of a return to stability and calm.

Uncertainty remains a feature of crises, in particular calamities characterised by widespread injury, destruction and, in the most extreme cases, death. A VUCA framework advocates for action despite uncertainty. This is necessary to preserve learners’ social and emotional wellbeing and to find a balance between scholastic goals and general welfare. It has been well-documented that learning is a cognitive, social and emotional undertaking that involves more than the mere transmission of knowledge (Zembylas, 2007). In order to manage and respond to the uncertainties present during crises, educators need to complement expectations with empathy and care. In particular, the model of Maslow’s hierarchy of needs can help assess degrees of uncertainty and appropriate expectations. Learners whose basic physiological needs are not being met require modified and/or scaffold expectations as well as additional flexibility and out-of-the-box pedagogy. Nevertheless, maintaining learning and some scholastic expectations, even in the face of uncertainty and turmoil, is key to resilience and a return to societal functioning where attending school is the general and optimal norm.

Complexity exemplifies crisis situations. Both local, isolated incidents and major, geopolitical disasters tend to be dynamic and multifaceted with interdependent, and sometimes competing parts. Rarely do such circumstances fit into neat or simple “good-bad” slogans but instead reflect complex, interdependent interests and concerns. Complexity requires vigorous assessment of evidence as well as clarity and critical thinking. Teachers must grapple with information and misinformation fuelled, in part, by social media platforms where non-experts can easily disseminate “news” that may not be totally accurate. Teachers play a key role in helping learners to navigate complexity in crisis first by ensuring that the facts about the situation are descriptive and accurate and then by encouraging their learners to challenge hearsay and to check multiple information sources. See the example provided by Sara (Case Study 2 – COVID Pandemic in Italy) when describing how “news” was discussed with learners and their parents.

Ambiguity is present in most crisis situations and therefore demands a shift away from rigid predictions and control. Instead, it calls for fostering competencies that enable individuals to effectively navigate volatility, uncertainty and complexity.

In this context, critical and affective literacy can be pivotal. Critical literacy involves understanding socio-historical contexts and acknowledging how crises disproportionately affect certain ethnic and indigenous communities. Affective literacy entails teachers providing the opportunity to learners to reflect on personal desires and emotions and them taking responsibility for their consequences. Together, these literacies can empower individuals to confront discomfort without succumbing to it and to ultimately envision alternative futures. Thus, teachers need to acknowledge the ambiguity of the experience for all affected alongside a commitment to evidence-based information as this is imperative for mitigating duress in order to cope to some extent as this is ultimately important for sustaining education during times of crisis.

Unpacking the Challenges of Crises

A VUCA framework can be helpful in clarifying features that generally accompany crises, namely volatility, uncertainty, complexity and ambiguity. These also contribute to and inform the challenges that stem from crises. In general, such challenges can be divided into (1) immediate or short-term challenges and (2) long-term challenges that persist even after the crisis has subsided. In addition, the ramifications stemming from the challenges generally correspond to the magnitude of the crisis (low, medium or high).

Short-Term Challenges

Short-term challenges for teaching and learning during times of crisis tend to revolve around basic physiological and safety needs. This is the case for many kinds of crises including natural disasters, health pandemics and armed conflicts. At times, school spaces may no longer be functional or safe. In these cases, there might be governmental bodies, which regulate the initial challenges such as determining whether it is safe for children to go to school at all. In the event that school spaces are not viable, determining where, physically, children can attend school is another immediate challenge. Solutions sometimes require creative and out-of-the-box solutions such as mobile schools or community-based schools. Another viable alternative, assuming connectivity and access to digital resources is online or hybrid learning. Yet another urgent short-term challenge pertains to infrastructure for ensuring children’s safety. Schools being conducted in war zones, for example, ideally have bomb shelters or areas where children can take cover if necessary. This is also the case for natural disasters such as hurricanes and tornadoes. In all these cases, schools may have a crisis response policy, which ideally is familiar to all involved stakeholders. In their comprehensive article on maintaining education during wars, Salha et al (2024) outline different educational responses to short-term challenges focusing on the importance of maintaining education despite unrest. 

Long-Term Challenges

Long-term challenges for teaching and learning during times of crisis tend to have lasting implications that correlate with socioeconomic levels and parental education levels (Blaskó et al., 2022). Long-term challenges can be divided into three broad categories: long-term scholastic challenges, long-term cognitive challenges and long-term psychological challenges.

Long-term scholastic challenges relate to specific knowledge gaps that impact future academic achievement. For example, children who have missed significant parts of first grade, where foundational literacy skills are often acquired, may continue to demonstrate delays in reading and literacy years later. Delays in scholastic skills may overlap with long-term cognitive challenges, which can include delays in abstract and critical thinking as well as delays in stages of development. Long-term psychological challenges may also overlap with academic and cognitive challenges, in particular those stemming from sustained volatility, uncertainty, violence and trauma. Mental health issues such as anxiety, stress and depression may be pervasive. In addition, enduring ongoing crisis and unrest may result in other psychological conditions that impact learners’ ability to maintain day-to-day functioning.

Addressing long-term challenges requires assistance from trained professionals who can guide teachers and other educational stakeholders. Several chapters in this modular open source textbook can provide further resources. They are linked here as follows:

*Teacher agency and inclusion

*Inclusive Education in diverse contexts (See section on Refugee Camps)

*Restorative Practice in School: Implementing restorative approaches to resolve conflicts and build positive relationships within the school community

*Breaking the silence: Empowering schools in the practice of trauma informed education

The impact of education on conflict and its resolution

As much as crises have an impact on education in terms of learning and teaching, education in turn can play a crucial role in shaping societies and can significantly influence both the emergence and resolution of conflicts. Understanding the dual nature of education, its potential to reinforce divisions or promote peace, is essential for fostering stable and harmonious communities.

 How education reinforces, exacerbates, and prolongs conflict:

1. Reinforcing dominant narratives: Education systems can perpetuate dominant narratives, stereotypes, and ideologies that fuel conflict. For example, education in some areas may emphasise a particular ethnic or religious identity, creating divisions between groups. For instance, in Myanmar, educational curricula often emphasise a Buddhist-nationalist perspective, marginalising ethnic minorities such as the Rohingya. This has contributed to longstanding tensions and violence against minority groups as the educational system entrenches a singular national identity rather than promoting inclusivity.
2. Intensifying inequality: Inequalities in access to education can widen existing social and economic gaps, leading to resentment and feelings of marginalisation. For example, the educational disparities during Apartheid in South Africa and Namibia served to entrench social stratification and disenfranchise Black South Africans. The unequal provision of “Bantu Education” not only maintained the regime’s control but also fueled uprisings, particularly among students who sought equal rights. Similarly, in Colombia, limited access to quality education in rural areas exacerbated inequality and drove the youth towards armed groups, perpetuating the cycle of violence.
3. Promoting polarising curricula: Educational materials can be biased or one-sided, promoting a particular political or ideological agenda, which can deepen divisions and fuel conflict. For example, History textbooks in Namibia and South Africa portrayed a biased view which did not include the history of the oppressed people. Similarly, the use of biased history textbooks during the ethnic conflict in the former Yugoslavia contributed to entrenched ethnic divisions, as each group received a version of history that portrayed them as victims and the other groups as aggressors. Such curricula hampered reconciliation efforts and perpetuated animosities long after the war had ended.
4. Lack of critical thinking skills: Education systems that focus solely on rote learning or memorisation may leave students ill-equipped to navigate complex conflicts. In authoritarian regimes, such as North Korea, where the education system emphasises obedience and ideology over critical thinking, individuals lack the tools to question and challenge the status quo. This not only perpetuates existing conflicts but also stifles potential avenues for peaceful change and progress.

How education promotes peace and positive influences:

1. Fostering tolerance and understanding: Education can promote cross-cultural understanding, empathy, and tolerance by incorporating diverse perspectives and experiences. For instance, in post-genocide Rwanda, educational initiatives have included curricula that address the history and implications of the genocide while promoting unity and understanding among different ethnic groups. Programmes that encourage dialogue and shared experiences have been instrumental in fostering reconciliation.
2. Critical thinking and problem-solving: Education that emphasises critical thinking, problem-solving, and collaboration can help individuals develop skills to address conflicts constructively. In Finland, educational reforms highlight project-based learning and cooperative tasks that encourage students to think creatively and work together, equipping them to approach conflicts with innovative and collaborative solutions.
3. Conflict resolution skills: Education can impart conflict resolution techniques, such as mediation, negotiation, and dialogue, to help individuals manage disputes effectively. Programmes like “Peace Education” in various conflict-affected zones, such as Gaza and Israel, teach students how to engage in dialogue, manage disagreements, and seek collaborative solutions, fostering a culture of peace.
4. Social cohesion: Education can promote social cohesion by emphasising shared values, common goals, and a sense of shared humanity. In countries like Lebanon, initiatives that bring together students from different religious and cultural backgrounds through joint learning opportunities can build bridges and foster mutual respect, laying a foundation for a more harmonious society.

Recommendations for maximising the positive impact of education

 To maximise the positive impact of education in crisis and conflict-affected contexts, it’s essential to:

1. Develop inclusive curricula that promote critical thinking, tolerance, and understanding. Curricula should promote critical thinking, tolerance, and understanding, integrating diverse perspectives to foster an environment of mutual respect.
2. Provide access to education for all individuals, regardless of their background or circumstances. Ensuring access to education for all individuals, regardless of their background or circumstances, is essential in preventing marginalisation and resentment.
3. Foster safe learning environments that prioritise student well-being and protection. Learning spaces must prioritise student well-being and protection, encouraging open dialogue and resilience in the face of adversity.
4. Encourage community engagement and participation in education planning and implementation. Actively involving communities in educational planning and implementation can foster a sense of ownership and relevance, ensuring that the education system aligns with the needs of the populace.

By acknowledging and addressing the complex role of education in both perpetuating and resolving conflict, we can work towards building more peaceful, inclusive, and resilient societies. Through strategic interventions in education, we can lay the groundwork for understanding, empathy, and collaboration in the face of division and discord. (Adapted from Di Maio, Brück & Miarri, 2022).

How do we respond to the educational challenges brought on by the crisis?

In times of crisis, the role of teachers and educators extends beyond the physical boundaries of the school walls and being the mere convenors of structured and formalised academic content. The examples provided at the beginning of the chapter help us understand that crises such as health pandemics, natural disasters, or social and political upheaval tend to not only disturb but could potentially also disrupt a student’s traditional learning environment, creating unprecedented challenges for teachers. It is here that we acknowledge the centrality of ‘care’ in education, for its role has become more prominent and apparent. The chapter relies on two pedagogical approaches that have emerged as crucial in addressing the various challenges of teaching during different crises. These are ‘pedagogy of care’ (Noddings 1992; Mortari, 2016; Mehrotra, 2021) and ‘trauma-informed pedagogy’ (Brunzell et. al, 2019), and they are used as the foundational theories for addressing the challenges since they recognise and emphasise the emotional and psychological needs of the students during these unusual times.

As stated earlier, both ‘pedagogy of care’ and ‘trauma-informed pedagogy’ recognise ‘care’ as a core principle that guides and dictates the pedagogical interventions. Care is essentially fundamental in education, particularly during times of crisis. This section, therefore, will attempt to define the theories briefly. Drawing from the two theories, the chapter will shed light on the various principles, values, and strategies educators can adopt during these difficult periods.

Pedagogy of Care

The theory of pedagogy of care is widely used in education and emphasises empathy, nurturing, and creating enduring bonds between teachers and pupils. Emerging from feminist theories, humanistic education, ethics of care, and particularly Nel Noddings’ (1992) work, it highlights the centrality of ‘care’ in education. It sheds light on previously ignored emotional and mental needs of students, alongside their academic needs, as a way to promote a more comprehensive education and pedagogical system. We recognise and acknowledge the need for it in today’s time, which are often dictated by unprecedented events and crises. The pedagogy of care, therefore, has regained its importance.

The foundational idea of the pedagogy of care is rooted in the philosophy of ethics of care, which emphasises relational dynamics over individualism. Nel Noddings (1992), a proponent of the theory, argued that education should prioritise caring relationships between teachers and students. For her, care is both a moral and educational imperative. Noddings (1992) highlights that students thrive in environments where they feel valued, respected, and emotionally supported. Ethics of care is the philosophical and foundational principle of pedagogy of care. It prioritises and emphasises the building and development of nurturing connections between educators and learners, providing care as both morally and educationally necessary (Noddings, 1992). These educational settings, therefore, foster a sense of worth, respect, and emotional support that are conducive to students’ well-being.

A critical aspect of the pedagogy of care is the emotional labour required by educators. As Mortari (2016) suggests, care involves nurturing emotions that contribute to a healthy, respectful relationship between the ‘caregiver’ (educator) and the ‘care receiver’ (learner). In an educational context, this means that teachers must be emotionally attuned to their students’ needs, providing them with a sense of safety and belonging, which facilitates learning. However, what lies at the core of this progressive pedagogy is the emotional labour that educators must perform. According to Mortari (2016), providing care entails fostering feelings that support a positive, mutually respected connection between the care provider and the person receiving it. This implies that in an educational setting, educators have to be sensitive to the emotional needs of their pupils to provide them with a sense of security and acceptance, which promotes learning, which given the uncertain circumstances of crisis is an important aspect. Mortari (2016) further investigates how care in educational environments nourishes students’ emotional and intellectual growth. The focus is on seeing care as an active, continuous process that calls on teachers to develop relationships of trust with learners to foster a conducive and thriving learning environment. This care is not solely for learners but should be extended to communities of care for all educators who operate in the learning environment because without their well being catered for, they cannot in turn care fully for their learners.

Ba (2022) highlights the importance of fostering community and well-being, even in the face of mass disruption and loss, and how the duty of care, during such times, is not merely about delivering structured academic content but ensuring the mental and emotional well-being of students, due to heightened anxiety and stress levels. Arguing on similar lines, Mehrotra (2021) reflects on the need for collective well-being and community care in educational space while emphasising the importance of co-creating meaning and fostering a sense of belonging, the practice of care, herein, is not a peripheral concern but central to the educational mission, especially in times of widespread distress. This educational philosophy is also closely tied to the belief in social justice, wherein we recognise and acknowledge how the various systematic and institutional barriers disproportionately affect marginalised students. Therefore, when we attempt to centre ‘care’, educators resist the commodification of learning and create spaces where students are seen as whole persons, bringing their identities and the challenges that come along with it, rather than mere consumers of knowledge (Noddings, 1992; Mehrotra, 2021).

Trauma-informed Pedagogy

Another key theory that compliments the theory of pedagogy of care is Trauma-informed pedagogy. It has emerged as an essential framework in modern educational systems to support learners who have experienced adverse life events and therefore is relevant to learners in citations of crises (Brunzell et al., 2019). It is grounded in principles of psychological safety and therefore gives importance to mental and emotional well-being, empathy and understanding. The strength of this theory lies in acknowledging the deep impact of the trauma of an event or a crisis on the learners’ ability to be part of a structured academic program and therefore impacting their learning and ability to be a part of a formalised academic setting. This educational theory is rooted in the understanding that trauma is not a rare event, unfortunately. Hence, it is necessary for educators to incorporate trauma-informed practices into their teaching to create an environment where the learners most importantly feel physically and mentally safe, supported and a flexible model of learning is offered to them (Brunzell et al., 2019).

The implementation of trauma-informed pedagogy necessitates more than just a mere understanding of trauma but rather involves understanding how a shift in how educators approach teaching and interacting with students ought to occur. As Brunzell et. al (2019) suggest, trauma-informed strategies can include flexible learning environments, emotional regulation activities, and practices that prioritise relational connection over academic content alone. This includes, firstly, an effective strategy for developing safe classrooms, where the learners are encouraged to express their feelings without fear of judgement. This could include creating routines, open and safe communication, and practices that ease the stress (Brunzell et al., 2019). Most importantly, however, is that this approach incorporates positive behaviour and restorative practices. Understanding that behaviours of ‘indiscipline’ during the classes may stem from trauma allows teachers to respond with empathy and support rather than punishment (Cramer, 2018).

Trauma-informed pedagogy represents a vital shift in how educators approach teaching, wherein they prioritise safety, trust, and empowerment in situations of crisis, whether short-lived or ongoing therefore, these educators create classrooms that are not only spaces of academic learning but also places of healing and growth (Brunzell et al., 2019).

The educational response to different crises can be as varied as the nature of crises themselve varies. As the term crisis implies, a significant disruption affects the normal functioning of a society, leading to immediate challenges that require urgent response and recovery efforts. Also, crises can take many forms, including natural disasters, armed conflicts, pandemics, and socioeconomic upheavals. Each type of crisis can have profound implications for education systems, necessitating tailored responses that consider the specific context and needs of affected populations. Thus, the authors do not claim that the responses discussed below are the only viable ones.

In the next section, we will explore how educational institutions and stakeholders can respond to the challenges posed by crises, focusing first on the principles and values of care, followed by practical response measures involving various stakeholders.

Principles and Values of Care in Education

1. Empathy and Understanding:

In times of crisis, it is essential to cultivate an educational environment that prioritises emotional well-being. Research suggests that supportive educational environments contribute to better mental health outcomes for students and can mitigate the negative impacts of stress and trauma (Brymer, et al., 2012). Schools can introduce comprehensive support systems where teachers are trained to recognise and respond to emotional distress.

2. Inclusivity and Equity

The COVID-19 pandemic has highlighted existing inequities within education systems worldwide. The United Nations Educational, Scientific and Cultural Organization (UNESCO) stated that marginalised groups are disproportionately affected by educational disruptions (UNESCO, 2020). Emergency educational responses must ensure equitable access to learning resources, particularly for vulnerable populations.

3. Flexibility and Adaptability

Education systems must demonstrate flexibility to adapt to rapidly changing circumstances. The World Bank emphasises the importance of agile education systems that can switch between various modes of learning (World Bank, 2022). This flexibility could involve using online learning platforms, hybrid models, or community learning hubs to ensure continuity in education.

4. Collaboration and Community Engagement

Stakeholder collaboration enhances the effectiveness of educational responses. Evidence shows that schools engaged with parents and the community during crises saw improved educational outcomes and student engagement (Epstein & Sheldon, 2022). Building partnerships with local organisations can also facilitate resource-sharing and support programs.

5. Safety and Protection

Ensuring safety in educational settings is paramount, particularly in crisis situations. The Global Coalition to Protect Education from Attack emphasises the necessity of implementing protective measures and protocols to safeguard students and teachers from violence and trauma (Global Coalition to Protect Education from Attack, 2019). This could include training educational staff in crisis response and establishing secure infrastructures.

Response Practices for Different Stakeholders

1. Governments and Policy Makers

Governments must lead in establishing frameworks for educational continuity during crises. The United Nations Children’s Fund (UNICEF) outlines the necessity for responsive policy frameworks to secure educational planning and resource allocation even in emergencies (UNICEF, 2020). This guidance leads to actionable steps in prioritising education during and after crises.

2. Schools and Educators

Schools need to adopt trauma-informed approaches to education as part of their crisis response. Research indicates that trauma-informed practices positively affect academic performance and student behaviour (Casale & Linderkamp, 2024) Educators trained in understanding trauma can create supportive learning environments to help students recover and engage meaningfully.

3. Non-Governmental Organisations (NGOs)

NGOs often fill gaps when governmental responses may falter. They have the expertise and flexibility to implement programs targeting unique educational needs during crises. For instance, organisations like Save the Children provide emergency education responses that adapt to the changing conditions in conflict and disaster zones (Save the Children, 2021).

4. Families and Communities

Families and communities are integral to educational success, particularly during crises. Communities can play a vital role in advocating for educational needs while establishing networks for support. Research has shown that family engagement positively influences children’s academic achievement (Henderson & Mapp, 2002).

4. How can teachers be agents of change in a crisis?During times of crisis, teachers play a crucial role as agents of social change, assuming multifaceted responsibilities that go beyond traditional and expected educational duties. Such challenging times create an environment of heightened stress, fear, and uncertainty. The safety and well-being of learners, especially those from socially marginalised communities, are often compromised (Davis et al. 2021). Classrooms, embedded within the fabric of the community and society, reflect this diversity, encompassing students of various social identities, such as class, caste, gender, religion, ethnicity, and disability. See the chapter on  Teacher Agency

Teachers are essential in fostering physically and emotionally safe spaces where learners feel secure. This involves providing emotional support to alleviate anxiety and stress. They must ensure the safety and security of all learners while maintaining a sense of ‘adaptive normalcy’ and providing targeted support in the case of learners with specific educational needs.

One of the essential tasks for teachers during crises is to unpack the nature of the crisis thoughtfully and respectfully. This includes but is not limited to facilitating discussions that explore the crisis, encouraging critical thinking and promoting empathy among students, helping them process complex emotions and develop nuanced perspectives on current events. This has to be done in an age-appropriate manner (UNESCO, 2020).

Extending learning beyond the confines of the school is another critical role for teachers. Teachers make education more relevant and impactful by embracing the pedagogy of care (Noddings, 1992; Mortari, 2016; Mehrotra, 2021) and trauma-informed pedagogy (Brunzell et al., 2019), as discussed in the previous sections, by moulding school knowledge and linking it to real-world events. This approach fosters a sense of purpose and engagement, helping students see the value of their education in real-life contexts. The curriculum must adapt to accommodate diverse learning styles, ensuring meaningful engagement for all students.

Teachers also serve as role models, demonstrating empathy, resilience, acceptance, and flexibility and encouraging respect and morality (Cappy 2016). By embodying these traits, teachers reinforce positive coping mechanisms and encourage adaptive behaviours among students. Creating a safe and inclusive classroom environment, coupled with open communication and empathy, is crucial. It also fosters a sense of belonging and mutual respect. As discussed, these practices are at the core and embodiment of ‘care’.

Mindfulness practices can help both teachers and students manage stress and maintain focus amidst uncertainty. Lastly, collaboration among teachers is essential for enhancing support systems and promoting effective crisis response strategies (Ba, 2022). By sharing resources and best practices, educators can better meet the evolving needs of students and the community.

Conclusion

In times of crisis, whether due to global pandemics, natural disasters, or societal upheavals, the role of education becomes more critical than ever. This chapter has examined the multifaceted challenges faced by educators, students, and communities during these troubled periods, and it has highlighted strategies for maintaining meaningful education amidst such adversity.

Key insights include:

1. The importance of understanding crises through frameworks like VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) to better anticipate and respond effectively.
2. The vital role of teachers as change-makers, going beyond academic instruction to offer emotional support, create safe spaces, and nurture resilience.
3. The necessity of adopting learner-centred pedagogies, such as the ‘pedagogy of care’ and ‘trauma-informed pedagogy,’ which emphasise students’ emotional well-being in tandem with academic development.
4. The need for adaptability and flexibility in educational methods, including the use of technology and alternative learning models when traditional approaches are disrupted.
5. The power of collaboration between educators, families, communities, NGOs, and policymakers to create robust support systems that prioritise teachers’ and students’ learning and well-being.

As we navigate an increasingly unpredictable world, the ability to sustain education during crises is essential for educators and educational systems. By fostering empathy, inclusivity, and flexibility, we ensure that learning continues to thrive even in the most challenging conditions.

The lessons from global crises reveal that education is not just about imparting knowledge, but also about building resilience, fostering community, and nurturing hope. As we move forward, let us embrace these insights, continually supporting educators who, despite being overwhelmed, remain committed to their work and break the silence on their challenges.

Refaat Alareer, a distinguished Palestinian professor and writer, dedicated his life to amplifying Gazan voices through literature and initiatives like “We Are Not Numbers.” Tragically killed in a Gaza airstrike on December 7, 2023, his legacy endures. If his work and poems teach us anything, it’s that even in the darkest times, education preserves stories and keeps alive the hope that one day, these voices will be heard, Refaat Alareer wrote:

Alareer’s poem, despite the immense tragedy that it is related to, gives us a message of hope and love. It teaches us that at the heart of every crisis, human beings suffer, and despite this suffering, human beings are resilient.

Local contexts

Literature

About the authors

name: Dua Jabr Dajani

Dua Jabr Dajani, Ph.D., is the regional counselor for English language teaching at East Jerusalem School and holds a lecturer position at the David Yellin College of Education. Her research interests encompass enhancing critical thinking in schools, exploring the impact of schooling on cognitive development, English teaching methodologies, and preparing educators to lead professional learning communities effectively.

name: Julia Schlam Salman

Julia Schlam Salman, Ph.D., is a lecturer and teacher educator at the David Yellin Academic College of Education in Jerusalem. She also teaches in the MA TESOL program and the Division of Languages at Tel-Aviv University. Her research interests include language education, language learning and teaching, and English language learning in areas of intractable conflict. She lives near Jerusalem with her spouse and four children.

name: Mridula Muralidharan

Mridula Muralidharan is a sociologist and social worker specialising in education, disability, and gender studies. Her doctoral research focuses on inclusive schooling practices for students with disabilities in India. In addition to her academic pursuits, she serves as the Digital Outreach Manager for the National Platform for the Rights of Disabled (NPRD), a pan-India cross-disability rights organisation.

name: Dr. Pamela February

Dr Pamela J. February is a senior lecturer in the Department of Early Childhood Education and Care in the School of Education at the University of Namibia. Her areas of interest and expertise include inclusive education practices; early childhood education and care; deaf education; how learners/students learn and how we should assess them; reading acquisition and fluency; vocabulary acquisition; mathematics education and the use of technology to enhance inclusive learning. In addition, she has written articles and book chapters and supervised postgraduate students in these areas.