Abstract:

Schools in Lebanon face challenges in supporting students' mental health, especially after traumatic events like the Beirut Explosion on August 4th. Many students struggle with unhealed trauma, which affects their academic performance. Despite this, most schools remain under-resourced and lack necessary training to address trauma in students due to the limited mental health services and research on child trauma in the Lebanese context. This study adopts a qualitative multiple case study to explore the lived experiences of trauma among middle school students. The small sample of ten students, aged 11 to 14, was selected to allow for in-depth analysis and nuanced insight into these children’s experiences. Also, due to COVID-19, lockdown, and the trauma post Beirut Blast, children and parents were hesitant in participating in this study. Data collection tools included the Three-Pictures Test, which developed by the psychiatrist Crocq (1999), in addition to semi-structured interviews, and an Academic Performance Questionnaire. Grounded Theory analysis guided the data interpretation, employing open and axial coding to identify recurring patterns and themes.

The theoretical framework integrates:
(1) Maslow’s (1943) theory of motivation,
(2) Vygotsky’s (1978) social learning theory,
(3) Piaget’s cognitive development theory, and
(4) Machover’s (1949) psychoanalytic theory.

Moreover, a conceptual framework was formulated as an extension of the theoretical lens. Findings suggest that untreated trauma negatively influences students’ academic performance, especially in concentration, classroom behavior, and motivation, alongside emotional and social functioning. These insights contribute to educational policy discussions in Lebanon by advocating for systemic mental health support in schools.

Keywords:

Academic achievement, education system, emotional wellbeing, intervention strategies, learning difficulties.