UNESCO Report Shows Serious Psychosocial Problems in Gaza Schools
Nervousness, sadness, stress, fear of attack, inability to concentrate and poor academic results are just some of the issues facing learners and teachers in the Gaza Strip (Occupied Palestinian Territory). A recent UNESCO assessment shows that the education system is suffering as a result of recent military operations and the ongoing blockade.
Almost 83% of learners reported feeling nervous; 57% of them did not feel safe at school, 67% felt unsafe traveling to and from school and over 70% suffered from nightmares and fear of another war. Learning outcomes also suffered: almost 77% of teachers at primary, preparatory and secondary levels reported lower performance levels in their students “most of the time” or “always”. One-quarter of university students surveyed reported feeling little hope in the future. “Before the war, only one or two students out of 100 in my classes would fail,” said one university professor. “After the war, more than 12 out of 100 students now fail.”
Two-thirds of teachers interviewed reported experiencing more stress and difficulty maintaining class discipline. Although some psychosocial programmes were organized, the vast majority of teachers had no support. “If you don’t feel safe, you can’t help students feel safe”, remarked one teacher.
The assessment reports that the bombarding of the Gaza Strip by the Israeli army between December 2008 and January 2009 caused the death of 250 students and 15 teachers, some while taking refuge in schools of the United Nations Relief and Works Agency (UNRWA). In all, eighteen schools were destroyed and 262 schools were damaged. Furthermore, one year after the attacks, damaged schools had not been repaired, as the blockade restricted reconstruction efforts.
While the physical impacts of the bombarding have been documented, until now not much data existed on the psychological and social impacts. For this reason, UNESCO conducted an ambitious, large-scale assessment in Gaza from December 2009 to March 2010, covering 90 schools, four universities and over 6,000 learners and teachers at all levels of education.
Among the recommendations of the report are that holistic psychosocial support should be integrated into the education system, guided by inter-agency, consensus guidelines such as the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings and the INEE Minimum Standards.
This timely study arrives in advance of the publication of the 2011 Education for All Global Monitoring Report (GMR) whose theme is Education and Violent Conflict. To be launched on 1 March 2011, the GMR examines the damaging consequences of conflict for the Education for All goals and outlines an agenda for protecting the right to education during conflict, The GMR also strongly recommends psychosocial support for vulnerable and conflict-affected young people.
Kathleen Kostelny, PhD and Michael Wessells, PhD of the Columbia Group for Children in Adversity conducted the psychosocial assessment within the context of the project Emergency Support to the Education System in Gaza. It was funded by the office of Her Highness Sheikha Mozah Bint Nasser Al Misned and implemented by UNESCO’s office in Ramallah.
Document Sources: United Nations Educational Scientific and Cultural Organization (UNESCO)
Subject: Assistance, Children, Health
Publication Date: 18/04/2011