ORIGINAL

Abstract

This study aims to analyze how prepared teachers are to meet the educational needs of Syrian refugees in settlements across Lebanon. With the influx of Syrian refugees who are now living in Lebanon, the Lebanese education system has been put under immense pressure. Non-formal education (NFE) has played a key role in alleviating some of this pressure by opening schools to supply education to Syrian students. Educating refugee children and adolescents presents an extremely challenging task as students have experienced loss due to war, trauma from being forcibly displaced, and are dealing with harsh living conditions. In the present study, teachers from NFE schools were interviewed about the preparation they received to teach in these difficult circumstances and the challenges they face. The interviews revealed that the majority of participants felt that they were well-equipped to meet their student’s educational and psychological needs. There were variations in the training received across participants from both the same and different schools. Inconsistencies in teacher training were also identified. Participants expressed that there were certain issues facing students that felt out of their control such as problematic family situations, child labor, or poor living conditions. Possible interventions and interesting findings are discussed, and suggestions are made regarding future directions for further study.