Development and Psychometric Testing of the Student Learning in Emergencies Checklist (SLEC): Measuring Promotors of Academic Functioning and Wellbeing in Palestinian Youth Affected by War and Conflict
Year: 2023
Type: article
Abstract: Youth living with war and ongoing conflict are frequently exposed\nto potentially traumatic events and cumulative stress which can\nresult in temporarily impaired academic functioning and reduced\nwellbeing in school. In Palestine, the Ministry of Education has\nincluded psychosocial support programmes in the schools for the\npurpose of reducing stress reactions and improving school\nfunctioning amongst students. The Student Learning in Emergencies Checklist (SLEC) was developed in a psychometric testing\nstudy for monitoring and evaluating school-based psychosocial\nsupport in the Palestinian context—self-perceived academic\nfunctioning and wellbeing in particular. The study included\n789 Palestinian students (12–16 years of age) living in Gaza,\nthe West Bank and East Jerusalem, using an instrument that\nmonitors five theoretical constructs considered to promote school\nfunctioning in emergencies. The analysis revealed a different\nfactor structure than hypothesised: 1) safety and adaptability, 2)\nemotion regulation, 3) school support, 4) family support and 5) wellbeing and hope. The SLEC satisfies monitoring and evaluation\npurposes for fieldwork regarding programme planning, design and evaluation. Further, it appears well-suited for use by teachers for\nraising awareness of the need for and guiding their delivery of psychosocial support. The present study discusses practical implications\nand limitations of the SLEC.
Source: Intervention
Authors: JuneT Forsberg, CarlyTubbs Dolan, Jon-Haakon Schultz
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $500
Funder: York University
OpenAlex ID: W4367338302