Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses

Abstract

In the wake of global crises, including climate disasters, pandemics, and regional conflicts, educational systems face numerous challenges, such as school closures and student displacement. This study focuses on the adaptation strategies of educational staff in provisional schools for displaced children in Israel during the Israel-Hamas war. Utilizing complexity theory, it explores how teachers and administrators manage high levels of disorder and other challenging conditions. The findings highlight the tensions between maintaining the existing order and adapting to crises, emphasizing the importance of autonomy in fostering adaptable educational environments for displaced students.