Sabrine Project: Stress, Well-Being and Resilience in Students in the Palestinian Territories and the Impact on Cognitive and Learning Outcomes
–
This study aims to better understand the role of school as a factor of protection and resilience for children living in contexts of political violence or armed conflict. It will provide a better understanding of the interactions between the stress factors , the level of well-being and psychological resilience, skills related to executive functions and learning, among primary school students in the Gaza Strip and the West Bank.
-
Gabrielle Brochu-Bélanger
Bachelor student in preschool and elementary education (UQAM)Gabrielle Brochu-Bélanger
Étudiante au baccalauréat en éducation préscolaire et enseignement primaire (UQAM)Gabrielle Brochu-Bélanger is completing her bachelor’s degree in preschool and elementary education at UQAM. With her initial training in anthropology at the Université de Montréal, she wishes to combine her interests in ethnology with her desire to make school accessible to all. She made her first steps in research by documenting the professional development of student teachers working in an informal educational context. This entry into research was done with the guidance of professor Olivier Arvisais and student Audrey G-Héon. As a research assistant, Gabrielle works on several projects of the UNESCO Chair in Curriculum Development. -
Mohamed Amine Mahhou
PhD student in Education (UQAM)Mohamed Amine Mahhou
Étudiant au doctorat en éducation (UQAM)Mohamed Amine Mahhou is a PhD student in education at the Université du Québec à Montréal. Since he started working with Professor Olivier Arvisais on projects related to education in emergency contexts, this field of study has become his main interest. Mohamed Amine also works as a research assistant under the direction of Patrick Charland on various projects related to interest in science and the development of pedagogical tools. -
Audrey G-Héon
Coordinator and PhD student in education (UQAM)Audrey G-Héon
Coordonnatrice et étudiante au doctorat en éducation (UQAM)Audrey G-Héon is pursuing a doctorate in education at UQAM, specializing in the didactics of the humanities and social sciences. She is interested in the educational potential of field trips and experiential classroom activities for the teaching and learning of history, geography and citizenship education in primary school. She is particularly interested in developing students’ empathy and critical thinking skills, as well as pedagogical approaches that promote inclusion, equity and social cohesion to address societal issues in the classroom. She is a lecturer at UQAM and Université de Montréal, a research assistant on various projects, and coordinator of the UNESCO Chair in Curriculum Development and of the journal Didactique. -
Jonathan Bluteau
Professor (UQAM)Jonathan Bluteau
Professeur (UQAM)Jonathan Bluteau is a psychoeducator and professor in the department of specialized education and training at the University of Quebec in Montreal (UQAM), as well as an associate professor in the department of health psychology at Cergy-Paris University. Professor Bluteau specializes in program evaluation, but also in the study of youth mental health, biomarkers of stress, academic wellbeing and the impacts of school architecture on the behavior of students and teachers. He is a member of the Board of Psychoeducators of Quebec, the UQAM Health and Society Institute, the Quebec Society for Program Evaluation and the Canadian Evaluation Society. He is also a regular researcher at the UQAM Center for Learning and Performance Studies. -
Olivier Arvisais
Professor (UQAM)Olivier Arvisais
Professeur (UQAM)Olivier Arvisais is a professor in the Department of Didactics at UQAM and Scientific Director of the Canadian Observatory on Crises and Humanitarian Aid. His research is centered around two poles. First, they focus on the didactics of the human and social sciences. Next, he is also a specialist in education in emergency situations. In this area, his research focuses on education initiatives in refugee camps, child protection through socio-emotional learning and education under armed groups or totalitarian proto-states. Finally, Professor Arvisais regularly works as a consultant-researcher for several international organizations, including the Office of the United Nations High Commissioner for Refugees.
A major advance in the field of education in emergency situations will make it possible to relate, for the first time, the psychological state of Palestinian students and their ability to evolve effectively in a school setting. Thus, the resulting research will open knowledge that will better support and equip teachers and psychologists in their practice with children in the Gaza Strip and the West Bank in particular, but could also serve as guidelines for other schooling contexts for children living in contexts of conflict.
This study will be useful to better understand the relationships between stress, well-being, psychological resilience, ability related to executive functions and learning in children living here in different violent contexts or refugee children in Canada.
