Influence of Psycho-social Support on Stakeholder Engagement in Lebanon’s School Community

Fidaa Nimer Hourani, Mazen Muhieddine Kotob


Psycho-social Support (PSS) is a practical approach to improve people's well-being affected by humanitarian crises. However, empirical research on how it can improve engagement within academic settings is still limited. To address this gap, the current study investigates the impact of the PSS Program in improving the stakeholders' engagement within the school community in Lebanon by implementing counseling and supportive activities or services. The study selected a mixed research design and a cross-sectional survey to answer the research questions and to test the hypotheses. In April 2021, a sample of 446 respondents was selected from among the school stakeholders in Lebanon using the convenience and purposive sampling techniques. Data collected was coded, cleaned, and entered into Statistical Package for Social Sciences (SPSS) for analysis. The study confirmed that PSS significantly influences stakeholder engagement that lead into stakeholder belongingness, and quality and equity of education. Based on the outcomes, the researcher recommended adopting the PSS program to better the quality of education and assist administrations with more details that improve stakeholder engagement in their schools. The study also shows best practices in the utilization of the PSS to inspire stakeholder engagement during emergencies. Findings are necessary to the ministry of education, school administrators, students, parents, and researchers interested in using PSS in school settings.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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