This paper seeks to contribute to the development of the field of ‘schools in extreme settings’ as a specific problem space for research that informs school-focused policies and interventions to support children in adversity.
Through a review of articles in this issue of ‘International Journal of Education Development’, it is argued that such a field can facilitate a much needed discussion on the role of schools in supporting and protecting vulnerable children, highlighting how schools both contribute to and actively address disadvantages and hardship facing children.
The paper ends by charting out key research areas for the field. The authors caution against earmarking schools and teachers as actors responsible for ameliorating the impacts of complex social problems in the absence of efforts to embed schools in supportive local community, national and global responses to support such a trend.
Skovdal, M.; Campbell, C. Beyond education: What role can schools play in the support and protection of children in extreme settings? International Journal of Educational Development (2015) 41: 175-183. [DOI: 10.1016/j.ijedudev.2015.02.005]
Beyond education: What role can schools play in the support and protection of children in extreme settings