دور الصدمة النفسية الناتجة عن الحوادث الإرهابية في التحصيل الدراسي ودافعية التعلم لدى طلبة الاعدادية

Abstract

This study explores how psychological trauma resulting from terrorist incidents affects students’ motivation to learn and their academic progress in Yathrib subdistrict, Salah Al-Din Governorate, an area that endured severe violence during the occupation by extremist groups. While physical reconstruction has advanced, the invisible wounds carried by student survivors remain largely overlooked. The research reveals that many students continue to bear deep emotional scars that quietly undermine their learning. Rather than simple disinterest or laziness, their reduced classroom engagement and declining performance often reflect an inner struggle: difficulty concentrating, emotional exhaustion, loss of hope, and a fading sense of purpose in education. In essence, trauma does not just affect how well students learn it threatens why they learn at all. Notably, the study found meaningful differences between boys and girls: boys tended to carry heavier trauma burdens, while girls showed greater psychological resilience, maintaining higher motivation and academic engagement. This suggests that gender plays a crucial role in how young people cope with collective violence a finding with direct implications for support strategies. Crucially, the research confirms that education can be more than an academic process in post-conflict settings it can become a space for healing. When schools offer emotional safety, empathetic teaching, and meaningful connections, they help rebuild students’ sense of autonomy, competence, and belonging: the very foundations of motivation and recovery. Based on these insights, the study calls for integrating psychosocial support into everyday schooling not as an add-on, but as a core part of education in trauma-affected communities. This includes training teachers to recognize trauma responses, creating supportive classroom environments, and designing interventions that respect cultural and gender-specific needs. Ultimately, healing students’ minds is not a luxury, it is essential to rebuilding not just individuals, but entire communities.