Psychological well-being in school-aged adolescents exposed to armed conflict: a systematic review
DOI:
https://doi.org/10.17561/ae.v27n2.9363Keywords:
Adolescent, psychological well-being, armed conflict, disadvantaged schools, migrationAbstract
Adolescence, as a developmental stage, is categorised as a period of risk due to the multiple changes that occur, a vulnerability that is especially amplified under conditions of armed conflict. This paper analyses the relationship between the psychological well-being of adolescents and education within armed conflict contexts. To this end, a systematic review was conducted following the PRISMA protocol and using the JBI Critical Appraisal Tools, which included 10 out of 498 published studies (2019 to 2023). The results suggest that armed conflict generates multiple negative psychosocial consequences that affect the well-being of adolescents. Furthermore, the findings demonstrate how school becomes a safe environment, with migration highlighted as a key protective factor. All these outcomes are mediated by factors such as resilience, self-esteem, and attachment, elements associated with well-being. It is concluded that there is a need to promote research on adolescent psychological well-being in contexts of war from an educational perspective. This will enable the design of evidence-based programmes aimed at risk prevention, protection of vulnerable populations, and support for community development.
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