Conflict, Crisis, and Classroom: Clinical Sociological Perspectives on Educational Recovery

Conflict, Crisis, and Classroom: Clinical Sociological Perspectives on Educational Recovery

Education in conflict-affected societies is more than a mechanism for learning; it is a critical institution for social recovery, resilience, and peacebuilding. Armed conflicts, displacement, political violence, and social fragmentation often disrupt educational systems, deepen existing inequalities, and generate profound psychosocial challenges for children, families, and communities. Drawing on a clinical sociological framework, this session examines the ways in which education can function as a form of social intervention that addresses trauma, strengthens community cohesion, and facilitates individual and collective recovery.

The session seeks to explore how schools, universities, educators, policymakers, and community organizations respond to the challenges of conflict and displacement while creating pathways for inclusion and social transformation. It highlights the role of educational institutions in rebuilding trust, fostering resilience, and promoting democratic citizenship in fragile and post-conflict settings.

Objectives

1. To examine the impact of conflict, displacement, and political violence on educational access, participation, and well-being.
2. To analyse educational policies, programmes, and community-based interventions that support trauma recovery, social inclusion, and resilience among conflict-affected populations.
3. To explore the role of schools and educational institutions in rebuilding social trust, strengthening community relations, and promoting peacebuilding.
4. To identify clinical sociological approaches that connect educational practice with social healing, conflict resolution, and long-term social transformation.