طراحی مدل مدرسه تاب‌آور با تأکید بر مدیریت بحران روانی، حمایت اجتماعی و آمادگی هیجانی دانش‌آموزان

Abstract

This study aimed to design a resilient school model based on the experiences and perceptions of school stakeholders regarding psychological crisis management, social support, and students’ emotional preparedness. This qualitative study was conducted using thematic analysis. The participants included 24 students, school counselors, teachers, principals, and parents from Tehran, Iran, selected through purposive sampling with maximum variation. Data were collected through semi-structured interviews. Sampling continued until theoretical saturation was achieved; saturation occurred at the 21st interview, and three additional interviews were conducted to ensure data adequacy. The interviews were transcribed verbatim and analyzed using NVivo software. Braun and Clarke’s six-phase thematic analysis approach was used, including familiarization with data, initial coding, theme development, theme review, theme definition, and report writing. To enhance trustworthiness, member checking, peer debriefing, audit trail, and thick contextual description were applied. Data analysis led to the extraction of five main categories, 15 subcategories, and 52 initial codes. The main categories were: “psychological crisis governance in school,” “social support network and sense of belonging,” “emotional preparedness and self-regulation skills,” “safe, participatory, and anti-labeling school climate,” and “professional infrastructure, referral system, and organizational learning.” The final model indicated that a resilient school emerges when the school moves beyond fragmented crisis responses and becomes a proactive, relational, emotion-informed, participatory, and learning-oriented organization. A resilient school is not merely a school with an emergency plan; rather, it is an educational organization capable of early identification of psychological distress, activating social support networks, strengthening students’ emotional competencies, and coordinating administrators, teachers, counselors, families, and students to enhance individual and collective adaptation. Based on the findings, schools are recommended to integrate emotional literacy programs, psychological referral protocols, teacher training for initial crisis response, and student participation mechanisms into their school development plans.