Sarah Secondary School for Girls, a public secondary school in Hebron, West Bank, Palestine, has redesigned its approach to education to include socio-emotional learning, STEM exploration, art therapy, and leadership training to address student trauma, progress educational journeys, and turn adversity into strength. The local community has endured immense hardship. Israeli occupation, violence, displacement, and a lack of psychological support have left students traumatised, fearful, and uncertain about their educational outcomes.
To address the widespread psychological distress, disrupted routines, and the need to restore a sense of safety and normalcy in the school environment, the learning model includes a variety of programmes designed to ensure each student forms at least one meaningful connection through art, science, leadership, or peer support. Through its Future Scientists Initiative, girls engage in STEM activities where they can experiment, innovate, and develop crucial skills to address real-world challenges. Leadership training equips them with communication, teamwork, and problem-solving capabilities. Artistic initiatives and art therapy inspire them to use creativity as an outlet for processing difficult emotions, and peer-led support groups provide a safe space for students to share their experiences, helping them manage stress and anxiety effectively. A school garden initiative has transformed the grounds into a green haven, reinforcing community bonds, and a reading challenge uses literature to nurture and calm their minds and lift their spirits.
Despite ongoing disruption, 90% of students have maintained or improved their grades. The percentage of students achieving an excellent grade (above 90%) rose to 16%, compared to 12% last year, showcasing academic growth despite adversity. Homework completion and classroom participation have increased significantly, and attendance has remained above an 85% average, despite security threats. During a summer STEM camp, 12 student teams developed real-world problem-solving projects, with two teams winning second place in a national competition. Through its collaboration with INJAZ Palestine, students won a national leadership contest, demonstrating the effectiveness of the school’s leadership training programmes. Three students have been selected for the NASA Tech Talent Programme, dozens of girls now lead assemblies, clubs, and peer groups, and over 700 students take part in counselling, art therapy, or writing groups.
By recognising trauma and shifting its educational model to address it, the school is showing the world that even through adversity, education can thrive.
