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Abstract

This study examines the role of general music education in fostering resilience and emotional well-being during the Israel–Hamas war, which began on October 7, 2023. Using a quantitative approach complemented by a single open-ended question, a questionnaire was distributed to 102 elementary school music teachers in Israel 3 months into the conflict, addressing pedagogical and emotional challenges, self-efficacy, and the perceived value of music education during a crisis. According to the teachers’ perceptions, music played a significant role in supporting students emotionally and enabling their engagement despite circumstances of considerable disruption and stress. Experienced teachers reported higher self-efficacy and greater reliance on internal school support. Music education was identified as both a challenge and a source of strength, offering crucial emotional and social support in the volatility, uncertainty, complexity, and ambiguity (VUCA) of the environment. These insights underscore the importance of music as a stabilizing force during times of disruption, benefiting both students and teachers alike.

Keywords

music education resilience self-efficacy teacher coping strategies VUCA age

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Resilience and refuge: How wartime shaped the role and perceptions of music educators in elementary schools

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Keywords

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