This study examined the impact of an eight-week school-based psycho-emotional support programme on the prevention of post-traumatic stress disorder (PTSD) in displaced children (n = 120; aged 7–11). The programme combined group art-therapy sessions, emotional self-regulation training, and guidance from school mentors. PTSD symptoms were measured with the Children’s Revised Impact of Event Scale (CRIES-13) and emotional-behavioural problems with the Strengths and Difficulties Questionnaire (SDQ) completed by parents and teachers. After the intervention, CRIES-13 scores declined significantly and SDQ scores showed reductions in emotional and behavioural difficulties. These findings support the effectiveness of a comprehensive school-based approach and provide practical recommendations for implementing similar programmes.

post-traumatic stress disorder; displaced children; school support programmes; PTSD prevention; art therapy; emotional self-regulation; CRIES-13; SDQ.

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