Paper details

Paper authors	Olivier Arvisais, Natalia Koval, Maryna Melnyk, Maksym Halchenko, Lorie-Marlène Brault Foisy, Jennifer Turnbull, Patrick Charland, Marie-France Marin
In panel on	The Role(s) of Social Capital in Humanitarian Resilience in Fragile and Conflict-Affected Contexts
Paper presenter(s) will be presenting	In-Person / Online

Abstract

This research examines the critical role of social capital in fostering resilience among school-aged children in Ukraine experiencing forced displacement due to armed conflict. Drawing upon developmental psychopathology and the vulnerability-stress model, the study explores how social, cultural, and psychological resources contribute to children’s educational resilience amidst violence-induced stressors. Employing a robust mixed-methods approach with a sample of 129 Ukrainian children aged 8 years, the study assesses psychological resilience, cognitive functioning, stress biomarkers (hair cortisol), and educational outcomes. The findings highlight social capital’s multifaceted impact on resilience, notably through enhanced social cohesion, community support networks, and strengthened interpersonal relationships that mitigate psychological distress and promote educational continuity. Furthermore, the research underscores the significance of school environments as pivotal sites for mobilizing social capital, facilitating adaptive coping strategies, and nurturing executive functions critical for academic achievement under adversity. This research offers essential insights for policymakers and humanitarian actors, emphasizing targeted psychosocial interventions and educational practices that leverage social capital to strengthen community resilience, enhance children's wellbeing, and secure their right to education in conflict-affected contexts.

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