Rate My Professor Jon-Håkon Schultz

Jon-Håkon Schultz is Professor of Educational Psychology and Associate Institute Leader for Research in the Department of Teacher Education and Pedagogy at UiT The Arctic University of Norway in Tromsø. His research specializes in psychosocial support for children and youth in war and conflict zones, trauma-informed education, and school-based interventions targeting posttraumatic nightmares, academic underachievement, and teacher support amid crises. He leads efforts in developing evidence-based programs for refugee and crisis-affected students, with applications in regions including Lebanon, Gaza, and Palestine. Schultz is an associated member of the Interventions in educational psychology research group at UiT, which focuses on evidence-based measures for learning difficulties, including trauma in children and adolescents.

Schultz has authored numerous publications on these themes. Key works include 'Supporting teachers in a war zone: a mixed methods study of a brief intervention in the context of ongoing war' (2026, Conflict and Health), 'The Development and Application of a Potentially Traumatic Events Checklist for Conflict-Affected Pupils Living in the Occupied Palestinian Territory' (2026, Child Psychiatry and Human Development), 'Treating war- and conflict-related nightmares in children and youth: outcomes of a school-based intervention' (2026, Frontiers in Sleep), 'Psychosocial Support for Refugee Children in a Multi-Layered Crisis: A Mixed-Methods Case Study in Lebanon' (2025, Intervention), 'Unveiling mechanisms of change: Analyzing a short-term psychosocial support intervention for refugee children in Lebanon' (2025, SSM - Mental Health), '“Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon' (2024, Teaching and Teacher Education), 'Terror leaves adolescents behind: Identifying risk and protective factors for high-school completion among survivors of terrorism' (2023, Journal of Traumatic Stress), 'Educational and psychosocial support for conflict-affected youths: The effectiveness of a school-based intervention targeting academic underachievement' (2022, International Journal of School & Educational Psychology), 'Prevalence and Characteristics of Post-traumatic Nightmares in War- and Conflict-Affected Students' (2021, Nature and Science of Sleep), and 'Returning to school after a terror attack: a longitudinal study of school functioning and health in terror-exposed youth' (2018, European Child and Adolescent Psychiatry). His contributions advance school-based trauma interventions and collaborations with humanitarian organizations.