I believe that the principles of a good learning environment can still apply in contexts of conflict and displacement, but not always in the same way or to the same degree. In these situations, a good learning environment is not only about physical conditions, it is even more about emotional safety and relationships.

Even when resources are limited, the most important factor is the teacher. If the teacher is open, communicative, and willing to build trust with students, it is still possible to create a positive learning environment.

From my experience three years ago, our school faced serious challenges. We had very little space, the classrooms were crowded, and we could not officially operate because of civil war and COVID-19. Resources were limited, and conditions were far from ideal. However, that was also the year I built the strongest connection with my students.

Despite being in a small and crowded room, we supported each other. We started lessons with simple activities, such as sitting in a circle and sharing ideas on a topic. For example, one day we discussed friendship: who their best friend was and what memories they shared. We chose activities that did not require much space or noise. Even small details mattered when we finished an activity, we clapped softly with two fingers instead of making loud noise.

Together, we created our own classroom rules to maintain a respectful and supportive learning environment. This sense of shared responsibility helped students feel safe and included.

So, while the principles of a good learning environment may not apply equally in difficult contexts, I strongly believe that a positive environment is still possible. It depends on the teacher’s leadership and the students’ willingness to participate and support one another.