LEBANON - In recent years, transferring from one school to another has no longer been an exceptional event in Lebanon, nor is it limited to families moving homes or parents seeking different educational options. Instead, it has become a stark reality driven by conflict in some cases, and by the economic crisis and rising tuition fees in others.
Behind every “school transfer request” is a child or teenager leaving behind a familiar environment, friendships that shaped their daily lives, and small routines that offered them a sense of security and stability. Treating a student’s transfer as merely an administrative procedure ignores the psychological and educational impact it can have, with potentially serious consequences.
In educational psychology, schools are considered a key part of a child’s and adolescent’s identity development and sense of belonging.
Students not only learn inside classrooms; they also build relationships, develop self-confidence, and establish their place within their community. When they are suddenly forced to leave this environment, they often experience anxiety and emotional instability, especially when the move is caused by difficult circumstances such as displacement or financial hardship.
Many children fail to express these feelings directly, yet they often appear through changes in behavior, including declining academic performance, withdrawal, irritability, loss of motivation, or difficulty integrating with peers.
For teenagers, changing schools can also represent a social loss. A transfer caused by the inability to afford tuition fees may create feelings of embarrassment or disappointment, particularly when students move from schools with greater resources to more crowded environments with fewer facilities.
In such cases, students may feel they have not only changed schools but also lost part of their identity and social image. These emotions should not be underestimated, as they can directly affect academic performance and mental well-being.
However, the greatest challenge is not the transfer itself, but how students are welcomed into their new schools. In many schools, new students enter classrooms as “outsiders” expected to adapt on their own. There are often no structured welcome programs, integration activities, or proper follow-up to address the emotional challenges of the transition.
In many schools, especially those facing financial pressure or overcrowding, access to educational counselors or psychosocial support specialists remains limited, leaving students without the guidance they need during this sensitive period.
Addressing this issue does not only mean having a “psychologist” available at school. It requires a broader school culture that recognizes student mental health as an essential part of education, not a luxury. The goal is not simply to identify signs of sadness or anxiety, but to create an environment where new students feel welcomed and valued rather than like outsiders.
A school’s responsibility goes beyond providing a seat in a classroom. Schools need to develop practical plans for students’ psychological and social integration rather than simply completing enrollment procedures and leaving students to navigate their new environment alone.
Simple initiatives can make a significant difference. Schools can organize group activities that encourage existing students to connect with newcomers, establish a “student buddy” system where a current student supports a new classmate during the first weeks, or introduce games and activities designed to break down barriers and reduce feelings of isolation.
Teachers also need training to recognize emotional and behavioral changes among newly transferred students. As the adults who interact with students daily, teachers can play a crucial role, and even a small gesture of support can transform a student’s experience. Involving families in the integration process is equally important, as some students may return home feeling rejected or lonely without being able to openly communicate these emotions.
Unfortunately, many schools continue to approach this issue from an academic perspective alone: Has the student adapted academically? Is the student attending classes regularly? Yet the more important questions are often overlooked: Does this student feel safe? Do they feel that they belong?
A student experiencing ongoing psychological distress cannot fully engage in learning, regardless of their efforts.
In a country facing repeated crises like Lebanon, school transfers have become part of the reality for thousands of families. However, this does not mean they should become a painful and silent experience that children must face alone. Schools today must do more than open their doors to new students; they must create spaces for inclusion, support, and belonging.
A successful school is not only one that achieves strong academic results, but one that understands how to protect students’ emotional well-being and provide them with a safe place in a world that continues to change around them.
About the author:
Hanan Ramadan is an education advocate, Project Manager at the Find A Teacher initiative, and a member of Save The Book. She works to support Lebanon’s education sector through initiatives focused on the rights of students, teachers, parents, and schools, based on her belief that education depends on a comprehensive partnership among these four stakeholders.
Ramadan focuses on developing more supportive and inclusive learning environments through educational workshops and training programs, creating employment opportunities for teachers, and providing students with psychological, educational, and social support, particularly amid the crises affecting Lebanon’s education system.