@article{article_1627059, title={The School Adjustment Process of Preschool Children Displaced by Earthquake: A Phenomenological Study}, journal={Journal of Education and Future}, pages={69–82}, year={2025}, DOI={10.30786/jef.1627059}, author={Yüksel, Begümhan and Bayat, Nihat and Özkara, Yasin}, keywords={School Adjustment, Earthquake, Pre-school Education, Phenomenological Approach}, abstract={This study explores the school adjustment experiences of children displaced by an earthquake, focusing on their perceptions of peer relationships, teacher interactions, and the broader educational environment. The study was conducted using a phenomenological research design. A study group of 10 children aged between 60 and 72 months was formed on February 6, 2023, after the earthquakes with magnitudes of 7.7 and 7.6 centered in Kahramanmaraş. Participants were selected using criterion sampling, a type of purposeful sampling that ensures the inclusion of individuals meeting the predetermined criteria. Data were collected using qualitative techniques, including structured observations, semi-structured interviews, and analysis of children’s drawings. The findings indicated that earthquake-related trauma had a significant negative impact on school adjustment. Factors such as peer interactions, the structure and content of the school curriculum, and its implementation played a crucial role in adjustment. Furthermore, teacher attitudes and behaviors influence children’s peer relationships, emotional well-being, and classroom experiences. The results, analyzed from psychological and developmental perspectives, provide recommendations for future research and interventions supporting disaster-affected children in educational settings.}, number={28}, publisher={Aydın Yayıncılık}