Moroccan EFL teachers’ experiences with the 2023 Al-Haouz earthquake

Abstract This quantitative study examines Moroccan English as a foreign language (EFL) teachers’ experiences following the 2023 Al-Haouz earthquake, the country’s most devastating natural disaster in six decades. Using an online survey (n = 133) grounded in social-emotional learning (SEL), trauma-sensitive pedagogy, and resilience frameworks, the study explored teachers’ experiences in relation to challenges, growth, coping mechanisms, and preparedness levels. Descriptive analyses revealed significant emotional and professional strain, including material loss, disrupted instruction, and limited institutional support. Yet, most teachers reported sustained commitment to teaching and strong reliance on personal and relational coping resources such as faith, community support, and helping others. Findings highlight teachers’ dual roles as educators and emotional caregivers and underscore the urgency of integrating trauma-sensitive practices and SEL principles into national teacher preparation and crisis recovery plans. The study contributes to growing discussions on teacher well-being, autonomy, and resilience in disaster-affected educational contexts.