Schooling under chronic insecurity: an ecological mixed methods study of violence in Palestinian schools

School safety is a key determinant of children's wellbeing and educational engagement, particularly in contexts of military occupation and prolonged insecurity. This study examines safety and violence in Palestinian schools in Areas C and H2 of the southern West Bank, drawing on data collected between April and June 2019. A sequential mixed-methods design was used. Survey data were collected from 1,062 students in grades 3−10 across eight public schools, followed by semi-structured interviews with 12 teachers and seven school counsellors. Students reported frequent exposure to multiple forms of violence within and around schools. At least weekly exposure to teacher-to-student aggression was reported by 53.6% of students, while 62.8% reported witnessing military-related arrests at least weekly. Educators described this violence as cumulative, shaping the school climate and placing emotional and professional strain on staff. Despite these challenges, schools employed relational and organisational strategies to sustain safety, care, and learning. Findings highlight the need for trauma-informed, relational, and whole-school approaches that are adaptable to contexts of chronic insecurity. Although these findings reflect the circumstances of participating schools in 2019 rather than contemporary conditions, policies should prioritise staff support, culturally and contextually responsive practices, and equitable resource allocation for high-risk settings.