Rate My Professor Jon-Håkon Schultz

Schultz has authored numerous publications on these themes. Key works include 'Supporting teachers in a war zone: a mixed methods study of a brief intervention in the context of ongoing war' (2026, Conflict and Health), 'The Development and Application of a Potentially Traumatic Events Checklist for Conflict-Affected Pupils Living in the Occupied Palestinian Territory' (2026, Child Psychiatry and Human Development), 'Treating war- and conflict-related nightmares in children and youth: outcomes of a school-based intervention' (2026, Frontiers in Sleep), 'Psychosocial Support for Refugee Children in a Multi-Layered Crisis: A Mixed-Methods Case Study in Lebanon' (2025, Intervention), 'Unveiling mechanisms of change: Analyzing a short-term psychosocial support intervention for refugee children in Lebanon' (2025, SSM - Mental Health), '“Students are bringing the revolution into the classroom!” teachers’ and counselors’ perceptions of the need for psychosocial support in crisis-affected classrooms in Lebanon' (2024, Teaching and Teacher Education), 'Terror leaves adolescents behind: Identifying risk and protective factors for high-school completion among survivors of terrorism' (2023, Journal of Traumatic Stress), 'Educational and psychosocial support for conflict-affected youths: The effectiveness of a school-based intervention targeting academic underachievement' (2022, International Journal of School & Educational Psychology), 'Prevalence and Characteristics of Post-traumatic Nightmares in War- and Conflict-Affected Students' (2021, Nature and Science of Sleep), and 'Returning to school after a terror attack: a longitudinal study of school functioning and health in terror-exposed youth' (2018, European Child and Adolescent Psychiatry). His contributions advance school-based trauma interventions and collaborations with humanitarian organizations.