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This study examined how academic resilience is enacted among Israeli students in the aftermath of the October 7 national crisis. Building research on resilience in higher education, the study focused on both individual and collective processes that support learning, engagement, and coping during periods of collective trauma. The data were derived from naturally occurring discourse in academic Facebook groups and were analyzed using thematic analysis. The findings indicate that academic resilience emerges as a dynamic and socially embedded process, influenced by adaptive learning strategies and peer support in digital platforms. Moreover, online communities played a central role in supporting students’ management of academic demands and sustaining adaptive functioning during periods of collective stress. These results highlight the importance of digital communities in sustaining academic functioning during crises and contribute to understanding resilience as a context-sensitive and socially situated phenomenon in higher education.
Academic resilience; collective trauma; digital communities; peer support; higher education; social identity
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Academic Resilience in Times of National Trauma: The Role of Digital Discourse and Social Identity in Israel After October 7
How to cite this paper: Lipaz Shamoa-Nir. (2026). Academic Resilience in Times of National Trauma: The Role of Digital Discourse and Social Identity in Israel After October 7. The Educational Review, USA, 10(1), 25-31.
DOI: http://dx.doi.org/10.26855/er.2026.01.005