Abstract
This study seeks to reveal the multifaceted educational needs of primary school students who left their hometown due to the earthquake and continue their education in Istanbul. The research was carried out with 35 classroom teachers teaching primary school students forced to leave their city due to the earthquake that occurred in Kahramanmaraş and continue their education in public schools in Istanbul. In this qualitative research, a semi-structured interview form prepared by the researcher was used as a data collection tool. The data were analyzed via the descriptive method. Within the scope of the research, findings related to the educational needs of the earthquake survivor primary school students, the role of the classroom teachers in the classroom climate in the context of the earthquake experience, the support training needs of the classroom teachers regarding the education of the earthquake survivor students, the teacher guidance for the well-being of the earthquake survivors’ parents, and the teachers’ expectations from different ministries under the theme of the earthquake were determined. As a result, suggestions were offered on various activities that education stakeholders can do to minimize or eliminate the effects of the trauma experienced by primary school students due to the earthquake.
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