Earthquakes pose a significant risk in Turkey, often resulting in devastating consequences. The February 6, 2023, Kahramanmaraş-centered earthquake severely impacted children's mental health, increasing rates of anxiety, depression, and PTSD (Ahmed et al., 2024). Schools play a crucial role in post-disaster recovery by providing a stable environment, routine, and a sense of safety that supports emotional well-being (Mooney et al., 2020). In response to the earthquake, education was temporarily suspended to assess damage, and face-to-face education could not continue in severely affected schools. From March 2023 onwards, repaired schools gradually reopened, while in heavily damaged areas, alternative education solutions—such as dual education systems, container classrooms, and tent schools—were implemented. Displaced students continued as guest students in other regions, and transportation education and distance learning via the EBA platform and television broadcasts helped maintain educational continuity (ERG, 2023; MEB, 2023).

The earthquake's impact on education varied widely, with students facing different levels of disruption. Loss, displacement, or living in the destroyed neighborhood required intensive psychosocial support and long-term academic recovery.  It could lead to experiencing structural damage and emotional distress, needed stability, and consistent routines. Vulnerable groups—such as low-income children, those with disabilities, and socially disadvantaged students—faced heightened risks, deepening existing inequalities. Addressing these diverse well-being needs requires a multidimensional approach, as outlined in the School Well-being Framework (Konu & Rimpelä, 2002), which emphasizes school conditions, social relationships, self-fulfillment, and health status in fostering resilience and recovery. 

School conditions refer to the physical and structural environment, ensuring safety, accessibility, and adequate resources for learning. Social relationships are the interactions between students, teachers, and the school community, contributing to emotional security and a sense of belonging. Means for self-fulfillment include opportunities for personal growth, engagement, and skill development, allowing students to participate actively in their education. Health status includes both physical and mental well-being, ensuring students receive necessary health and psychosocial support. These dimensions must be adapted in disaster contexts to ensure schools serve as protective spaces (Burde et al., 2017). Considering the Minimum Standards for Education in Emergencies, these dimensions can be operationalized, which helps to understand the potential of schools to support resilience and holistic well-being in crisis-affected settings. School conditions should include disaster-resilient infrastructure, safe learning environments, and access to basic needs (World Bank, 2020). Social relationships must be strengthened through teacher training in trauma-informed approaches and peer-support programs (Wilson-Ching, M., & Berger, 2024). Self-fulfillment should be facilitated with flexible and contextually relevant curricula, enabling students to regain a sense of normalcy (Koros et al., 2023). Health status requires integrated mental health services, psychological first aid, and access to medical care (Ahmed et al., 2024).

This research aims to conduct a qualitative content analysis of the Ministry of Education's post-earthquake service data, utilizing the School Well-being Framework proposed by Konu and Rimpelä (2002). This study seeks to systematically categorize and evaluate the provided services across the framework's four dimensions: school conditions, social relationships, means for self-fulfillment, and health status. By doing so, the research aims to identify strengths and gaps in the current educational support mechanisms, offering insights to enhance student well-being in post-disaster educational settings.

This study employs a qualitative content analysis approach to examine post-earthquake educational services through the lens of the School Well-being Framework (Konu & Rimpelä, 2002). A directed content analysis method is adopted, where predefined categories from the School Well-being Framework guide the initial coding process (Hsieh & Shannon, 2005). The research aims to systematically categorize and evaluate services provided by the Ministry of Education following the earthquakes, focusing on their contributions to students' well-being. The study analyzes official documents and reports issued by the Ministry of Education, including post-earthquake education policy documents outlining service implementation, school rehabilitation and infrastructure reports detailing physical reconstruction efforts, psychosocial support and student well-being programs addressing emotional recovery, and official statistical data on service distribution and accessibility. Documents are selected based on relevance, credibility, and comprehensiveness in covering post-earthquake educational responses. A thematic qualitative content analysis will be conducted to classify services within the four well-being dimensions of the School Well-being Framework. Using deductive coding (Thompson et al., 2022), each identified service will be categorized under school conditions, social relationships, means for self-fulfillment, or health status. Thematic patterns will then be analyzed to identify key priorities and service gaps in post-disaster interventions. Multiple documents from different sources within the Ministry of Education will be cross-referenced to enhance credibility. However, potential limitations include restricted access to internal reports and the absence of qualitative insights from educators and students. Future research could incorporate interviews or surveys to explore service effectiveness from stakeholders' perspectives. This study contributes to a comprehensive evaluation of post-disaster educational well-being interventions by applying qualitative content analysis within a structured theoretical model, offering insights for future resilience-building efforts.

Our initial analysis of educational services following the earthquake reveals a fragmented yet multidimensional approach to recovery. Using the School Well-being Framework (Konu & Rimpelä, 2002), we categorized services into four key areas: School Conditions, Social Relationships, Means for Self-Fulfillment, and Health Status. This analysis highlighted both strengths and critical gaps. School conditions were prioritized, with efforts primarily focused on repairing infrastructure and establishing temporary learning spaces. However, the uneven progress in school rehabilitation indicates disparities in educational continuity and access. Some students benefited from transportation services and alternative learning models, but concerns remain regarding the long-term sustainability of these solutions. Psychosocial support initiatives were widely introduced to address trauma-related needs; however, the scope and continuity of these interventions are uncertain, raising questions about their long-term effectiveness in rebuilding social relationships. Short-term psychological support alone may not sufficiently address the deep social disruptions caused by displacement and trauma. Academic recovery programs and extracurricular initiatives facilitated learning continuity, but their uneven implementation highlights inequalities in access among students. The lack of a centralized strategy for long-term educational recovery risks exacerbating pre-existing disparities, particularly for marginalized students. Health services were primarily focused on emergency responses, food distribution, and hygiene support. Nonetheless, these efforts appeared more reactive than preventative. The unequal distribution of basic needs indicates a lack of integrated planning for the long-term well-being of students. In summary, while the response addressed various dimensions of well-being, inconsistencies in the service distribution, questions about sustainability, and potential long-term inequalities underscore the necessity for a more structured and equity-driven post-disaster education strategy. Future research should investigate the long-term impact and effectiveness of these services in fostering resilience.

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