A Teaching Model for Social Work Students Who Served in Military Reserves During Wartime

The events of October 7 in Israel, during which many civilians were harmed–some injured and killed, while others were kidnapped–had a widespread impact on the entire population. Among those affected were students, some of whom were drafted to fight in the Iron Swords War, which erupted in response to these events. Integrating into academic studies during and after reserve duty poses significant challenges across multiple areas. Students had to transition from a structured military environment with clear rules to an academic setting. Furthermore, they grappled with the emotional toll of their combat experiences, including the loss of friends, intense stress, and exposure to life-threatening situations. To address the needs of students serving in reserve duty, we implemented a tailored learning model in the Department of Social Work. This article presents the model, which incorporates key principles such as designated group learning, fostering unit cohesion, establishing a stable and consistent framework, and developing individualized plans. Additionally, the model emphasizes providing support, building personal connections with students, maintaining open communication, and focusing on students’ strengths. These principles aim to help students successfully navigate their studies despite the challenges brought on by the war. The model can be applied in future crisis situations.