MORAL AWARENESS-BASED PSYCHOSOCIAL RESILIENCE AMONG STUDENTS WITH SPECIAL NEEDS FOLLOWING FLOODS: A CONCEPTUAL FRAMEWORK FOR LOCAL WISDOM-BASED TRAUMA-INFORMED LEARNING

Abstract

This article aims to develop a conceptual framework for local wisdom–based trauma-informed learning to support psychosocial resilience recovery and strengthen moral awareness among students with special needs following floods. The study adopts a conceptual approach through a narrative literature review of trauma-informed education, play as a medium for psychosocial recovery, post-disaster recovery experiences in Indonesia, traditional games in inclusive education, and children's moral development. The analysis identifies key ideas, compares findings and limitations of previous studies, and synthesizes them contextually into a learning design responsive to students' needs. The findings comprise five core conceptual propositions, a mapping of six trauma-informed principles into activity design guidelines, and a five-phase session sequence integrating traditional games, a sense of safety, moral reflection, and academic support. The framework also incorporates ethical considerations, activity adaptations for diverse student needs, and an evaluation design addressing psychosocial indicators, participation, and moral awareness. However, available empirical evidence remains limited, particularly concerning students with special needs after floods. As no field data were collected, the proposed framework cannot yet be considered effective and requires further empirical validation.