| Sub-themes | Teachers’ Beliefs | Principals’ Beliefs |
| Emotional Support | “I have a meeting with a social worker every two weeks, which is a gift. Without it I would not have survived these years. If she had not guided me in the first few years on how to separate between what happens at school and at home, I would not have been able to keep this job.” (Miri) | “The teachers receive one weekly hour of training from a social worker. It is very helpful with the difficult and complex situations and intensive emotional outbursts that need to be coped with. I think the teachers have a sense of togetherness and nurturing, which is also helpful.” (Dan) |
| Academic Guidance | “Our previous consultant was really strong in pedagogic understanding. With her I could break into units, what would suit the pupil, what was right for her, and what method to use. I would consult her on what to do now on how to step forward or what is the right response in a certain situation.” (Miri) | “What’s sorely lacking in shelters is professional guidance in the academic field… In shelters, there are no experts on how to teach Hebrew and math.” (Adam) |
| Professional Development Outside the Shelter | “There is a large forum, where all the teachers of the shelters meet. We talk among ourselves and share ideas concerning various subjects, and it’s very productive. We all have something in common.” (Nira) | “The teachers receive training consultants from professionals at the Ministry of Education. A supervisor from the Ministry of Education also comes twice a year for general thinking on ongoing matters.” (Tali) |
| DCWs as Teaching Assistants | “When a student has a behavioral problem, we call a DCW, who simply takes the student out. The DCWs help us in the morning with anything we need; whether someone wants water, or a child is cold and needs a jacket. I cannot leave the class to do these things so the DCWs are my assistants.” (Carmel) | “Often the homeroom teacher works individually with a child, so there has to be a DCW in the classroom. Although part of the lesson is frontal, the student often needs restraining or assistance to sit down, or help with learning.” (Ziv) |