Toxic Stress Prevalence in the Holy Land and the United States

Toxic Stress in the Holy Land

The Holy Land has long been a region marked by persistent conflict and trauma. The October 7 attacks, the deadliest in Israel’s history, have intensified these challenges, with psychological repercussions resonating across every layer of society. Clinical psychologist Ayelet Gundar-Goshen captures the collective impact, stating: “The worst of the trauma is borne by the survivors and by those who have lost loved ones… but society as a whole will never be the same again.”

Children in the Holy Land, exposed to the ongoing stress of war and conflict, face a heightened risk of Toxic Stress—a prolonged activation of the stress-response system that undermines their physical, emotional, and cognitive development. According to a 2003 study conducted during the Second Intifada, over 50% of children who are Palestinian Citizens of Israel were found to have PTSD. While more recent studies are limited, ongoing waves of violence suggest that this population continues to experience significant psychological distress. More broadly, 10% of Israel’s population suffers from PTSD, a rate three times higher than in the United States, highlighting the pervasive mental health challenges faced by children and adults alike.

Common symptoms in Israeli and Palestinian children include developmental regression, such as bedwetting or repetitive behaviors, along with difficulties in language and math skills. These challenges disrupt academic progress, hinder social development, and weaken emotional resilience.

Teachers in the Holy Land report observable effects of Toxic Stress in classrooms:

The children talk very loudly now. When they sit next to each other, they speak loudly and repeat themselves without being able to listen to each other. They talk incessantly during activities. We would take them outside in the past, but now we cannot take them out of the kindergarten because of security issues. This means they have no walking time in nature, which in the past was very soothing. They also hear loud new security system buzzing sounds.” – Tsipi, kindergarten teacher, Jerusalem

The children are blocked. They cannot express themselves. They cannot talk about their feelings. When playing in the kindergarten, they take building blocks and hide behind them. This gives them a sense of security. When I give them cardboard cartons to play with, they make shields to protect themselves. They will build up structures and destroy them while crying, ‘A bomb is coming.’ They also pretend they are prisoners being released from jail.” – Hana, kindergarten teacher, East Jerusalem

Amid a national crisis, traditional support systems like social workers or therapists are often overstretched. This underscores the need for classroom-based interventions to restore emotional regulation and readiness to learn.

Toxic Stress in the United States

In the United States, Adverse Childhood Experiences (ACEs) are alarmingly common. Approximately 64% of adults report experiencing at least one ACE before the age of 18, and nearly 17% report four or more. These adverse experiences—such as abuse, neglect, or exposure to violence—create prolonged activation of the stress-response system, known as toxic stress. Below, find key statistics on the high prevalence of toxic stress among children in the U.S.

• Children with four or more ACEs are 10-12 times more likely to engage in risky behaviors and substance abuse.
• They are 2-3 times more likely to develop chronic health conditions, such as heart disease or diabetes.
• They face a 32 times greater risk for severe learning and behavioral challenges.

The widespread prevalence of toxic stress among children in the U.S. underscores the urgent need for early interventions that promote resilience and mitigate its long-term effects.

Addressing Toxic Stress in Both Contexts

Whether in the Holy Land or the United States, the effects of toxic stress are pervasive and urgent. Early childhood interventions are critical to reversing its damaging impact by creating stable, nurturing environments. Programs like reGeneration Education provide teachers with tools to:

• Identify and address symptoms of toxic stress in children.
• Foster safety, stability, and resilience within classrooms.
• Extend support to families to reinforce healing practices at home.

By addressing toxic stress through collaborative efforts between educators, caregivers, and policymakers, we can help children recover from adversity and thrive in the face of challenges. Toxic stress knows no borders, and neither should our commitment to solving it.