The number of children living in a conflict zone in 2021 reached a staggering 449 million, which represents more than one out of every six children (Save the Children, 2022). When children are exposed to armed conflict the experiences can impair cognitive and social and emotional function. These functions can in return challenge and impair the child's learning processes. Through a comparative multiple-case study, using the lens of the Ecological Systems Theory, two humanitarian interventions; BLP in Gaza by NRC and HCT in Lebanon by IRC, the research aims at shining light on the opportunities and challenges with PSS educational interventions targeting children's trauma recovery and academic achievement. The research questions seek to create an understanding about how the interventions are designed and implemented and which strategies are the most impactful and less impactful, and lastly, what recommendations can be derived from the findings to guide similar NGOs in their design and implementation process. The main results showed that both BTP and HCT interventions effectively reduced traumatic stress and improved academic achievement among the beneficiaries. BLP demonstrated strengths in its multi-leveled design, parent involvement, and comprehensive materials for teachers. HCT demonstrated strengths in creating a supportive environment and structured teacher training but had low parent involvement. The findings emphasize the importance of a multi-leveled approach to enrich the child's social ecosystem.