Children are considered one of the most vulnerable groups in situations of war, insecurity, and social instability, and exposure to such conditions can adversely affect their mental health, academic performance, and emotional adjustment [۱,۲,۱۵]. In Iran, concurrent with security tensions, wartime conditions, and the psychosocial consequences of regional crises during ۲۰۲۵-۲۰۲۶ (۱۴۰۴-۱۴۰۵ in the Iranian calendar), many families experienced psychological concerns, disruptions in educational processes, and increased emotional and social pressures. Under such circumstances, identifying protective factors that contribute to children's mental health and academic functioning becomes particularly important. One such factor is the quality of online education, which has received increasing attention in recent years as a means of maintaining educational continuity during times of crisis [۳,۱۴]. The present study aimed to investigate the moderating role of online education quality in the relationship between exposure to war or insecurity and the psychological-academic outcomes of elementary school children, as well as the quality of the parent-child relationship. This study employed a descriptive- correlational cross-sectional design. The statistical population consisted of parents of elementary school children, from whom ۶۲ participants were selected using convenience sampling. Data were collected using the Child-Parent Relationship Scale (CPRS) [۱۰], the Strengths and Difficulties Questionnaire (SDO) [۹], and the
Online Education Quality Questionnaire based on the model proposed by Udo et al. [۱۱]. Data analysis was conducted using SPSS version ۲۶ through Pearson correlation coefficients and hierarchical moderated regression analyses. The findings indicated that exposure to war or insecurity was associated with increased psychological- academic problems among children, including anxiety, attention and concentration difficulties, and family tensions [۱,۲,۱۵]. Furthermore, online education quality was negatively associated with psychological- academic problems and positively associated with the quality of the parent-child relationship. The results of the moderated regression analysis also demonstrated that online education quality could reduce the negative effects of insecurity on children's psychological-academic outcomes. In other words, at higher levels of online education quality, the relationship between exposure to insecurity and psychological-academic problems was weaker. In addition, better online education quality was associated with more positive parent- child interactions and reduced family tensions [۳,۱۱,۱۴]. Overall, the findings of the present study suggest that high-quality online education may serve as a protective factor in reducing the psychological-academic consequences of war and insecurity. Accordingly, simultaneous attention to the quality of online education, psychosocial support for families, and the strengthening of environmental protective factors may contribute to improving children's mental health and academic adjustment under crisis conditions [۳,۱۴,۱۵].