The social environment post-conflict in Aceh has caused trauma. They reflect the condition of the past with their behavior in the present either. On the other hand, post-conflict regional education policy has not yet realized its strategic position. This research intends to answer the questions: 1). How is the social environment in Aceh post-conflict society that forms the behavior of child victims of conflict?, 2. What are the efforts that schools can do to encourage social behavior that promotes social integration? Qualitative research used in naturalistic settings. Data collection techniques supported by observation, deep interview and literature study. The results show that social enviroment create social pathology that causes social integration to be hampered. This is one of the reasons for the weak common ground in developing peace in Aceh. Educational environment can function as a social institution to understand and influence the social environment of students. Social Studies can make this happen through the internalization of 'Aceh Caroeng' and 'Aceh Meuadab' programs. These programs in line with the mission of social studies fostering students with knowledge, attitudes and skills to be able to play a real role as members of the community and good citizens.

Aceh in post-conflict has special conditions that need to be observed and managed. Aceh is factually increasingly diverse, both due to socio historical factors and other factors as an excess of the peace agreement that has been reached. Ideally, diversity literacy as a content in the national curriculum can strengthen peace-building efforts. However, the findings of previous research indicate that the post-conflict generation in Aceh has experienced inconsistencies between knowledge, attitudes and skills in diversity. The purpose of this study is to find modalities in diversity literacy that are emic to the post-conflict generation in Aceh and can be used to strengthen peace-building efforts. This research uses mixed methods type convergent parallel design. Data collection techniques in quantitative research are survey questionnaires and attitude scales, while in qualitative research use interviews and observations. The research locus is in the district of East Aceh. The population used is a finite number of 1,510 elementary school students at the Regional Coordinator of Banda Alam which consists of 4 sub-districts and oversees 38 schools, a sample of 15% of the total population. The results show that visual and non -literal literacy have the potential to be a modality in diversity literacy in the post -conflict Aceh region with good categories. Non-literal religious literacy that is widely used by teachers is not realized by students as diversity content, this is because the learning process is not yet ideal to follow integration between themes and across subjects. This study recommends further studies to develop a model for mainstreaming visual and non-literal literacy according to local characteristics to improve attitudes and social skills as the implementation of diversity knowledge in post-conflict Aceh.