Entry

Military conflicts pose significant risks to the emotional and psychological state of children and adults. In Ukraine, the post-war period poses new challenges to the education system, where an important element is the provision of psychological and pedagogical support for both students and teachers. Trauma pedagogy, as an interdisciplinary approach, combines psychotherapeutic and pedagogical tools to help children who have experienced traumatic events in order to improve their emotional state and increase the level of educational achievement. The international project "Trauma Pedagogy for Ukrainian Schools" is extremely important in terms of providing psychological and pedagogical support to students and teachers in the post-war period.

1. The concept of traumapedagogy

Trauma pedagogy (traumapädagogik) is a specific approach developed to work with children who have experienced psycho-emotional trauma as a result of war or other extreme events. The approach is based on the concept of creating a safe educational space that supports emotional stability and helps students cope with the effects of psychological trauma (Brunzell, Waters, & Stokes, 2019).

Studies show that about 60% of children in conflict zones show signs of traumatization, which can manifest as concentration problems, sleep disturbances, and aggressive or withdrawn behavior (Van der Kolk, 2014). The Ukrainian-German project "Trauma Pedagogy for Ukrainian Schools", which is implemented in cooperation with the NGOs "Dialogue for Understanding e.V" (Germany) and the Agency for the Development of Educational Policy with the support of the Ministry of Foreign Affairs of Germany during 2023-2025, emphasizes the importance of implementing curricula that focus on emotional support and stabilization of the mental state of students and is an important initiative that provides pedagogical support in the post-war Conditions.

2. The impact of the war on teachers and students

As of 2023-2024, the war in Ukraine continues to profoundly affect educators and students. The country's educational system suffered significant destruction, thousands of teachers were forced to relocate or go abroad. In addition to the physical destruction, the war has led to significant psychosocial challenges for students and educators, who are constantly faced with the danger of airstrikes and other consequences of the conflict. Millions of students continue to study in bomb shelters, which significantly affects their academic achievements and psychological state.

According to research conducted by UNICEF, more than 1.48 million children and young people in Ukraine have received psychological support to help them cope with the effects of the war. At the same time, more than 35,000 educators and 8,000 education professionals were trained to work with psychosocial support, particularly in the field of trauma disorders and post-traumatic stress disorder (PTSD). This is an important step in ensuring the sustainability of the educational system, which continues to function in wartime. Studies conducted among educators in conflict zones indicate that more than 70% of educators experience emotional exhaustion or burnout syndrome (Howard, 2020).

In the post-war period, it is especially important to provide psychological and pedagogical support for teachers working with children with post-traumatic disorders. For example, in Germany after World War II, rehabilitation programs for teachers were implemented, which helped to reduce the level of emotional stress and improve the quality of the educational process (Herman, 1997). Similar practices can be adapted in Ukraine, where educators face similar challenges after the conflict.

3. Methods of psychological and pedagogical support within the framework of trauma pedagogy

Effective methods of trauma pedagogy focus on stabilizing the emotional state of students and creating a safe environment for learning:

- Emotional regulation and interventions: One of the key elements of trauma pedagogy is the development of children's skills of self-regulation of emotions. This can be achieved through the implementation of specific psychological techniques, such as grounding or breathing practices to reduce stress levels (Perry & Szalavitz, 2017).

- Stabilization of the environment: Students who have experienced trauma need a clear and structured learning process. This can include predictable schedules, clear rules of conduct, and creating a safe space where the child feels stable and in control of the situation (Van der Kolk, 2014).

- Rebuilding trust through relationships: The student-educator relationship becomes an important foundation for coping with the effects of trauma. Research shows that positive interpersonal relationships help children regain a sense of security and trust in the world around them (Brunzell et al., 2019).

4. Up-to-date statistics

According to the study "Trauma Pedagogy for Ukrainian Schools", about 85% of children who survived the war need specialized psychological support. Of these, 40% have behavioral disorders, including aggressiveness, anxiety, and trouble concentrating. In addition, 65% of educators said they needed additional training and educational resources to work with children in the post-war period (Trauma-in-formed Education in Ukrainian Schools, 2023).

5. Practical recommendations

- Professional training of teachers: It is important to implement trainings for teachers on the basics of trauma pedagogy and providing psychological support to children with traumatic experiences.

- Integration of psychological support: Creation of psychological support programs in schools, regular consultations with specialists for students and teachers, as well as conducting classes on psycho-emotional health for all participants in the educational process.

- Creating a supportive environment: Creating a safe and predictable environment in educational settings where children can regain emotional balance and develop a sense of control over their own lives.

Conclusions

Trauma pedagogy is an integral part of the modern education system in the post-war period. Not only does it help students cope with the effects of trauma, but it also contributes to the development of a more flexible and resilient educational system that can support all participants in the learning process. The relevance of implementing such approaches for Ukraine is especially high due to the large-scale consequences of the war for the psycho-emotional state of students and teachers.

References:

1. Brunzell, T., Waters, L., & Stokes, H. (2019). Trauma-informed flexible learning: Classrooms that strengthen regulatory abilities. *Educational & Child Psychology*, 36(2), 61–72.
2. Herman, J. L. (1997). *Trauma and recovery: The aftermath of violence–from domestic abuse to political terror*. Basic Books.
3. Howard, J. A. (2020). Supporting educators and children: The role of trauma-informed practices. *Australian Journal of Teacher Education*, 45(11), 59-77. https://doi.org/10.14221/ajte.2020v45n11.4
4. Perry, B. D., & Szalavitz, M. (2017). *The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook—What Traumatized Children Can Teach Us About Loss, Love, and Healing*. Basic Books.
5. Project "Trauma Pedagogy for Ukrainian Schools". Recommendations for educators. Available on: https://edudevelop.org.ua/traumapedagogy.html
6. Trauma-in-formed Education in Ukrainian Schools. (2023). Report on the implementation of trauma-pedagogy in post-war Ukraine. Available at https://edudevelop.org.ua/traumapedagogy.html
7. Van der Kolk, B. A. (2014). *The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Penguin Books.