The well-being of children and teachers: effective tools and practices of psychosocial support

Abstract

The article is devoted to understanding the theoretical foundations and practical approaches to the implementation of psychosocial support in the educational environment, which operates in the context of a full-scale war in Ukraine. It is noted that the educational system, as a social institution, is currently experiencing unprecedented pressure associated with the traumatic experience of war, massive population displacement, losses, and emotional instability of participants in the educational process. In such circumstances, psychosocial support is of particular importance, as it is an important condition for maintaining mental health, social adaptation and personal resilience of children, students and teachers.
The article provides a clarified interpretation of the concept of «psychosocial support» as a set of actions aimed at creating a safe, accepting environment, establishing trusting relationships, activating the internal resources of the individual and forming a sense of inclusion in society. It is noted that psychosocial support in the educational context covers several interrelated levels: individual (work with a child, teacher), group (creating a positive microclimate in the classroom, teaching staff), institutional (organization of internal support policy in an educational institution) and systemic (state and public support programs).
The authors analyze the causes of increased levels of stress, anxiety, and emotional burnout
among teachers and children in wartime. The emphasis is placed on the fact that teachers themselves need psychological support in order to remain resourceful and able to help others. The directions of psychosocial support are proposed, including the use of self-regulation techniques, exercises for the development of emotional intelligence, the introduction of art therapy, fairy tale therapy, bodyoriented practices, support groups for teachers, interactive classes for children, etc.
The role of the teacher as a carrier of a supportive culture, an intermediary between the child and the world, who creates a trusting atmosphere, encourages self-expression, and helps to survive traumatic experiences, is outlined. It is noted that the training of future teachers should include the formation of relevant competencies: stress resistance, empathy, ability to reflect and work in a team.
It is emphasized that the introduction of a system of psychosocial support in education is not only a humanistically motivated need, but also a prerequisite for the sustainability of the educational system, social cohesion and the future recovery of Ukraine.