Introduction. Currently, the level of social tension in relation to the special operation carried out by Russia on the territory of the Donetsk and Lugansk People’s Republics is growing, such inter-ethnic conflicts develop from local military disasters into the level of an inter-ethnic catastrophe. The urgency of the situation affects the entire population living in the war zone, undoubtedly affecting the lives and well-being of children. Within the framework of the federal project “University specialized educational shifts” on the territory of the campus of the Tula State Pedagogical University named after L. N. Tolstoy, conditions were created for the reception of children from regions of military conflicts. The aim of the study is to describe the experience of psychological and pedagogical support for the children who arrived from the zone of local military conflict on the territory of the Donetsk People’s Republic (DPR). The objectives of the study are to assess the psycho-emotional state of the children who find themselves in a difficult life situation, and to develop areas of work with children during their stay in Russia. The article analyzes the publications of N. G. Osukhova, N. F. Zubkova, O. V. Isahakyan, A. A. Tkachenko and other authors involved in practice-oriented research in the field of psychological support for the children caught in a combat zone. Materials and Methods. Theoretical analysis of the literature, screening diagnostics (individual and group), generalization of empirically obtained data, observation, conversation, experiment. Discussion and Conclusion. The article substantiates the content characteristics of the support position and provides a brief analytical review of the definition of this concept in domestic psychological science. The research material presented in the article was obtained in the course of systematizing the results of the implementation of psychological support for the children who arrived from the territory of the DPR within the framework of the federal project of university specialized educational sessions with the support of the Ministry of Education and the Ministry of Education and Science of Russia. The article presents the structural components of the program of psychological support for the children participating in this project, consisting of two blocks that complement each other. The first block of classes is focused on developing the skills of self-knowledge of the children and on their ability to develop ideas about their significance and value. The second block is aimed at harmonizing the emotional sphere, relieving stress, developing self-regulation skills, and constructive communication. It was concluded that the anxiety-depressive state in which adolescents arrive is associated with the awareness of the tragedy of what is happening, the situation of being in the war zone itself, separation from home, which requires psychological service specialists to take a more constructive approach to organizing crisis assistance and psychological support for children from regions of local military conflicts.

The first stage of the study of socialising opportunities for orphans of the regional educational space is the study of factors and conditions for improving the effectiveness of socialisation of orphans and children left without parental care. The article contains the results of this theoretical study of the problem: the classification of the existing and Russian Federation forms of orphan children is given; the negative consequences of family dysfunction are described; the primary attention is paid to the analysis of the current state of the highlighted problem. For this purpose, fundamental theories and concepts were characterised: design and development of educational systems, socialisation, social adaptation and social rehabilitation through and in the conditions of education, management of the development of educational systems. The semantic field of the concept of "regional educational space" is characterised, two approaches to understanding the socialisation of children are described, the methodological foundations of the study of the socialisation of orphans are determined.

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The concept of sustainable development (SD) was born, developed and is actively evolving in many national and international strategies, official reports, modern scientific research in various directions. The context of sustainable development is present in the official and scientific chronicle of the development of society, summarized in documents and studies. However, in pedagogical works, this tendency is not covered in such detail. The idea of SD is aimed at systematic, multidimensional development, at the well-being of countries, peoples, an individual, at eliminating inequalities: demographic, social and political stability and neutralizing factors dangerous for the development of nature. The basic element of SD in the 21st century is higher education, which was declared at the Paris World Conference on Higher Education in 2009. The evolution of education in a society of sustainable development contributes to a change in the ecological culture of an individual and groups of people based on a value attitude towards nature, safety, health, well-being, unity and cultural diversity. The article is based on the idea of the leading importance of the formed ecological culture of the teacher for the sustainable development of the state. The developed foundations for the formation of environmental culture in the context of sustainable development of university students imply the definition of its goals and conditions, clarification of the structure and relationships between the components, patterns and principles, methods and forms of organization of training, criteria and indicators for assessing the development of components of environmental culture.

Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.