Peculiarities of psycho-pedagogical training, and its role in the preparation of the future teachers for the preservation and strengthening of occupational health, formation of their professional stress resistance, and harmonization of personality are revealed in the article. Activity of the training group was described, aimed at: formation of skills of productive interaction and constructive overcoming of professional difficulties, formation of strategies of protection against stress, teaching of methods and techniques of self-regulation, formation of sanogenic thinking. Dynamics of psychological indicators of the occupational health of future teachers, who took part in the work of psycho-pedagogical training, was checked. Quantitative and qualitative analysis of the results of diagnostics (research of responses, selfreports of participants of training about their state of health, change of way of life or thinking, ways of interaction with others) was carried out. The effectiveness of psychological and pedagogical training as a means of forming professional stress resistance of future teachers has been proved.

The article is devoted to the current problem of the modern school - the emotional well-being of students in the learning process. The study analyzes the role of the emotional component in students' learning activities, the impact of emotions on learning outcomes, and the importance of emotional well-being in maintaining and strengthening their health. The purpose of the study was to identify the causes of emotional discomfort of students in the learning process, the ways to ensure the emotional well-being of students, the implementation of which will improve learning success, maintain and strengthen students' health. The following methods were used to study the state of the emotional well-being of the students: 1) a questionnaire developed by the authors of the research to study the emotional well-being of students at school; 2) the method of assessment of mental activation, interest, emotional tone, tension and comfort, created by L. Kurganskyi and his colleagues; 3) a card to identify factors of learning success. The results of the study showed a low level of the emotional well-being of students in modern schools. Based on the analysis of the study outcomes, the causes of emotional discomfort of students in the learning process are identified. The possibility of improving the effectiveness of learning, educational achievements of students by ensuring their emotional well-being in the learning process is described. Practical ways to improve the emotional well-being of students in the modern school and the formation of their emotional health are outlined and substantiated.

Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine. Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.

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The article is devoted to the retrospective analysis of the problem of the teacher’s occupational health maintaining and strengthening. On the basis of the study of the psychological and pedagogical massive of sources the state of the development of the problem and the peculiarities of the research of the determined problem in history of the scientific thought and practice are defined. The periods and directions of the professional health of the teacher preservation and strengthening research problem are singled out and characterized. New views of the scientists who studied the problems of the optimization of the efficiency, manufacturing safety, improvement of the efficiency, overcoming of the professional weariness are presented. The experience of the pedagogical education of the beginning of the XX century in Russia and the Committee of the study of the teacher labour in particular, the study of the conditions and mechanisms of the professional disadaptation appearance, professional deformations, determination of the professional difficulties, their influence on the teacher’s state of health are described. The positions of the scientists-analytics in the researched problem are shown. The crucial attention is devoted to the analysis of the A. Makarenko, V. Sukhomlinskyi views of the questions of study of the reasons of the teacher’s health deterioration, the ways and means of the emotional stress removal, improvement of his psychological wellbeing. The special literature for the period from the middle of the XX century till the beginning of the XXI century on the problem of pedagogy and psychology of health, maintaining and strengthening of the teacher’s health are analyzed. The circle of problems that need the research of the concrete ways of maintaining and strengthening of the teacher’s health problem solving is determined.