Russian aggression against Ukraine has caused considerable damage not only to the Ukrainian economy and infrastructure but also to the mental health of the nation. The highest risk group includes schoolchildren who have experienced traumatic experiences and, in some cases, physical injuries. The purpose of the article is to analyze the impact of digital technologies of distance education on the mental health of children in the conditions of military operations. Methods of analysis, synthesis, structural-functional, prognostic were used. In the results, the general problems of children's mental health formation in Ukraine were determined, peculiarities of the implementation of the recommendations of the World Health Organization regarding the observance of mental health were traced, and the effects of an aggressive digital environment, which were intensified by military actions, were determined. Special attention is paid to the recommendations to teachers regarding the continued use of digital technologies and distance education in wartime conditions. In the conclusions, it was noted that military challenges impose additional obligations on teachers and parents, because in the conditions of martial law, protecting children's psyche from additional stress is extremely important. For this, a system of methodological recommendations has been developed, which will be relevant for this process.

The article presents the relevance of the study and organization of psychological and pedagogical conditions for the development of STEM education. The authors assume that the study of this problem will contribute to the improvement of the effectiveness of educational and educational tasks of educational institutions. The authors stated that the psychological and pedagogical conditions for the development of STEM education in educational institutions are the purposeful organization of the educational STEM environment in the educational institution; educational and methodical support of educational institutions; improving the professional skills of scientific and pedagogical workers; psychological readiness of teachers for innovative activities; motivation of students for research, design, invention activities etc. STEM education is a tool for implementing the key provisions of the Concept of the New Ukrainian School regarding the renewal of didactic methods, means, forms and principles of education. Strengthening the role of STEM education will increase the motivation of students to study natural and mathematical subjects, as well as engineering, technology, and informatics. STEM education unites the efforts of the participants of the educational process in the formation of the competencies of the students, which will give the opportunity to propose innovative solutions for the economic development of the state and other spheres of society.

The objectives of the research: The article considers the problem of preparing teachers for activities in the information space, which covers both the virtual space, where electronic communications are provided via various Internet networks, and certain technical devices. Considerable attention is paid to the study of the peculiarities of the psychological readiness of teachers to use information and communication technologies. The complex of research methods is used in the work: Psychological features and problems of the influence of information and communication technologies on the implementation of effective interaction between teachers and students are identified. Theoretical results: Based on the analysis, the essence and structure of psychological readiness of teachers to interact with students in the digital educational environment are revealed, which contains cognitive, motivational and operational components. Empirical results: A set of methods for studying the levels of psychological readiness of teachers to use information technology and interaction with students in the educational environment is grounded and the results of their application in a representative sample of educators are presented. It is noted that the introduction of ICT in the educational environment contributes to improving its quality, as well as improving the organization of educational institutions and their management.