Resilience of teachers, students, and their parents under the conditions of martial law.

Abstract

The article examines the results of a study of the resilience of teachers, students, and their parents 2 months after the start of a full-scale war in Ukraine. The total number of respondents who took part in the study is 14,556. There are employees of educational institutions (29%), students (22.41%), and parents (48.22%) from all regions of Ukraine among them. A reduced level of resilience of adult research participants (teachers, parents) and higher resilience of young people were revealed. The relationship between resilience and place of residence, forced resettlement, subjective assessment of one's own security, involvement in various forms of education (teaching), as well as gender and age differences in resilience is presented. The results can become the basis for policy development regarding the system of support for teachers, students, and their parents in conditions of traumatic effects. Impact and ImplicationsThe results of the study of the personal experience of living in war, the level of resilience of the participants of the educational process in the conditions of full-scale military operations are presented. It is shown how all participants in the educational process cope with the traumatic challenges of war, and practical ways of help are outlined. Despite the limitations, the results of the study indicate the risks of students' development: The war has left a significant impact on the psychoemotional state, they often experience anxiety and worry, are often not sure of their own safety, demonstrate a reduced level of resilience, which affects the educational process. The results of this study emphasize the importance of developing resilience in teachers and parents-so that they can become a support for their students and children.

Adopting global perspectives in school psychology.

“…The evaluation of the impact of individual consultation as an intervention for improving both self-efficacy and self-care for teachers working with refugee children in Malaysia by O’Neal et al (2024) provides insight into one of the primary challenges facing school psychologists today. Arora et al (2024) explored the challenges of engaging in community-based research with newcomer immigrant adolescents in the U. S. School psychologists are often called upon to assist children facing traumatic events, such as the invasion of Ukraine discussed by Halchenko et al (2024), who provides insights into differences in adult and child resilience under extreme stress.…”