The impact of “the war that drags on” in Ukraine for the health of children and adolescents: Old problems in a new conflict?

Scientific publishing sanctions in response to the Russo‐Ukrainian war

“…There are also obvious psychological consequences of this war that do not allow citizens to return to a peaceful and productive life, maybe even for a long time, including post‐traumatic syndromes, depression, trauma, and nervous disorders of varying severity, any or all of which may impact an entire generation of Ukrainians, ranging from children to the elderly (Gonçalves Júnior et al, 2022; Jawaid Nencki, 2022; McKee & Murphy, 2022).…”

Supporting the social and emotional well-being of refugee students from Ukraine in host countries

“…Sports have been recognised as having the potential to provide "a sense of purpose and direction for young people recovering from the traumas of the refugee experience or the impact of racism" and to promote positive relationships within communities (Cerna, 2019[5]; Dykes and Oliff, 2007 [26]; McBrien, 2022 [13]). Creative expression programmeswhich aim to develp social and emotional skills through art, music or dramacan also reduce symptoms of post-traumatic stress disorder, anxiety and depression among refugee learners and support their social and emotional leanring (Global Education Monitoring Report, 2019 [27]). A 12-week creative arts workshop programme offered to immigrant and refugee primary school students in Montreal, Canada, was, for example, associated with higher selfesteem and reduced mental health symptoms (Global Education Monitoring Report, 2019 [27]).…”

“…Creative expression programmeswhich aim to develp social and emotional skills through art, music or dramacan also reduce symptoms of post-traumatic stress disorder, anxiety and depression among refugee learners and support their social and emotional leanring (Global Education Monitoring Report, 2019 [27]). A 12-week creative arts workshop programme offered to immigrant and refugee primary school students in Montreal, Canada, was, for example, associated with higher selfesteem and reduced mental health symptoms (Global Education Monitoring Report, 2019 [27]). Similarly, a multi-week story-telling and drawing programme implemented in Belgium was found to improve classroom relationships and support significant symptom reduction in refugee and migrant children "elevated levels of post-traumatic distress" (European Commission / EACEA / Eurydice, 2022 [7]).…”

Contribuer au bien-être social et émotionnel des élèves réfugiés ukrainiens dans les pays d’accueil

“…De même, en Estonie, le ministère de l'Éducation et de la Jeunesse a établi une liste de sujets à aborder par les établissements scolaires dans le cadre de leurs premiers entretiens avec les élèves ukrainiens et leurs parents ou tuteurs, notamment des questions sur la santé mentale et sur la façon dont l'élève fait face à la situation (Haridus-ja Noorteamet, 2022 [42]). Dans ses directives pour l'accueil des élèves en provenance d'Ukraine, le ministère de l'Éducation, de la Culture et des Sports de la communauté autonome de Valence, en Espagne, renvoie les établissements scolaires au protocole officiel d'accueil des élèves déplacés et nouvellement arrivés, lequel précise que les équipes de direction des établissements doivent mener un entretien avec chaque élève et ses parents ou tuteurs afin d'obtenir des informations sur sa situation personnelle, son état de santé et sa famille, ainsi que sur sa scolarité (Generalitat Valenciana Conselleria d'Educació Cultura i Esport, 2022 [43] ; Generalitat Valenciana Conselleria d'Educació Cultura i Esport, 2018 [44]).…”