PSYCHOSOCIAL SUPPORT FOR STUDENTS AFFECTED BY THE WAR

Abstract

The article addresses the issue of psychosocial support for students affected by the full-scale armed aggression of the Russian Federation against Ukraine. It analyzes the key challenges facing the higher education system caused by the war, particularly the increase in psycho-emotional stress, the spread of anxiety and depressive disorders, post-traumatic stress symptoms (PTSD), and the general decline in students’ adaptive capacity. The need for a comprehensive approach to student support is emphasized – one at integrates psychological assistance, educational flexibility, the development of self-regulation skills, and the creation of a supportive academic environment. The purpose of the study is to provide a comprehensive analysis of psychosocial support strategies for students affected by the war, substantiating directions for implementation in higher education institutions based on the systematization of current practices, typology of learners’ needs, and identification of factors that determine support effectiveness during martial law. Based on theoretical and empirical analysis, three main categories of students are identified according to stress resilience, with differentiated support strategies proposed for each group. The article highlights the role of psychological services, instructors, crisis counseling, psychoeducation, art therapy, and self-regulation techniques. The importance of flexible educational formats, asynchronous access to resources, and increased psychological awareness among academic staff is also substantiated. The novelty of the study lies in the interdisciplinary justification of psychosocial support as a multi-level model involving the interaction of psychological services, teaching staff, administration, and student self-governance. For the first time, a typology of students’ psycho-emotional reactions is proposed, along with corresponding response strategies based on resilience levels. The need to integrate both structured and creative support formats into the educational environment is also substantiated. The findings may be used for the development of institutional mental health policies, staff training programs, and educational initiatives aimed at psychosocial support in higher education settings.