UDC: 378:355.01:159.9 PSYCHOSOCIAL SUPPORT FOR THE EDUCATIONAL PROCESS PARTICIPANTS AS AN INDICATOR OF THE QUALITY OF EDUCATION UNDER MARTIAL LAW
DOI: https://doi.org/10.51706/2707-3076-2023-9-20
Abstract
The article emphasizes that russia’s armed aggression against Ukraine has significantly affected the security situation and the deterioration of the psychological state of the educational process participants, which is a dangerous phenomenon in the context of ensuring the quality of education. The necessity of creating a safe educational environment to reduce the impact of risk factors on the mental health of students, their parents and educators is put stress on. The challenges faced by the psychological service in the education system during the war are identified, in particular the growing number of people who are in need of psychological help and support, an insufficient number of trained practical psychologists and educators for providing psychological support and first psychological aid to the educational process participants, an imperfect system of support for educators and practical psychologists while working in stressful conditions, parents’ lack of awareness of mental health issues and mechanisms for providing psychological support to their children. The article highlights the peculiarities of providing psychosocial support to children and adults affected by the war in crisis situations as well as the mechanisms of psychological self-help as a factor of stress resistance and internal potential to withstand psychological trauma during the war. The ways of implementing the educational policy to ensure constant supervision and timely provision of psychosocial support for the educational process participants under martial law are revealed, which is a guarantee and a necessary prerequisite of quality education in accordance with the goals and objectives of the education system. The results of an empirical study into the war’s impact on the life of students and their mental health have shown that their psychological state underwent significant changes during martial law, which led to the weakening of academic motivation and a deterioration in learning outcomes. It is concluded that psychosocial support for the educational process participants is a prerequisite for ensuring the quality of education in the conditions of war and in the post-war period.
