A TRAUMA-INFORMED APPROACH IN THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS: CHALLENGES OF WAR

Abstract

This article provides a theoretical foundation and practical insights into the implementation of a trauma-informed approach within the educational process of higher education institutions, as the challenges posed by martial law in Ukraine have led to an increase in the number of primary school-aged children with traumatic experiences, thereby highlighting the need to train future primary school teachers. As part of the study, an analysis of the academic discourse was conducted, which helped to clarify the essence of key definitions; in particular, the trauma-informed approach is viewed as a holistic system for organising the educational environment, based on an understanding of the impact of psychological trauma on the cognitive and emotional development of primary school pupils. The specific features of trauma-informed learning as a methodology aimed at creating a safe educational environment and preventing the retraumatisation of pupils through the particularities of establishing pedagogical interaction within the educational institution have been identified. Priority areas for the training of future primary school teachers have been outlined, including: the development of emotional self-regulation skills, the mastery of crisis intervention techniques, and the development of empathetic communication. Particular attention has been paid to methods for recognising behavioural markers of trauma in primary school children. The phased approach to preparing future primary school teachers for work in conditions of (post-)war state (introductory, analytical, practical, communicative and supportive stages) for the psychological and pedagogical support of pupils with war-related trauma is substantiated. The practical significance of this study lies in the possibility of integrating the proposed approaches into the educational programme for students specialising in A3 ‘Primary Education’. The findings of the study confirm that the implementation of a trauma-informed approach is a necessary condition for ensuring the psychological well-being of both pupils and teachers during times of crisis.