PSYCHO-PEDAGOGICAL AND SOCIAL-PREVENTIVE IMPACT OF WAR ON THE MENTAL HEALTH OF STAKEHOLDERS IN HIGHER EDUCATION INSTITUTIONS WITH SPECIFIC LEARNING CONDITIONS

Abstract

The full-scale war in Ukraine has caused profound transformations in all spheres of social life, including the higher education system. Participants in the educational process of higher education institutions with specific training conditions (military, law enforcement, and security-oriented institutions) experience a dual psychological burden: as citizens of a country subjected to armed aggression and as future professionals whose activities are inherently associated with risk, responsibility, and functioning in crisis situations. According to the Ministry of Health of Ukraine, millions of citizens will require psychological support, and a significant proportion will need specialized mental health care. This situation highlights the urgent necessity of integrating psychological-pedagogical and socio-preventive support mechanisms into the educational environment. The purpose of this article is to provide a theoretical substantiation of the psychological, pedagogical, and socio-preventive aspects of the war’s impact on the mental health of participants in higher education institutions with specific training conditions, as well as to identify effective resources, mechanisms, and preventive strategies aimed at strengthening psychological resilience under martial law. The study is grounded in contemporary theoretical approaches to stress and adaptation, including Hans Selye’s concept of the general adaptation syndrome, Richard Lazarus’s transactional model of stress emphasizing cognitive appraisal, and Judith Herman’s research on trauma and post-traumatic stress disorder. Ukrainian scholars have further developed these perspectives, focusing on psychological resilience, adaptive potential, professional stress, and burnout prevention within educational and security-related contexts. The findings demonstrate that war exerts a prolonged impact on psycho-emotional well-being, contributing to anxiety, depression, PTSD, sleep disturbances, psychosomatic disorders, and increased risks of chronic physical illnesses. In this context, mental health is conceptualized not merely as the absence of disorders but as a dynamic state of psychological well-being that includes self-regulation, productivity, and constructive social interaction. Particular attention is given to stress management as a conscious and responsible process that involves personal accountability, adequate cognitive-emotional appraisal of war-related stressors, identification of additional stress factors, and implementation of self-regulation strategies. A resource-based approach is substantiated as a productive framework for preventive interventions. Key resources include structured daily routines, time management, physical activity, professional and volunteer engagement, social support, and the development of creative thinking. The BASIC Ph model is highlighted as an integrative tool encompassing emotional, social, cognitive, physical, and spiritual dimensions of coping. Furthermore, the role of spiritual development and value-based education is emphasized as an important component of resilience formation. The article concludes that the systematic integration of psychological-pedagogical and socio-preventive mechanisms into the training of future security sector professionals is essential for preserving mental health, enhancing adaptive capacity, and ensuring professional readiness in conditions of prolonged armed conflict.