Psychological consequences of the war crisis for older younger students in Transcarpathia: a general psychology analysis and practical guidelines for primary school teachers

Abstract

Abstract. The aim of the study is to assess the psychological state of older younger students (8–9 years old) in the Transcarpathian region under conditions of the war crisis and to identify features of their emotional reactions, levels of stress, anxiety, depressive manifestations, resilience, and coping strategies. Special attention is given to identifying practical guidelines for primary school teachers to support children’s psychological well-being in crisis conditions. For the empirical analysis, a set of age-adapted methods was used: a simplified, game-based questionnaire assessing emotional state and anxiety, an adapted scale of depressive manifestations, and evaluation of resilience and adaptive resources through teacher observation and surveys. The application of this set made it possible to determine individual and group characteristics of children’s psychological responses under stress and to analyze the relationship between stress and anxiety levels and types of coping strategies. The results showed that most students were in a state of moderate emotional tension: 45% of children demonstrated a medium level of stress, 50% — a medium level of anxiety, while groups with high stress and anxiety levels accounted for 15% and 20% of respondents, respectively. Depressive manifestations were mild in 35% of children and moderate in 15%. Assessment of resilience revealed a high level in 20% of students, medium in 55%, and low in 25%. Analysis of coping strategies indicated a predominance of active coping mechanisms in 60% of children, while passive and unique strategies were observed in 20% of the sample each. A close relationship was found between the level of psychological resilience and the effectiveness of adaptive response strategies. Overall, the results suggest that the psychological consequences of the war crisis in older younger students are multidimensional and determined by the interaction of emotional state, adaptive resources, and social support. Practical recommendations for teachers include creating a predictable and emotionally safe educational environment, supporting learning motivation, developing constructive help-seeking skills, and fostering social interaction among students. The findings emphasize the key role of educators in ensuring psychological stabilization and support for children under crisis conditions.