Features of the psycho-emotional climate and conflicts in educational institutions of Ukraine during the war

Братко, Марія Василівна and Романова, Анна Анатоліївна (2025) Features of the psycho-emotional climate and conflicts in educational institutions of Ukraine during the war Наукові інновації та передові технології, 49 (9). pp. 1453-1464. ISSN 2786-5274

Text M_Bratko_NIPT_2025_9.pdf Download (278kB)

Abstract

Abstract. The article presents the results of a study on the institutional psycho- emotional climate (IPC) and conflicts in Ukrainian educational institutions during wartime, with a particular focus on identifying the factors shaping conflict levels (CL) and perceptions of conflict resolution effectiveness among different categories of educational process participants (EPPs). The study was conducted within the framework of the project “At-Risk Mental Health Support for Ukrainian Teachers & Students” of the Act4Ukraine Charitable Foundation, supported by the U.S. Embassy in Ukraine. The sample included 1,035 respondents (207 representatives from each of five groups: teachers, administrators, students aged 15–19, parents/guardians, and school psychologists/social pedagogues). The study employed an author-designed methodology (30 mixed-format questions); data were collected online between September and October 2024 and analyzed using Pearson’s correlation coefficient (r). The findings revealed significant associations between the EPP category and the assessment of IPC (r = 0.19; p < .001), conflict frequency (r = 0.13; p < .001), and perceived conflict resolution effectiveness (r = 0.19; p < .001). Teachers and administrators provided the lowest evaluations of IPC and were identified as “risk groups” for emotional burnout and heightened conflict levels. Administrative staff most frequently reported increases in conflicts (22.22% – “yes,” 25.93% – “rather yes”). Students and parents most often applied a “frozen conflict” strategy and rated conflict resolution effectiveness the lowest, while administrators expressed the highest satisfaction with outcomes. Despite the availability of psychologists in schools, only 18.67% of respondents reported seeking their help, and mediation was practically unused. The war exacerbates the tension of the educational climate, particularly for teachers and administrators, intensifies conflicts, and reduces satisfaction with conflict resolution among students and parents. Strengthening psychological support, implementing burnout-prevention programs, and developing conflict management strategies are recommended.

Item Type:	Article
Uncontrolled Keywords:	school climate; trauma; conflicts; educational institutions; war; Ukraine; emotional burnout
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра освітології та психолого-педагогічних наук
Depositing User:	професор Марія Василівна Братко
Date Deposited:	29 Sep 2025 07:13
Last Modified:	29 Sep 2025 07:13
URI:	https://elibrary.kubg.edu.ua/id/eprint/53247

Actions (login required)

View Item