SOCIAL AND PSYCHOLOGICAL SUPPORT FOR MIGRANT PUPILS THROUGH EDUCATIONAL TRAINING: IMPACT ON PUPILS AND TEACHERS

Abstract

The article presents the results of a training programme implementation for psychological and pedagogical support of the Ukrainian migrant children based on trauma-informed pedagogy, socio-emotional learning and culturally adapted practice of working with migrant children in different countries. The suggested structure of specific training sessions is based on the traditional Ukrainian interactive learning model, which meets the needs of the educational training in terms of the session structure, methods and techniques of organising pupils’ activities. The developed cycle of training sessions contributes to the socio-emotional adaptation and psychological recovery of displaced children through the organisation of multilateral communication in the training group, the development of communication skills, self-knowledge and the formation of value orientations of pupils under the traumatic impact of war events. The practical toolkit is of particular practical value, as it can be integrated into the daily work of any teacher, teaching staff and school psychological services. The exercises suggested for each session (focused on diagnosing children’s emotional condition, emotional relief and various forms of interaction; individual/group analysis of visual sources (on screen), exercises for reflecting on changes in behaviour and attitudes towards various aspects of life, etc.) are an important component of the deve-loped programme and the basis for methodical assistance to teachers during its implementation. The data obtained confirm the effectiveness of the training programme for migrant pupils in maintaining their psychological stability, adapting to new life circumstances, positive changes in their emotional sphere and behaviour, and developing soft skills.