Practices of trauma-informed learning and their influence onthe level of situational and personal anxiety of students whoare studying face-to-face during hostilities

Conclusions: The repetitiveness of the process of experiencing situational anxiety without external supporting influence causes the formation of personal anxiety as a stable personal tendency in students. The use of preventive practices of trauma-informed learning (practices of focusing attention on breathing with a creative supplement, practices of supportive communication, practices of avoiding retraumatization, practices of "Creative pauses") helps to reduce the levels of situational and personal anxiety among students in face-to-face training during military operations.