PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR STUDENTS IN WAR: CHARACTERISTICS AND SIGNIFICANCE FOR CHILDREN WHO HAVE SUFFERED LOSSES

Harmonious personality development, the ability to adapt to stressful situations, successful socialization, and educational activities are all elements of training the future generation. Psychological and pedagogical support of students plays a significant role in these processes, as it is at the stage of secondary education that a child does not have a formed psyche, or a clear worldview and is only at the beginning of his or her personal development trajectory. The teacher plays the role of an assistant in this process. The conditions of war pose serious challenges for children in Ukraine, many of whom have already faced losses, whether material or the loss of a loved one. Schools are one of the most stable social institutions, and psychological and pedagogical support for students in war is a fundamental element of the educational process in today's realities, it is of great practical importance in working with children in Ukraine and their psychological and emotional recovery, which emphasizes the importance of studying the issue. The scientific article is an original study of the essence and significance, characteristic features, tools of psychological and pedagogical support for students developing in the context of armed conflict and suffering losses from the war in Ukraine. The methods of analysis, comparison, abstraction, and generalization were used to implement the study. The paper determines the essence of psychological and pedagogical support for students, which can be implemented by general secondary education institutions represented by teachers, psychologists, and social workers, the characteristic features of such support and its importance for children whose worldview is only being formed and is particularly vulnerable to the impact of war and the losses that accompany armed conflict. The authors studied psychological and pedagogical support in two contexts: as a process of searching for and identifying psychological problems in children who have suffered losses from the war in Ukraine, as well as a set of measures aimed at working out the child's issues, correcting his or her behavior and preventing the impact of the shock on personal growth, physical and intellectual development, communication skills, etc. Based on the study of these aspects, the authors focused on the applied role of psychological and pedagogical support at school and analyzed several practical ways to ensure psychological and pedagogical work with students who suffered losses during the war.