Psychological and social challenges faced by IDP children in general secondary education institutions

The article highlights the psychological and social challenges faced by IDP children in general secondary education institutions, highlighting a number of features in certain areas. Social challenges of IDP children in general secondary education institutions: 1) the complexity of social adaptation – IDP children go through difficult stages of adaptation to a new environment; 2) traumatic experience – experienced stress and war trauma are important barriers to normal socialization and adaptation; 3) the need for socio-pedagogical support – IDP children need significant socio-pedagogical support from educational institutions and local communities for effective adaptation; 4) integration into the classroom – includes such difficulties as: social isolation and stereotypes, problems in communicating with classmates, insufficient support from classmates; Integration into the classroom is an important stage in the socialization of IDP children. The following psychological challenges faced by IDP children in general secondary education institutions have been identified: 1) psychological trauma and stress – IDP children often experience significant stress and psychological trauma as a result of displacement, loss of loved ones, change of environment and uncertainty of the future; 2) insufficient number of specialists – schools that accept IDP children often have a shortage of qualified psychologists and social workers; 3) lack of clear methods and programs – psychological services often face a lack of adapted methods and programs for working with children; 4) limited cooperation with families – effective psychological support for IDP children requires the involvement of parents or guardians. To overcome them, it is necessary to develop and implement specialized support programs.