Educational Losses in the Ukrainian Language and Reading in Primary School Students under Martial Law and Distance Learning

Subject of the study. The subject of this study is the problem of educational losses in the primary school language and literature field, particularly under the influence of distance learning and wartime conditions. Research topic. The research focuses on identifying, analyzing, and addressing the educational losses experienced by younger schoolchildren in the field of Ukrainian language and literature due to prolonged distance learning, psychological stress, and socio-political instability caused by war. Purpose. The purpose of the study is to determine the extent and nature of educational losses among primary school students in the linguistic and literary domain, and to develop effective strategies and tools for their timely diagnosis and compensation within the educational process. Methodology. The study uses a combination of theoretical and empirical research methods, including pedagogical observation, analysis of educational achievements, diagnostic tools to identify literacy gaps, interviews with teachers and parents, and a review of national and international literature. Emphasis is placed on qualitative methods and case studies in Ukrainian primary schools under crisis conditions. Results. The study reveals a significant decrease in students' reading comprehension, writing accuracy, vocabulary development, and overall linguistic competence. These losses are closely related to limited direct teacher-student interaction, reduced learning motivation, and the emotional impact of wartime stress. The findings also show that standardized approaches to education during crises are ineffective without individualized support systems. Application of results. The study proposes a set of pedagogical measures to mitigate learning losses, including the implementation of flexible curricula, individual remedial programs, active use of formative assessment, differentiated instruction, and the involvement of tutors and psychologists. These recommendations can be used by primary school educators, school administrators, and policymakers to improve learning outcomes during and after emergency situations. Conclusions. Educational losses in the linguistic and literary domain of primary education require prompt and personalized intervention. Addressing them involves a comprehensive approach that takes into account both cognitive and emotional needs of children. The research underscores the necessity of resilience- oriented educational strategies in times of social disruption and highlights the central role of teacher adaptability and targeted support in overcoming learning setbacks.