Integration of psychosocial support into the educational process of students of displaced higher education institutions under martial law

The article determines that the topic of integrating psychosocial support for students into the educational process of relocated higher education institutions under martial law is important for several reasons: first, the mental state of applicants directly affects their ability to learn (stress, anxiety, depression and other mental disorders can lead to a decrease in academic performance and motivation to study, which is especially important in wartime); second, supporting psycho-emotional health is an important part of the socialization of students who move to other regions or educational institutions (the lack of such support can lead to isolation, a sense of helplessness and alienation from society, which complicates their adaptation and integration into new conditions; the integration of psychosocial support allows creating conditions for the development of social ties, reducing stress and improving the general psychological state of students); third, under martial law, psychosocial support becomes not only a matter of students' well-being, but also a matter of their future. The features that we identified in the process of scientific research on the integration of psychosocial support for students into the educational process of displaced higher education institutions under martial law are: the need to focus on psychological support and stress resistance; mandatory integration of educational programs aimed at adapting to new learning conditions; constant work on adapting distance learning and supporting students through alternative forms of interaction. The integration of psychosocial support into the educational process of students of displaced higher education institutions under martial law is necessary to ensure the appropriate psychological well-being of students and their adaptation to war conditions.